Assess Sociological Explanations of Changes in the Status of Childhood

Childhood is socially construted, this means it is only a human concept and the only reason that ‘childhood' exists is because society makes it that way. Over time childhood has changed as different norms and values over each century of life have been different and is still changing at present. Also in different places of the world there are different cultures and ethics so therefore their veiw of childhood will also be different. As Wagg (1992) states ‘Childhood is socially constructed.It is, in other words, what members of particular societies, at particular times, and in particular places, say it is. There is no single universal childhood, experienced by all. So, childhood isnt â€Å"natural† and should be distinguished from mere biological immaturity. ’ However childhood has not always been controlled like this as in pre-industrial times Aries (1960) argues that ‘the idea of childhood did not exist’ Soon after being weaned, the child entered wider society on much the same terms as an adult.However childhood has changed over time and as it says in Item A ‘The development of industrial society meant that children’s life’s were increasingly confined, disciplined, and regulated by adults’. In historical times law often made no distinction between children and adults and as Shorter (1975) argues that high death rates encouraged indifference and neglect, especially towards infants. Childhood is much different now as although neglect is still present, there are laws imposed to protect children, such as the 1989 Child Protection Act.The March Of Progress view would agree that childhood is better now than it was due to laws like this. According to sociologist Aries childhood gradually began to emerge from the 13th century onwards, as schools specialized more in teaching the young since the Compulsory Schooling Act 1880 was imposed leading children to become more educated as adults. This was thought to be the influence of the church as they started to see children as fragile ‘creatures of god’ in need of protection. Children’s clothing also began to change, as before there was no distinction between adults and children.However some sociologists have criticized Aries for arguing childhood did not exist in the past. Pollock (1983) for example argues that society in the middle ages simply had a different notion of childhood from todays. The ‘March Of Progress’ view argues that today children in western societies has been steadily improving and today it is better than it has ever been. Aries and Shorter both hold this view as they argue today’s children are more valued, better cared for, protected, educated, enjoy better health, and have more rights than those of previous generations.Due to this more ‘child centered’ society there are higher living standards and smaller family sizes which gives governments more money to offer free health care. However ‘The Conflict View’ with sociologists such as the Marxists and Feminists dispute this. They argue that society is based on a conflict between different social groups, such as social classes or genders. This view would see inequalities among children, as they still remain unprotected and badly cared for.Gender and ethnic differences may also occur as for example boys are generally allowed more freedom than girls, and also from Brannen’s (1994) study of 16-16 year olds found that Asian parents were more likely than other parents to be strict towards their daughters. There are also many class inequalities between children as according to Woodroffe (1993) children of unskilled manual workers are over three times more likely to suffer from hyperactivity and four times more likely to experience conduct disorders than the children of professionals.There are also major inequalities of power between children and adults. March of Progress writers argue that adults use this power for the benefit and protection of children, for example by passing laws against child labor. However, critics such as Firestone (1979) and Holt (1974) argue that this is an excuse for new forms of oppression and control. Neglect and abuse towards children still occurs in society today as it did in pre-industrial times. Adult control over children can take the extreme form of physical neglect, or physical, sexual, or emotional abuse.Some may say due to figures from charities such as Child Line rising there is a ‘dark side’ to family life, where children are victims. This shows in some cases the status of children hasn’t changed over time. Childhood has changed more in other ways such as parents have more control over children’s space as there is increasingly close surveillance over children in public spaces such as shopping centre’s, especially in times when they should be in school.However in contrast to this Katz (1993) describes how rural Sudanese children roam freely both within the village and several kilometers outside it. This shows that changes can still occur but not in some places of the world. Adults in today’s society also can control children’s daily routines, for example when they get up, go to bed, have breakfast, etc. Whereas in historical times this wouldn’t have been an issue. Adults exercise enormous control over children’s bodies including how they sit, walk, and run, what they wear, hairstyles etc. hereas in some non-industrial cultures this may not be an issue, and therefore giving children more freedom. Some sociologists such as Postman (1994) argue that childhood is ‘disappearing at a dazzling speed’ as he says by giving children the same rights as adults, the disappearance of children’s traditional unsupervised games, the growing similarity of adults and children’s clothing and even committing adult crimes lies in the ris e and fall of print culture and its replacement by television culture.This is evident as unlike the printed word, television does not require special skills to access it, and therefore make it available to everyone, including children and this also shows in Item A as it says ‘childhood and adulthood is once again becoming blurred’. Unlike Postman, Opie (1993) argues that childhood is not disappearing, based on a lifetime of research she argues there is strong evidence of the continued existence of a separate children’s culture over many years.Child liberationists argue that modern western childhood is oppressive and children today are subject to adult authority. Western notions are also being globalised, as international humanitarianism and welfare agencies have exported and imposed on the rest of the world. In this view childhood is not disappearing, but spreading throughout the world. Overall, there has been many changes in childhood and children’s statu s over the years, and is different in all parts of the world due to ethics and culture. Many sociologists have different viewpoints about childhood as a life stage.

Free Essays on THE AENEID-Choices

Choices Life is full of difficult choices. There is no getting around it. One must â€Å"suck it up† and â€Å"deal with it† because it is a part of life that will never change. These choices range from what clothes to wear in the morning to the person one is going to marry. Choices effect every part of everyday life. Some even effect years to come. So many times people believe that choices and their outcomes are all coincidence. Begging to differ, many times, choices are given to us to be made by God. Aeneas faced many adversities and had to make many choices throughout his lifetime and especially in his adulthood. The decisions Aeneas made were decisions that not many people would want to ever have to. For example, when Troy was first being attacked and Aeneas had to decide whether he was going to run and live to fight for his country or die trying to defend it when there was no hope. Even in a time of immense pressures, Aeneas made the choice to run, not as a coward, but as a man of hope and determination. This choice may have resulted in many losses of life and of faith, but in the end there was nothing but victory. Another instance of being faced with a choice to make was when Mercury was sent by Jupiter to give a message to Aeneas concerning his future. The choice was clear, he would either stay with his love, Dido, or he would follow the plan of the gods and head towards Italy. His heart was Dido’s and to take it back was the last thing he wanted to do. Aeneas had to choose between a relationship that had been consummated as would have been a marriage or the well being of his people. These people trusted Aeneas, and he knew that their lives were in his hands. When it came down to it, something had to be sacrificed and Aeneas knew what that sacrifice had to be. Even though Dido had difficulty understanding and never accepted the will of the gods as a reason, in the end all was well. Dido did take her own life, but in th... Free Essays on THE AENEID-Choices Free Essays on THE AENEID-Choices Choices Life is full of difficult choices. There is no getting around it. One must â€Å"suck it up† and â€Å"deal with it† because it is a part of life that will never change. These choices range from what clothes to wear in the morning to the person one is going to marry. Choices effect every part of everyday life. Some even effect years to come. So many times people believe that choices and their outcomes are all coincidence. Begging to differ, many times, choices are given to us to be made by God. Aeneas faced many adversities and had to make many choices throughout his lifetime and especially in his adulthood. The decisions Aeneas made were decisions that not many people would want to ever have to. For example, when Troy was first being attacked and Aeneas had to decide whether he was going to run and live to fight for his country or die trying to defend it when there was no hope. Even in a time of immense pressures, Aeneas made the choice to run, not as a coward, but as a man of hope and determination. This choice may have resulted in many losses of life and of faith, but in the end there was nothing but victory. Another instance of being faced with a choice to make was when Mercury was sent by Jupiter to give a message to Aeneas concerning his future. The choice was clear, he would either stay with his love, Dido, or he would follow the plan of the gods and head towards Italy. His heart was Dido’s and to take it back was the last thing he wanted to do. Aeneas had to choose between a relationship that had been consummated as would have been a marriage or the well being of his people. These people trusted Aeneas, and he knew that their lives were in his hands. When it came down to it, something had to be sacrificed and Aeneas knew what that sacrifice had to be. Even though Dido had difficulty understanding and never accepted the will of the gods as a reason, in the end all was well. Dido did take her own life, but in th...

Free Essays on Demonology

Demonology: The Doctrine of Fallen Angels This excerpt (would you believe, a condensed one at that!) of Arnold Fruchtenbaum’s extensive Messianic Bible Study mbs-082, on the subject of demons gives an overview while addressing these five common, crucial misconceptions: Demons do not exist; they do not have personalities; they are responsible for every sin; every physical infirmity; and, every mental ailment. THE EXISTENCE OF DEMONS Does the Bible really teach that demons exist? Yes, most definitely, and we see this in three ways. First, the existence of demons is mentioned by every New Testament writer except the author of Hebrews (the latter does, however, mention Satan, who is the head of demons). A second way in which the Scriptures teach the existence of demons is apparent in that Jesus recognized the existence of demons: Not only did He positively teach that demons really do exist (Mt. 7:22; 10:8; 12:27-28; 25:41; Mk. 7:29; 16:17; Lk. 10:20; 11:18-20; 13:52), but He also affirmed this through His actions by casting out demons (Mt. 12:22-29; Mk. 1:39; 5:1-20; Lk. 4:35, 41; 8:29-33; 9:12; 11:14). A third way that the Bible clearly teaches the existence of demons is that the disciples – both within (Mt. 10:1) and without (Lk. 10:17) the apostolic group – recognized the existence of demons. THE PERSONALITY OF DEMONS Are demons merely emanations, or influences, or powers? Or does the Bible teach that demons have personalities? There are three attributes of personality. If it can be proven that something has all three of these attributes, then that something is a personality. These three attributes are intellect, emotion, and will. First, do demons have intellect? Yes, and this is evident in six ways: first, demons know who Yeshua is (Mk. 1:24); second, demons know their own future doom (Mt. 8:28-29); third, demons know both Jesus and Paul (Acts 16:16; 19:15); fourth, demons know that God is One (Ja. 2:19); fifth, de... Free Essays on Demonology Free Essays on Demonology Demonology: The Doctrine of Fallen Angels This excerpt (would you believe, a condensed one at that!) of Arnold Fruchtenbaum’s extensive Messianic Bible Study mbs-082, on the subject of demons gives an overview while addressing these five common, crucial misconceptions: Demons do not exist; they do not have personalities; they are responsible for every sin; every physical infirmity; and, every mental ailment. THE EXISTENCE OF DEMONS Does the Bible really teach that demons exist? Yes, most definitely, and we see this in three ways. First, the existence of demons is mentioned by every New Testament writer except the author of Hebrews (the latter does, however, mention Satan, who is the head of demons). A second way in which the Scriptures teach the existence of demons is apparent in that Jesus recognized the existence of demons: Not only did He positively teach that demons really do exist (Mt. 7:22; 10:8; 12:27-28; 25:41; Mk. 7:29; 16:17; Lk. 10:20; 11:18-20; 13:52), but He also affirmed this through His actions by casting out demons (Mt. 12:22-29; Mk. 1:39; 5:1-20; Lk. 4:35, 41; 8:29-33; 9:12; 11:14). A third way that the Bible clearly teaches the existence of demons is that the disciples – both within (Mt. 10:1) and without (Lk. 10:17) the apostolic group – recognized the existence of demons. THE PERSONALITY OF DEMONS Are demons merely emanations, or influences, or powers? Or does the Bible teach that demons have personalities? There are three attributes of personality. If it can be proven that something has all three of these attributes, then that something is a personality. These three attributes are intellect, emotion, and will. First, do demons have intellect? Yes, and this is evident in six ways: first, demons know who Yeshua is (Mk. 1:24); second, demons know their own future doom (Mt. 8:28-29); third, demons know both Jesus and Paul (Acts 16:16; 19:15); fourth, demons know that God is One (Ja. 2:19); fifth, de...

How To Memorize Chemistry

How To Memorize Chemistry When you learn chemistry, its much more important to understand the concepts than to memorize structures, elements, and formulas. However, rote memorization has its place, particularly when you are  learning functional groups  (or other organic chemistry molecules) and when youre trying to keep names of reactions and structures straight in your head. Memorizing wont guarantee you a great grade on a test, but its an important tool to use. Theres more than one way to do it. Here are some of the best (and worst) ways to memorize chemistry. Memorizing Chemistry Using Repetition As you become more familiar with a word/structure/sequence, it will become easier to remember it. This is the memorization method most of us use. We copy notes, use flashcard to recall information in a new order, and draw out structures over and over again from memory. Does it work? Absolutely, but its a time-consuming process. Also, its not a practice most people enjoy. Since attitude affects memorization, the old tried-and-true method may not be your best bet. So, the key to effective memorization- whether its for chemistry or any other subject- is to not-hate the process and to make the memory mean something. The more personal the memory is to you, the more likely you are to remember it for a test and still recall it years down the road. This is where two more effective memorization methods come into play. Memorizing Chemistry Using Mnemonic Devices A  mnemonic device  is just a fancy phrase meaning memory device. The word comes from the ancient Greek work  mnemonikos  (meaning memory), which in turn comes from the name Mnemosyne, the Green goddess of memory. No, a mnemonic device not an appliance you tape to your forehead that transfers information into your brain. Its a strategy or method of remembering information that ties information to something meaningful. An example of a non-chemistry mnemonic you may know is using the knuckles of your hand to remember how many days there are in each calendar month. Another one is saying Roy G Biv to remember the sequence of  colors in the visible spectrum, where the first letter of each word is the first letter of a color (red, orange, yellow, green, blue, indigo, violet). Mnenomics are especially useful for memorizing lists. An easy method is to make a sentence or a song by taking the first letter of a word in a list to make a new work. For example, a mnemonic to memorize the first elements of the periodic table is Hi, he lies because boys can not operate fireplaces. This translates into hydrogen, helium, lithium, beryllium, boron, carbon, nitrogen, oxygen, fluorine. You could choose other words to stand for the letters. Another periodic table example  is The Elements Song. Here, the words actually are the elements, but learning them to the tune helps make the process easier. Using Memory Palaces To Memorize Chemistry Memory palaces (also known as methods of loci) may be the best way to remember chemistry (or anything else). To use this method, you place unfamiliar concepts or objects into a familiar setting. In order to start building your chemistry memory palace, start by associating items you know youll use over and over with a meaningful object. Which object you choose is up to you. What helps me remember might be completely different from what you might use. What should you remember? Elements, numbers, concepts for types of chemical bonds, states of matter... it is completely your choice. So, lets say you want to remember the formula for water, H2O. Start by giving meaning to the atoms, hydrogen and oxygen. You  might think of hydrogen as a blimp (used to be filled with hydrogen) and oxygen a young child holding his breath (thus depriving himself of oxygen). So, remembering water to me might be a mental image of a boy holding his breath while watching two dirigibles in the sky overhead. In my mind, there would be a blimp to either side of the boy (because the water molecule  is bent). If you wanted to add more details about water, I could put a blue ball cap on the boys head (water in large volumes is blue). New facts and details can be added as wish to learn them, so a single memory might hold a wealth of information. Using a Memory Palace To Memorize Numbers Memory palaces are incredibly useful for memorizing numbers. While there are several methods of establishing the palace, one of the best is to associate numbers with phonetic sounds and then make words out of a sequence of numbers. This is an easy way to remember long strings of number, not just simple ones. Here is a simple phonetic association, using consonants: Number Sound Memory Tip 0 s, z, or soft c zero starts with z; your tongue is in the same position to say the letters 1 d,t, th one downstroke is made to form the letters; your tongue is in the same position to say the letters 2 n n has two downstrokes 3 m m has three downstrokes 4 r 4 and R are near mirror images; r is the last letter in the word 4 5 l L is the Roman number 50 6 j, sh, soft ch, dg, zh, soft g j has a shape similar to the curve of a 6 7 k, hard c, hard g, q, qu Capital K is made of two 7s back to back, on their sides 8 v, f I think of a V8 engine or the drink V-8. 9 b, p b looks like a rotated 9, p is a mirror of 9 :The vowels and the other consonants are free, so you can form words that make sense to you. While the table might seem daunting at first, once you try a few numbers, it begins to make sense. After you learn the sounds, youll be able to remember numbers so well it will seem  like a magic trick! Lets try it with a chemistry number you should already know. If not, now is the perfect time to learn it.  Avogadros number is  the number of particles  in a mole of anything. It is 6.022 x 1023. Choose show sand tsunami. sh o w s a n d t s u n a m i 6 0 2 1 1 0 2 3 You might make an entirely different word using the letters. Lets practice in the reverse. If I give you the word mother,  what is the number? M is 3, o doesnt count, th  is 1, e doesnt count, and r is 4. The number is  314, which is how we would remember the digits of pi (3.14, if we didnt know it). You can combine images and words to remember  pH values, constants, and equations. The act of making an association between the fact you are remembering and the memory helps to make it stick.The memories will stay with you, so using this method is better than copying notes over and over and over. Repetition does work for short-term cramming, but for lasting results make your memorization mean something to you.

Twelve Angry Men Analysis Paper Essay Example | Topics and Well Written Essays - 750 words

Twelve Angry Men Analysis Paper - Essay Example At the start of their deliberations, all the jurors pass a guilty verdict against the defendant except one juror. This forces the juror to examine the evidence and after tireless arguments, they emerge with a not guilty verdict. Analysis Due process is one of the major principles of American jurisprudence, which is enshrined in the fifth amendment of the constitution. Due process requires that no person be detained to respond for a capital, or an infamous offense, except on a presentment or indictment of a Grand Jury. Before a person is convicted on a criminal offence, due process requires that the Jury come to a unanimous decision. Lack of a unanimous guilty verdict in the first vote in Twelve Angry men, ensures that the jury re-examines the evidence until not all of them vote guilty as their verdict. This is to ensure that the correct verdict has been reached which is a sign of agreement by all the jurors, solidarity, and unity and to prove that the decision lacks any doubt. A unan imous decision will also ensure that the accused does not face another trial (Siegel, Schmalleger and Worrall 39). Due process also requires that the prosecution prove guilt beyond a reasonable doubt to ensure that the jury returns a conviction of guilty. In case the Prosecution fails to prove its case beyond reasonable doubt, then the defendant will always be acquitted. Proving guilt beyond reasonable doubt also ensures that the prosecution has given enough evidence to show that evidence establishes a particular point to a moral certainty and that it is beyond dispute that any reasonable alternative is possible (Siegel, Schmalleger and Worrall 44). The prosecution could not prove their case beyond reasonable doubt in Twelve Angry Men hence the jury’s decision to come back with a not guilty verdict. Due process of law requires a presumption of innocence by the government on a criminal in case of lack of any contrary evidence. Presumption of innocence is applied in due process to ensure that the government proves the case of the defendant beyond reasonable doubt. The defendant in this case is presumed innocent before the hearing and when due process takes effect, he is found not guilty because the prosecution’s case could not be proved beyond reasonable doubt. A defendant in any criminal case has a right to a jury of his peers. This ensures that the defendant gets a fair verdict, which will be morally held and cannot be contested (Siegel, Schmalleger and Worrall 56). One of the jurors who voted the defendant guilty at first is juror 3. He has preconceived notions about the case and quite antagonistic to juror 8 who votes not guilty. He is a temperamental man who loses his temper whenever anyone opposes his ideas. He has a bad relationship with his son and this makes him to judge the defendant guilty for his crime due to his problems at home. He argues that based on the evidence provided, the case was simple and straightforward thus his conviction that the defendant is guilty. He however changes his mind and is the last person to vote not guilty after coming to terms with his problem. Juror 10, Ed Begley is one of the jurors who show prejudice in terms of his judgment. He votes guilty at the start because he believes that the defendant comes from the ghetto and people from the ghetto kill

Peer Coaching Assignment Example | Topics and Well Written Essays - 750 words

Peer Coaching - Assignment Example Program briefing for all teachers: 2 handouts namely: Briefing Handout and Peer Coaching Program Handout are to be given out to all teachers to be signed up and returned. Power point slide presentation on the Briefing handout is to include: Touching the core of teachers by valuing teaching skills through acknowledging the peak highlights of the teaching milestone. Explaining the power of questioning to solve problems, giving and receiving feedback from peer coachers, using reflection tools to build learning and experience, educate and implement the Peer Coaching Observation process. With a worksheet, the observer will note their behaviour, analyze and interpret them, educate and implement the Peer Coaching Feedback process. On a non-teaching day, a 4 hour workshop will be implemented with the teamed volunteers who will note down what they observed from the participating teachers. A follow up will be made one week later with the observation analyzed and interpreted. This process of observation, analysis and interpretation will be passed on to the participating teachers. They will then do their analysis and interpretation and checked by the respective volunteers as evaluation. A centralized hierarchical... Explaining the power of questioning to solve problems, giving and receiving feedback from peer coachers, using reflection tools to build learning and experience, educate and implement the Peer Coaching Observation process. With a worksheet, the observer will note their behaviour, analyze and interpret them, educate and implement the Peer Coaching Feedback process. 3) Selecting teams (matching teachers)Teachers are matched accordingly to the following criteria: same areas of subject, same gender preferences, good fit of time schedule, complementary/ reinforcing personality traits, common agreement to be matched, same set beliefs, same intellectual level, fit of skills and same work attitudesThese fields are tabulated and matched with mutual approvals of the coach andcoachee. 4) Scheduling an initial round of clinical cycles On a non-teaching day, a 4 hour workshop will be implemented with the teamed volunteers who will note down what they observed from the participating teachers. A follow up will be made one week later with the observation analyzed and interpreted. This process of observation, analysis and interpretation will be passed on to the participating teachers. They will then do their analysis and interpretation and checked by the respective volunteers as evaluation. 5) Monitoring the peer-coaching program A centralized hierarchical system will be implemented where monthly, all teachers will submit their data to the volunteering teachers and then to the HODs or sub- heads and meet in person every quarterly year. At all times enquiries and feedbacks can be made informally

The Darwinian controversy of the nineteenth century Essay

The Darwinian controversy of the nineteenth century - Essay Example The transmutation of species was accepted by many scientists before 1859, but the publication of Charles Darwins On the Origin of Species by Means of Natural Selection provided the first cogent theory for a mechanism by which evolutionary change could occur: natural selection. (Mayr, 2002) Darwins theory nearly shattered the traditional Christian notion that humanity, poised between beast and angel, was literally formed in Gods image. Darwin pointed out, long before we knew that we share 98.5 percent of our genetic material with chimpanzees, that what looks back at us in the mirror is not the face of God but is kin to the earthbound apes. As the Edinburgh Review warned at the time, "a revolution in thought is imminent, which will shake society to its very foundations by destroying the sanctity of the conscience and the religious sense." (Zimmer, 2002) All the statements of Darwinian Theory were in strong contradiction with the religious views. Darwin was sure that life on Earth is directly connected with the fight for living. In addition the strongest survives and the weakest loses their right for living. According to Darwin’s theory there is always a great resistance and contradiction in nature. More over Darwin supposed that this theory reflected the life of humans also. This, of course, was totally opposite to religious views, where everything should exist in harmony with each other. Religion considers that life is given to everyone and we should co-exist in the world peacefully. It is interesting that Indian anthropologist Lalita Vidyardi, who devoted many years of her life to the learning of Darwinism, states that Darwinian theory of evolution, caused the ideas of racism in social sciences. She said that many scientists believed that the civilization and progress in the world were achieved thanks to the white race and in the second part of the XIX-the century the phenomenon of racism was accepted as a fact by a greatest part of