Gender Role Effects in “The Yellow Wallpaper” Essay

Charlotte Perkins Gilman was a feminist writer who wrote â€Å"The Yellow Wallpaper† in the 1890’s. During this time period the woman were expected to keep the house clean, care for their children, and listen to their husbands. The men were expected to work a job and be the head of a household. The story narrates a woman’s severe depression which she thinks is linked to the yellow wallpaper. Charlotte Gilman experienced depression in her life and it inspired her to write â€Å"The Yellow Wallpaper.† The short story is based on a woman, not given a name in the text, who is very dependent on her husband. The narrator plays a gender role that is degraded by her successful husband, who is a doctor, because she is a female. John ignores his wife’s accusations with the wallpaper and looks down on the fact that she cannot fulfill her duty as a woman, mother, or wife by treating and calling her childish names. Throughout the whole story the narrator is trying to tell her husband that she gets a weird vibe from the house and that the yellow wallpaper is driving her insane in the bedroom she stays in. The narrator states, â€Å"That spoils my ghostliness, I am afraid, but I don’t care- there is something strange about the house- I can feel it† (677). John ignores this and it angers her. Critic Davison writes, â€Å"With regard to her case, the narrator confides, â€Å"John does not know how much I really suffer. He knows there is no reason to suffer, and that satisfies him† (56). John tells her that she has a temporary nervous depression and a slight hysterical tendency. He says that she just needs rest, and she will be fine. She feels she cannot do anything about it because he is not only a doctor but her husband, so she just goes on with the days living in the mansion. As a female she is supposed to respect the man of the house and have little say so. Gilman writes, â€Å"My brother is also a physician, and also of high standing, and he says the same thing† (677). With two of her family members telling her this she feels like an unsuccessful woman. She feels as if John is turning her whole family against her and her emotions. John never listens to anything his wife has to say to him. This is an example of how women feel their opinion or voice never mattered in the 1890’s. The wife goes into great detail describing the wallpaper as if someone was really seeing it in their mind as they read the story. The paint and paper look as if a boy’s school had used it. It is stripped off- the paper- in great patches all around the head of my bed, about as far as I can reach, and in a great place on the other side of the room low down. I never saw a worse paper in my life. One of those sprawling, flamboyant patterns committing every artistic sin. It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide- plunge off at outrageous angles, destroy themselves in unheard-of contradictions. The color is repellent, almost revolting: a smouldering unclean yellow, strangely faded by the slow-turning sunlight. It is a dull yet lurid orange in some places, a sickly sulphur tint in others (678). This description of the wallpaper obviously shows that there is something wrong with her mentally. It also shows the reader how she really feels about it and how it is affecting her, making her go insane. The narrator states, â€Å"It is stripped off- the paper- in great patches all around the head of my bed† (678). This can imply how she feels about her husband and family. They are always telling her nothing is wrong and ignore any thoughts she may have. Maybe she is tired of getting stripped down in a negative way from them such as; being ignored, treated like a child, and being locked up in the bedroom. She states, â€Å"The paper is dull enough to confuse the eye† (678). This description could imply that no one sees the paper the way she does. John might not see the crawling women because he does not have to stare at it all day every day. The description shows the emotions and describes the way the wife really feels about her condition. She uses language such as constantly irritates and provokes study, the uncertain curves commit suicide, it plunges off at outrageous angles, and destroys themselves in unheard- of contradictions suggests that she has dark thoughts of suicide or death (678). The wife’s description of the wallpaper and room which it is in makes it seem like she lives the life of a prisoner unable to escape the yellow wallpaper. The criticism of Wang states, â€Å"The narrator lives a life like a prisoner who is being gazed and observed all the time† (53). The observers of the narrator are her husband and her nurse. This quote implies that she is literally locked up all day in one room suffering from more depression as the days move forward. Another way John puts his wife down as a female is calling her names and acting like she is a baby. John states, â€Å"What is it, little girl?† (682). It is significant that he would call her that because she is his wife and they have a little child together. Gilman writes, â€Å"Then he took me in his arms and called me a blessed little goose, and said he would go down to the cellar, if I wished, and have it whitewashed into the bargain† (679). He acts as if he is controlling of her being her father in a way instead of a husband. He read to her until she got tired and that is what a father would do for his child. The adjective little also adds power to the quote because it suggests that she has no say- so as if she was his child. These words John calls her makes her refer back to her childhood. She was frightened from her childhood and this could add more agitation to her mental sickness. This is ironic because Gilman writes, â€Å"It was a nursery first, and then playroom and gymnasium, I should judge, for the windows are barred for little children, and there are rings and things in the walls† (678). All these things imply that she is stuck in a childhood state that she cannot escape to be the wife and mother she wishes to be. The narrator is not mentally able to fulfill the duties a mother was expected to do in the 1890’s. She is unable to watch and take care of her child as a mother. The wife states, â€Å"It is fortunate Mary is so good with the baby†¦Such a dear baby!† (678). Mary is a housekeeper/nurse who watches her and takes care of her child. The narrator states, â€Å"And yet I cannot be with him, it makes me so nervous† (678). This makes her feel as if she failed her role as a female because she was not able to perform the most common trait known to a woman. She is also not able to clean, cook, and keep the house up as a woman is supposed to do. She has to get Mary to do all of this for her. This could be another reason that makes her think something is really wrong with her. She is John’s wife but the things he calls her implies that she is not completing the role of a wife; therefore John treats her like a child. â€Å"They Yellow Wallpaper† is a confusing story with a horror vibe to it. Being a female, the wife feels that she is unable to escape the name calling, the portrayal of a child, and her husband. Her biggest problem is not being able to get away from the wallpaper that causes her great depression. John claims there is nothing wrong with her throughout the whole story because she has no symptoms of any sickness. Her family members even tell her that nothing is wrong and she feels that she cannot do anything for herself. The Yellow Wallpaper is an object the narrator does not escape causing her to go insane, be depressed, and fail at the role of a female during the 1890’s. Charlotte Gilman definitely leaves the reader stumped in the interpretation of the story. Works Cited Davison, Carol M. â€Å"Haunted House/Haunted Heroine: Female Gothic Closets In ‘The Yellow Wallpaper.’† Women’s Studies 33.1 (2004): 47-75. Academic Search Complete. Web. 20 Apr. 2012. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3b761a93-ab69-4cb3-9112-2a84a30f9e2f%40sessionmgr4&vid=4&hid=21 Gilman, Charlotte P. â€Å"The Yellow Wallpaper.† Exploring Literature. Ed. Frank Madden. New York: Pearson, 2009. 676-87. Print. Wang, Lin-lin. â€Å"Freed Or Destroyed:–A Study On ‘The Yellow Wallpaper’ From The Perspective Of Foucauldian Panopticism.† US-China Foreign Language 5.3 (2007): 52-57. Academic Search Complete. Web. 20 Apr. 2012. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=21&sid=3b761a93-ab69-4cb3-9112-2a84a30f9e2f%40sessionmgr4

The Toyota Camry Hybrid And The Camry Sedan

Now a day’s the car becomes more important than needs. People now want the pretty and high quality models of new cars. The demand is increasing for new model car, so company every year make the new model cars. The Camry hybrid and the Camry sedan are manufactured by Toyota since 1982. The Camry hybrid and the Camry sedan is a Japanese car. These cars are the best-selling cars in North America and also sell in Australia very well. The Camry Hybrid and the Camry Sedan has been reshaped for 2013 and represents the seventh-generation model.The present Toyota Camry interior is very pretty than the past Camry’s, and it is the four-cylinder engine is additional powerful. On other hand, The Toyota Camry Hybrid of 2013 is understated about its fuel efficiency. It offers both impatient speeding up and great fuel economy. Camry Hybrid drives Zero to 60 in just 7. 4 seconds, it is not sports car, but it’s faster than the regular four-cylinder Camry. The Toyota Camry Hybrid a nd the Camry Sedan of 2013 is offered in XLE and LE trim levels.The LE features 16-inch steel wheels, automatic headlights, keyless ignition/entry, full power accessories, dual-zone automatic climate control, cruise control, a trip computer, a tilt-and-telescoping steering wheel, Bluetooth phone and audio connectivity, a 6-inch display and a six-speaker sound system with a HD radio, CD player, , an auxiliary input, satellite radio and a USB/iPod interface. The XLE adds heated exterior mirrors, 17-inch alloy wheels, a leather-wrapped steering wheel. Three engines were presented for this generation.The first was a 2. 4-liter four-cylinder that complete 154 hp (145 with PZEV emissions controls). It was reproduced to either a five-speed manual or a five-speed automatic transmission (four-speed prior to '05) and must be powerful sufficient for the common of buyers. A 3. 0-liter V6 that made 190 hp was also offered (18 hp less prior to '04) on the LE and XLE trim levels, while a 210-hp, 3 . 3-liter V6 (introduced for 2004) was offered on the SE model only. These six-cylinder Camry’s came by the automatic only.In preceding years, these power numbers were greater for the reason that of a change in measurement that happened in 2006, while actual output not once changed. The Toyota Camry Hybrid of 2013 is animatedly accomplished. Thanks a lot to careful suspension tuning, the position of car during driving is sticks fit to the road as well as is generally untouched by bumps and ruts. The electric-assist power steering is soft and quick turning, however it suffers from a lack of comment and some drivers might be catch its effort too graceful.

History Is About the Past Essay

History is the analysis of and interpretation of the human past that enables us to study continuity and change over time and space. Education on the other hand is about the present and concerned with improving the present individuals by appropriate studies. This relative difference between history and education raises the problem of whether history should have a place as curriculum discipline in modern Malawi. History entails a research, a narrative or an account that is commonly related to person, institution or place. The society of Malawi has people, institution as well as places that are historical and therefore to forgo the study of these things will bar the citizens to appreciate the social, cultural, political and economic events or changes happening in the country as well as the changes that have occurred. It has to be noted that change and continuity has been of human experience in every society including Malawi. History, as a curriculum discipline in modern Malawi is relevant if Malawi is to understand its role in Africa and the world at large in dealing with global realities such as limate change, gender relations, Pandemics among others. To begin with, history inclusion in the modern Malawi curriculum as a subject is also justifiable because it vital for good citizenship. Good citizenship is a common justification of placing history in a school curriculum. Other disciplines such as engineering, medicine and agriculture can really provide immediate solution to our daily problems their purpose cannot be an end in itself. There is need for a good citizen who will not avoid tax nor engage in corruption among others to ensure that every citizen benefits from the services. This is why history has to be taught so that people can learn good citizenship skills. History for instance accounts for why certain civilisations collapsed and why others triumphed. From this, students can deduce good traits of how citizen should act in order to develop his or her country. History provides information about the national institutions, problems and values. It is the storehouse of how nations have interacted with other nations. It provides comparative perspective essential for responsible citizens in a country. History would give Malawi essential habits of mind important for r public behaviour such as the importance of citizen participation in public activities, such as a community leader, an informed voter, and a well-informed petitioner. The second justification of history as a curriculum discipline in modern Malawi is that history will help Malawi as a country to recognise change and how our society must be channelled to meet the nation’s needs. For example, it is only when we notice that there is a change in the economic level of the people that we can stop subsidising some public services such as oil, water, education and farming tools. Likewise the changes that have occurred due to the scourge of HIV and AIDS pandemic has necessitated the abolition of some traditional practices Fisi,Kupimbira and Chokolo that increase the vulnerability of contracting the deadly disease. History can provide a historical analysis on why there is resistance from people as well as how people will be affected structurally if they alter their social institutions. History is able to trace things that have changed in a particular society including those that have resisted change and come up with the causes. This is because history is not just about some fixed or objective facts, as it perceived by many. Rather history is an interpretive discipline that forms the basis of confronting nearly every problem in the society. It promotes a wider understanding of both local and global affairs For instance, the problem of voter apathy during elections. While other social science may only present a description of the problem as regards the causes and inherent effects to the electoral results, history is able to come with a historical analysis as to when did the problem state since it can detect change. It can also figure out on whether the causes are the same factors over the years or are new reasons for voter apathy. The argument is that modern analysis of the problem is vital but a historical is clearly fundamental since it provides attention to complex processes of social change. History is also relevant to modern Malawi because it contributes to moral understanding. History challenges people to engage in moral contemplation. Through the study of ancient heroes and heroines such as Rose Chi ambo, James Sangala, John Chilembwe and Nightingale coupled with the situations in which they worked, students of history come to test their moral sense. History records individuals who for example sacrifice all they had to serve the destitute and this sets a good example to people who tend to emulate their moral sense. Some legendaries show people who were very patriot to their countries. These people portray great moral quality such as diligence, courage, constructive protests, active citizenship, heroism, self-sacrifice and devotion to duty and responsibility. This good morality tends to include the virtues of tolerance and empathy. The study of history lets students recognize the difference between what is good and what is evil. History instils in students the ability to understand and accommodate diverse views there by fleeing from bias and prejudice. The call to respect beliefs and practise of others is important in every society including Malawi to avoid conflicts such as civil wars. History as a curriculum discipline in modern Malawi is relevant in the sense that it helps citizens to understand people and societies. It is through the study of history that Malawi has come to understand the values and norms of different tribes that constitute the Malawi nation. If it were not for history, it would be hard to live harmoniously in Malawi. It is through learning of history that the people have come to find their identities as well as their values. History harbours all information about how the people have behaved, what values they have held in highest esteem and their norms over space and time. Among others, the knowledge of history has proven relevant when it comes to conflicts in boundaries both at village level and at national level. For instance, the current boarder dispute between Malawi and Tanzania calls for the stake holders who are handling such cases are to refer to history about the partition of Africa by the Europeans among others. In this case, it can be argued that history is relevant to Malawi as a curriculum discipline to e taught in schools. A number of other disciplines from social science may try to analyse the patter and operations of people’s values and structures but it may be hard. For example, sociology and anthropology will explain current behaviour using historical data. These disciplines at the end are tied to history as the source of their experiments. History in other words becomes their laboratory. For example to evaluate the values and beliefs of a Malawi, you need to appreciate the past experiences. Helps understand great complexities of the world so that that we better face them and challenge them. Another justification for history as a relevant curriculum discipline for modern Malawi is that it develops a number of skills required for career development, personal as well as public life of an individual. Studying history one learns the ability to asses proofs of statements and arguments. This in turn builds ones experience in handling evidence. Students learn to interpret statements of the facts about political leaders and distinguish between the objective and subjective statements of their leaders. They also learn to ask questions and put into use the evidence to arrive at conclusions of various matters that require them to make decisions for their own good or the society in general. These abilities can make good human resource for Malawi’s political , social-economic institutions . A good human resource must be able to bring together different types of evidences – public, private records, numerical data to develop coherent arguments for a decision based on variety of data. This is the skill students of history develop and can be applied to the daily life in decision-making, law, education and administration among others. History in modern Malawi curriculum is relevant as Malawian need to virtually gain access s to the laboratory of human experience from the infinity to the present. This will help them better confront the challenges they face since history will provide a big picture of those challenges and prevent them from making shortsighted decisions or solutions. History has to be studied and taught so that usable skills can e acquired to come up with relevant skills whish an enhance capacity for informed citizenship, critical thinking and simple awareness among other benefits that justify the relevance of history as a curriculum discipline for modern Malawi. It has been argued that history engages people in to a dialogue that removes prejudices that people carry always. People come to confront their own biases that create space in the mind for diverse viewpoints without conflicts. Excluding history in the school curriculum would be as dangerous as losing identify. To take the words of Nkrumah that people denied history are people deprived of dignity.

Mise-en-Scene Analysis Term Paper Example | Topics and Well Written Essays - 1250 words

Mise-en-Scene Analysis - Term Paper Example The plot of the film begins when a 'cure' is found for the mutant gene and the debate about whether mutants should be forced to take it begins again. Predictably, Magneto is in favor of banding the mutants together and forcibly claiming supremacy over the non-mutant humans while Xavier is in favor of educating the public to a greater degree so that mutant and human can co-exist peacefully. It is a difficult argument to win, though, as the scientists continue to try to find new ways to neutralize their powers. Jean's appearance in the film is surprising because her character died at the end of the last film in the series as she saved the rest of the party from certain death. She reappears in front of Scott when he goes out to the lake to grieve for her and then kills Professor Xavier before she emerges fully as the Phoenix. Xavier and Magneto had been battling wills to see which one would gain the Phoenix's assistance in their conflict with the humans. With Xavier out of the way, Magn eto quickly enlists the Phoenix to his cause and the X-Men have a new problem. The challenges they overcome and the way they overcome them are sold to the audience through careful directing, detailed production design and a skilled art director. The director is responsible for the positioning of the actors, the camera angles, lighting choices and editing cuts, but it is up to the production designer to come up a fitting setting and visual effects to convey the story to the audience and it is the art director who ensures everything, including costumes and makeup, blend with the overall vision (Mackendrick, 2004). In the hands of director Brett Ratner with production designer Ed Verreaux and art director Chad Frey, a climactic scene such as the one in which the Phoenix finally falls takes on highly intense dimensions. The setting for the climax scene of the film is at the shattered remains of the pharmaceutical laboratories on what seems to be Governor's Island where the mutant cure i s produced and where the mutant who produces it is held against his will. The building and surrounding structures have been crumbled by battling humans and mutants. Twisted, burnt-out cars, huge chunks of concrete and tortured metal constructions lay around in total destruction. Small fires burn in pockets throughout the scene and Jean herself stands on a rise of debris. Wind whips around the characters, blowing lighter weight debris around them and, in flashes, whips so hard at Wolverine as he attempts to approach her that his clothing and even his skin and bones become stripped away in places. It is only because of his fast-healing abilities that he is able to overcome her attacks to reach her side. This wrecked scene demonstrates the extreme wastefulness of war as there doesn't appear to be anything truly useful left standing in the vicinity. When the camera looks up at where Jean is standing, the area looks like ancient Greek ruins, emphasizing the film's suggestion that mutants such as Jean are approaching the status of gods and have unearthly power. The tremendously destructive energy that is coming from Jean in the form of the wild and powerful wind couples with the destruction seen around them as an indication of Jean's lack of control over her own power while her position at the top of the hill demonstrates her superiority over everything she sees. Wolverine's battle uphill reveals his increasing mastery over himself and his own acceptance of responsibility for his powers. At the same time, the fitful nature of the winds illustrate the Phoenix's internal battle with the consciousness of Jean and provides

In order for men to fulfill the role that society expects of them, do Essay

In order for men to fulfill the role that society expects of them, do women have to be suppressed - Essay Example In order for men to fulfill the role that society expects of them, do women have to be suppressed? First of all, the main reason of such misunderstandings is hidden in our childhood. We all are born free of patterns. All the children are born full of energy. They are happy just because they live, they are full of love, which the world is based on. That is why children are so active and lively. They live in the unity with the world. This happens until the adults start putting this stream in some frames, which are suitable for them. They want to overlap the current of this stream, because they think that it would be safer for them and for a child. They are sure that it is dangerous to be free, moreover, it is indecent. Adults worry about the opinion of neighbors and relatives if they let their child stay as he is. Other people would judge them, they would demand from you to put your child in certain frames and make a decent person out of him. And when he becomes serious and cold like them, they would say that now it is ok and you managed to bring up your child successfully. The soci ety does not want us to be alive and free. Patterns predefine the destiny of men and women. A future man is convinced that he should suppress a woman. When the boy is born, his parents start telling him: you must. The suggestions vary depending on the conditions a boy is growing up in. Parents usually say: you should be strong, you should not cry. He starts to hide his tears, his weaknesses. However, no person can be strong in everything. We all have our strengths and weaknesses and if we do not accept our weakness, if we deny it, we become even weaker and our strength gets ugly forms.

Religion as a Group Phenomenon Essay Example | Topics and Well Written Essays - 750 words

Religion as a Group Phenomenon - Essay Example So religion, in a sense, is depended upon certain social relation. Religion is a group phenomenon, which has grounds on sacredness. Religion is a sacred phenomenon followed by a group of people, unlike sect. Religion is a group phenomenon which comprises more than two persons who have constructed a certain pattern of sacred interaction. This group has common goals and is directed by shared norms and every member has a particular role to play, which functions collectively to form a religious system. The people in a religion share the same beliefs, values, norms, perspectives, technique and means to achieve their goals. 2. What is the church-sect theory? Church-sect theory is one of the significant middle-range theories that the sociology of religion can contribute to. Although the words â€Å"church† and â€Å"sect† are more mentioned by church historians, the real credit for its exploration can be offered to Max Weber. The church-sect theory has been greatly helpful in understanding the development of many twentieth century sects developed, including charismatic and Pentecostal groups. When defining the church-sect theory, it can be said that church is a religious group which embraces the social environment in which it exists. On the other hand, a sect denounces the social environment in which it is existent. Church is organization which has ancient investment and a complex infrastructure. As these churches mature, they become more centralized and tend to form a hierarchical administration that depends on professionals such as educated ministers and administrators who are specialized and theologians to supervise the religious activities. Although the term â€Å"sect† has played a role in both sociology and political arena at the hands of many theorists and sociologists, its primary connection has been with church sect. 3. How does one become religious? So far one of the best ways to turn religious is to be raised by a religious family. To b e born in a religious family is a safe way to become religious and also allows the fundamentalists and sects to remain in a confined boundary. However, many a times children are forced to follow a particular religion because their parents have chosen to have one. Until one individual is of mature age and has the capacity to think for oneself, his prospects of being religious are in a dwindling stage. Once people become adult, they have the understanding and right to choose whichever religion appeals to them. However, it may be rather difficult to convert a person who is not vulnerable in nature. The people normally become religious when they are convinced by the principles and laws of a particular religious .The conversion of religion in a person is changeable according to the personality of such person. When one individual identifies oneself with the ideology and principles of a religion, he gets convinced with the religion and gets involved with it. Being religious is only possibl e if one person has conditioning attitude as people who are obstinate hardly get influenced by the ideas and principles of a particular religion. 4. Why is there religious conflict? In order to perceive the religious conflict, one must primarily understand that every person has unique personality, experience and religious experience. When these complex personalities belonging to various geographic setting interact to evolve by religious standards, then they bring out different religion experience with social expressions. This feature of human beings is inevitable and this aspect is reflected in all the social relationships he is involved with. Since

Comparison of the UK Copyright Law and Patent Law Research Paper

Comparison of the UK Copyright Law and Patent Law - Research Paper Example The effect of a grant of a patent is to exclude others from reproducing, selling and making the patented object whilst the effect of copyright protection is to give its owner the exclusive right to do anything to his copyrighted work.1. In the United Kingdom jurisdiction, the applicable law for patenting is the Patent Law of 1977 (as amended) and for copyrighting the Copyright, Designs and Patents Acts of 1988 (as amended by the Copyright and Related Rights and Regulations).2 Albeit that the laws have different methods of extending legal protection to their subjects, these differences boil down to the same purpose – to minimise monopolies. The copyright law began with the practice of giving exclusive rights to printers to print and distribute books. However, in 1709, the Statute of Anne began giving these rights instead to the authors although limited to fourteen years and renewable once.3 In 1886, the Berne Convention for the Protection of Literary and Artistic Works established the fundamental structure that countries should follow in drafting their respective copyright laws.4 Eventually, the European Union was organised and one of its objectives was to harmonise the laws of member countries. Thus, the laws of the UK periodically undergo amendments to make them in accord with the EU laws. The Copyright, Designs and Patents Act of 1988 for example, has been constantly amended and in 2003 The Copyright and Related Rights Regulations 2003 was issued. 5 The patents law, on the other hand, was believed to have originated in Italy through the Statute of Monopolies in 1474. In England, the patents system was begun by the issuance of letters patent granted to inventors to grant them the monopoly of the production of certain goods.  

Computer Literacy Coursework Example | Topics and Well Written Essays - 1500 words

Computer Literacy - Coursework Example By means of comparison, it must also be understood that even though personal computing has taken on a life all its own throughout the past several decades, the uniformity of computing has not yet existed. This is of course due to the fact that rapid shifts in technology, growth in hardware, software, and the development of faster processors and lighter weight computing devices have slowly shifted the market away from tethered desktops and PCs towards the era of mobile computing. As a direct result of this shift, tablet computers, to include a litany of different manufacturers and operating systems, have begun to define the way in which personal computing and professional applications are run. As with any trend, the rate and extent to which businesses can integrate with the recent shifts in tablet use and employees with regards to business operations will have a direct effect with regards to the growth and relevance of whatever firm or entity pursue such a path. Accordingly, the follo wing analysis will engage the reader with an understanding of analyzing the benefits and risks of deploying tablet computers within organizations; specifically focusing upon issues related to productivity, accessibility, and compatibility. Is the further hope of this author that such a level of understanding will provide a more broad and nuanced level of appreciation for the way in which mobile computing is slowly but surely changing the face of the world with regards to the way in which business is conducted. Although no specific business will be held as a test case, the broad rationale for this is with regards to the fact that focusing upon any special business would necessarily reduce the applicability of the analysis with regards to any other firms might seek to utilize this information. Productivity Concerns: Firstly, it must be understood that the benefits of deploying tablet computers within organizations is necessarily the added benefit of providing rapidly accessible inform ation to the stakeholders in question (Baltzer, 2013). Even though it has thus far been determined that no specific industry will be analyzed, whether or not a given organization is performing a service industry or directly integrating products with the consumer, the ability to rapidly engage with information and presented, either in a sales or service type format, has a direct level of bearing with regards to the relevance and power of engagement that a given firm could display (Lowry, 2009). Rather than necessitated placing an individual in a queue while the customer service representative more stakeholder retrieves the information, the use of tablet computing would allow more rapid integration with this individual; thereby increasing representative would be able to handle a higher volume of inquiries and information on a daily basis (Choi et al., 2013). This of course has a direct level connotation with regards the overall volume of business and can be conducted in the overall le vel of profitability that the firm can seek to accrue during the course of normal business day. Accessibility Concerns: Further issue with regards to t

MAOS CONTRIBUTION TO THE CHINESE REVOLUTION 1949-1976 Essay

MAOS CONTRIBUTION TO THE CHINESE REVOLUTION 1949-1976 - Essay Example Two wars were fought against the nationalist Chinese rivals and against the Japanese. Up to today, the relationship present between the army and the Chinese people has managed to remain complicated and closely entwined. The late 1960’s was the worst time in the Cultural Revolution. The leadership of the party over and army gave way to a military rule. This paper assesses Mao’s contribution to the Chinese revolution 1949-1976. Mao Zedong is counted among the most momentous political actors of the modern world history. He was an acknowledged leader of the world’s most popular revolution. He remained a dominant figure even in the post revolutionary regime for almost half a century. He presided over the beginning of the modern industry transformation of the most populous land in the world. He influenced the lives of many people through his virtues, power, personality, thought and policies (Lynch, 2002 p12). Mao’s father was a rich peasant; he was born in Hunan province in the village of Shaoshan on the 28th of December 1893. In his early years, there was the rapid disintegration of the old imperial Chinese order; revolutionary movements and radical, reformist movements were on the rise. Ideologies and ideas that were being introduced were undermining the faith that Chinese people had on their beliefs and traditional values. As a young man, Mao studied deeply classical Chinese texts. However, he also became caught up in the iconoclastic intellectual and radical political currents that were sweeping the Chinese cities in the years that preceded and followed the revolution of the year 1911 in which the imperial system was overthrown. He was a student at the normal and middle schools in the capital province of Changsha in the years from 1913 to the year 1918. He eagerly assimilated a broad range of ideas from the west; he briefly pursued a career as a teacher before embarking on his lifelong career as a political organizer (Dittmer, 1996 p23). He established the â€Å" new people’s study society†, which was one of the most important groups found locally, these groups proved to be so ideologically and politically instrumental in the making of â€Å"May fourth† radical movement of the year 1919. While, in Changsha, Mao became involved with a magazine called the â€Å"new youth†. This magazine was very critical in molding of ideas of a whole generation of the modern Chinese intellectual and political leaders. Mao became deeply involved in this magazine to the extent that he first published an article, which appeared in the year 1917 (Spence, 1999 p90). Late in the year 1918, he left Changsha for Beijing. University in Beijing had become the center for radical Chinese political and intellectual life. Mao became extremely politicized following the influence of the radical intellectuals and the group of activist student followers. He was n ot able to enroll as a regular student; he found work as an assistant librarian at the university and was introduced to Marxist theory during the winter of the years 1918-1919. He later became a member of the loosely organized Marxist group. However, he did not immediately convert to Marxism. He returned to Changsha in the summer of 1919 this was under the influence of radical and fierce nationalistic currents that were rising in china. He began to gain interest in the political messages of the Russian

Cryogenic treatment of metal Essay Example | Topics and Well Written Essays - 500 words

Cryogenic treatment of metal - Essay Example Untempered martensite should, therefore, have treatment below the minimum critical temperatures of the metal so as to enable diffusion of the excess carbon from the body-centre tetragonal structure hence it creates a more stable structure. Tempering leads to an even distribution of alloying elements in precipitation-hardening alloys like super alloys of aluminum (L.K. Zhang. 148). The elements cause internal reactions, which results in the formation of inter-metallic phases referred to as precipitates. The precipitates formed during tempering strengthen the alloys. In addition, multistep tempering can result in the formation of several precipitates that effect to high strength alloy. Cryogenic treatment is carried out in metals in the process to enhance metallic wear characteristics. Cryogenic metal treatment is quite a new metal treatment process in engineering and is one of the most utilized metal treatment processes in the industry (Xiaojun Jianga 62). Utilization of cryogenic temperature (below -2400 F) is a new application in metal treatment especially in the ultra-cold realm. The method was tried in early 1940s, but it was found to produce thermal stresses because of the rapid cooling of the metal in liquid nitrogen. Because of the formation of thermal stresses, cryogenic treatment was not in use for industrial purposes until late 1960s. Cryogenic metal treatment process was improved to the use of gaseous nitrogen, which results in reduced formation of thermal stresses (L.K. Zhang. 32). There are three major cryogenic treatment process established in mechanical engineering. Initially, the metal is slowly cooled down from ambient atmospheric temperatures to cryogenic temperatures. Cooling of the metal parts slowly leads to a reduction in the formation of thermal stresses. Slow cooling process also ensures that the general

Finance Essay Example | Topics and Well Written Essays - 1750 words

Finance - Essay Example Thus the profit of the company is obtained after subtracting the expenses from the total revenue. For eg: The Profit and loss statement of an organization shows the revenue and expenses of the company. Through the process of financial statement analysis the real income and expenditure of an organization can be computed. Profit and Loss statement Profit and loss statement also known as the income statement of an organization is a summarization of the expenses, revenues and cost incurred during a specific time period. It helps the company and its stakeholders in detecting the item(s) for which the cost incurred has increased lowering the profit of the company.1 For eg: Profit and loss statement includes items like cost of goods sold, interest expense, tax expense and operating expenses; subtracting which from the total revenue, the net profit is obtained. Liabilities The obligation of on organization that arises out of the past transactions is known as the liability of the company. The liability of a company may be in cash or in kind which is repayable both in short and long time span. For eg: Accounts Payable, Interest Payable, Promissory notes payable, etc. are part of the liabilities of a company. Invoices An invoice is a form of bill which is paid to the seller by the buyer of the product or services. The invoice contains the details of the quantities, product and the price agreed upon by both the seller and the buyer of the product.2 For eg: An invoice is a sales invoice from the seller’s side while it becomes a purchase invoice from the buyer’s side. Ledgers A ledger is a book of accounts where the daily monetary transactions are recorded by debiting and crediting the accounts as per requirement. The entries made in the journal finally get transferred to a separate ledger account for the creation of the final accounts of a company. For eg: Sales Ledger, Purchase Ledger, General ledger, etc. Cash flow Cash flow is the movement of cash into or o ut of the business. Cash flow is used to compute the net present value, internal rate of return and the rate of return of a company. Thus the risk associated with the project can be determined with the help of cash flow of a company.3 For eg: Operational cash flow, investment cash flow and financing cash flow. Financial audit The financial audit is the verification of the financial statements of the company in tandem with the generally accepted accounting principles of the company. The purpose of financial audit of a firm is to increase the confidence of the stakeholders of the company who are intended to use the financial statements.4 For eg: The financial systems that are audited are the final accounts of the company which include the income statement, the cash flow and the balance sheet of the company. Answer 2 Answer 3 A manager ensures that legislative requirements for financial management are compiled with to the extent of achieving the budget targets agreed by the Australian Taxation Office whereby the costs are limited over which they have control. The manager of the organization verifies the information obtained is relevant, cost-effective and appropriate in the light of applicability of the information in unknown circumstances. The elements included by the manger of the organiz

Adolescence problems Essay Example for Free

Adolescence problems Essay Adolescence describes the teenage years between 13 and 19 and can be considered the transitional stage from childhood to adulthood. However, the physical and psychological changes that occur in adolescence can start earlier, during the preteen or tween years (ages 9-12). Adolescence can be a time of both disorientation and discovery. The transitional period can bring up issues of independence and self-identity. Sometimes adolescents may be experimenting with drugs and alcohol or sexuality. During this time, peer groups and external appearance tend to increase in importance. Home BiologyHuman Population and Health Top Problems of Adolescence Most problems of adolescence are due to failure in understanding the anatomical, morphological and psychological changes expected during adolescence. Psychologically, adolescence is such a vulnerable stage that boys / girls of this age are easily carried away by perceptions generated by Misleading and misguiding parents, teachers, friends, brother/sisters. Ignorance of elders. Half informed or ill informed friends, brothers, sisters. Wrongful messages depicted through TV serials, advertisements, films Publications carrying partially or fully false information. Such perceptions can be anything in the range of studies, sex, society, married life, career, religion, politics, or any relevant subject. Every adolescent boy or girl is prone to such exposures which ultimately are retained as perceptions in their minds to form their behavioural patterns. The problems of adolescence are classified as morphological / developmental psychological social educational Some problems are absolutely unimportant and trivial. They could be easily ignored. But even such problems cause great concern to adolescent people. Psychological Problems 3. Social 4. Educational 5. Social Implications Morphological / Developmental Problems Back to Top over growth of hair or undergrowth of hair over weight and underweight skin colour problems Facial deformities, pimples, etc. Limb deformities Abnormal growth of genitals and breasts. Psychological Problems Back to Top Ignorance about many basic facts leads to psychological problems like Misconceptions about sexual feelings, sex related issues. Misconceptions about child birth, reproduction. Misconceptions about coitus, menstrual cycles. Fear about sex and sexual issues. Guilt feeling about sex related issues. Inferiority / Superiority complex about skin colour, beauty, mental ability and IQ. Inexplicable perceptions about dress and fashion codes. Wrong and unrealistic ideologies about friendship and courtship. Perceptional or communicational or preconceived complications about their teachers and parents. Attraction towards opposite sex. Unrealistic and illogical curiosity about sex and sex related issues. Exceptional vulnerability to suicide psychology. Social Back to Top Anticipated unemployment and insecurity due to unemployment. Unwarranted and inexplicable hatredness towards brother / sisters, friends. Intense closeness with brothers / sisters, friends. Unpredictable and volatile relationships with friends. Unrealistic social perceptions about violence, love, sex as influenced by media. Unusually vulnerable and volatile relations with relatives. Fear / imagination about married life, life partners. Educational Back to Top Tensions of attending the classes, examinations and tests. Low IQ feeling. Fear about failure in examination. Fear about low score. Fear and concern about a future career. Misconceptions about teachers. Due to many problems faced during adolescence, the boys and girls of the age between 8 16 form a separate category by themselves. Their problems are specific to themselves. Most of the problems faced by them are perceptional. By timely and effective guidance many of their problems could be solved. Some of them may need medical / psychiatric attention. In India, the parents influence their behaviour, thoughts and are in position to solve many problems if they have positive approach. Despite all efforts being made by parents, teachers, large number of adolescents face one or many problems. When the problem is aggravated, the parents may take them to doctors. But most of them face minor problems modifying their behavioural patterns, personality as a whole. The implications of problems in adolescence can be moral or social. Social Implications Back to Top Future citizen may have a high IQ due to positive thinking and reorientation of their mental resources towards positive personality development. A section of future population may turn into disgruntled, impatient group of people due to grooming of misconceptions about society, love, law, relations, etc. Due to wrong educational policies and ever growing unemployment problems a section of population may turn hostile against the whole society, which breeds and deepens the antisocial activities and perverted thinking. Many of the wrong perception about sex related problems may lead them to unwanted motherhood, anxiety or illegal termination of pregnancy. Some problems during adolescence are decisive in building the personalities (positive and negative) who may or may not utilize the opportunities open to them during their later life. When teachers, parents, brothers /sisters or any close person has positive dominant personality to effectively guide the adolescent at right time they turn out to be very useful section of future population. Imaginary fear, imaginary anxieties and unrealistic expectations as well as host of strong misconceptions may ultimately end up with personalities of negative / perverted thoughts. In extreme disillusions, tension, wrongful personality and maladjustments a section of population may have to be psychiatric patients. Psychosis of mild nature may remain untreated and unnoticed. Such people will not do anything useful to the society or their families. Adolescent being influenced by mass media like electronic media, print media or computer culture may be guided or misguided by such exposure. When misguided they are likely to develop negative perception about many social values. The social implications of adolescent problems are dependent upon social structure. In a country like India where family ties are strong due to emotional, financial, religious attachments the gravity of implications are less. But in an individualistic society like US / Europe where family ties are shallow the gravity of implications can be far more serious. Finding help for families, teenagers and children can be a challenge. But there is good news. Information and referral systems are available from our schools, medical offices, news magazines, the yellow pages and even the Internet. Many parents are finding help and discovering resources by asking family, friends and their co-workers. In fact, information and referrals based on a personal recommendation is a great way to find help. Unfortunately, finding help for children and families has become more  difficult than finding help for most adults problems. For instance, health insurance has many restrictions that limit who you can see and what services they can provide. Most of the problems that families and children face are not covered and only certain diagnoses will be treated. Public programs across the country lack adequate funding. The schools have programs, but they desperately need more staff and money to meet the demands that currently exist. There are many private counselors who work with children, but there are only a few who work with families and children who have serious behavioral and emotional problems. The consequence when children don’t get the help they need can be tragic. Parents and families give up when they don’t know what to do, when they are discouraged and when they lack adequate information. Finding and getting help means you need to get oriented and understand the problems and potential solutions. Behavior Problems. In order to deal with a problem it will help a great deal if parents can describe the problem in terms that may lead to a solution. Here are the problems that I see parents and their children facing. Many of these will surface in small children or they may not appear until children become teenagers. Social withdrawal and isolation Refusal to go to school Demanding and selfish attitude Disregard for rules, responsibilities and family functioning Poor study behavior and skills Unfocused or disruptive behavior in classroom Grades and school performance dropping Erratic or emotionally unstable behavior Poor hygiene and grooming Behavior is disrespectful or defiant Involved in high risk and reckless activities Using alcohol or other drugs Skipping school Stealing or theft Destructive, threatening or violent behavior Self-harming or suicidal behavior Typical Causes. It takes time for problems to become critical, life threatening or intolerable. At some point, one can trace the cause to one or more factors. A pattern of problems will usually occur over time before a problem becomes a crisis. Identifying these factors can help characterize the evolution of a problem or a crisis, the appropriate response and the potential solution that may be necessary. Brittle or fragile emotional temperament Social demands exceed current ability Peer and social pressures Failure to provide rules, discipline and a bonded relationship with a child Parental divorce or separation Family conflict and discord Neglect or abandonment Traumatic experience Undiagnosed medical or psychological problem Untreated parental alcoholism, drug abuse or mental disorder Alcohol and other drug use What are the Solutions?. The first step is to define the problem and a potential cause. After that, you need to explore potential solutions. There are at least several dozen potential solutions to any problem. That is a lot to consider. Unfortunately, access to many of these resources may depend on the parent’s employment benefits and their income. Many public programs have waiting lists and may exclude children if the problem is not severe enough. Exclusion from public programs does not mean the problem is minor. Many programs are full and can only take children with more severe problems. The following is a partial list of potential solutions. Self-help Parenting education and training Individual counseling and therapy Group counseling and therapy Parenting consultation and advice Family counseling and therapy Increased parental involvement and supervision Tutoring Special education programs Change schools Outdoor activities or adventure programs Move to a new area Parenting by other family members Foster care Health and human service case management Private school Day treatment therapy program Boarding school Therapeutic boarding school Residential treatment program Medication intervention Psychiatric hospitalization Police or law enforcement response Diagnosis can be misleading. There are many ways to define problems. One of the least useful and potentially harmful is to rely entirely on a diagnosis. A diagnosis alone can be misleading. Many problems are not solved because the problem was diagnosed, the underlying problems were missed or ignored, and the diagnosis suggested an approach that was inadequate and unfocused. A diagnosis can create a false sense of certainty. Why? Because the diagnostic procedures used in mental health are not much more sophisticated than one used to diagnose a headache or a stomach ache. For instance, there are many forms of headaches and stomach aches. There are many things that can cause a headache a tumor, tension, injury, eye strain, diet, disease, flu, allergies, a cold or bacterial infections etc.. In mental health, no matter how rigidly we use diagnostic criteria, or how sophisticated the interview process, we are still looking at patterns that have many origins. There can be many sources and causes for a particular problem – especially family problems that involve children. A traumatic experience can result in many different problems. The behaviors associated with attention deficits and hyperactivity can be caused and maintained by many things. As a result, there are many potential outcomes and approaches, and these can vary with each family, their beliefs, values, attitudes, culture, ethnicity and their resources. Parents need more than a diagnosis. It helps to understand a problem in a manner that can tell us how a potential solution may work. It’s not enough to say that a child is depressed and they need to talk to a counselor. A child who is living in an abusive home may be depressed and emotionally withdrawn, but they don’t necessarily need therapy to express their emotions. The family may be the more important focus and the most important part of the solution. Counseling and Therapy. Counseling and therapy is a mixed bag as far as solutions go. There are more than 200 types of counselors and therapists. Trying to find the right one can be overwhelming or end up a waste of time. There is also a great deal of similarity between some counselors and some therapists. Counseling is not therapy. Counseling usually results in a realization, a plan or a decision. A therapist provides an environment of activities that bring about change – almost like exercise. There are no simple words of advice or a formula that will absolutely insure that your family or child will find the right person. Trial and error may be required. But there are four guidelines that have been shown to increase the likelihood of success. Become invested. Educate yourself, gather information and become actively invested in understanding the problem and selecting a counselor or therapist. Learn how it works. Don’t select a particular counselor or therapist unless you believe they can clearly describe the problem, how their approach to therapy or counseling works, and how that approach will resolve the problem. The relationship heals. The relationship you and your child have with a counselor or therapist as well as their approach are equally important. Work with people you and your child trust, like and believe is competent. Get references. Ask for the names of other parents or professionals who can recommend a potential counselor or therapist. There is no better reference than a credible recommendation and past success with similar problems. Medications. The use of medication can present a real solution and a real problem for most parents. Medications can have a powerful effect on the mood and behavior of children. For parents who have tried everything else, medications can make the difference between a life lost and a chance to become a reasonably successful adult. There are certain realities when one decides to use medication. For one thing, psychiatric medications for behavioral and mental health problems will treat the symptoms and not the cause. Medications do not cure psychological, emotional and behavioral problems. Psychiatric medications that are used to treat depression, anxiety, mood swings, attention deficits, hyperactivity and disorganized thinking always affect another part of a child’s body and brain. These side-effects are not clearly understood and the long term impact on growing children is still uncertain. Law suites are surfacing and legislators are proposing legislation to address recognized dangers in the wrongful medication on children. While one should be cautious about the use of medications to treat behavioral problems, there is certainly a place for these drugs. In severe cases, and cases where parents cannot afford therapy and special schools, medications can bring hope to an otherwise hopeless situation. In some cases, children may require medication to simply participate in school, family activities and counseling or therapy. More importantly, a child’s personality and attitude in life will be damaged if that child is left in a depressed, anxious or otherwise dysfunctional state for an extended period of time. Medication can be a life boat and deterrent against psychological and social trauma that come from serious but temporary problems that would otherwise destroy a child’s attitude toward life. But before you start any medication, ask your pharmacist for information on the side effects. The Power of Parenting and Family. Parents and family members can have the most powerful impact of a child’s behavior, attitude and approach to life. Put simply, children are persuaded and impressed by the people they spend the most time with and the people who matter most. That should be the child’s parents and family. Why? Because a therapist can only provide an exceptional environment, relationship and activities for an hour or so a week. Individual counseling and therapy may not be enough for most children especially if that child is facing social pressure, temptations, painful experiences and inappropriate role models during the remainder of the week. In most cases, individual therapy or counseling without parental or family involvement is not enough. In some cases, therapy and counseling can result in a child developing unrealistic expectation of their parents and family. It is easier to be a therapist than it is to be a parent. This is why family education and involvement in counseling and therapy may be essential. Therapy and counseling should never replace the essential role of parents or a family. It should support those roles. But if parents are unwilling or unable to become involved with their child or in therapy, then therapy can provide the support that some children desperately need. Peers and Social Pressure. At a very early age, many children are profoundly influenced by their peers. It has been repeatedly observed in social science that children learn behaviors and will adopt the attitude of children they are emotionally bonded with. As children begin to bond with other children, they seek approval, advice and even direction for their life. The struggle for independence and separation from parents is a natural process. However, problems will invariably surface, attitudes may become hostile, and values can become lost when parents become less involved with their children. Social pressure is a powerful tendency for children to imitate and adopt the behavior and emotional sensitivity of others. Children begin to think the way they talk with their friends. Children tend to become what they think about.

The Effectiveness Of Heterogeneous Grouping

The Effectiveness Of Heterogeneous Grouping As EFL teachers we are concerned with two main issues in language learning. The first issue addresses the skills students should acquire in EFL classes as a result of teaching-learning experiences. Such skills are often measured by students achievement. The second issue takes account of the strategies EFL teachers use to help students acquire such skills and in turn increase their achievement. Writing is a skill which requires efforts from both the student and the teacher. It is one of the four language skills which are given emphasis in second language learning. Writing is one of the skills which need to be mastered by the learners to meet the secondary school graduation requirements (Panofsky et al 2005). They learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of their providers. Language learning involves learning the language code as well as the culture associated with the language (Becket Gonzales 2004). Students writing abilities are affected by the type of instructions teachers use within their classroom practices. It is one of the productive skills that learners are expected to achieve in order to ensure their communicative competence. While learning writing, students are supposed to get involved in many activities that enable them to produce a piece of writing at the end. They can be engaged for example in class discussions, act in role playing or get involved in peer editing (Hensen, 2002). While engaged in classroom activities students build up experience and have more practice that may finally give the chance to reach a proper product of writing. In teaching writing, teachers strive hard to find strategies to facilitate increasing students achievement. There are many methods adopted by the teachers in teaching EFL writing in the classrooms. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). Students can be grouped in a variety of more flexible ways so that they spend some portion of a school day in heterogeneous groups and some portion in homogeneous groups. (Grady et al 2007). Supporting students writing involves providing some form of assistance that helps them carry out one or more processes involved in writing. These procedures include structuring how students carry out a particular writing process, having peers to help one another as they compose a piece of writing , providing students with feedback on their performance, focusing students attention on specific aspects of tasks, and providing a model of what the end product should look like (Graham Perin 2007). In most EFL classes, some learners perform better beyond grade-level, others struggle with target language, while another great part of the class falls somewhere in between. In their effort to meet the needs of such a diverse students, educators tend to assign pair and group work with students of different ability levels finding ways to involve all students in the activities. These ways could include communicative and cooperative tasks to allow scaffolding of less advanced students. In such a classroom environment, advanced level learners perform as a bridge to assist the learning process and lower level classmates show a readiness to cross that bridge (Sean, 2002).   As a general rule, it seems reasonable to propose that classroom harmony might better be achieved in a group of motivated students who are allowed to take part and cooperate. Statement of the problem Teachers as well as educators seem to have struggled to find answers to questions about heterogeneous and homogeneous grouping: Are they of certain benefits for learners? Do they harm anyone? Who gets the benefit or the harm the most? And why? (Kulik 1992). The answers to such questions are not always clear-cut and often depend on whom you ask and what learning outcomes are considered important. To many educators, grouping is considered as an proper response to academic diversity. To others, the practice has harmful unintended consequences and should be abandoned (Ansalone, 2001). Statement of the purpose Consequently, this study aims to investigate the effect of homogeneous grouping versus heterogeneous grouping on EFL students achievement in writing in the hope that it may settle the argument on which is better for both high and low achievers. Homogeneous grouping can be defined as dividing students into small groups which include students of the same ability or level for example high achievers together and low achievers together. While heterogeneous grouping can be defined as dividing students into groups that include mixed or different levels, high and low achievers together. Theoretical Framework When tackling the issue of cooperative learning or grouping it is useful to draw upon the theories of social constructivism and multiple intelligences so as to view intelligence from a multi-dimensional perspective. Social constructivism emphasizes the significance of the social environment in cognitive development. Vygotsky, as reported by Seng et al. (2003), wrote: Every function in the childs cultural development environment appears twice: first, on the social level, and later on the individual level, first between people (interpsychological), and then inside the child (intrapsychological). Vygotsky (1978) supposed that intelligence starts in the social environment and directs itself inward. Other writers on constructivism elaborated on this theme. Students must interact with other students as well as materials in order to learn. The conventional ways of teaching through lecturing and recitation do not work effectively (Hillocks, 2002). Teachers must allow a learning environment i n which students search for meaning, appreciate uncertainty, and inquire responsibly (Brooks, 1993). Gardner (1993), in his work on multiple intelligences (MI), highlighted the importance of precisely understanding the profile of intelligences of the individual learner to provide a more enlightened search for remedies for difficulties. Edward (2004) stated that the problems students encounter at school are because of the fact that they have different kinds of minds and therefore remember, understand, perform, and learn in differently. Gardner identified 8 separate intelligences; two of them are linguistics and interpersonal intelligences. Armstrong (199) stressed the need to provide learning experiences which may accommodate those 8 intelligences through a variety of multi-spectrum experiences. Moreover, there are two cognitive theories that are directly applied to cooperative learning, the developmental and the elaboration theories (Slavin, 1987). The developmental theories presume that interaction among students around appropriate tasks raises their mastery of critical conceptions (Damon, 1984). When students interact with other students, they will need to explain and discuss each others perspectives, which lead to greater understanding of learning targets. Also the effort to resolve potential conflicts within collaborative activities develops higher levels of understanding (Slavin, 1990). The elaboration theory proposes that one of the most effective means of learning is to explain the material to someone else. Cooperative learning activities improve elaborative thinking and frequent giving and receiving explanations, which increases the depth of understanding, the quality of reasoning, and the accuracy of long term retention (Johnson, Johnson, Holubec, 1986). Thus, the use of cooperative learning methods should lead to the improvement of students learning and retention from both the developmental and cognitive theoretical perspectives. Cooperative learning has its roots in the theories of social interdependence, cognitive development, and behavioral learning. Some research provides remarkably strong evidence that cooperative learning results in greater effort to achieve, more positive relationships, and greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994( Cognitive growth springs from the arrangement of a variety of perspectives at the time individuals work to reach common goals. Both Piaget and Vygotsky saw cooperative learning with more able peers and instructors as resulting in cognitive development and intellectual growth (Johnson, et al., 1998). The assumption of behavioral learning theory is that students will work hard on tasks that provide a reward and that students will fail to work on tasks that provide no reward or punishment. Cooperative learning is one strategy that rewards individuals for participation in the groups effort. Slavin (1987), highlighted two main theoretical perspectives related to cooperative learning, motivational and cognitive. The motivational theories of cooperative learning stress the students motivation to accomplish academic work, whereas the cognitive theories emphasize the effects of working with others. A major element of cooperative learning is positive interdependence, as students perceive that their success or failure depends on working together as a team (Johnson, Johnson, Holubec, 1986). From the motivational theories perspective, cooperative goal structure creates such a situation in which the only way group members can achieve their goals is when the group is successful (Slavin, 1990,). As a result, for the reason of attaining certain goals, students are likely to encourage their group members to do whatever helps the group to succeed and to help one another with a group task. Review of Literature A number of studies examined the effects of cooperative learning techniques on student learning. Humphreys, Johnson, and Johnson (1982) compared cooperative, competitive, and individualistic strategies and concluded that students who were taught by cooperative methods learned and retained significantly more information than students taught by the other two methods. Sherman and Thomas (1986) reached similar findings in a study which involved high school students taught by cooperative and individualistic methods. Slavin(1983) based on a review of 46 studies related to cooperative learning found that cooperative learning resulted in significant positive effects in 63% of the studies, and only two studies reported higher achievement for the comparison group. Johnson, Maruyama, Johnson, Nelson, and Skon (1981) conducted a meta-analysis of 122 studies related to cooperative learning and concluded that there was strong evidence for the advantage of cooperative learning in promoting achievement over competitive and individualistic strategies. Johnson and Ahlgren (1976) investigated the relationships between students attitudes toward cooperation, competition, and attitudes toward education. The results of the study pointed out that student cooperativeness, rather than competitiveness, was positively related to being motivated to learn. Humphreys, Johnson, and Johnson (1982) also found that students studying in a cooperative learning treatment group rated more positively in their learning experience than did students in competitive and individualistic treatment groups. In a study involving elementary and secondary students Wodarski, et al., (1980) concluded that 95% of the elementary students enjoyed the cooperative learning activities and that they had learned a lot about the subject. Cooperative learning can result in positive effects on student achievement (Devries Slavin, 1978; Cohen, 1986; Davidson, 1989; Johnson Johnson, 1989; Okebukola, 1985; Reid, 1992; Slavin, 1990). Academic benefits include higher achievement in reading comprehension, writing (Mathes, Fuchs, Fuchs, 1997) and mathematics (Ross, 1995; Whicker, Nunnery, Bol, 1997) and improved conceptual understanding and achievement in science (Lonning, 1993; Watson, 1991). Social benefits include more on-task behaviors and helping interactions with group members (Burron, James, Ambrosio, 1993; Gillies Ashman, 1998; McManus Gettinger, 1996), higher self-esteem, more friends, more involvement in classroom activities, and improved attitudes toward learning (Lazarowitz, Baird, Bolden, 1996; Lazarowitz, Hertz-Lazarowitz, Baird, 1994). Emmer and Gerwels (2002) stated that some research on cooperative learning addressed instructional components. In a number of studies students were taught interaction skills, such as how to question or to help each other so that they did not give answers but facilitated each others thinking (Fuchs, Fuchs, Kazdan, Allen, 1999; Gillies Ashman, 1996, 1998; Nattiv, 1994; Webb, Troper, Fall, 1995). When students are taught these skills, positive outcomes like increased intrinsic motivation, self-esteem, and liking for school can result (Battistich, Solomon, Delucchi, 1993). Ability grouping can be carried out between-class or within-class (Dukmak 2009). Between-class ability grouping refers to a schools practice of forming classrooms that contains students of similar ability. Within-class grouping refers to a teachers practice of forming groups of students of similar ability within an individual class (Gamoran, 1992; Hollified, 1987). A review of the literature on cooperative learning shows that students benefit academically and socially from cooperative, small-group learning (Gillies, 2002). Mixed-ability grouping is based on cooperative learning which demonstrates positive success related to students achievement. In this type of grouping, students work collaboratively to successfully achieve a desired educational outcome and develop a greater understanding and respect for individual differences. All forms of diversity within the learning environment are embraced (Felder Brent, 2001; Freeman, 1993; Saleh, Lazonder, DeJong, 2005). Moreover, in a mixed-ability, teachers respond to the individualized needs of all learners (Kulik Kulik, 1992). The most compelling argument against ability grouping is the creation of academic elites a practice which goes against democratic ideals (Slavin, 1987). Johnson and Johnson (1999) and Johnson, Johnson and Smith (1998) say that cooperative learning has five basic elements positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and periodic processing of how to improve the effectiveness of the group (Johnson Johnson1999 ). When these elements are properly implemented, the research has shown that group collaboration in the classroom can increase learning and achievement, social skills, self-esteem, and attitudes toward classmates and school (Slavin, 1990 as cited in Webb, Nemer Zuniga 2002). Placing students in teams or cooperative learning groups has many advantages. It helps to build a students communication skills, can help increase tolerance and the acceptance of diversity, promotes higher level reasoning, promotes increased generation of new ideas, promotes greater transfer of information from one situation to another, increases retention, builds teamwork skills, reduces stress , and increased willingness to attempt challenging tasks (Baker Campbell, 2005; Huss, 2006; Lin, 2006; Payne Monk-Turner, 2006; Patrick, Bangel, Jeon 2005; Kim 2004; Vaughn, 2002; Johnson Johnson, 1999; Johnson, Johnson Smith, 1998; Slavin, 1996). The cooperative learning experience also [gives] students the opportunity to review and learn information that they did not understand before the cooperative learning activity (Webb, 2002). According to Lin (2006 ), research has concluded that cooperative learning is the top ranked teaching model that promotes greater higher-order thinking, problem solving, and achievement. Students can remember 75-90% of materials when they learn it in cooperative learning situations (Lin, 2006). In a survey of college students after an experiment involving group work, Payne and Monk-Turner (2006) found that 90% of students favored group work and that 90% learned from their group members. Since 1924, 168 studies have been conducted that compare cooperative learning to competitive and individual learning. These studies have shown that cooperative learning yields higher academic achievement than individual and competitive learning (Johnson, Johnson Smith, 1998). Cooperative learning groups are also said to be particularly beneficial to low academic achieving students and students of color (Huss, 2006; Vaughn, 2002). Cooperative learning groups appear to be effective in many ways. Students work as an influential part of the group when they believe their efforts will add to the success of the group (Baker Campbell, 2005). Students are successful and learn in cooperative learning groups because they learn by doing rather than listening (Payne, Monk-Turner, Smith 2006 ) They are also actively using the material and information (Zimbardo, Butler, Wolfe, 2003). Cooperative learning also strengthens students social interactions, it gives them the desire to achieve, to develop more positive interpersonal relationships, and have greater psychological health than competitive or individualistic learning efforts (Johnson, Johnson, Holubec, 1994 as cited in Morgan, 2003,). Cooperative learning can teach students that knowledge can be, or should be, shared with fellow students; that differences in opinion can be rationally negotiated even under conditions of test pressures; and that cooperative learning pr ocedures can be enjoyable and productive (Zimbardo et al., 2003, ). These types of lessons enable students to learn how to work well with others. The interdependent relationships that develop within a group help to facilitate the groups success. Everyone feels the goal of the group will be met if everyone achieves their individual goals (Vaughn, 2002; Morgan, 2004). According to Morgan (2004), group members should also be aware of the fact that a single group member can affect how and/or if the goal is achieved. The cooperative learning experience is most effective when the participants work well together and they successfully achieve their goal. There are many characteristics to successful teams. Some of these characteristics include open communication, effectively listening, open-mindedness, clear roles, an established leader, clearly defined tasks, teamwork where everyone works together and contributes, there are well developed attainable goals (Payne, Monk-Turner, 2006; Baker Campbell, 2005), and a timeline (Payne Monk-Turner, 2006). In a classroom, there are also many things a teacher can do to help insure the success of a group activity. The teacher should provide strong guidance (Payne Monk-Turner, 2006; Baker Campbell, 2005), model the desired behavior, provide immediate feedback, and reward desired behavior (Lin, 2006; Baker Campbell, 2005). The teacher can also use checks and balances to monitor productivity, employ various problem solving strategies (Friend Cook, 2007), leng then the amount of time the group spends together, provide proper group behavior training, establish ground rules (Mitchell, Reilly, Bramwell, 2004) and allow group members rate each other (Lin, 2006). If the teacher monitors, provides rewards and allows the students to rate each other, it may reduce the effects of a slacker and keep students from getting a grade they do not deserve (Payne Monk-Turner, 2006). Students that slack off can demotivate hard working students and give them a negative feeling about group work (Ashraf, 2004). Many studies have been conducted that demonstrate the success of teaming. Robert Slavin has conducted extensive research on the implementation of cooperative learning models in schools. He has examined the effects schools becoming complete cooperative learning centers on their academic achievement. He has found many successful situations where lower performing schools were transformed because they converted to a cooperative learning format (Slavin, 1999 22-23). Payne and Monk Turner (2006) conducted a study that examined how students felt about teams. In this study, they assigned students to groups, gave them an assignment, and then asked them how they felt about the assignment after the group project was completed. They found that 90% of the students had a favorable experience, 90% of the students learned from their group members, and 85% of the students felt they learned teaming skills that could be transcended into business. Baker and Campbell (2005) conducted a study in which stu dents were placed in groups and observed that the students who worked in groups, as opposed to working individually, were more successful because they had more access to knowledge, they felt pressured to succeed to keep the group from failing, and the various personalities helped alleviate the stress of the problems. For example a member often told jokes to help lesson the tension. Additionally, members often provided positive reinforcement and motivation. Placing students in groups to take tests is another way to use cooperative learning and group work. Morgan examined the benefits and non benefits of college students completing exams using cooperative learning groups. She concluded that The increased depth of understanding, the feelings of support, respect for others contributions, and the clarification of information produced more students with a greater awareness of the material and more developed social skills to be contributing members of teams (Morgan, 2004 ). The understanding of successful cooperative learning group models not only affects groups in grade school; it also affects groups in jobs and college. According to Payne, Monk-Turner, and Smith (2006) employers want college graduates that have developed teamwork skills. Miglietti (2002) says that group work is commonly used in the workplace and employers want to hire people with these skills. Furthermore, these skills can be learned when students are placed in successful t eams where the goals have been reached. Socialization and communication are examples of skills that students learn in groups that can help their transition into the business world (Payne et al., 2006). In a survey of college students, after a study involving group work, Payne and Monk-Turner (2006) found that 85% of college students admitted that doing group work would probably work on teams in future jobs. Homogeneous grouping Homogeneous grouping has been proposed and implemented as a potential solution for meeting the needs of the mixed ability classes, suggesting that students of different abilities can be gathered in groups of same ability for the purpose of facilitating teaching (Slavin, 1987). This type of grouping is based on the pedagogical belief that the teacher has the advantage of focusing instruction at the level of all students in particular groups (Ansalone, 2000). An extensive research has been conducted on ability grouping suggesting that academically, high-achieving students achieve and learn more when they are grouped with other high-achieving students (Gentry Owens, 2002; Grossen, 1996; Hollified, 1987; Page Keith, 1996). In mixed-ability grouping it is difficult to provide an adequate environment for teaching to everyone. Since students differ in knowledge, skills, developmental stage, and learning rate, one lesson might be easier for some students and more difficult for the others (Slavin, 1987). In ability grouping, high-achieving students view their own abilities more realistically and feel that they are appropriately challenged with their peers (Fiedler, Lange, and Wine-Brenner, 2002). It is suggested that teachers of mixed ability classes can raise instruction level for high achievers and increase the pace of teaching whereas low level students can have individual attention. As a result advanced pupils can be taught more difficult concepts while low achievers can deal with simple and fewer things. Advocates of homogeneous grouping opine that it is an outstanding means of individualizing instruction. Achievement is thought to increase as teachers would adjust the pace of instruction to students needs. Kulik and Kulik (1982) and Slavin (1987) carried out meta-analyses of studies at the elementary school level, finding benefits of within-class ability grouping. Both low ability students and more advanced ones placed in separate groups, benefited from instruction addressed to their level. More recently, Mulkey et al (2005) found that same ability grouping has constant instructional benefits for both high and low level students. Marsh (1987) supports homogeneous grouping as a technique to cope with mixed ability classes assuming that grouping children homogeneously enables those in lower ability groups to profit with respect to self-evaluation by being isolated from advanced peers. Furthermore, Allan (1991) supports that pupils model their behaviour after the behaviour of similar ability children who are coping well with their school work. The proponents of homogeneous grouping conclude that research fails to support that homogeneous grouping doesnt accomplish anything (Loveless, 1998 ). Although teachers of mixed ability classes seem to have positive attitudes towards homogeneous grouping (Scherer, 1993, Mulkey et al, 2005), a severe criticism of ability grouping has been raised in the last quarter of the 20th century. It has been stated that this type of grouping stigmatizes lower ability students, providing them with inferior instruction. A number of researchers attack homogeneous grouping for not guaranteeing that all advanced or all weak students are alike. Matthews (1997) conducted a relevant research with students in grades 6 through 8 and concluded that gifted students are noticeably more diverse than they are homogeneous. They are of different degrees in their abilities, their learning styles and interests, their advancement, their social/emotional development and their test-taking skills. Ability grouping may reduce the self-esteem and aspirations of low ability children and therefore slow down their academic progress. Welner and Mickelson (2000) carried out an extensive research review and found that low ability children are exposed to lowered expectations, reduced resources and rote learning. Childrens self-concept is affected and expectations are internalized (Ireson and Hallam, 1999, Gamoran, 1987). This implies that students of low ability in mixed ability classes are provided with low expectations if placed in same ability groups causing them feelings of inferiority. This is confirmed by Ansalone (2001) and Hallinan (1994) who demonstrated that children assigned to lower ability groups, are exposed to less and more simplified versions of the curriculum whereas high ability groups have broader and more challenging material covered. In this sense, Oakes (1992) and Wheelock (2005) support that educational benefits in mixed ability settings are not provided by homog eneous grouping but rather by a challenging curriculum and high expectations. Heterogeneous grouping Heterogeneous grouping, that is gathering children of varying abilities in same groups has been proposed by many researchers as an effective strategy to promote academic development of students having diverse background knowledge and abilities. Brimfield, Masci and Defiore (2002) believe that all students deserve an academically challenging curriculum (p.15). So, our goal is to find a way to engage all pupils of the mixed ability classroom in the lesson irrespective of their abilities. The authors point out that by creating mixed-ability groups, we send the compelling message that everybody is expected to work at the highest possible level as high and low ability students deal with the same challenges. Disadvantaged pupils are at reduced risk of being stigmatized and exposed to a dumped-down curriculum in a mixed-ability setting. Teachers expectations for all pupils are maintained at higher levels and less able students have opportunities to be assisted by more able peers. It is assumed that heterogeneous grouping provides pupils access to more learning opportunities. Johnson and Johnson (1987) recommend assigning children of high, medium, and low abilities in the same group maximizing the heterogeneous make up of each group. Such ability diversity within the same group creates an effective learning environment (Manlove and Baker, 1995) providing learning opportunities for low-level students as well as opportunities to more advanced children to provide explanations to others revising, consolidating and using some things they have encountered before. The teachers can use cooperative tasks among high and low achievers of mixed ability groups or pairs in order to promote task engagement of all students in the mixed ability class as advanced children can provide explanations and guidance in carrying out a task. Cooperative tasks among high and low achievers are valued by the sociocultural theory of Vygotsky (1978). Pupils of mixed ability classes differ at their competence level and prior linguistic experiences. Vygotsky supports that children who are exposed to books and other out-of-school factors which contribute to linguistic development i.e .prior knowledge of English from private institutional instruction, are expected to have already run through a large part of their ZPD. On the other hand, pupils with poor literacy opportunities i.e. without prior knowledge of English may possess a larger Zone of Proximal Development (Van der Veer and Valsiner, 1991). So, they may benefit greatly from peer interactions which are likely to help low level students reach higher levels of performance. In this framework, Lyle (1999) showed that both low and high achieving students value the opportunity to work together as all pupils believed that they benefited. It was concluded that peer interactions can facilitate literacy development especially of low ability students. In this vein, Guralnick (1992) points out that social competence acquired in group work affects the elaboration of all students cognitive competencies, implying that both low and advanced learners of mixed ability classes may gain from such settings. The role of peer learning as contributing to language development has also been emphasized by Mize, Ladd and Price (1985) Webb (1989), Jacob et al (1996) and Slavin (1996). Rogoff (1993) refers to childrens social sharing of their cognition through interaction. When pupils participate in collective activities, they guide each others efforts. According to Tudge and Winterhoff (1993) advanced children give constant feedback through conversation forcing peers to strive for reaching higher levels of performance. Various studies have indicated a positive correlation between cooperative learning and achievement in mixed ability classes. For example, Walters (2000) asserts that cooperative learning is suitable for teachers dealing with increasingly diverse classrooms as it easily accommodates individual differences in achievement. Accordingly, Fulk and King (2001) support that class-wide peer tutoring improves all students learning. They add that serving in the role of tutor seems to be particularly beneficial for improving the self-esteem of students with low achievement while they may, for example, grade their partners reading. Therefore, it appears that CL may satisfy the needs of a mixed ability class. Studies conducted by Pica and Doughty (1985), Porter (1986), and Cotterall (1990) indicate that learners of different abilities produce more in mixed ability pair and group work by helping one another to overcome cognitive obstacles. This conclusion is consistent with Urzuas (1987) finding that the mixed ability children in the observational study conducted, appeared to have developed a sense of power in language through the process of working with trusted peers i.e. writing and revising. The benefits of cooperative learning are more touchable

Play And Creativity In The Curriculum

Play And Creativity In The Curriculum Some have argued that play is childrens work but I would say that it is far more than this. Play is their self-actualisation, a holistic exploration of who and what they are and know and of who and what they might become. (Broadhead 2004, p. 89) Since nineteen century, learning has been constructed and reconstructed within the frameworks of three main theoretical perspectives, whether understood as adult-led process, child-led individual process of discovering knowledge, or socially constructed experience. This essay will discuss in depth the contribution of play and creativity to young childrens well-being and improving childrens lives; what is play and creativity and why they are important; the three theories or instructions versus exploration are fundamentally diverse in their understanding about the development of childrens cognition and application in learning environment, yet their persistence in contemporary school system is evident. An evaluation of the intervention of different theories will be based on the important work of Skinner, Piaget, Vigotsky etc. and different curriculum developed and used all over the world as TeWhaariki, Reggio Emilia and Early Years Foundation Stage. This essay underlines the importance of play and creativity of young children in their early years, considering historical point of view, theoretical and examples from own experience, practice and observations. Within western societies, the optimal conditions for early learning are frequently viewed as environments where play, both unstructured and structured, adult-led and child-led, solitary and social, provides the majority of the learning opportunities (Wood 2010). In the last century theories of play replaced or developed earlier learning theories and previous ways of thinking. Ideas taken of psychologists like Piaget, Vygotsky and Bruner have lead to create educational framework and curriculum, as the High/Scope curriculum developed from the US Head Start project in the 1960s (Schweinhart and Weikart 2003), and the Te Whaariki curriculum developed by the New Zealand government in the 1990s (Ministry of Education 1996) . the last decade the Foundation Stage was introduced in England and Wales (QCA 2000) where play has been described as the key way in which children learn. Recently, the findings of the EPPE project (Sylva et al 2004) made practitioners thinking how to get the right balance into the curriculu. The main object is how to implement potentially instructive play activities which need to be supported by effective adult interactions into the learning process. In the meanwhile the debate on the value and nature of play for young childre n and for their development continues. The benefits of play for children and young peoples physical, intellectual, social and emotional wellbeing are no longer questioned. The Early Years Foundation Stage stands up behind this philosophy which we can see from the Appendix 1. Play is innate. Childhood play is an instinct that is pleasant and important when we look at the learning and development of young children (see Appendix 2). Play is different and flexible. Often we cannot use terms as right or wrong way when consider play. There are enormous ranges of different types of play. They can be active or subdued; they could involve imagination or exploration. Furthermore play could involve others or carried out alone. The essence of play is best described perhaps with the 12 Principles of play (Bruce, 2011). Those principles underline any present playwork practice which we could describe as good practice. Play is a process that is freely chosen, personally motivated and directed. Children and young people rule and control the meaning and fulfill of their own play, by listening their own instincts, ideas and interests. This is done in childrens own way for their own purposes and reasons. All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity, and is fundamental to the healthy development and wellbeing of individuals and communities. (Gleave, 2012) Recent research shows that to be able to respond and function effectively in our complex society requires interactions with others. Those interactions need to be managed actively (Sawyer et al., 1997). In addition one of the beliefs which is used in therapeutic play is that imaginative play affect the aggression levels and promote emotional intelligence as state by Holland (2003). Furthermore, the more play is cooperative, the more children might connect with/or understand other childrens knowledge. This understanding is underpinned with their respond and emotional engagement with the surrounding environment. Interactions like those will increase childrens understanding of other childrens perspectives. They can become experts for one another, scaffolding their own and their peers learning experiences. When children interact with peers they are more creative, the dialogue they build with each other or the play is like a practise to reality and helps them develop social skills. Their learning and creativity is stronger than when an adult tells then what to do, or leads them to a game, there is not as much personal/inner involvement when its adult led. Recently observations try to focus more on play between children, not on their interactions with adults. This is to recognise that into communication with peers which are equally engaged, exist the potential to improve childrens learning development. It will arise along their actions and interaction. As an example see Appendix 2. Often play goes hand by hand with creativity. As a concept creativity has been vastly researched for more than fifty years, and they still remain disagreements what creativity is and how it develops (Lynch Harris, 2001). Part of researches underline that creativity involves process of flexible thinking and being original, also problem solving and being capable to redefine and elaborate (Meador, 1997). The other part of researchers point to personal characteristic which could help some individuals to become more creative, for example tolerance for uncertainty, willingness to overcome obstacles, openness to growth, possession of personal motivation, acceptance of sensible risk-taking, wanting to be recognized, and willingness to strive for such recognition (see Sternberg, as cited in Lynch Harris, 2001). Moreover, others support the thinking that people cannot be generally creative in all areas but more often into specific fields, as art, machinery or woodwork (see Gardner, as cited in Lynch Harris, 2001). The cultivation of creativity is a base on which programs and strategies are produced for positive outcomes and underpin the well being of young children. Such programs which include creative problem-solving skills help children to become successful adults. Adults who will question the accuracy of information and put this information into constructive use (see Todd Shinzato, as cited in Brockman,2012). Moreover, Sautter (1994) suggests that children being involved in creative activities improve their motivation. Practitioners in the mental health field discovered that creative activities can be used to protect children from stress (see Honig, as cited in Brockman). Creative thinking allows both young people and adults to avoid boredom, resolve personal conflict, cope with increasing consumer choice, accept complexity and ambiguity, make independent judgments, use leisure time constructively, and adjust to the rapid development of new knowledge (Strom, 2000, p. 59).Furthermore, in our century we are witnesses of rapid scientific and technological development, so people need to be inventive and flexible. Therefore, in order to keep up with nowadays accelerating developments, it is important for adolescents to be creative thinkers (see Fryer, as cited in Brockman). In addition to the above, the study Trough a different lens by Meynard (2010) shows that moving away from a subject-centered approached, particularly when they are prescribed outcomes in the Framework, towards child-led learning and play, may be extremely challenging for the practitioners. The project is based on Reggio Emilia pedagogy. While in England and Wales early years education policy appears to have shifted direction in relation to curriculum, pedagogy and underpinning theories of learning, by contrast the infant and toddler centres of the municipality of Reggio Emilia are rooted in a coherent, well-defined theory of knowledge which resonates with sociocultural principles. In the Reggio Emilia approach it is important the collaboration between all participants. They believe that young children symbolically represent their ideas through, for example, drawing, painting, dance, singing, speaking, mime and play. Instead of curriculum lead activities, organic projects are used as a vehicle for learning. However, having used to lead childrens play, the practitioners found it hard to not interrupt and their believes challenged. One of the teachers states: Children who I initially thought of as low ability, fidgety boys I now feel have fantastic problem solving skills à ¢Ã¢â€š ¬Ã‚ ¦ this approach has made me question what I thought was a bright child and has turned on its head how I rate the children in my class. From the above study is evident the influence of different approaches have on the adults role in relation to childrens play. For example learning for behaviourism is adult-led, emphasising on the external environmental influences on learning and outcome focused; the most effective teaching technique in class room in the sixties and seventies was the programmed instruction, an operant conditioning method developed by Skinner in a behaviourist fashion which went in four steps. Giving a task to perform in their play, observing the child, if incorrect repeat again in an easier manner, if correct reward. This processes lacks imagination of the activity, leads children to understand learning as a stressful experience and create anxiety which in turn interferes with school performance and social and psychological development.(Gavrielle L.2008). Although Skinner acknowledged children need to explore knowledge for themselves and that creativity is born within social interaction, it was not until the constructivist theory of Jean Piaget (1896-1980) when society and school acknowledge the need for children to explore knowledge for themselves. In contrast to behaviourist believes, Jean Piaget argued learning happens inside the child, should be child-led, with little if no emphasis on teaching. According to Piaget instructions were the inhibition for exploration. In a computational study, Bonawitz and colleges compared the outcomes of play with a same toy given by an experimenter in two conditions. In the first condition children were instruct how to use it, and in the second they were just given the toy to play with. The results of this study show significant differences between the times children of both conditions played with it. Also, the toy had more features then the one shown by the experimenter and the children in the sec ond condition seems to show higher exploration in contrast to the first. (Bonawitz E., et al, 2010). In a contrast, Lev Vygotsky (1896-1934) was the one to outline the importance of some adult guidance in childrens development; introducing Zone of Proximal development (ZPD) as the difference between what the child can not do by himself and what he can achieve with help from more able adult/peer; an adult-led theory in which the teaching and assisted performances were the key for successful development. In conclusion, the importance of how play is used to encourage creativity was outlined; the implication of the above theories is evident in the present educational curriculum. The frameworks influenced by Piaget discovery learning theory have been revolutionary for educational practices. The above examples show the importance to find the right balance between adult and child-led play and creativity which are fundamental for childrens learning and development.