Early Entry into the NBA Causes a Negative Impact on Professional Sport

     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Abstract:   Basketball players who enter the NBA early are not ready for the NBA. Early entry into the NBA by high school and college basketball players has had a negative affect on the college basketball program, the NBA, and the players themselves. Each year the number of early entries in the NBA rises more and more. In 1997, 47 basketball players entered the NBA draft early, and the number has risen since then. The college basketball program is drained of talent due to players leaving early. The high school players that go directly into the NBA are hurting the college program because they never contribute to the college program at all. The NBA now has to deal with a higher level of immaturity and disrespect by young players. College basketball players obtain a certain amount of respect and maturity in college. The players suffer by not grasping the concept of learning due to lack of education. Many analysts say that entering the NBA before finishing a fo ur-year program is entering too early. The NBA commissioner, David Stern, has begun to work on ways to encourage players to go to and stay in college. High school and college basketball players have started to enter the NBA earlier and earlier as the year's progress. In general, this is resulting in a negative effect to the college programs, the NBA, and the players themselves. Before 1994 there were usually only eight to ten early entries into the NBA. The number grew to 18 in 1995, and an astonishing 40 players in 1996, and 47 in 1997. The number of early entries in the NBA grows to the point where it is a problem that needs to be dealt with by the NBA players association. College basketball is in serious trouble. Of course, any sport would be when it's marquee s... ...arper, 1994. Curtis, Jake. "The Young and the Restless." San Francisco Chronicle 8 May 1996: E1 Clarkston, Michael. "From Boys to Men." The Toronto Star 28 May 1997: B6 Feldman, Robert. Understanding Psychology. Boston: McGraw-Hill, 2000. Henderson, John. "Skippin' School." The Denver Post 11 March 1999: D1 Livingston, Bill. "Young NBA Players Learn on the Job." The Plain Dealer 17 December 1997: D1 May, Peter. "Exorbitant Salaries." The Boston Globe 11 July 1999: E2 McCallum, Jack. "Going, Going, Gone." Sports Illustrated 20 July 1996: C4 Pensa, Patty. "Early Departures." The Columbus Dispatch 4 July 1999: E2 Wann, Daniel. "Team Identification." Journal of Sports Behavior 7 June 2000: 23 Wilbon, Michael. "Draft Pool." The Washington Post 3 May 2001: D1 Wolff, Alexander. "Impossible Dream." Sports Illustrated 2 July 1997: C4

Preschool Observation Essay

My preschool observation was completed at Chula Vista Presbyterian Preschool located at 940 Hilltop Drive, Chula Vista, Ca 91911. The classroom consisted of eight children between the ages of three and five. When I walked into the preschool classroom the children had just arrive at school. The student we’re hanging up their bags, saying goodbye to their parent and finding activity to play with before the day would officially begin. Some of the children we’re putting puzzles together, cutting fun shapes on the small table for Halloween and two cute little girls are playing bubbles in a tub near the cubbies with a rug underneath. The classroom environment seemed to stimulate learning due to the abundance of activities available to the children’s. During the morning playtime the children were given the opportunity to explore many different things, like the Dramatic play area – grocery set up, the Art area where children can paint, draw and colors, and putting puzzles together. The physical classroom environment had artwork done by the children on the walls as decoration. There were also fence with pumpkin and scarecrow decoration on the wall to brighten up the wall. The decoration did not appear to be too distracting, which promotes and enables a stimulating learning environment. The classroom is pretty much large that we’re arrange in sectional areas; next to the cubbies is the Reading corner, the area is carpeted where 6 small pillows, two small rocking chair and one regular chair are arranged facing a chair for teaching. There is a book stand where children can pick books. The Math area consist of pictures numbers and puzzle games and shapes. There is also the Letter corner where pictures and corresponding letter shows. Dramatic play which is set up as grocery where boxes of cereals’, eggs, canned good items were on display. There is also a cash register and shopping baskets available. The Children’s corner shows pictures and name of students, calendars, schedules and announcement and also the star student. All tables and chai rs have the size fit to small children, shelves was arranged to separate sectional areas from the other. There is a long table by the cubbies that served as dining table for the children. Half of the ceiling has some colorful little pumpkin decoration. The bathroom is located to the other classroom adjacent to the room I observed. there is a small paper towel dispenser and trash can near  the cubbies. The teacher kept to herself for the most part while the children busy playing at the beginning of the day. Because of the small class size she was able to see what everyone was doing without walking around the room. The assistant teacher is on the table helping two children glued the scare crow on the big paper for decoration. There were no disciplinary action needed because the children were well behaved except for occasional reminders of the use of classroom voice when the kids got too excited singing along with the music being played. After forty five minutes of children’s own playtime, the teacher rang the bill for circle time. But before that, she asks all the children to clean up and keep an eye for everybody if they do their task. I noticed that all children we’re doing their part, even if they don’t play on the grocery area they put away all the scattered items, which makes me believe that the teachers values the space she is given and wants her students to know that cleaning up toys and other activities when they are done playing is important. During the circle time, children we’re sitting crisscross on a carpeted section, the teacher start singing a happy song where the children sing too when the teacher mentioned the name of the child the child will stand and dance. It’s like doing the attendance in a fun way where all children participated. After the song, teacher and children’s prayed together. They say thanks for that day being together with friends and teachers, for their parents and ask for safety. After that, the children were ushered to the next room we’re bathrooms are located. The teachers help the children potty and wash their hands before they go the table for snacks. A long table for eight was on the middle of the classroom, the assistant teacher prepares gold fish, 3 carrot sticks and raisins for their snacks. She also put a juice in a small plastic container with a handle where the kids pour their juice by themselves. The teachers is watching closely and reminding the children to pour half only and save some for their friends, I think they are instilling the values of sharing. After the snacks, the children throw their napkins and push their chair back to the table and goes straight to the Math area. The children were sitting crisscrossed again facing a small blackboard; the teacher is sitting on the right side. They were learning the letter â€Å"F† and each student were asked what word starts with letter â€Å"F†. All the children, answered correctly although some of them was helped by their classmates,  which was reprimanded by the teacher and tell them to give other the chance to think and give their answers. When they were done sounding the words they were given a cut out frog paper with a numbers on it and was told that when they hear their number they will jump on the pond (middle) and leave the frog. The children start singing the speckles frog song and each child jumps in the pond when their number was called. It was so much fun watching them and I was thinking that they are committed to provide a play-based, developmentally appropriate program that guides each child through the process of learning self-regulation. When the song ended, children were lined up and ask to put their bumper up to get ready to play in the playground. They went out the same door to get in; playground is located on the opposite side of the building. The children walked on the lined pathway. Before they cross the street, the teacher points to both sides of the street and ask if it safe to cross. When children look at both side and saw no cars coming they unanimously answered â€Å"yes†. The playground is consist of big slides, a tire swing, small basketball area, a monkey bars, a small play house, the table bucket on the sand area where children can play water on it. There is a carpeted shaded area too where children can read books, or play some puzzles or board games. There is also table with some art crafts. Shelves full of toys were aligned with the shoe box. I saw a medicine cabinet too on the far right side of the shelves. I stayed on the chair by the medicine cabinet; this would not attract children attentions or block their way. Both the teacher and assistant teacher were outside to watch the kids, making sure they don ’t hurt themselves or hurt each other. They constantly reminding and approaching the children when they see inappropriate used of toys and equipment’s. The children who were playing too rough were ask to stop if not they will ask to find different games to play. The teacher also participates in playing pretend on the big slides as their pirate ship and some kids play the role of pirate and captain of the ship. The preschool provides a Christian atmosphere that promotes the spiritual, emotional, physical and intellectual growth of each child. This evidence by the colorful posters outside the building that says: â€Å"Faith is Journey† â€Å"God lead Us Forth† â€Å"God’s Presence is our Destination†. As you enter the classroom, there is a signing sheet not only for students but for everybody coming in and out the classroom. The staff and teachers are very  friendly; as I approached them they were smiling and say â€Å"Hi! Can I help you?† When I introduced myself and told them the reason why I was there, they ask me how they can be of help to make my observation easier and productive. They also sh ow me where I can sit and observed not too distant where I still hear children talks and not too close to attract their attention. I feel that there is a good relationship too between the parents and staff because they are happily talking the child’s progress and how they are doing even the silliest thing the child did at home. The school is not gated but I sensed some security because the classrooms are located behind the church. Most of the students are Hispanic, Asian, African-American and Caucasian children. Both the teacher and the assistant teacher is Hispanic and the Director is Caucasian. I would say this preschool is very diverse and children learn how to respect, help and play with each other regardless of race, color and gender. According to Mrs. Brown, they have 12 regular children on this age range, but 2 children were sick that day and 2 was on vacation. The teacher/child ratio is usually 6 children per teacher, but most of the time student teachers were available to help and watch the children. The teachers, Mrs. Rodriguez and Mrs. Baptista were very attentive to the needs of the children; whenever the child goes to them for help they patiently listen and talk to the child in low voice and loving way. The teachers were able to interpret words and actions of the child. You can feel their sincerity and caring. The staffs communicate with each other in providing activities and materials that children find engaging. By facilitating learning, supplying a developmentally appropriate environment, interesting materials and adequate time to explore, play and interact, children find learning easy and fun The Child The preschool child I observed was A J. Mrs. Brown ask me to used initials to ensure confidentiality of the child, since I don’t have permission from the parents. But she allows me to describe the child based on my observation and judgment. A J is taller than most of her classmates and has a â€Å"lean body† not overweight or skinny. She has a full cheeks, I can see a full sets of teeth when she smiles and fair Caucasian skin. A J is three years old and eleven months, the teacher graciously gave an estimate of her weight and  height. She weighs 35 pounds and 39.5 inches tall. According to the teacher, she started at the preschool when she is 2 years old and 4 months. A J has a short curly blonde hair, with blue eyes and thin blonde eye brows. She is wearing a big pink flower headband that matches her short summer dress under a white zipped sweatshirt. When A J first arrived, she greeted all the teachers. She said â€Å"Good morning Mrs. Rodriguez† â€Å"Good morning Mrs. Batista (should be Baptista) and peeked to the other room where Mrs. Brown is and said â€Å"Good morning Mrs. Brown†. When A J saw me, I smiled to her and she gave me a small smile and walked straight to Mrs. Rodriguez. I heard Mrs. Rodriguez telling her â€Å"she is our visitor†. A J asked â€Å"My new teacher†? â€Å"No, she is going to watch and do her job†. She said â€Å"ok†. And when her classmates saw her, three of them approached and ask her to play with them. Which she refused and said â€Å"I am going to do make my scare crow†. She is the only child that said good morning first to all the teachers. This caught my attention because I see a happy and sweet little girl, aside from being so pretty. I chose here to be the subject of this observation because aside from being fit to the age requirement, her smile is contagious and there is something on her that capture your attention, I can’t explain yet but I am going to find out what draws people’s attention into her. Biosocial Development A J weighs 35 pounds and three feet and 3 inches by the time she reaches 6 years old she will weigh around 44 pounds and three feet tall and nine inches. She is within the normal range for her age (Berger, 167). A J is physically fit; her body is well proportioned and leaned. Her growth will be expected to slow down by the age five and six, where her legs and arms lengthen, fat turns to muscles (Berger, 167). This enables her to balance her body and enjoy the fun of dancing, running and playing without falling or slipping. I noticed during snacks, A j finished first the carrot slice. I think this is the reason why she is lean because those who eat more vegetables and fewer fried foods usually gain bone mass but not fat (Berger, 168). When A J is working on her scare crow, she asks the teacher if she can cut the pant and shirt shape paper. I noticed that she was holding the paper on her left hand and scissor on the right hand and I can see that she is concentrating in what she is doin g. Both sides of the brain are normally  involved in almost every skill (Berger, 179). She was able to cut the paper pant and shirt perfectly by following the line. This shows A J’s eye-hand coordination is well balanced. She both used her hand in shaking the small plastic glue bottle and squeezed it to the edge of the pant and shirt following the shape without a mess. I noticed too that A J used both hands in pouring the juice in her cup, using her right hand to hold the handle of the plastic container and left hand on the bottom of the container to avoid spill and to control how much juice she will pour. A J demonstrates perseveration when she was approached by her classmates and asks to play with them but she replied â€Å"I am going to make my scare crow† and she did finished it. Many children ages between 3 and 5, are impulsive flitting to one activity to another (Berger, 178) A J’s demonstrated her well-developed fine motor skills by cutting the paper, draw flowers on the board; pick-up her snacks, unzipped her sweatshirt and ties her shoes (Berger, 170). When A J unzipped her sweatshirt she could not undo the zipper at the bottom to completely unzip so she pulled it from the hood over her head to take it off. She was dancing and jumping on the carpet during circle time. While outside on the playground A J was running nonstop on the entire playground, push the tire swing with her foot and climbed up the ladder, ride the bike, lift water bucket to transfer water to the sand box. I didn’t see her falling or slipping on any of these activities. She has a good balance and these means A J’s gross motor skills are well-developed (Berger, 170). Cognitive Development Piaget second period of Preoperational intelligence shows symbolic thoughts (Berger, 182). While doing the scare crow project, A J asks the teacher â€Å"Mrs. Rodriguez can I have a big scare crow? The teacher ask why she replied â€Å"to protect us from the witch† This symbolic thought explained animism. Many young children believed that natural objects are alive (Berger, 182). A J demonstrates egocentrism when the scarecrow project is done she said â€Å"perfect! I will show this to mommy, I’m sure she will love it!† Egocentric children contemplate the world exclusively from their personal perspective. She expected that her mom will love what she did (Berger, 182) I noticed that A J focuses on appearance. When her boy classmate told her they have the same shoes, she replied â€Å"No, were not. Mine is pink, yours is blue†. Although, they are both have converse shoes the only difference is the color (Berger, 182). When A J entered the room she immediately approached all the teachers saying good morning. She even starts her day on the table working with her teacher, asking questions how to do it and her teacher in return is guiding and helping her how to do the work. A J is learning on what Vygotsky believed; social learning. This emphasized that thinking is shaped by other peoples’ wishes and goals. A J is learning from her teacher through guided participation within her zone of proximal development (ZPD) an intellectual arena where new ideas and skills can be mastered. Her learning depends on the teachers’ willingness and ability to provide scaffolding or temporary support to help within their developmental zone (Berger, 184). A J is very curious; she always asks her teacher questions like: â€Å"why do we need a lot of scare crow?† â€Å"Why do we need to hang it† â€Å"why Ayana is not here today† she even asks â€Å"Why Mrs. Brown is wearing a Charger shirt today?† And when she is not satisfied with the teachers answer, she would say â€Å" maybe because today is Fun Friday† According to theory-theory, the best explanation for cognition is that human seek reasons, causes and underlying principles to make sense of their experience. Curiosity and thought, connecting bits of knowledge and observation develop theories that help young children understand and remember (Berger, 186). A J doesn’t show any idea of what others thinking. Theory of mind is not fully developed at this young age. This ability is slow to develop but typically beginning in most children at about age 4 (Berger, 186.) Language Development A J’s brought a book to her lap where three of her girl classmate gathered. â€Å"I have story to share† she said. A J held the book up for the group to see and said â€Å"the title of the book is From Head To Toe† â€Å"a favorite of mine† and then set the book on her lap and opened it to the first page. Ana pointed to each illustration and told a story based on what she saw in each picture. She pointed to the next and turned the pages one by one. When she reached the end of the book, she closed it and said â€Å"the end†. Then returning to the children and ask: â€Å"Does anyone have a questions?† A J displays significant language development in this situation. â€Å"By four year old most children are able to say 5-20 sentence length and they have about  3,000-10,000 vocabulary words.† (Berger,189). Her verbal language skills are remarkable when she speaks in complete and grammatically correct sentences. At her age, she was able to use â€Å"the† â€Å"a† article in her sentence. She was able to say the correct words by looking at the picture identifying the different kinds of animals and describing what are they doing. This is the process called fast mapping wherein children develop an interconnected set of categories for words. When A J is done working on her scare crow, she said to herself â€Å"yes! I’m done!† Occasionally, while reading the book to her classmate she is mumbling words like â€Å"yeah, that’s right†. I saw her nodding her head while watching her classmate put the puzzle together conforming maybe that what her classmates doing is right. This shows that A J makes use of private speech, which is talking to herself either out lout or in one’s mind (Berger, 188). She communicates very well with her teacher and classmates. During snacks, A J was telling her classmates that her birthday is coming up and it’s going to be a costume party. She happily announces she’s going to be Queen Elsa. Isabella said â€Å"I want to be princess Ana† Sam said â€Å"It’s nice if we have snow!† And everyone agreed to have a snow idea. Psychosocial Development Erikson thought young children are naturally motivated to take initiative, with joy at new tasks, yet vulnerable to feeling guilty (Berger, 206) A J demonstrates a positive sense of self through her initiative and awareness of her own skills and accomplishment. A J was so happy when she finished her project by herself. She feels so proud when the teacher praises her with her work. She even wants to show it to her mom. But she felt shameful; when the teacher reprimands her from helping her classmates answer the questions during circle time. She looks down and stays quite. Controlling the expression of emotions, called emotional regulation is the preeminent psychosocial task between ages 2 and 6 (Berger, 206). A J displays pro-social behavior when she cooperates with her peers during clean up time, sharing space on the circle time when Samantha wants to sit by Reese by moving to the other side (Berger, 226). A J displays empathy in numerous occasions. Empathy is the understanding of other people’s feeling and concerns (Berger, 226) When Samantha was dropped off by her mom; she seemed to be sad and clingy. A J approached Samantha and said â€Å"Hi Samantha, Come!  I’m going to show you my scare crow†. After that, Samantha is smiling already and starts doing her scare crow. Another example is when the children were running at the same time splashing water on the playground and Reese fell on her knees; A J said â€Å"stop! Reese got hurt† and everybody stop and the teacher check Reese and asked to move out to the shaded area to get check so others can continue playing. Temperaments vary, which makes people within the same culture unlike one another (Berger, 208) A J is so expressive of her emotions. She giggles so loud when she is happy and got too excited. She even jumps and claps her hands when the teacher announces â€Å"today is fun Friday†. She felt sad and quiet when the teacher told her to wait for her turn to ride the bike. But she didn’t show any sign of aggression or develop antipathy to her classmates because after a few minutes she is already playing and active again. A J develops strong gender awareness when she, Isabella, Samantha and Reese gathered together having a tea party while playing outside. When Nathan sat on the vacant chair she said â€Å"only girls here† â€Å"go back to your pirate ship† pointing to the group of boys playing by the big slides (Berger, 206). Play â€Å"Young children play best with peers, that is, people of about the same age in which they develop positive social skills† (Berger, 212). Children need physical activity to develop muscle strength and control. Peers provide an audience, role models and competition. Rough-and-tumble play and socio-dramatic play both help children with socialization (Berger, 214). A J enjoys playing, inside and outside the classroom. I observed that she loves socio-dramatic play where they act out various roles and plots (Berger 214). She pretends to be the teacher when she read books to her classmates and play tea party. A J and the other girls joined the pirate game played by the boys when their tea party is over. In the playground, she climbed up the ladder and slides. Rode the tire swing and spin it so fast that makes me dizzy watching them. They play hide and seek; rode the bike, and even allowed to play in the water tub as long as they take out their shoes and wear the vest so they don’t get wet. I think this is where they stayed most during outside play. The children are splashing water with each other others and some are trying to make sand castle on the sand area collecting water  from the tub using a small bucket. I would say she is very strong and healthy because she can lift the bucket full of water without dropping the bucket or spill. A J plays most of the time with her classmate. She displays cooperative play: Children play together, creating dramas or taking turns (Berger, 212). The Whole Child and Over All Impression I enjoyed observing this preschool, especially A J. At the beginning, I can’t fully understand what captures my attention to her. Now I know, it’s the confidence she is showing as she enters the classroom. Her aura reflects a fun loving, happy, active and smart little girl. She doesn’t show any hesitation coming in the classroom. The way she talks amazed me. She can express herself, using more than 5 words in a sentence without difficulty in speaking. She can communicate using words that are understandable and grammatically correct to her classmates and teachers. Although, I hear her couple of times that she mispronounced Mrs. Baptista’s last name as â€Å"Mrs. Batista† which I know will master sooner as her brain matures. A J develop a secure attachment which according to our text feels comfortable and confident (Berger, 142) to the environment and to the teachers since she is already with them since she was 2 years old and 4 months. It’s a place like home to her and when she saw me (a stranger) stayed close to the teacher and ask about me seeking for assurance I believed and feels safe again (Berger, 142). A J’s physical development is observed to be normal and healthy. Her gross motor skills are well developed. She is very active and capable of doing what four years old supposed to do considering she is only 3 years old and 11 months such as walking, running, jumping, dancing, bending, climbed at the ladder without any physical unbalance. During play she giggles and laughs most of the time which the teachers always remind her to lower her voice, which sometimes she listens but sometimes not. A J displays an excellent level in social development. She demonstrated what Vygotsky believed that â€Å"thinking is shaped by other people’s wishes and goals† (Berger, 184). Since she started at the preschool by the age of 2 years and 4 months, you can see the bond between her and the teachers. I can see that she enjoys the company of her friends and teacher, she always play with her classmates all the time. She displayed cooperative and high self-esteem  valuing herself as a person and confident at her age. I was surprised that at her age, she can control her emotions. She didn’t show any sign of aggression even when she was pushed in the line or fell on her bottom or when she wants something what other children’s playing. She would ask her teacher if she can play with that toy and the teacher will ask her to wait for her turn or ask the child if A J can play with her/him together. She demonstrated perseveration when she was approached by her classmates and asks to play with her which I admired the most because many children ages between 3 and 5 are impulsive flitting to one activity to another (Berger, 178). Also, when were told to stop teaching her classmates words that start with letter â€Å"F† although she is upset, she quietly wait for her turn to be ask. I noticed that she finished every activity and play before jumping to another. I know it’s hard t o master this at the very young age but she did it. That makes her exemplary good on this level of development. A J’s curiosity makes her smart and learned new things. She constantly asks questions to her teachers and classmates about anything to understand and remember (Berger, 186). And I can see that she is learning very well through guided participation within her zone of proximity. A J’s cognitive development seemed to be average, at her age. Her preoperational thought is symbolic and magical (Berger, 182).She is not mature to have logical thinking. Maybe this is the reason why she enjoyed socio dramatic play most of the time. She believed that the big scare crow will protect her from the witch. She is fond of â€Å"Olaf† the snow man friend of Queen Elsa in the movie â€Å"Frozen†. She wished to have â€Å"Olaf† on her birthday. She is egocentric where she expected that other people would appreciate and love things she do (Berger, 182). She focusses on appearance and I think fully aware of gend er differences as she pointed out to her boy classmates that they are different because of shoe color and the boys is not allowed to play tea party. She makes me smiles most of the time (because I can’t laugh while observing them) with her actions and words, especially when they are talking about their snacks and she said I have a â€Å"goldfish sandwich† as she make goldfish put raisins on the middle to make it like a sandwich. That makes all her classmates laugh and think of something silly too to describe their snack. She can even pretend to be the teacher while reading the books to them. It’s so amazing how she can do the story-telling just like what her  teacher do from the beginning till the end. And I’m surprised how her classmates give their full attention as she pretend to read the book. Usually, little kids talks all the time without regards as to who is talking, but here, I noticed that children already learned to respect their classmates and teachers when they are talking. After viewing the environment of the preschool, I have come into conclusion that it contains all the element of quali ty preschool. They provide Christian atmosphere that promote the spiritual, social, emotional, physical and intellectual growth of each child. The goal is to enable each child grow and learn in a safe and stimulating environment at their own pace. I’ve learned also from the teachers that every Tuesday’s class they incorporated good Christian living in their lesson. I believed it’s a good way of teaching children’s values in life following the way of Jesus. I feel that the surroundings, specially the various stimulating areas help to individualize each child’s learning like Reading corner, Math area, Letters, Dramatic play, Children’s corner that shows schedule, calendars, and announcement and the star student of the month. It is important to have orderly and stimulating areas for the children to freely choose what to participate in. I believed that the teachers have a great understanding of child development and education. This shows in their daily schedule posted in the Children’s which listed the daily routine for the children. For example, circle time, Math & letter follow ed by mid-morning snacks and then followed by outside play. It is important that the children in the preschool participate in routines. Routines assist children in learning through both repetition and consistency. The preschool program is definitely based on encouraging learning and respecting children’s exploration. Teachers and staff respect each child for what they are and help them live fully and happy to the best of their ability. This preschool observation is very interesting. I’d learned the important role of teachers in nurturing all aspects of development: social, emotional, cognitive and physical. In every interaction, the teachers appropriately nurture their growth and development. The education and values that the teachers impart to their students has great impacts to them later in life. Through this experience, I am pleased to learn that preschool may look like all fun and games –music, story time, dancing, art but the children are learning through play and  creative activity. They learned to solve problem playing building blocks. At a very young age, the children develop good learning habits and positive self-esteem. Children are capable of learning at their own pace and make their own decision.

Culture Is Defined By Merriam Webster - 894 Words

Culture is defined by Merriam Webster as â€Å"the customary beliefs, social forms, and material traits of a racial, religious, or social group. Also, the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time† (Culture). Although I agree with the majority of this definition; however, I do think it is limited by racial, religious or social group because there are more than those three groups that could be considered a culture which is why I would define culture as the latter definition that is any characteristic feature that is by any group of people. Furthermore, these cultures are constantly changing over time because the groups of people will change behaviors and characteristic features depending on how the world around them is changing. 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They also define manager as a person who conducts business or household affairs, a person whose work or profession is management, or a person who directs a teamÂ… However, Merriam and Webster do not define leadership as it should be. A leader must ensure a healthy organizationalRead MoreBody Mods Are Civil Disobedience Essay752 Words   |  4 Pagescharcoal. Scarification through branding as a cosmetic body alteration likely began in the early days after the i nvention of fire and has been carried on in various ways and by various cultures into the present day. Other forms of body alteration including diverse types of piercing and circumcision are remnants of the cultures from the ancient world. Tattooing and deliberate scarification became other ways of personal expression early on in prehistory, possibly also before fashioned clothing. It isRead MoreAbortion is Not Moral Essay1037 Words   |  5 Pages Abortion; as defined by Merriam-Webster dictionary is, â€Å"the termination of a pregnancy after, accompanied by, resulting in, or closely followed by the death of the embryo or fetus. This is the definition of abortion of which I will be reviewing its ethical status. After Roe vs Wade, the supreme court simultaneously decided that women have the right of privacy under the 14th amendment; making it acceptable to abort a pregnancy within the first trimester (Vaughn 119). The main argument on abortionRead MoreThe Mexican And Chinese Cultures988 Words   |  4 PagesCultural diversity is defined as â€Å"the different combinations of cultural and subcultural minorities (e.g. ethnic, racial, national, religious, generational, marital status, socioeconomic, occupational, health status and preference in life partner orientations) coexisting in a given location† (Estes, 2014). The Mexican and Chinese cultures are two cultures from separate geographic continents that I will be an alyzing in this paper. The Chinese culture has numerous different cultures. Hans Chinese will

Technology And High Tech Technology - 1197 Words

Technology has played an integral role in our everyday life. It can increase efficiency at work, improve the quality of life, and serves as a helpful tool that allows us to accomplish many tasks that we might not be able to otherwise. It has found its way into nearly everyone’s home in various forms such as: a computer, medical equipment, and security system. Some people might even go as far as claiming that they cannot live without it. When parents hear of â€Å"technology† in the classroom, they immediately think of electronics. However, technology is separated into two classifications in the classroom: low-tech learning technology and high-tech learning technology. Low-tech technology has been used for many decades in school and include: pencil grips, highlighters, flashcards, and additional outlined worksheets and concept maps. High-tech assistive technology refers to items such as computers, multimedia software, and other electronic-based programs (Bouck, Maeda, F lanagan, 2012). An increasing number of schools are incorporating technology into their curriculum. This also extends to students who require special education. Technology is often sought out to help with the facilitation of instruction in the field of special education. However, there are still many moving parts and changing roles. While it might seem obvious to implement technology wherever possible, there are some overlooked factors and concerns that are not as apparent. The purpose of this paper is to revealShow MoreRelatedThe High Tech Industries Have A Revolutionary Approach Towards Technology Essay1124 Words   |  5 Pages1. Introduction Nowadays, the high-tech industries have a revolutionary approach towards technology. The new approach partially is related to the immense advancements in the information technology, high-speed internet, and cell phone technologies that enabled mega companies such as Apple to create innovative inventions like iPhone. 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Gun Control Is A Problem Essay - 1282 Words

Gun control is a problem debated by regular people and government official s about Getting Guns at Gun Shows, criminals obtaining guns, and banning high round magazine capacity, and AR-15 military rifles. Is gun control really a problem? Gun control (or firearms regulation) is the set of laws or policies that regulate the manufacture, sale, transfer, possession, modification, or use of firearms by civilians. Most countries have a restrictive firearm guiding policy, with only a few legislations being categorized as permissive. Gun are needed for self-defense from threats ranging from local criminals to foreign invaders. Guns have been used in America since the first settlers came over from Europe. First they were used for hunting and for self-protection in the new world. How came there becoming a problem now. The 2nd Amendment written by our founding father states A well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. The National Instant Criminal Background Check System (NICS) Improvement Amendments Act of 2007 was enacted as a condition of the Brady Act and provides incentives to states (including grants from the Attorney General) for them to provide information to NICS including information on people who are prohibited from purchasing firearms. People have different opinions on gun control. But if there were laws, would this stop someone who was the mindsetShow MoreRelatedThe Problem Of Gun Control881 Words   |  4 PagesOne possible solution of gun problem in the United States The ownership of firearm became legally in United States since their second amendment of the constitution enacted in 1791. 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Would having teachers armed with a gun stop a student, or anyone from coming on school campus and open fire? Should Americans change the law on gun control? So many questions on gun control, but no one rightRead MoreThe Problem Of Gun Control1014 Words   |  5 Pages One of the largest issues being discussed today is how can we effectively control guns and limit, or eliminate, gun violence. There is a very large amount of solutions out there, some that are good and some that are not so good. The solutions I have found and will discuss in this pa per have been proposed by Todd Miller of Huffington Post, Evan DeFilipps of Washington Post, and Matthew DesChamps of Stamford Advocate. The solutions these authors have proposed just do not solve this issue inRead MoreGun Control: Are Guns Really The Problem?1697 Words   |  7 PagesGun control is a very controversial topic, but banning every gun will not stop all the shootings that occur. Gun control can go in either direction of the debate. There is something that needs to be done to try to reduce as many shootings as possible, whether it is background checks for every gun purchase or required classes after buying a firearm. Banning every weapon, though that is classified as an â€Å"assault† rifle or has a magazine that carries more than ten rounds is not fair to gun lovers whoRead MoreThe Problem Of Gun Control1691 Words   |  7 PagesIndeed, gun control has been to a great degree an emotive issue in the United States for a long time with moving news relying upon s pecific occasions. Case in point, in the outcome of the Sandy Hook Massacre, numerous residents needed stricter understanding of the Second Amendment to guarantee guns do not fall into the wrong hands (Keidan). Be that as it may, the Boston Marathon besieging changed Americans discernments on their wellbeing. 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The ongoing issue of whether to keep or eliminate guns has Americans all over the world in distress over an issue that is not impossible to resolve. Gun control is a task that takes a community as a whole to accomplish. No matter how small, every ind ividual’s effort can make a difference. To take control of gunsRead MoreIdentification Of Social Problem Of Gun Control Essay2087 Words   |  9 PagesIDENTIFICATION OF SOCIAL PROBLEM Gun control in the United States is a very controversial and highly debated topic. Gun control is the regulation, restricting or limiting of the sale and possession of handguns and rifles in an effort to reduce violent crime (Gun control, 2011). Whether you are someone who owns a gun for the purpose of sporting, collecting, personal or family protection or whether you don’t own a gun at all, given the gun violence that has occurred over the last few years and the

Social Stratification Free Essays

Question: What are the causes of social stratification in the Caribbean? Throughout our lives, there must have been some form of categorization whether your complexion or financial status. Even in today’s society, people are judged and put into groups based on their race or even sometimes religion. This is known as Social Stratification. We will write a custom essay sample on Social Stratification or any similar topic only for you Order Now This however could not be possible without a diversed Caribbean that is present today. Cultural Diversity then speaks about the different ethnic traditions such as custom, race and language that are found in the society. Take for example Jamaica that has a motto â€Å"Out of Many One People†. This can be seen as a perfect example as many different races or ethnic groups reside in Jamaica and widely the Caribbean. As a result, a means of Social Stratification takes place in the society. Mohammad (2007) states that it is a ranking system which organizes or places persons in the society in a hierarchy. In addition, it can be classified as a characteristic of society as it appears to be present in most of our Caribbean islands. Although this is viewed as a form of inequality, the system was derived from events that took place some years ago. The main causes of social stratification are the Plantation System, Emancipation and Social Mobility. Historically, this system started on the fields of the sugar plantation. The persons who toiled in the hot sun in the fields were known as slaves and were viewed as the â€Å"lesser people†. Their masters however were the opposite as they had all the power and wealth so they were seen as more highly and respectable individuals. A distinction between them had begun as the gap between them had gotten bigger due to the mobility of the masters. A hierarchy was built and the slaves could be seen at the bottom due to the bias judgment of the pigment of their skin. During this period of history according to Greenwood (2003), a middle class was also developed owning to the fact that not all persons were classified as slaves or whites. Therefore a middle class was now a part of the hierarchy and they were called the mulattos. These sets of people were still judged on the colour of their skin and the materialistic things that they owned. This brought much segregation and division among them because of the differing cultures and the whites believing that they were better than others around them. Emancipation which took place years after the Plantation System with the slaves also helped with Social stratification that most Caribbean islands are experiencing now. Emancipation is the period in history when many of the African slaves got freed. Despite the fact that freeing the slaves was indeed an advantage to them, it brought a negative effect. With freedom came the advantage of schooling and getting educated, however not many persons were able to go forward with it. There was a division among the Blacks or the ex-slaves as only the better ones were able to get the chance to be taught. When this took place, many of the ex-slaves felt that they were lesser than even their own race or group and so there was categorizing present as even the whites were then divided into two groups, the Petite and the Blancs. This caused much hatred among them as social status made them feel as though they were superior to others. With the use of the hierarchy, there must have been some movement of persons whether up or down the ranking of the social ladder. This is known as social mobility; which even in today’s society it is taking place. It is even taking place as we speak. Mohammed (2007) states â€Å"Education is the primary means of accessing social mobility throughout the region† (p. 65). It is through education that most of the Caribbean leaders rise to such high authority or positions. Even in today’s society, it is the persons who are wealthy and are of light complexion that gets recognition for jobs and positions. Everyone else who falls below that, is classified as poor and is in the lower class on the hierarchy. Weber argues that social class is primarily based on power, prestige or status. In conclusion it can be said that social stratification all started from the days of slavery and even nowadays persons are still being ranked on race, colour, sex, religion and finance. References Greenwood, R. , Hamber, S. (1980). Arawaks to Africans. Macmillan Publishers Limited Mohammed, J (2007). Caribbean Studies for Cape Examinations. Macmillan Publishers Limited http://wps. prenhall. com/ca_ph_macionis_sociology_5/23/6031/1544046. cw/index. html http://www. youthlinkjamaica. com/cxc/sociology20030916. html http://stmarys. ca/~evanderveen/wvdv/class_relations/social_stratification. htm How to cite Social Stratification, Papers

A leopard, a lion, and a she-wolf in Canto 1 free essay sample

Dante encounters a leopard, a lion, and a she-wolf in Canto 1. What do you think these beasts symbolize, if anything? Which animal seems to pose the greatest problem for Dante? When Dante is in his quest to get to the sunlight, he encounters three animals, which are a leopard, a lion, and a she-wolf. They fill him with fear and drive him back down to the sunless wood. They represent three major categories of human sin as well as three major divisions of the hell which Dante will experience later. The poet Dante represents mankind which is threatened by these three animals.Their symbolism contributes to the shadowy atmosphere of the opening scene and they are related to subsequent events in Dantes journey through hell. Some physical characteristics of these three animals reveal their hiding meaning as metaphor in Dante’s work. As described inferno, â€Å"all tremor and low and gaudy pelt†, the symbol the leopard represents the sin of fraud and lust. We will write a custom essay sample on A leopard, a lion, and a she-wolf in Canto 1 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The lion’s head held high represents pride and raging with hunger represents violence. The She-Wolf carries every craving in her leanness meaning she is painfully skinny. It represents incontinence, avarice and malice, which Dante considered the worst of the sins. Moreover, it also may represent political ambition. At that time, in Florence, political squabbling take place all the time. Greed afflicts the whole country. I think the She-wolf seems to causes greatest problem for Dante. These beasts, especially the She-wolf, drive Dante back despairing into the darkness of error. And now a she-wolf came, that in her leanness / seemed racked with every kind of greediness / (how many people she has brought to grief!) (Inferno I 49-51). As we can see from the description that the She-wolf approaches Dante step by step, which threaten Dante most. As I mentioned above, She-wolf represents the political ambition in some way and Dante describe what She-wolf’ s sin means the worst of the sins.