Influence of Student diversity and the teaching practice

Introduction Among the major and urgent concerns that exists in the world today is the ever rising population size that falls in the category that is excluded from meaningful participation and constructive contribution in the economic, social, political and cultural realm of the larger communal context in society.Advertising We will write a custom essay sample on Influence of Student diversity and the teaching practice specifically for you for only $16.05 $11/page Learn More As it were this state of affairs presents a wanting situation in as far as safety and efficiency. Even more compelling is the role burdened on education as a key component and determinant in the motivation and enhancement of the individual capability and potential. It is seen as a vehicle for widening the individual’s available choices in as far as the enjoyment of the freedoms that are presumed to make life meaningful and worthwhile. Thesis Statement The history and jurisprud ence of the education sector worldwide has since been influenced by the changing trends and ideologies that have brought human rights to the forefront in all educational management and administration initiatives. To begin with the skills provided by basic education beginning with the basic ones such as being able to read and write receive their own levels of prominence. Secondly, education is said to de-motivate and discourage the continuance of and existence of other more negative life components. For instance the creation and enforcement of the provision of free and compulsory primary education presumably ameliorates child labor. Thirdly, education bears a great obligation and burden that extends towards powerful empowerment of specific individuals who inadvertently suffer from social and economic devaluation. The acquisition and attainment of universal education by the general population has a necessarily fundamental impact in the alleviation and elimination of social and economi c barriers that accrue to any functional society and forms an essential part of the realization of the individual human freedoms (Bloom, 1956) Instructors worldwide have the responsibility of being key players in the facilitation of the achievement and fulfillment of the objectives of any education system. In this quest they are faced with varying challenges that vary from financial, social and physical nature. Of specific interest are the physical and social challenges that appear in the form of diversity in the student body. As it is the success of any education policy lies in the class room setup however small it may seem. This means that the actual challenges in the educational sector lie in the class room (Campbell et al, 1988).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The particular goals of every teacher are to ensure that all his children receive equal access to education especially in areas where it is free and compulsory. They also seek to ensure that the learning needs of the learning individuals are met in the best way possible. They also ensure that the child receives quality education at all times despite the differences in the status of the students. The objective of education is to provide a uniform ground for every child to acquire knowledge is their individual capacities. These principles are emphasized in the goals of education for all. This however begs the question as to who exactly is all since the student body is wide and diverse in age capacity and status. As it were the intended impact of the education sector education still has a lot to achieve in as far as uniformity in the provision of service especially to the marginalized groups in society. The general trend has been to exclude these individuals based on a social, financial, ethnic or lingual footing in the hope of providing them with additional assistance. As it is they have been regarded a s interested parties in the education arena and have ended up being neglected in as far as education all matters is concerned. Further little input has been made by educational scientists in evaluating ways which can be adopted to aid the education of children from ethnic and linguistic minorities (Collicott, 1991). Some present even more pertinent concerns that require individualized attention such as girls and children with severe social stigma such as children from family that is of sex-workers’ as well as children from slums. Others have even more conspicuous needs such as working children, street children, house helps. A more recent concern that has grown tremendously in the last two decades is that of children who are physically and intellectually challenged. This kind of outreach does not in any way suggest creating an advantage to the marginalized groups but more of bringing to the forefront the pertinent needs of specific students that stand at a disadvantage as comp ared to all others. The diversity of the student body has gradually risen to the forefront of the emerging concerns for the staff and instructors in the educational sector. More often than not the trained teachers are not trained to accommodate the volatility in needs of the various teaching environment. In specific regard are the mentally challenged children, specialized students and bilingual students who learn English as their second language. This paper seeks to put to perspective the extent to which these diversities affect the delivery methods of the instructors and staff in the teaching profession. In examining these personalized concerns the paper addresses the pertinent contemporary challenges of the modern day teacher in the hostile education setup.Advertising We will write a custom essay sample on Influence of Student diversity and the teaching practice specifically for you for only $16.05 $11/page Learn More It will also evaluate the extent to which educating an institutions should bend towards supplementing the disadvantaged students within their institutions of learning. It will evaluate the justification that is held in the adoption of a compulsory ridged curriculum as the manual for the delivery of knowledge to the students as opposed to a random based approach to education. Arguments Bilingual students. It is a well established doctrine that English is the most appropriate educational language due to its worldwide acceptability as well as its flexibility and receptiveness to new ideas and concepts. On the other hand there exists a conservative argument to the effect that English bears a since of linguistic prominence and it therefore should be compulsorily learnt for any successful academic achievements (Darling-Hammond, 1997). This is however academically incorrect and a misrepresentation of the actual value and object of the language in the furtherance of and delivery of education. The generalization of the fail ure of bilingual education is ill informed since the English language is just a vehicle for the conveyance of knowledge and it is not the only mode. It so happens that the conservative English only proponents miss out on a fundamental element of the educational mechanism that goes to establishing the study of English language as learning and the basis of exclusion. They grail to address the most pertinent concerns that lie in the actual administrators of the bilingual education who are essentially common social science teachers who rarely meet the hard lined demands of the English only. Further despite the fact that English is the most prominent and widely used education language a great number of native English speakers still remain functionally illiterate. This therefore means that the adoption of an English only system does not solely guarantee success to the bilingual students. Even more compelling the greater populations of minority who have over the years learnt and mastered t he language still remain illiterate. This is specifically intense among the black American population. This presents the argument that the success or failure of bilingual education does not lay in the extent of mastery of the English language neither does it lie in the lack of such mastery. From this stand it is easier to formulate a solution to the problem of lingual diversity in the class room setup. There lies an even greater source of motivation for the continued rise in the number of dropouts and unsuccessful bilingual students. Racial and other modes of segregation play a great role in this process. The history of this challenge is long and winding. It however does not conclusively explain all the incidences of such anti learning behaviors. Research indicates that most of these students find the school process boring inflexible to their modes of adaptation.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Objectively the success of bilingual education can be ended by the instructor’s body if only the teachers would take a little extra effort to motivate the process. This can be done by an extra effort by the teacher in learning the native language of the student to allow them to relate the language with their native language. This is not in any way a move towards maintaining the student’s native languages prominence. It is an effort that creates a better relation of the learning environment with what the student knows best. From a utility point of view the use of the native language prepares the student for the implementation and transposition of the knowledge acquired in the English language to the actual societal setup back home. It also allows the student to embrace the concept more readily. In the process the learning process becomes more interesting to the student reducing the level of dropouts. Studies indicate that those students who received an attempt to create a connection between the student’s native language and English were more motivated than those who received the rigid English only lectures. The implementation and adoption of this approach into the education curriculum will increase the success rates among the minority groups in the class. Full inclusion model The trend for inclusion of children with disability into the public sector was set in 1975 when the education sector bowed to the human rights campaign for equality among individuals with disability. The law created a provision to allow and ensure that children with disabilities get access to an equal opportunity at public education. In later years the legal platform was reviewer and redrafted to accommodate the contemporary concerns of the disabled population. It now provides that the disabled population is not only entitled to public education they are also entitled to education in the least restrictive environment. The implication of this provision is that there is a more than probable chance of students with disabilities within the public and in private schools receiving education alongside their normal counterparts who happen not to have such disabilities (Forest and Pearpoint, 1992). The general trend in schools has been to rush at excluding the children from the normal mainstream class. However these students are just like any other and should be treated as so in as far as allocation of resources that are considered as the best for a student’s well being. The inclusion approach allows the children a better opportunity at socialization and friendships and motivates a since of belonging and cultivates the social behavior and academic potential as well as the behaviors of such a student. The inclusion of these children into the normal mainstream class room embraces diversity in such a setup. From a human rights stand the exclusion process goes against the fundamental right. As it were the majority of the individuals who fall in the exc lusion class do not really want to be in such a setup due to the stigma that is associated with members of such a class. If the resources are to be availed to a student then they should be done so equally to all students. This however does not disqualify the truth that these children seem to perform better under the secluded environment. This however blinds the parents who form the majority of the proponents of exclusion since the children only succeed in short term goals such as class room relations and book excellence (Tomlinson, 2001). They however miss out on the most fundamental aspect of the knowledge transfer process that involves the sieving of this knowledge to benefit themselves and the society at large. The child will therefore fail to fit in the society out there. The situation out there is contrary to the common claim that the world is all inclusive. In actual sense the world is very discriminatory and unreceptive to people with disadvantages. It would therefore defeat the purpose of the education process since the student will not be able to implement the knowledge in the real world. Inclusion is indeed more cost effective, an element that has been inappropriately interpreted as being the sole objective of the inclusion model (Tomlinson, 1999). The success if the inclusion program does not necessarily center on the student ability to fit into the class. Different children in the disabled category and the mainstream class require different sets of instruction. This therefore means that it is only a matter of a change e of instruction by the teachers. Inclusion presents the student with an opportunity to overcome the disability notion and fit more into the society. Teaching education and intelligence Intelligence can be generalized as an individual’s potential to at problem solving in a society that holds with regard the ability to solve problems. The jurisprudence on the research on the intelligence of the human dates back to the Stone Age and has survived several centuries to date. Each time the search resulted in a new definition of intelligence depending on the specialty that was used to evaluate such intelligence such as language, logical mathematical calculation and the body’s kinesthetic intelligence which goes to the ability of the individual to use their body parts. There are varying explanations and generalizations of the concept of intelligence. A naturalist would suggest that intelligence is the ability to recognize and classify the various aspects of nature such as plants minerals and animals (Gardner, 1983). The common ground has been that intelligence is inborn and is therefore a fixed human element that cannot be varied. Biologists on the other hand suggest that the individual has more than one intelligence level. Some propose two and others propose eight. They all agree that the average intelligent human has all the two or eight as the case may be. The difference occurs if an individual misses o ne or more of these intelligences. The language intelligence for instance presents a great challenge for those who do not have it since they have poor communication skills. This theory challenges the IQ approach that proposed a scale on which an individual’s intelligence may be weighed. From the perspective and stand of the syllabi or ministerial curriculum guidelines, the students are treated to have an equal level if intelligence in as far as cognitive and interpretive intelligence is concerned. The teacher’s duty is to regulate the operation and use of these intelligences by the students in the class room setup. The curriculum the other hand supplements these efforts by increasing awareness of the varying approaches methods and styles of learning that are open to the players in the sector that provide an adequate background and learning experience in a more reflective teaching method. Reflective practice is held to mean the ability of the student to interpret the cl ass knowledge acquired in the teaching process to develop tentative solutions to the problems in society (Gardner, 1999). In the interpretative understanding of the multiple intelligence theory and approach the prominent objective of the education and learning institution is an understanding of the knowledge being transferred. The student should be able to apply the little bits of knowledge in the subjects they are interested in to the modern day situations The child is likely to find the mainstream class lesson approach boring and uninteresting. The teacher therefore has a duty to stimulate and motivate the focus of individualized talents and skills into the Childs learning menu to ensure that in as much as they learn all other subjects they develop an interest in a single line of interest. This allows the student to see the value of the learning process. The double intelligence approach is of little use in providing a tentative solution to the problem of diversity in studentâ€⠄¢s interests in society. It however offers an explanation for the diversities in the children’s interests that may not necessarily be congratulated and recognized by the rigid education curriculum. It also plays a very important role in offering a perspective for curriculum formulation of the curriculum and the adjustment of the curriculum to embrace the situation as it is. Education systems have a complex interactive relationship with the environment and society. This is bond to have a great bearing on the individual student’s interest and focus. In the same measure the society is expected to influence the trends in the educational policy and commitment. The curriculum is a rigid mechanism that seeks to control the volatile and aggressively changing classroom creating a necessary lack of fit. This can however be embraced by adopting a more flexible approach to assessment of children in the context of the existing societal influence. Creativity From a Childs rights pe rspective, whatever prevents children from education is essentially and solely the teachers’ social and professional responsibility. Teaching and education in a strict sense does not only mean the technical exercise within a classroom. It includes an interactive and involving engagement process that requires the teacher should make an attempt at reaching out to children in the community indiscriminately technically as part of their responsibility as the general umbrella of adults and citizens. Even more compelling research indicates that it is through this kind of outreach the the best brains have been natured and motivated to produce high potential results. The curriculum as it is a present a rather conservative stands that is rigid to chance and creative thinking. The buck therefore stops with the teacher in sustaining a high level of interest in the subject. As it is there are several other factors besides the teachers input that fuel or extinguish creativity in the class room scene. A teenager who bears a great interest in science may lose that interest if they do not have the courage to stand by such an interest. The society seems to have a ready and set trend that a student is supposed to follow to succeed in the educational environment. Deviation from this prescribed line attracts a great deal of ridicule and reproach. The teenager who has an interest in science has to convince the parents, the brother, the class teacher and even his counselor that they are actually willing to pursue the field. The society’s setup is such that the child has to convince all these individuals to succeed in receiving their support in the quest for the creative interest (Gartin et al, 2002). Characteristically the teacher is the final authority in as far as the relevance and viability of the Childs intentions. The teacher is considered as an expert in the field and therefore is relied on by the other members of the social divide. A great cause of dropout in ma ny schools is the lack of interest in the subjects that are offered in the institution. This could mean that the child has a specific creative interest in a particular subject that is not either not offered in the institution or has been discouraged from pursuing the subject (Tomlinson, 1996). Half the time a child will not mind undertaking other courses as long as they receive the necessary assistance and support in their subject of interest. The historical contention in research and practice has suggested that performance is the most appropriate and viable predictor of future performance. This position however is not all inclusive since there are times when it fails seriously. Aside from the performance measure there is a need to evaluate the individual’s interest and self image in the determination of the chances of success of the individual in future. Conclusion The objective of this paper was to establish the connection if any between the teachings practices and the dive rsity in the teaching practices adopted by the various learning institutions. To put the research question into perspective the paper has engaged four challenges that fall in the line of the teaching practice in the modern day education scene. In the process it has also engaged the length of participation that the learning institution should commit its staff in the face of diversity and the effective delivery of knowledge to the individual challenged children. There exists a great connection between the teaching practice and the method of instruction in the classroom and the performance and receptiveness of a challenged child to education (Vaugn, Bos and Schumm 2003). There i.e. also an invalidly irrelevance relationship between language specifically the English language and the success of the challenged child. The inclusion approach is a feasible method of education that is both economical but also effective in the preparation of the child to the situation in society beyond the sch ool life. Inadvertently there is a great obligation that rests on the teacher and instructor in ensuring that the children with special needs receive proper instruction in whichever setup that they may be. The proponents of the exclusion approach who are mainly parents also need to evaluate the macro benefits of inclusion as opposed to the invisible micro benefits of the same. References Bloom, B. S.(1956). Taxonomy of educational objectives: The classiï ¬  cation of educational goals. Handbook I. Cognitive Domain. New York: Longman. Campbell, C., Campbell, S., Collicott, J., Perner, D. Stone, J. (1988). Adapting regular class curriculum for integrated special needs students. Education New Brunswick Journal, 3, 17-20. Collicott, J. (1991). Implementing multi-level instruction: Strategies for classroom teachers. In G. Porter and D. Richler (Eds.), Changing Canadian Schools. North York, Ont.: The Roeher Institute. Darling-Hammond, L. Falk, B. (1997). Supporting teaching and learni ng for all students: Policies for authentic assessment systems. In A. Lin Goodwin (Ed.), Assessment for Equity and Inclusion: Embracing All Our Children (51-76). New York: Routledge. Forest, M Pearpoint, J. (1992). With a little help from my friends [Film]. (Columbus, OH: Merrill/Mac-Millan). Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York:Basic Books. Gardner, H. (1999). Intelligence reframed: Multiple intelligence for the 21st century.New York: Basic Books. Gartin, B. C., Murdick, N. L., Imbeau, M. Perner, D. E. (2002). How to use differentiated instruction with students with mental retardation and developmental disabilities in the general education classroom.Arlington, VA: The Division on Developmental Disabilities of the Council for Exceptional Children. Tomlinson, C. A. (1996). What is differentiated instruction? From an interview with Leslie J. Kiernan. Web. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of a ll learners. Alexandria, VA: ASCD. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: ASCD. Vaugn, S., Bos, C. S. Schumm, J. S. (2003). Teaching exceptional, diverse, and at-risk students in the general education classroom (3nd ed.). Boston: Allyn and Bacon. This essay on Influence of Student diversity and the teaching practice was written and submitted by user Marissa Hoover to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Form in Art essays

Form in Art essays The object in question is marked as a Syrian, Bronze Age, stone label seal (c. 3rd- 2nd millennium). Most of the seals I have viewed have much more representational forms on them than this object has. I have not been able to find any books which have pictures of items with this name, which leads me to believe that it has been marked wrong. The object resembles a small, oval shaped bead with indentations in the centers of the longer sides, making it look like the number 8. Both sides have the same, simple decoration of carved lines;(if the object is viewed with the hole through its middle going up to down rather than left to right) two vertical lines in the center and four horizontal lines on either side of these. One side of the object is flat, but the other side is convex. After viewing many pictures of seals and cylinder seals, I find it unusual that this object should be marked as a seal because the design of its decoration is so simple. It seems more likely that this object is what one definition calls a token or a small, stone or clay bead worn on a string about the neck. Each token was a different size or shape and stood for different business transactions. An impression would be made in clay or wax signifying that the transaction took place.(1). These tokens were often only a shape that could be recognized as being different from other individuals token shapes, like a persons signature. The indentations and line decoration on the token make it resemble a pair of wings. The shape of the tokens flat side and rounded side are like a human chest cavity. This could be a combination of human (skeleton) and spirituality (wings). There are many depictions of winged gods and goddesses in ancient Near Eastern art. Though this object is highly utilitarian and has little representational decoration, it seems likely that there would be a connection between its wing-like shape and the frequency of wings i...

Abbreviations and Acronyms for English Learners

Abbreviations and Acronyms for English Learners Any shortened form of a word or phrase is an abbreviation. Acronyms are also a type of abbreviation that can be pronounced as a single word.   Abbreviations are selectively used in spoken conversation as well as written English. Generally, common abbreviations such as measurements and titles are always abbreviated in written form. Days and months are commonly written out. Online, abbreviations and acronyms are most common in texting, chat rooms and in SMS. In spoken English, we often use abbreviations in informal conversations. A good rule of thumb is to use abbreviations and acronyms that you know others are familiar with, and avoid them when they are too specific. For example, if you are having a conversation with a business colleague it may be appropriate to use abbreviations particular to your line of work. However, the use of work-related abbreviations would be out of place if speaking with friends. Here is a guide to some of the most common abbreviations. Titles One of the most common types of abbreviations is the shortened word. Either the first few letters of a word  or important letters in the word are used for this type of abbreviation. Common abbreviations include titles used in everyday conversation, as well as military ranks: Mr. - MisterMrs. - MistressMs. - MissDr. - DoctorJr. - JuniorSr. - SeniorCapt. - CaptainComdr. - CommanderCol. - ColonelGen. - GeneralHon. - the HonorableLt. - LieutenantRev. - the Reverend Other common abbreviations include: Months of the Year Jan. - JanuaryFeb. - FebruaryMar. - MarchApr. - AprilAug. - AugustSept. - SeptemberOct. - OctoberNov. - NovemberDec. - December Days of the Week Mon. - MondayTues. - TuesdayWed. - WednesdayThurs. - ThursdayFri. - FridaySat. - SaturdaySun. - Sunday Weight and Volume gal. - gallonlb - poundoz - ouncept - pintqt - quartwt. - weightvol. - volume Time hr - hourmin - minutesec - second Length - US/UK in. - inchft - footmi - mileyd - yard Measures in Metrics kg - kilogramkm - kilometerm - metermg - milligrammm - millimeter Initial Letter Abbreviations Initial letter abbreviations take  the first letter of each important word in a short phrase to make up the abbreviation. Prepositions are usually left out of initial letter abbreviations. One of the most common initial letter abbreviations is the USA - United States of America. Notice how the preposition of is left out of this abbreviation. Other common initial letter abbreviations include: Directions N - NorthS - SouthE - EastW - WestNE - NortheastNW - NorthwestSE - SoutheastSW - Southwest Important Institutions BBC - British Broadcasting CorporationEU - European UnionIRS - Internal Revenue ServiceNASA - National Aeronautics and Space AdministrationNATO - North Atlantic Treaty OrganizationUNICEF - United Nations Childrens FundWHO - World Health Organization Types of Measurement MPH - Miles per hourRPM - Revolutions per minuteBtu - British thermal unitsF - FahrenheitC - Celsius SMS, Texting, Chat Many abbreviations are used online and in our daily lives with smartphones, chat rooms, etc. Here are a few, but follow the links for a complete list in alphabetical order. B4N - Bye for nowASAP - As soon as possibleNP - No problemTIC - Tongue in cheek Acronyms Acronyms are initial letter abbreviations that are pronounced as one word. To take the examples from above, the BBC is NOT an acronym because it is pronounced as it is spelled: the B - B - C. However, NATO is an acronym because it is pronounced as one word. ASAP is another acronym, but ATM is not. Tips for Using Abbreviations and Acronyms Use abbreviations when texting by learning common texting abbreviationsUse acronyms as a mnemonic device to help you learn a wider range of vocabulary. In other words, take a list of words you want to learn and memorize the first letters of each word you want to learn. For example, primary colors: RBYred,  blue,  yellow.Use abbreviations when writing quick emails in an informal voice.Do not use abbreviations or when writing formal emails, reports or letters except for common organization namesFor more uncommon acronyms, use the entire name followed by the acronym in parentheses the first time you use the acronym in written communications. For example: The International Monetary Fund (IMF) is responsible for loaning money to nations. As the world experiences more economic difficulties, the role of the IMF is often called into question.

Deforestation Article Example | Topics and Well Written Essays - 750 words

Deforestation - Article Example The limitation of deforestation outweighs its benefits and, therefore, the activity should be stopped at all cost. There are various effects of deforestation that can be witnessed in the world today. Cutting down of trees interferes with the water cycle, causes loss of forest species, results in soil erosion and decreasing the quality of life (Lewellen, 643). Trees tend to hold the soil together and therefore without them, and soil is often carried away by rivers and other water bodies. Accumulation of this land in water bodies causes siltation and reduces their qualities. Less forest cover results to flooding and landslide issues that are all connected to soil erosion. Trees often produce water vapor after absorbing rainwater.  The water vapor is later released to the atmosphere that then forms into clouds that result in rainfall. Additionally, over 70% of animals and plants live in forests. The trend is however changing as a result of continuous destruction of forest land by peop le all over the world. Loss of habitat can lead to extinction of various animal species. Given the many advantages associated that are associated with forests, countries all over the world should come up with strategies that will prevent continuous destruction of tree cover by setting up policies aimed at protecting forest land. Countries that have less forest cover should come up with initiatives that will help restore new tree cover in various parts of the country. Countries around the world should be able to come up with various strategies.

Global Crimes Rate Research Paper Example | Topics and Well Written Essays - 500 words

Global Crimes Rate - Research Paper Example B. There seems to be a consistent relationship between the economic indicators and the homicide rates. For instance the nations having the lowest homicide rate also tend to have relatively low unemployment rates with Monaco having an unemployment rate equal to zero (CIA The World Factbook, 2013). In contrast the three nations having the highest homicide rate also tend to have a relatively high unemployment rate, with Jamaica having an unemployment rate of 14.3% (CIA The World Factbook, 2013). There also seems to be a relationship between the Per Capita Income and the rate of homicide in the nations under consideration. The nations having the lowest homicide rate also have a high per capita income as compared to the nations having the highest homicide rates (CIA The World Factbook, 2013). C. The other factor that needs to be mentioned is that the three nations having the lowest homicide rates that are Monaco, Palau and Hong Kong tend to be less populated as compared to the three nations having the highest homicide rates that are Honduras, El Salvador and Jamaica (CIA The World Factbook, 2013). The other thing is that in the nations having the highest homicide rates, the contribution of agriculture to the GDP is much more as compared to the nations having the lowest homicide rates in which a large proportion of the GDP is accrued from the industrial and services sector as compared to the agriculture sector (CIA The World Factbook, 2013). Also the nations having the lowest homicide rates do have high life expectancy as compared to the nations having highest homicide rates (CIA The World Factbook, 2013). D. On the basis of the statistics pertaining to the nations having the highest and lowest homicide rates, it could safely be concluded that the nations with the lowest homicide rates happen to be the well developed economies where the citizens do have a relatively better access to

Tragedy in A Streetcar Named Desire Essay -- A Streetcar Named Desire E

A tragedy is a genre of a play, a form of drama that portrays the suffering of a heroic individual who is often overcome by the very obstacles he is struggling to remove. A tragedy excites terror or pity. Each tragedy can be considered a tragedy because it involves a tragic ending to the play as a whole and a tragic hero. However, there are three main different types of tragedies. Firstly, in Greek tragedies, everything is deterministic. For example in the story of Oedipus (where he kills his father and marries his mother), fate is said to be responsible for all the events. This type of tragedy is very entertaining to watch because the protagonist is unable of changing and knowing the events. Greek tragedies are interesting because they followed the "Three Unities" : unity of time, unity of place, and unity of action. Greek tragedies normally took place in a single day, happened at a single location, and had one plot line without any subplots. Greeks used to use this because tensio n could be built up easily. Another different type of tragedy is the Shakespearean type, where in general people are great and rise to a greater position. The hero has a fatal flaw in his/her character that makes him/her act in a way that eventually leads to his/her downfall (like in Macbeth where his fatal flaw is his excessive obsession with ambition and power). Another example of a Shakespearean tragedy is Romeo and Juliet because their fatal flaw was excessive passion for each other. Shakespeare did not follow any of the three unities because he felt that it was easier to facilitate the plot. Finally, another type of tragedy is a modern version of the Shakespearean type. Where someone not great is put into a situation where they are forced to t... ... a tragedy of Stanley’s incomprehension of Blanche’s needs. However there were many criticisms concerning this statement of this play being a tragedy. There are many factors that contributed to Blanche’s downfall and she seems to fit, the requirements for being a tragic heroine, perfectly. One may think that Blanche Dubois does not fit into the category as a tragic heroine, not because she is not tragic enough, but because she is not sympathetic enough to a heroine. By writing A Streetcar Named Desire, Williams seems to be playing with different styles of tragedies. The set of the play is in one place (the apartment and its street), so in this way one can consider it as a Greek tragedy. It also seems clear that Williams created an American tragedy with Shakespearean drama in mind. Williams stated that â€Å"creating a new, modern tragic form of a play was difficult†. Tragedy in A Streetcar Named Desire Essay -- A Streetcar Named Desire E A tragedy is a genre of a play, a form of drama that portrays the suffering of a heroic individual who is often overcome by the very obstacles he is struggling to remove. A tragedy excites terror or pity. Each tragedy can be considered a tragedy because it involves a tragic ending to the play as a whole and a tragic hero. However, there are three main different types of tragedies. Firstly, in Greek tragedies, everything is deterministic. For example in the story of Oedipus (where he kills his father and marries his mother), fate is said to be responsible for all the events. This type of tragedy is very entertaining to watch because the protagonist is unable of changing and knowing the events. Greek tragedies are interesting because they followed the "Three Unities" : unity of time, unity of place, and unity of action. Greek tragedies normally took place in a single day, happened at a single location, and had one plot line without any subplots. Greeks used to use this because tensio n could be built up easily. Another different type of tragedy is the Shakespearean type, where in general people are great and rise to a greater position. The hero has a fatal flaw in his/her character that makes him/her act in a way that eventually leads to his/her downfall (like in Macbeth where his fatal flaw is his excessive obsession with ambition and power). Another example of a Shakespearean tragedy is Romeo and Juliet because their fatal flaw was excessive passion for each other. Shakespeare did not follow any of the three unities because he felt that it was easier to facilitate the plot. Finally, another type of tragedy is a modern version of the Shakespearean type. Where someone not great is put into a situation where they are forced to t... ... a tragedy of Stanley’s incomprehension of Blanche’s needs. However there were many criticisms concerning this statement of this play being a tragedy. There are many factors that contributed to Blanche’s downfall and she seems to fit, the requirements for being a tragic heroine, perfectly. One may think that Blanche Dubois does not fit into the category as a tragic heroine, not because she is not tragic enough, but because she is not sympathetic enough to a heroine. By writing A Streetcar Named Desire, Williams seems to be playing with different styles of tragedies. The set of the play is in one place (the apartment and its street), so in this way one can consider it as a Greek tragedy. It also seems clear that Williams created an American tragedy with Shakespearean drama in mind. Williams stated that â€Å"creating a new, modern tragic form of a play was difficult†.

Psychology and Stress

One of things that we all experience is stress. Stress does not judge, it affects the rich, the poor, whites, blacks, male or female, children and adults. Some people may have higher stress levels depending on their livestyles. Stress is the â€Å"wear and tear† our bodies experience as we adjust to our continually changing environment; it has physical and emotional effects on us and can create positive or negative feeling. As a positive influence, stress can help compel us to action that may result in a new awareness and an exciting new perspective.As a negative influence, it can result in feelings of distrust, rejection, anger and depression, which in turn can lead to health problems such as headaches, upset stomach rashes, insomnia, high blood pressure, heart disease, stroke or depression. â€Å"Depression is among the leading causes of disability worldwide† World Health Organization. Depression is also the leading cause of suicides, â€Å"The second leading cause o f death among college students is suicide† Hardy. Many times, however, stress can become chronic and may last for a week or more.This chronic condition often results from humans’ ability to project their thoughts into the future, such as when a person keeps a recurrent and stressful thought in his or her mind. Stress may be considered as any physical, chemical, or emotional factor that causes bodily or mental tension and that may be a factor in disease causation. Physical and chemical factors that can cause stress can include trauma, infections, toxins, illnesses, and injuries of any sort. Emotional causes of stress and tension are numerous and varied.While many people associate the term â€Å"stress† with psychological stress, scientists and physicians use this term to denote any force that impairs the stability and balance of bodily functions. Stress is the combination of psychological and behavioral reactions that people have in response to events that threate n or challenge them. Stress can be good or bad. Sometimes, stress is helpful providing people with the extra energy or alertness’ they need. Stress could give the runner the edge he or she needs to persevere in a marathon, for example.Moreover, stress can increase the risk of developing health problems, such as cardiovascular disease and anxiety disorders. This bad kind of stress is called distress, the kind of stress that people usually are referring to when they use the word stress. A convenient way to think about stress is in the terms of stressors and stress responses. Stressors are events that lead to stress, such as having to make decisions, getting married and natural disasters. Stress responses are psychological, psychological and behavioral reactions to stressors.Anxiety, depression, concentration difficulties and muscle tension are all example of stress responses. The connection between stressors and stress responses however, is not as straight forward as it may see m. Mediating processes, for instance, stand in between stressors and stress responses. Whether stressors lead to stress responses depends on mediating processes like how people appraise potential stressors and how well people are able to cope with the negative impact of stressors. Furthermore, a number of moderation factors, such as personality traits and health habits, influence the links between stressors and stress responses. These mediating processes and moderating factors help determine whether people experience stress-related problems like burnout, mental disorders, and physical illness and are the focus of many stress management techniques that emphasize cognitive-behavioral approaches, relaxation, exercise, diet and nutrition and medication. † (Smither 1994) Sources of stress stressors, the sources of stress, include three types of events, referred to as daily hassles, major life events and catastrophes. Additionally specific types of stressors occurs within certain do mains in life such as family, work and school.Stressors are daily hassels or annoyances that occurs practically every day, such as having to make decisions, arguing with friends and family, trying to meet deadlines at school or work, and stepping on a piece of bubble gum that someone carelessly spitted out. Although a wide variety of daily hassles can be sources of stress, they often involve conflicts between behaviors people may or may not want to do. Kompier (1994) stated if someone is experiencing an approach-approach conflict, that person has to choose between two attractive alternatives, such as going on vacation or buying a new computer.Kompier (1994) stated if someone is experiencing an avoidance-avoidance conflict, that person has to choose between two unattractive alternatives, such as having a pet put to sleep or spending the money on an expensive surgical procedure for it. In general, major life events do not appear to be significant sources of stress. Accordingly, major life events generally do not tend to be related to the health problems that accompany stress. Under some circumstances, however, major life events can be sources of stress. Whether major life events involve positive or negative feelings, for instance is relevant.Major life events that are positive tend to have either trivially stressful or actually beneficial effects, but major life events that are negative can be stressful and are associated with medical problems. Examples of major life events are getting married, getting divorced and being fired from a job. Although they do not happen very often, when catastrophes do occur, they can be tremendous sources of stress. â€Å"Stress Responses although the presence of stressors does not mean that stress responses will necessarily follow, when they do, stress responses are the way in which people react to stressors.They are the experience of being stressed. Stress responses can be divide into three categories: psychological responses, a nd behavioral responses. † (Manson, 2000) Psychological responses are when people react to stressors, a wide variety of cognitive and emotional responses can occur. According to Fleishman (1997), â€Å"Examples of cognitive responses are as follows: Concentration problems Indecision Forgetfulness Sensitivity to criticism Self-critical thoughts Rigid attitudes. Physiological responses follow what is called the general adaption syndrome. Behavioral Responses People act differently when they are reacting to stressors.Sometimes the behaviors are somewhat subtle, such as the following responses: strained facial expressions a shaky voice, tremors, or spasms, jumpiness, accident proneness, difficulty sleeping, over eating or loss of appetite. † The connection between stressors and stress responses stressors prompt stress responses, right? Well it depends. A number of conscious and unconscious things occur in our inner world that determines whether a stressor in the external wo rld will trigger our stress response. Robbins noted that: â€Å"These inner world happenings are referred to as mediating processes and moderating factors.Alternatively, believe that a stressor is controllable, even if it really is not, tends to make it less stressful. When people are exposed to loud noises, for example they tend to see it as less stressful when they are able to stop it, even if they do not bother to stop it. how much more stressful a stressor becomes from feeling a lack of control over it depends, however on the extent to which the cause of the stressor is seen as stable or unstable, global or specific, and internal or external. † â€Å"Stable and unstable causes represent causes that are enduring and temporary, respectively.Global and specific causes represent causes that are the relevant to many events and relevant to a single occasion, respectively. Internal and external causes represent causes that are the result of personal characteristics and behavior s or the result of environmental forces, respectively. † (Manson, 2000) Stress is a part of normal life. It is impossible to completely eliminate stress, and it would not be advisable to do so. Instead, we can learn to manage stress so that we have control over our stress and its effects on our physical and mental health. Stress comes in all forms and affects persons of all ages and all walks of life. No external standards can be applied to predict stress levels in individuals – one need not to have traditionally stressful job to experience work place stress, just as a parent of one child may experience more parental stress than a parent of several children. † (Robbins). The degree of stress in our lives is highly dependent upon individual factors as you’ve read such as our physical health, the quality of our interpersonal relationships, the amount of support we receive from other and the number of changes or traumatic events that we have recently occurred in our lives.Works Cited â€Å"Facts on Stress. † Washington Post. The Washington Post, 23 Jan. 2007. Web. 05 Mar. 2013. . Hardy, Marcelina. â€Å"Statistics on College Student Stress. † LoveToKnow. N. p. , n. d. Web. 05 Mar. 2013. . Kompier, M. (1994). Stress at work: Does it concern you? Shankill, Ireland: European Foundation for the Improvement of Living & Working Conditions. Robbins, S. (1996).Organizational behavior: concepts. Controversies, applications. Englewood Cliffs, New Jersey: Prentice Hall Inc. Smither, R. D. (1994). The psychology of work and human performance. New York: Harper & Row. Fleishman, E. A. (1997). Stress and performance effectiveness. Hillsdale, N. J. :L. Erlbaum Associates. Manson, L. (200). Facts about stress [on-line]. Available: http://stress. about. com/cs/copingskills/a/stress101a. htm http://www. statisticbrain. com/stress-statistics/ http://stress. lovetoknow. com/Statistics_on_College_Student_Stress