European Colonization of the Caribbean Essay Example for Free

European Colonization of the Caribbean Essay The Spanish conquests in the Americas encouraged other European countries to expand their domains in the New World. In the latter half of the 16th century, Portugal conquered Brazil in the hope of upsetting Spain in South America. Between 1690 and 1650, the French, Dutch, and English made unsuccessful attempts to occupy the northern coasts of Brazil and the neighboring islands of St. Kitts and the Leeward Islands. However, with the onset of the Thirty Years War, Spain began to weaken. His colonial possessions in the Caribbean were occupied by the English, French, and the Dutch. Spanish and Portugal Conquests Checked Generally, the arrival of other European countries in the New World (with the thought of conquest) forced Spain and Portugal to limit their conquest. For example, in 1621, the Dutch attacked several Spanish colonies in the Caribbean and succeeded in occupying the islands of Curacao, St. Martin, and Araya. The acquisition of vast mount of gold by the Spaniards in the New World attracted the attention of other powers. To their minds, God does not wish the world to be divided only between Spain and Portugal (Treaty of Tordesillas). They wanted a significant share in the wealth of the Americas. The Political and Economic System in Europe The Thirty Years War (to which Spain was heavily involved) forced Spain to cut expenditures at home and raise taxes and quotas in the Caribbean (Cuba, Puerto Rico). In addition, the Spaniards began to implement the plantation system to increase revenues (to finance her wars in Europe). Trade was limited to Spain and he American colonies. The reason is clear: if trade was opened to other European countries, the prospect of a unidirectional prosperity would be prevented (other nations would benefit from the trade). This system is called the ‘mercantilist system. ’ Impact of Mercantilism in the Caribbean and the Outcome Precious metals (gold, silver) became the basis of the mercantilist system. It served as the medium of exchange between the colonies and the mother country. Mines were established all throughout the Caribbean in order to maintain the flow of metals to the mother country. To fasten the procurement of precious metals, the Spaniards (and other Europeans) utilize slave labor (African slaves). In some sense, Spanish wealth (based on precious metals and product quotas) was essentially created by slave labor (which was very oppressive and unchristian). The wealth Spain accumulated from the New World also attracted the attention of pirates. They were of two types: buccaneer and marooner. Buccaneer is a group of pirates that had bases in the Caribbean (in a sense, they were considered the most powerful type of pirate). Marooner is a generic term applied to Spaniards who deserted the Spanish Navy to harass Spanish shipping lines in the Caribbean. The Caribbean Society and European Influences Caribbean society was modeled after European society. Some of the influences are as follows: 1) adoption of Catholicism as the main religion (in the case of Spain), 2) Baroque and Gothic architecture, 3) European city planning, and 4) the plantation system. At the top of the plantation system was the landowner. The manager (usually a relative of the owner) was in the middle position. At the bottom were the slaves and the serfs (local population serving in the plantation). The slaves were often treated harshly by the Europeans. They perceived them as members of an inferior race destined to serve white men’s greed. The same case (though not as oppressive as that of slaves) could be said about women. Women were confined to households, serving their masters with much dedication (by force) as that of serfs. Racial Hierarchy in the Caribbean Race played an important role in Caribbean society. Race served as the determining factor of administration; a form of societal control. The Europeans were at the top of the racial hierarchy. At the bottom were the slaves, the local population, and Chinese traders (which were seen with contempt by the Europeans). The European themselves were racially categorized. The peninsulares were Europeans born in their mother countries. The insulares were pure Europeans born in the colonies. The mestizos were of European and Indian descent. Women played a minor role in Caribbean society. They were confined to household chores (like cooking and child rearing). Maroonage strained Spain’s resources in the New World. The revenues derived by Spain from plantations (the same case with other Europeans) were taken by the maroons (on the way to Spain). The oppressive policies of the Spaniards in Cuba led to the Ten Years War. The slaves and the local population rose in arms against Spanish rule. Reference Toynbee, Arnold. 1989. History of the World. New York: Macmillan Publishing Company.

Altruism among humans Essay Example for Free

Altruism among humans Essay This paper presents an examination of the phenomenon of altruism among humans. Altruism is defined as a behaviour that may be to ones advantage but is also to the advantage of others. The questions of why we behave this way or what motivates us to behave in this manner and the relevance to society today are the focus of this paper. Various research and theories has explained why altruistic behaviour is undertaken intentionally in the human world. Introduction We often read or hear about acts of generosity and courage, such as, fund raisers or concerts to  help homeless people, the fostering of a child and sponsoring his or her education, or of volunteers risking their lives to help victims in incidents like September 11 terrorist attack in the United States. We could have donated some money to orphanages or cared for a wounded dog. Such humane acts are defined by Psychologists as altruism (Moghaddam, 1998). Altruistic acts could be unselfish or done for personal gain or egoistic reasons. Indeed in a psychological paradigm, psychologists believe that true altruistic behaviour does not exist (Moghaddam, 1998). But how do we account for the behaviour of Mother Theresa or Mahatma Gandhi and many other unselfish acts of human endeavours? In order to explore this we have to understand the person variable and situational variable motivating the altruistic act (Simons, Kalichman Santrock, 1994). As we are aware behaviour is determined by personal and situational variables. A persons ability to empathise with the needy or to feel responsible for anothers welfare has great impact on altruistic behaviour. Situations influence the strength of the altruistic motivation. Reciprocity and exchange are important aspects of altruism (Simons, Kalichman Santrock, 1994). Humans give and receive from others everywhere. Reciprocity is the basic principle of every religion in the world for example, Judaism, Hinduism, Christianity, Buddhism and Islam (Brosnahan, 2003). To act altruistically, requires consciousness and caring, and similarly, pet owners can often cite altruistic behaviour or at least conscious acts of kindness on the part of cats and dogs (Simons, Kalichman Santrock, 1994). Another good example would be the nursing,  profession founded on the notion of helping people, sometimes even at a cost to nurses themselves. There are many ways people show altruism. To explain why we do altruistic acts like volunteering, donating or raising funds, we need to distinguish between four different forms of altruism which are observed in humans that shown towards kin, a partner, a friend, and individual who does not fit into these categories (http://www. theunityofknowledge. org/the_evolution_of_altruism/introduction. htm, 2003) Of the several types of altruism a main focus has been on heroic altruism (Moghaddam, 1998). It is a short term intervention requiring physical action and tends to fit more the masculine gender. On the other hand Nurturant altruism requires more patience, listening and a caring attitude with long term involvement. This more closely fits the image of the traditional feminine gender (Moghaddam, 1998). The Bystander effect greatly influences helping behaviour, because of common ignorance of bystanders and assumptions about other bystanders actions. Each persons scope of responsibilities can decrease in the presence of others ( Moghaddam, 1998). In  order for Bystander to help he or she has to posses social skills to interpret the situation and take appropriate actions (Moghaddam, 1998). Initially from a theoretical perspective if a person knows how to overcome obstacles to he or she giving help, subsequently other people start questioning whether the helping behaviour was true altruism (Moghaddam, 1998). A later there was a theory of Daniel Batson empathy-altruism, believes that people help out of a genuine desire(Moghaddam, 1998). Other theories propose that altruistic behaviour is egoistic and put the hypothesis that helping behaviour is a way to  repair a helpers image (Moghaddam, 1998). Methodology An interview was conducted with a woman who volunteers her services with meals on wheels and has done nearly sixteen years. She is a retired school teacher living alone. I assumed that her altruistic behaviour had a self fulfilling motive. Therefore I chose her and I wanted to clarify or confirm my assumption. In order to facilitate my focus interviewee was given ten questions asking about her volunteering profile, and her motivating factors. This interview created awareness of other influencing factors motivating her altruistic behaviour.

Helicobacter Pylori: Pathogenesis, Symptoms and Incubation

Helicobacter Pylori: Pathogenesis, Symptoms and Incubation Helicobacter pylori (H. pylori) are a type of intestinal bacteria (spiral-shaped gram-negative) that cause the majority of ulcers in the stomach and duodenum. They thrive in highly acidic environments and have a unique way of adapting to the harsh environment of the stomach. H. pylori have been classified as low-potential carcinogens (cancer-causing substances) by the World Health Organization. The Life Cycle (Pathogenesis) of Helicobacter pylori H. pylori are able to survive in stomach acid because they produce enzymes (special proteins) that neutralize the acid. This mechanism allows H. pylori bacteria to enter the stomach and make their way to the safe area the protective mucous lining of the stomach wall. When the bacterium is in the mucous lining of the stomach, the bodys natural defenses cannot reach it. The immune system will respond to an H. pylori infection but will not be able to kill the bacteria since they are hidden in the stomach lining. The immune system will keep sending infection fighters to the infection site and H. pylori will feed on the nutrients provided by the body, allowing them (the bacteria) to survive in the stomach environment. H. pylori weaken the protective mucous coating of the stomach and duodenum, allowing the stomach acid to get through to the sensitive lining beneath. Both the acid and the bacteria irritate the lining, causing gastritis (stomach inflammation) and perhaps the formation of an ulcer within a few days of the initial infection. Ironically, it may not be the H. pylori bacteria, but the inflammation response to the bacteria, that causes the ulcer to form. The series of steps the pathogenic mechanisms that H. pylori go through when establishing themselves in the stomach are as follows: Attachment The H. pylori bacteria must enter the stomach and attach themselves to the lining of the stomach to establish an environment in which to grow. Toxin production H. pylori produce poisonous substances to increase the secretion of water and electrolytes in the stomach and cause cell death in the cells of the stomach lining. This will help the bacteria take over the stomach environment and will lessen the competition for required nutrients. Cell invasion The bacteria will enter the stomach lining cells for protection and will then kill the cells they are in (their host cells) so that they can move on to invade more stomach-lining cells. This process will continue, thus creating tissue damage. This tissue damage will become the ulcer formation in the stomach. Loss of microvilli/villi The substances released into the host cell during the Cell Invasion step cause a change in the stomach-lining cells. This change results in fewer calories getting absorbed by the stomach. The consequence? The body will get fewer nutrients from the food eaten at every meal. Ulcers occur when there is a break down in the mucous layer lining the stomach, allowing the gastric (stomach) acid and digestive enzymes to attack and aggravate the actual stomach muscle. Helicobacter pylori contribute to this breakdown by  living in this layer and increasing the chances of it breaking down. Stress and diet may irritate an ulcer, but do not cause it. Symptoms and incubation time of an H. pylori infection Getting an H. pylori infection is nothing like catching a common cold in that immediate consequences of an infection are rarely seen. In fact, it is possible to go many years without noticeable symptoms. When symptoms do occur, abdominal discomfort is the most common. This discomfort is usually a dull, gnawing ache that comes and goes for several days or weeks. It usually occurs two to three hours after a meal or in the middle of the night (when the stomach is empty) and is relieved by eating, drinking milk or taking antacid medications. Other symptoms include: heartburn, increased burping, weight loss, bloating and burping, and less common symptoms include: poor appetite, nausea and vomiting. If you suspect that you have an ulcer and experience any of the following symptoms, a doctor should be called right away. Sharp, sudden, persistent stomach pain Bloody or black stools Bloody vomit or vomit that looks like coffee grounds The above symptoms could be signs of a serious problem, such as: Perforation when the ulcer burrows through the stomach or duodenal wall. Bleeding when acid or the ulcer breaks a blood vessel. Obstruction when the ulcer blocks the path of food trying to leave the stomach. Epidemiology Infection with H. pylori occurs worldwide, but the prevalence varies greatly among countries and among population groups within the same country. The overall prevalence of H. pylori infection is strongly correlated with socioeconomic conditions. The prevalence among middle-aged adults is over 80 percent in many developing countries, as compared with 20 to 50 percent in industrialized countries. Prevalence of infection is higher in developing countries than that of developed nations. In developed countries,although overall prevalance of infection in young children is Helicobacter pylori infection is common in the Indian subcontinent. Exposure occurs in childhood and approximately 80% of adults have been infected at some time. Sero-surveys indicate a seroprevalence of 22%-57% in children under the age of five, increasing to 80%-90% by the age of 20, and remaining constant thereafter. There is now evidence from epidemiological studies that H pylori carriers have a significantly greater risk for the development of gastric cancer. Results from three prospective epidemiological studies10-12 estimate that H pylori carriers have a 2.8- to 6.0-fold increased risk of gastric cancer developing over mean follow-up periods of 6 to 16 years when compared with their H pylori-negative counterparts. The overall mean risk was calculated to be 3.8.13 This odds ratio increased to 8.7 in those who were diagnosed 15 years or more after testing positive for H pylori. H. pylori infection- treatment Ulcers caused by H. pylori can usually be cured with a one or two-week course of antibiotics. Treatment usually involves a combination of antibiotics, acid suppressors, and stomach protectors. Acid suppression by the H2 blocker or proton pump inhibitor in conjunction with the antibiotics helps alleviate ulcer-related symptoms, helps heal gastric mucosal inflammation and may enhance the effectiveness of the antibiotics against H. pylori at the gastric mucosal surface. The use of only one medication to treat H. pylori is not recommended. At this time, the most proven effective treatment is a two-week course of treatment called triple therapy. It involves taking two antibiotics to kill the bacteria and either an acid suppressor or stomach-lining protector to protect the stomach lining. Two-week triple therapy reduces ulcer symptoms, kills the bacteria, and prevents ulcer recurrence in more than 90 percent of patients, but, unfortunately, patients may find triple therapy complicated beca use it involves taking as many as twenty pills a day. The antibiotics used in triple therapy may cause mild side effects such as: nausea, vomiting, diarrhea, dark stools, metallic taste in the mouth, dizziness, headache, and yeast infections in women. Marketted formulation available in India for H.pylori infection Brand name Chemicals Company HELIBACT combi-pack Omeprazole 20 mg,amoxycillin 750mg,tinidazole 500mg. RPG LS HELIKIT kit Omeprazole(1cap) 20 mg,amoxycillin(1 tab) 750mg,tinidazole(1 tab) 500mg. Zydus cadila L-COT kit 1 cap Omeprazole 20mg,1 tab Clarithromycin 250mg,tinidazole 500mg LUPIN PYLOKIT kit 2 caps of lansoprazole 30mg,2 tabs of tinidazole 500mg,2 tabs of clarithromycin 250mg CIPLA ZOVANTA kit 2 tabs of amoxicillin 750mg,2 tabs of tinidazole 500mg,2 tabs of pantoprazole 40mg Dr.Reddys

Marketing :: essays research papers

The Brand/Product: 1.Attributes: The attributes are the product's primary characteristics, both physical and functional. They are what the consumer might recognize first about the product through the five senses. The physical attributes are what make the product what it is. They are scent, texture, package, contents, variety and price. The functional attributes are shown by how the products work. They include sun protection, moisture for the skin and an attractive promotion. 2. Benefits: Benefits are what the actual product attributes can do for the consumer. It is important to make these benefits different from the competition's. Each physical attribute possesses certain benefits that satisfy the consumers wants. The scent of our product is what makes our lotion so different. None of our competition brands have a scented sun tan lotion on the market that is targeted at our segment; the only other is Coppertone Kids' varieties (5). Our lotion comes in a very appealing scent that makes the consumer feel comfortable and excited about putting sun tan lotion on their bodies. There is no overbearing or strong oily scent like some lotions, and there is no fake odor like the "coconut" tanning oils that are on the market today (1). All of this was taken into consideration when we came out with our light, refreshing and mild- scented fragrance called "Summer Rain." All of our varieties of lotion will be in this scent because it is one that can be appealing to all different types of people, not just our target market. The texture is non-oily and does not feel too heavy on the skin. This is important because when people use our product, they will be pleased that they do not have to worry about clogs pores that may lead to acne. It also leaves the skin feeling healthier because of the natural moisturizers. Our lotion comes in three different varieties for different skin types. We have lotion for normal skin, dry skin, and oily skin. Each lotion has certain amounts of Vitamin E, aloe and vera and other moisturizers so that the skin will "always return to its natural balance" as it is used (4). The contents of our product are always organic and pure. We use only the finest and botanical ingredients, all carefully tested for purity and effectiveness. (4) This makes the product safer to use for the consumer and for the earth. It is clean and refreshing, not oily and irritating.

A Comparison of The Grapes of Wrath and Anthem Essay -- comparison com

Comparing The Grapes of Wrath and Anthem      Ã‚  Ã‚   Two great intellectuals of the early twentieth century wrote works of fiction that have become classics; they espoused polar-opposite views, however, of how society best functions. Their battle between communalism, as pictured in John Steinbeck's The Grapes of Wrath, and individualism, as portrayed in Ayn Rand's Anthem, was played out in their novels, and still continues to this day. Based on Ayn Rand's book Anthem, Rand would definitely believe that there is a greater danger involved in communalism than in individualism. The book offers a vision of a distant retrograde future in which the candle is the newest invention; individualism has been completely suppressed; and one of the most commonly used words today, "I," is completely unheard of. The book celebrates the heroism of an individual - the main character, Equality 7-2521 - in his fight to promote individual achievement. Once banished for his individualistic beliefs, he and his girl, Liberty 5-3000, discover the wonders of human freedom and the word "I." With his newfound gift, Equality 7-2521 pledges to return to the civilization and destroy the oppression of the collective spirit, and liberate humanity into "a world in which each man will be free to exist for his own sake." It was mainly written as a response to the widening acceptance of philosophies of totalitarian governments, but also to the belief of sacrificing individual liberties for the public good, ever-present during the "Red Scare." In place of these ideas, Rand developed her theory of "Objectivism," which celebrates reason, capitalism, and individuality. Rand expresses these beliefs throughout the entirety of the book by showi... ... has to be both. Also, it is good to sacrifice a little bit for the greater good, but you can't sacrifice as much as you would in communalism or as little as in individualism. For example, the sacrificing of civil liberties during the now-present "War on Terrorism" is becoming too great of a sacrifice; also, in the case of Enron, they didn't sacrifice enough, and the result was devastating to many people. Ayn Rand and John Steinbeck, from the perspective of the very early twentieth century, have set forth in their novels opposing views that continue to be debated in the twenty-first century. Based on current events, it seems highly unlikely that the argument over Individualism and Collectivism will be resolved soon, if ever. Sources Rand, Ayn   Anthem New York: Signet 1961. Steinbeck, John. The Grapes of Wrath. New York: Penguin Books, 1978.

Planning a 12 week scheme of work Essay -- essays research papers

PGCE Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners’ skills and knowledge in reading, analysing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lesson content and building blocks of lesson planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The methodology of Teaching and learning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The theories of learning and what influences planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Assessment through the use of a self-evaluation pro-forma. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Motivational and Equal Opportunities issues. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Self –Evaluation. Lesson content and building blocks of lesson planning Benjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Bloom’s Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains. The Cognitive Domain The Cognitive Domain is a person’s intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain; 1.  Ã‚  Ã‚  Ã‚  Ã‚  Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Application is the ability to use a learned skill in a new situation. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis separates information into part for better understanding. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Synthesis is the ability to combine existing ele... ...es: Recommended Reading [http://www.ac.wwu.edu/~assess/slo.htm] Other Sites: o  Ã‚  Ã‚  Ã‚  Ã‚  Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom's Taxonomy [The Teaching and Educational Development Institute] o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom Resources o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.reach.ucf.edu/~acg4401/Handouts/blooms.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.stedwards.edu/cte/bloomtax.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.aphs.sa.edu.au/soc_env/skills/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://its.foxvalley.tec.wi.us/iss/curric-assessment/COLUMN.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www-ee.eng.hawaii.edu/~tep/EE367/Coop/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.utexas.edu/student/lsc/handouts/1414.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.cityu.edu/facultystaff/teachingtips.asp [Teaching Tips, City University (Bellevue, WA)] o  Ã‚  Ã‚  Ã‚  Ã‚  Guide to Theories of Learning o  Ã‚  Ã‚  Ã‚  Ã‚  Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm] Planning a 12 week scheme of work Essay -- essays research papers PGCE Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners’ skills and knowledge in reading, analysing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lesson content and building blocks of lesson planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The methodology of Teaching and learning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The theories of learning and what influences planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Assessment through the use of a self-evaluation pro-forma. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Motivational and Equal Opportunities issues. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Self –Evaluation. Lesson content and building blocks of lesson planning Benjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Bloom’s Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains. The Cognitive Domain The Cognitive Domain is a person’s intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain; 1.  Ã‚  Ã‚  Ã‚  Ã‚  Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Application is the ability to use a learned skill in a new situation. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis separates information into part for better understanding. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Synthesis is the ability to combine existing ele... ...es: Recommended Reading [http://www.ac.wwu.edu/~assess/slo.htm] Other Sites: o  Ã‚  Ã‚  Ã‚  Ã‚  Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom's Taxonomy [The Teaching and Educational Development Institute] o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom Resources o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.reach.ucf.edu/~acg4401/Handouts/blooms.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.stedwards.edu/cte/bloomtax.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.aphs.sa.edu.au/soc_env/skills/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://its.foxvalley.tec.wi.us/iss/curric-assessment/COLUMN.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www-ee.eng.hawaii.edu/~tep/EE367/Coop/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.utexas.edu/student/lsc/handouts/1414.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.cityu.edu/facultystaff/teachingtips.asp [Teaching Tips, City University (Bellevue, WA)] o  Ã‚  Ã‚  Ã‚  Ã‚  Guide to Theories of Learning o  Ã‚  Ã‚  Ã‚  Ã‚  Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm]

Implementing Vygotsky’s Model of Child Development

Implementing Vygotsky's  Social  Learning Theory  in the Classroom Jodi Zeman Growing and Learning Theories VTE-ED 571 October 25, 2010 Sheryl Bunn 2 Implementing Vygotsky’s Social Learning Theory in the Classroom Contrary to Sigmund Freud's theory,  Lev  Vygotsky's concept is anchored in the idea that a child learns new complex tasks from a more advanced adult or sibling helping him or her through these new situations. His  cognitive-developmental approach based on an idea Jerome Bruner later labeled â€Å"scaffolding† (Wood, Bruner, ; Ross, 1976).This person leads the child through tasks that might otherwise be too advanced for a developing child  alone,  but with the guidance and help from the leader these are attainable. This gives the child a guide as he or she progresses and eventually begins to conquer problems or new tasks independently. A large part of the  success of the child has to do with the structure  or â€Å"scaffolding† the c hild has in place  to help him or her along the  journey thus making social interaction a vital part of his  theory. This concept applies directly to the high school physical education â€Å"classroom†.There are unique challenges that a teacher comes across when trying to use traditional instructional methods in an atypical classroom. The learning environment is not always conducive to the educator communicating important points with visual, audio and tactile cues to help. There is no â€Å"note taking† or list of terms on the whiteboard used to offer reinforcement. Instead  of an  educator lecturing  the theories and fundamental rules involved in an activity, the teacher must take an active role to  engage with the students.Vygotsky's approach is very hands-on, in that there is  no formal distance between the teacher and the 3 students in  instruction. The teacher interacts with the students and helps them to complete tasks that might otherwise be mo re advanced than they  would be able to handle on their own. An example of this in the area of physical education would be illustrated in  an introduction to volleyball. We would start by reviewing techniques used to do basic fundamental skills needed for volleyball while introducing the terms and names for these techniques.The teacher would then demonstrate these techniques for the students to use as a visual guide for what the skill set might look like, and also go over common pitfalls students might face in the  physical activity to alleviate pressures  some of the students might have before attempting the exercise. We would start with basic technical skills and give each student a chance to participate in the exercise. Once all the students demonstrate the basic skill discussed, we would introduce a slightly more challenging version of the first drill.For instance, initially the teacher or a partner would toss a ball up in the air to the person demonstrating â€Å"the p ass† and the participant would then try to  pass the volleyball back to the tosser. The other students would watch and support the students when they were successful. The nature of a physical education class does lend itself to Vygotsky's  cooperative ideas and team learning style. The students can break up into groups and work together to improve the skills set forth for the class.A modification of this exercise to make it more challenging would be to pair the students up and instead of tossing the ball back to each other they would try to pass the ball back and forth in a controlled manner to the other partner. They would try to  keep the passes going in a controlled manner back and forth to each other. I would then 4 observe and let the students try to explore the task with a partner. If there were people who struggled with the initial drill I would pair them  up with a classmate who successfully completed the task.Once we complete the initial introduction to the ba sic skill of passing we would then introduce the class to the actual playing area. This would serve both the struggling student and the one acting as a peer tutor to understand the skill further. The nature of Vygotsky's theory is grounded in the concept that the environment we are in will have a direct and powerful role in how we might learn and grow. This is why it is so incredibly important for students to receive positive praise for their efforts.Anytime the students complete a requested task there should be a lifting up of that student and recognition that the goal was met. Physical education can be a bit tricky because you have so many students with different athletic levels and backgrounds. The students also may have self-esteem issues which are often put into the forefront when having to demonstrate skills in front of others. This leaves the student open to the possibility of failure of the task and consequently, ridicule. That is why in P. E. the instructor has to emphasize the importance of effort more than execution.A positive attitude and a effort-filled attempt is a praise-worthy demonstration of an exercise. Mastery will only come if the student feels comfortable enough to put himself or herself out there to try it.References Bee, H. , ; Boyd, D. (2004). The Developing Child. Retrieved from the University of Phoenix e-Book     Ã‚  Ã‚  Ã‚  Ã‚   Collection database. Barbara Blake and Tambra Pope (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 59 – 67.