Socio-Autobiography Story - Free Essay Example

Sample details Pages: 3 Words: 784 Downloads: 9 Date added: 2019/03/11 Category Literature Essay Level High school Tags: Autobiography Essay Did you like this example? The older and more non-childish phase of my life, the more aware I am of the person I have become and how the choices made myself and my family have formed. My family traditions, childhood and standards have influenced my life, cultural views and values allowing me to frame a life, principles, and a family similar in some characteristics to my family, who raised me, while other aspects are amazingly different. With my life and professional goals very different from that of my parents lives and their expectations these influences by class, culture, and ethical teachings are instrumental in shaping my views, perceptions and how they played a part in my current family life. Don’t waste time! Our writers will create an original "Socio-Autobiography Story" essay for you Create order Back in my childhood, I feel as if I was living life while being contained within a cage. I was born in Roswell which is 30 minutes north of Atlanta, GA. I had three older siblings and three younger siblings who captured the majority of my mothers time and a work alcoholic father, caught up in a capitalistic engineering job playing the hunter/gatherer roll, my dad was never around and never attending any of my games, concerts, etc. As seen in the structural-functional theory as it relates to gender, my mother imitated to societies patriarchy views because during the seventies sexism dictated a womans place within society. We all attended public school and went without my father to the Baptist church while being forced-fed the same ideals and traditions that where instilled and passed down through my grandparents on both sides of my family. I grew up in what we now consider as a middle-class society and had a very narrow view of the world or the discrimination others endured. My famil y educational values were dictated through threats for nonconformity in my family to include occasional physical punishment that would be considered deviant behavior in todays world. Getting older through my teen years and trying to escape the shadows of my three older and three younger siblings, I forged the wrong path academically, while looking for acceptance from people my own age which usually resulted with hanging with the wrong people. I luckily developed good work ethic and habits because my father insisted we all work while school was out during the summer, so we would stay out of trouble and learn about how the economy worked. Upon barley completing high school. I met my now wife right after high school and soon after we met we moved into together and got pregnant with our first child. It was at that point we decided to get married and travel a little bit before we had the baby. During our new travels, events, meetings, throughout the world really opened my eyes to the gender, spiritual, and cultural discrimination people come across. These views and encounters I experienced further fixed in me that if I wanted more out of life for myself, or for that matter my family later in life, I would have to get into a blue-collar job, so I wont have as many delays, trials, and troubles. I wanted to make sure I achieved success from commitment, blood, sweat, and tears. My wife of thirteen years who chose the gender roles of her own mother and of my mother in working from the home, raising our children. The was the best choice for our family because we felt that someone else raising our children wasnt the best option for them. Even with all the feministic controversy my wife chose the more liberal approach. While raising our three girls and two boys, me coaching or attending all sporting activities, karate tournaments, boy scout trips and meetings. I have not become my father. I was able to play the hunter/gather role in providing for my family, while playing a very important role in shaping our children to be able to handle what challenges and opportunities the world has to offer them. After twelve years I decided to go back to school to get my bachelors in business administration. Since being in school, this new journey and opportunity to further my career it has allowed me to expand my educational knowledge. It opened my eyes to the many captivating cultures and diversified ways in which people live, view and cherish their culture and social norms. I have a new respect for individuals and their challenges when dealing with race, and color issues, these life experiences and perceptions have dictated and even altered their general and cultural beliefs creating a world very different from what I have perceived. The saying that with age comes wisdom, is very important along with my family and life experiences in creating the individual I am today.

National Aeronautics and Space Administration (NASA)

The National Aeronautics and Space Administration (NASA), had beginnings based in both scientific pursuit and the military. Lets start from the first days and see how the National Aeronautics and Space Administration (NASA) started. After the Second World War, the Defense Department launched serious research push into the fields of rocketry and upper atmosphere sciences to ensure American leadership in technology. As part of this push, President Dwight D. Eisenhower approved a plan to orbit a scientific satellite as part of the International Geophysical Year (IGY) for the period from July 1 1957 to December 31 1958, a cooperative effort to collect scientific data about the Earth. Quickly, the Soviet Union jumped in, announcing plans to orbit its own satellites. The Naval Research Laboratorys Vanguard project was selected on September 9 1955 to support the IGY effort, but while it enjoyed exceptional publicity throughout the second half of 1955, and all of 1956, the technological requirements in the program were too big and funding levels too small to ensure success. The launch of Sputnik 1 on October 4, 1957 pushed the U.S. satellite program in crisis mode. Playing technological catch-up, the United States launched its first Earth satellite on January 31, 1958, when Explorer 1 documented the existence of radiation zones encircling the Earth. Next page NASA History - The Formation of NASA Page 1, 2, 3 One law for the investigation of the problems of flight within and outside the Earths atmosphere, and for other purposes. With this simple preamble, Congress and the President of the United States created the National Aeronautics and Space Administration (NASA) on October 1, 1958, a direct result of the Sputnik crisis. The fledgling National Aeronautics and Space Administration body absorbed the former National Advisory Committee for Aeronautics intact: its 8000 employees, an annual budget of $ 100 million, three major research labs - Langley Aeronautical Laboratory, Ames Aeronautical Laboratory, and Lewis Flight Propulsion Laboratory - and two small test facilities. Soon after, NASA (National Aeronautics and Space Administration) joined other organizations, including the space science group from the Naval Research Laboratory in Maryland, the Jet Propulsion Laboratory managed by the California Institute of Technology for the Army, and Army Ballistic Missile Agency in Huntsville, Alab ama, the laboratory where Wernher von Brauns team of engineers were engaged in the development of large rockets. As it grew, the NASA (National Aeronautics and Space Administration), established in other centers, and today has ten located around the country. Early in its history, the National Aeronautics and Space Administration (NASA) was already seeking to put a human in space. Once again, the Soviet Union the U.S. beat to the punch when Yuri Gagarin became the first man in space on April 12, 1961. However, the gap was closing as on May 5, 1961, Alan B. Shepard Jr. became the first American to fly into space, when he rode his Mercury capsule on a 15-minute suborbital mission. Project Mercury was the first high-profile program of NASA (National Aeronautics and Space Administration), which had as its goal placing humans in space. The following year, on February 20, John H. Glenn Jr. became the first U.S. astronaut to orbit the Earth. Following in the footsteps of Project Mercury, Gemini continued NASAs human spaceflight program to and expanded its capabilities with spacecraft built for two astronauts. Geminis 10 flights also provided NASA (National Aeronautics and Space Administration) scientists and engineers with more data on weightlessness,perfected reentry and splashdown procedures, and demonstrated rendezvous and docking in space. One of the highlights of the program took place during the Gemini 4 on June 3, 1965, when Edward H. White, Jr. became the first U.S. astronaut to perform a spacewalk. Next page NASA History - NASA Crowning Achievement Page 1, 2, 3 The crowning achievement of NASAs early years was Project Apollo. When President John F. Kennedy announced I believe this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to Earth, NASA was committed to putting a man on the moon. The Apollo moon project was a massive effort that required significant expenditures, costing $25.4 billion, 11 years, and 3 lives to accomplish. On July 20, 1969, Neil A. Armstrong made his now famous remarks, Thats one small step for (a) man, one giant leap for mankind as he stepped onto the lunar surface during the Apollo 11 mission. After taking soil samples, photographs, and doing other tasks on the moon, Armstrong and Aldrin rendezvoused with their colleague Michael Collins in lunar orbit for a safe journey back to Earth. There were five more successful lunar landing of Apollo missions, but only a failed one rivaled the first for excitement. All totaled, 12 astronauts walked on the Moon during the Apollo years.

Constructivist Theory as the Framework for Student Strategies Free Essays

string(46) " as cited in Brush A ; Saye, 2000 \) \." This chapter provides a reappraisal of the literature used to inform the little research undertaking described in this study. To roll up literature for my thesis, I accessed the web sites for Zunia, ERIC, UNICEF, MoEYS, UNESCO, and the e-journal aggregation at James Cook University. There were troubles in deriving entree to some beginnings because many were password protected. We will write a custom essay sample on Constructivist Theory as the Framework for Student Strategies or any similar topic only for you Order Now Besides a challenge was turn uping articles written for the Kampuchean context, which has limited the range of the literature reappraisal for the local Cambodian context. Furthermore, many of the articles I searched were secondary informations beginnings, so it was sometimes hard to mention or cite because some secondary beginnings did non supply elaborate information. At times it was a description of a survey written by person other than the individual who conducted it. I besides had problem in finding which articles were related straight to my subject to be included ( Gay, Mills, A ; Airasian, 2009 ) . Besides utilizing assorted databases, I besides read books about the student-centered theory and old surveies conducted by UNICEF ( United Nation Children ‘s Fund ) every bit good the Cambodian-based undertaking rating written by VVOB. The cardinal words used to turn up literature were: student-centered, learner-centered, constructivism, societal constructivism, the zone of proximal development, scaffolding, student-centered instruction, and student-centered schoolroom. The mention subdivisions of relevant articles were besides used for placing other surveies that would be relevant to this reappraisal. The chapter has been structured following several subjects that emerged as literature was reviewed. It will depict the relevant literature focused on the issues environing the research aim. This chapter has been classified into several sub subdivisions based on the subjects that emerged during reading. 2. 1 Constructivist Theory as the Framework for Student-Centered Schemes Within the past two decennaries, the construct of â€Å" constructivism † A has been pulling attending from pedagogues ( Airasian A ; Walsh, 1997 ) . Since constructivist theory is an epistemology and doctrine and non a theory of acquisition, constructivist teaching method has been developed by pedagogues influenced by the thoughts of cognition building found within constructivist theory ( Yilmaz, 2008 ) . â€Å" Constructivist teaching method is informed by the thoughts of John Dewey and William James ; the latter work of Jean Piaget ; and the sociohistorical work of Lew Vygotsky, Jerome Bruner, and Ernst von Glasersfeld † ( p. 165 ) . Harmonizing to Dewey, the relationship of the person to his or her environment and the edifice of experience through action are really of import. This importance has besides been recognized by constructivism, particularly societal constructivism ( Brush A ; Saye, 2000 ) . Piaget ‘s work dealt with the phases of development which people go through and the importance of find in acquisition ( Alexander, 2006 ) . Vygotsky ‘s work focused on societal interaction as an agent of acquisition every bit good as the importance of a pupil ‘s bing experience and cognition ( Alexander, 2006 ; Yilmaz, 2008 ) . Among constructivism ‘s three foundational bookmans, Dewey, Piaget, and Vygotsky, Vygotsky ‘s work has had a clear influence on the construct of societal constructivism and played an of import function in modern constructivist idea because two of his four key rules are ; collaborative acquisition and student-centeredness ( Yilmaz, 2008 ) . His first cardinal con struct focuses on the societal nature of larning hence the term ‘social constructivism ‘ and the 2nd is that kids learn best the constructs that are within their zone of proximal development ( ZPD ) . The ZPD is a construct used to depict how a kid ‘s acquisition and kid ‘s cognitive development degrees develop together in societal state of affairss ( Vygotsky, 1978 ) . The ZPD is considered among the most utile both theoretically and practically ; of all the constructs that are created by Vygotsky ( Chenyne A ; Tarulli, 1999 ) . The construct of ZPD, which focuses on the relation between human larning and development, is the 2nd foundation for scaffolding schoolroom direction ( Stuyf, 2002 ) . The ZPD is defined as â€Å" the distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † ( Vygotsky, 1978, p. 86 ) . Alexander ( 2006 ) , Shear ( 2007 ) , and Stuyf ( 2002 ) depict the ZPD as the country between what a scholar can carry through mentally and make independently by themselves, and what the scholar can carry through with the aid or the support of a more knowing other grownup or equal. The peer portions knowledge with the scholar to construct the spread between what is known and what is non known ( Shear, 2007 ) . The construct of ZPD is now widely applied in instruction and larning in many subject-matter countries ( Willis, 1996 ) . The thought of the ZPD informs teacher staging of larning to make effectual learning environments. It means effectual larning takes topographic point within the kid ‘s ZPD. Vygotsky stated that: A Learning awakens a assortment of internal developmental procedures that are able to run merely when the kid is interacting with people in his environment and in cooperation with his equals. When these procedures are internalized, they become portion of the kid ‘s independent developmental accomplishment. ( Vygotsky, 1978, p. 90 ) . Similarly, Wilhelm, Baker A ; Dube ( 2001 ) argued that the ZPD is the cognitive country in which effectual direction and acquisition can go on. Teacher, equals, and instructional environment are the aid and support which pupils can larn with and this lies within the ZPD. â€Å" A kid ‘s new capacities can merely be developed in the ZPD through coaction in existent, concrete, located activities with an grownup or more capable equal † ( Wilhelm, Baker A ; Dube, 2001, p. 3 ) For constructivist oriented instructors, the importance of planing an instructional activity is to place a job and supply pupils with resources to assist to work out the jobs thereby supplying chances for pupils to see jobs from a assortment of positions, leting pupils to join forces and negociate solutions to jobs and prove those solutions in a existent universe context ( Bednar et al, Duffy A ; Jonassen, Brown, Collins A ; Duguid as cited in Brush A ; Saye, 2000 ) . You read "Constructivist Theory as the Framework for Student Strategies" in category "Essay examples" Similarly harmonizing to UNESCO ( as cited in Mtika A ; Gates, 2010 ) , student-centered instruction helps to fix pupils to run into society ‘s outlooks, to plan educational experiences to progress pupils ‘ acquisition, and supply chances for pupils to show their success in accomplishing social outlooks. 2. 2 What is Constructivism? Constructivism is non a theory about instruction, but it is a theory about cognition and acquisition ( Haney A ; McArthur, 2001 ) . Harmonizing to Airasian A ; Walsh ( 1997 ) , constructivism is non an instructional attack ; it is a theory about how scholars come to cognize or how people learn. Brady ( 2006 ) A ; Staver ( 1997 ) stated that constructivism comes from traditional epistemology, which offers a philosophical account about the nature of cognition. Constructivists believe that cognition is created from the interaction between bing experiences or cognition of people and new thoughts or state of affairss they encounter. In the constructivist schoolroom, scholars are encouraged to do connexions between their bing cognition and new experience ; this is the procedure of building cognition ( Airasian A ; Walsh, 1997 ) . Furthermore, over the last decennary, constructivism has significantly influenced scientific discipline pedagogues because it links pupils ‘ bing thoughts to new experience and new information ( Haney A ; McArthur, 2001 ; Staver, 1997 ; Yilmaz, 2008 ) . Similarly, Driver, Asoko, Leach, Mortimer, and Scott ( as cited in Hand et al. , 1997 ) stated that societal constructivist attacks in scientific discipline instruction are non new. The execution of constructivist larning theory has helped to develop the interaction between pupils and instructor and supply chances to build scientific discipline cognition in the schoolroom. Similarly, Mtika and Gates ( 2010 ) argued that this pedagogical theory helps to promote pupils ‘ interaction with the topic ‘s contents and with on e another while the instructor facilitates the acquisition procedure. Constructivism has been divided by some theoreticians into three classs ( Alexander, 2006 ; Yilmaz, 2008 ) . They are Cognitive constructivism, Extremist constructivism, and Social constructivism. These three classs emphasize that cognition and significance are constructed by the human head ( Yilmaz, 2008 ) , nevertheless there are differentiations between them ( Hirumi, 2002 ) . Cognitive constructivism focuses on person ‘s interactions with the environment. Extremist constructivism emphasizes the person ‘s cognition building which is based on old cognition and experiences, and societal constructivism dressed ores on persons within groups and their sociocultural contexts ( Alexander, 2006 ; Yilmaz, 2008 ) . Though constructivism has been categorized into three, harmonizing to Staver ( 1997 ) , the two most comprehensive and celebrated classs of constructivism are extremist and societal constructivism. The two trade names have much in common. First, cognition is created by the thought of a individual and a community. Second, societal interactions between and among scholars are cardinal to constructing cognition. Knowledge is built by persons within their communities, societies, and civilizations. Furthermore, the agencies of societal interaction is chiefly linguistic communication because linguistic communication is a manner that worlds communicate and understand each other. Third, the character of knowledge is functional and adaptative, that it is in an active procedure ( Staver, 1997 ; Yilmaz, 2008 ) . Finally, the intent of knowledge is to function the persons ‘ organisation of his or her experiential universe. However, the two trade names are chiefly different. Extremist constr uctivism focuses on knowledge and the person, whereas societal constructivism focuses on linguistic communication and the group. 2. 3 Constructivism in the Classroom Airasian A ; Walsh ( 1997 ) argued that constructivism is accepted in many instruction systems because it helps to advance higher order believing accomplishments of pupils. Similarly, harmonizing to the survey of Hand et al. , ( 1997 ) , engagement of pupils ‘ thoughts or thought is the most of import factor that influences pupils ‘ acquisition. In the survey of a group of junior secondary college pupils in Australia, pupils reported that they enjoyed larning through little group work, category treatment, developing their ain thoughts, less note pickings, and they developed a greater apprehension of constructs. These are all larning schemes that reflect the usage of societal constructivism in the formal acquisition context. Among the classs of constructivism, societal constructivism attacks are utile for pupils because pupils can be required to work in a group or separately and make non necessitate to wait for a instructor to direct their acquisition. â€Å" The vision of the constructivist pupil is one of activity, engagement, creativeness, and the edifice of personal cognition and apprehension † ( Airasian A ; Walsh, 1997, p. 446 ) . Whether societal constructivists emphasize cognitive development or societal interactions, there are several specific things that instructors can make to assist scholars to build their apprehension, structural staging is one of these things ( Killen, 2003 ) . Literally, scaffolding is a structural support that is set up around a edifice under building. In instruction in a metaphorical sense, stagings are the support structures that are provided by others such as parents, equals, and instructors to pupils to enable them to finish a undertaking and experience accomplishment in their acquisition ( Yang A ; Wilson, 2006 ) . Harmonizing to Hammond A ; Gibbons ( as cited in Yang A ; Wilson, 2006 ) , effectual staging is both high challenge and high support. â€Å" Vygotsky stressed that pupils need to prosecute in disputing undertakings that they can successfully finish with appropriate aid † ( Wilhelm, Baker, A ; Dube, 2001, p. 4 ) . Scaffolding is a procedure whereby a instructor or peer gives assistance or support to the pupils in their ZPD as it is necessary and removes this assistance when unneeded ( Killen, 2003 ) . â€Å" Scaffolding must get down from what is close to the pupils ‘ experience and construct to what is farther from their experience † ( Wilhelm, Baker, A ; Dube, 2001, p. 4 ) . Similarly, at the beginning of a new acquisition undertaking, the staging should be fix to be concrete, seeable, and external, so learning can get down from the concrete to the abstract. The construct of staging is closely related to the ZPD because staging was developed by other socio-cultural theoreticians using Vygotsky ‘s construct of ZPD to educational contexts ( Yang A ; Wilson, 2006 ) . In other words, the thought of scaffolding originally came from Vygotsky ‘s socio-cultural theory ( Stuyf, 2002 ) . Mitchell and Myles ( as cited in Yang A ; Wilson, 2006 ) stated that societal constructivism focuses on larning that occurs in socio-cultural environments and scholars become active builders of their ain acquisition environment. Vygotsky ‘s socio-cultural theory proposes that societal interaction plays a cardinal function in the development of knowledge. Learners are non hence stray persons ; they are active scholars because of societal interactions ( Stuyf, 2002 ; Yang A ; Wilson, 2006 ) . How to cite Constructivist Theory as the Framework for Student Strategies, Essay examples

Inequality and Criminal Justice

Question: Discuss about theInequality and Criminal Justice. Answer: Introduction Inequality is common a term, which is known to everyone, and is used frequently in the daily life. Every other person, irrespective on the country or locality they are in, has faced one or other form of inequality. Criminal justice system is not untouched by this menace of inequality. It has been often covered in various media sources that the criminal justice system, of a number of countries, also has to face this problem of inequality. In the following parts, the intersection between the inequality, as well as, the criminal justice, has been elucidated. In Canada, the matter of race and crime is amongst the most controversial issues. It has been often argued that the intersection of race, along with the lower class position is the reason behind the apparent disadvantage which is faced by a number of minority groups, especially in their dealings with the justice system, which contains the law enforcement, the courts, as well as, the corrections. The Toronto Star, in October 2002, started the publication of a whole series which contained articles on the theme of race and crime (Kwok 2008). The arrest data analysed by the Toronto Star, which was collected from the Toronto Police Service, clearly showed that the number of black people was way higher and they were highly over represented, especially in some specific offending categories which included serious violence, possession of drugs, and trafficking of drugs. This analysis revealed by the Toronto Star showed that the overrepresentation patter of the black people in the arrest data was consistent with the ideology that the law enforcement of Toronto was engaged in the racial profiling of the suspects. Further, the Toronto Star maintained that the people belonging to the minority groups were treated in a harsher manner, as compared to their white counterparts, after the arrest had been made (Kwok 2008). The Toronto Police vehemently denied all of the allegations made by the Toronto Star, regarding the racial bias. The Police Chief, the President of the Police Association, and even the Mayor denied that the Toronto Police was engaged in racial profiling (Kwok 2008). Though, the police failed to produce any concrete data which would support their statement. Inequality occurs in cases of racial profiling as the people of such groups faced a disparity in custom searches in border-crossings and at airports, stop-and-search practices, rise in patrolling of police in the neighbourhoods of minority and even sting operations which are targeted towards the specific ethnic or minority groups (Wortley and Tanner 2015). Not just in Canada, such incidents are prominent in the other countries also. For instance, the Police and Criminal Evidence Act in England make it necessary for the police to keep a record in writing about the racial background of such who have been subjected to the stop and search by the police (Wortley and Tanner 2015). And the statistics from 1997-1998 also revealed that a higher number of black people were stopped and searched as compared to Asians or Whites (Wortley and Tanner 2015). The same bias is present in the United States (Rosich 2007). This inequality is not confined to the race and ethnicity, it preludes gender too. The data provided by the Sentencing Commission of the US examined the interaction of the effects of race and gender over the sentencing outcome in the federal court, for the male, as well as, female lawbreakers (Doerner 2015). The findings based on this data clearly indicated that in comparison to the male offenders of the same category, the female offenders, throughout the ethnic, as well as, racial categories, received the sentences with less severe outcomes, even when the contextual, legal, as well as, extralegal factors were controlled. Even this study highlighted that the Black males received longer sentences and that the Hispanic makes were more prone to be incarcerated, in comparison to the White male offenders. Though, contrary to the expected results, the White females, as per the findings of the above data, were more prone to be incarcerated, in comparison to the Hispanic, as well as, Black females, plus they received a lot longer sentence in comparison to the latter group (Doerner 2015). The key quality for a criminal justice system to succeed is its fairness. If any unfairness is administered in the justice, the legitimacy of the system would be lost in the eyes of the general public, and the respect for the laws would be dispensed. A number of researches have determined that there is discrimination and inequality amongst the gender, and race of the people (Grossman and Roberts 2011). The above parts were able to highlight this inequality in the justice system of not only Canada, but countries like UK and US. And from this analysis, it can be concluded that there is indeed an intersection between the inequality and the criminal justice system. References Doerner K. Jill. 2015. The Joint Effects of Gender and Race/Ethnicity on Sentencing Outcomes in Federal Courts. Women Criminal Justice 25(5): 313-338. Grossman G. Michelle, and Roberts V. Julian. 2011. Criminal Justice in Canada: A Reader. Toronto: Nelson Education. Kwok Siu-ming. 2008. Daily Struggles: The Deepening Racialization and Feminization of Poverty in Canada. Toronto: Canadian Scholars Press Inc. Rosich, Katherine J. 2007. Race, Ethnicity, and the Criminal Justice System. Washington, DC: American Sociological Association. Retrieved November 09, 2016 (https://www.asanet.org/sites/default/files/savvy/images/press/docs/pdf/ASARaceCrime.pdf) Wortley Scot, and Tanner Julian. 2015. Discrimination or Good Policing? The Racial Profiling Debate in Canada. Our Diverse Cities. Retrieved November 09, 2016 (https://www.metropolis.net/pdfs/WortleyTanner_e.pdf)