The Collective Unconscious Essays -- essays research papers

The famous psychologist Carl Jung believed that the universe and all of its inhabitants are made up of a measureless web of thought called the collective unconscious, it’s suggests that the collective unconscious is rooted in the genetic code of every living thing. This collective unconscious is evident in an individual’s personality, which is comprised of five separate personalities blended together; these are called archetypes. In Jungian psychology, there are five different archetypes: the shadow, anima, animus, persona and the wise old man or mana-personality. Each influences a different aspect of one’s personality. These influences vary from one individual to another depending upon the dominance of each archetype. In the play Hamlet, each one of these archetypes manifests itself as a dominant personality trait within one of the play’s main characters. It is also apparent that the collective unconscious itself is an underlying theme which exists throug hout the events in the play. Although, these concepts have only recently been discussed and proposed as a psychological theory, it appears that they pre-date Jung by three hundred years. I will provide proof of this hypothesis through parallels between Jung’s work and the play. Carl Jung believed that the structure of the human psyche is comprised of three main parts: the conscious, personal unconscious and the collective unconscious (refer to figure 1). The conscious is basically the function or activity which maintains the relation of psychic contents with the ego or one’s state of awareness. Personal unconscious consists of experiences or memories that can be recalled by an individual, either through the will of the person or by employing special technique (e.g. Hypnosis). The final part of the psyche is the collective unconscious, which can be considered something that links us all together. It is the reservoir of our experiences as a species, a kind of knowledge the human race are all born with of which we can never be directly conscious of (refer to figure 2). The collective unconscious influences all of our experiences and behaviors, particularly the emotional ones; however, we are only aware of it indirectly, as it can be revealed by looking at various facets of those influences. Those influences are the archetypes (refer to figure 3). The first archetype that we see in the play is that of the per... ...ge. If the collective community unconsciously thinks that a change is needed, a large and almost catastrophic event will occur leaving the community in a momentary sense of chaos. Order is restored through the emergence of a single individual with the ability to rectify the state of flux. This is seen through the events in Act 5, Scene 2 where Fortinbras enters the hall where the duel took place, is faced with the deaths of Gertrude, Claudius, Hamlet, and Laertes. Chaos ends and order is restored when Fortinbras is named monarch of Denmark during Hamlet’s final breath. There is strong evidence that all major Jungian archetypes are portrayed through key characters within the play. The manifestation of the archetypes as major characters within the play occurred hundreds of years prior to the development of Jungian theory. As well, the collective unconscious is developed throughout the play, culminating in the final chaotic scene; however, a single individual re-institutes normalcy. It is feasible that the concept of archetypes and a collective unconscious was understood much earlier and possibly Jung could have been influenced by their unconscious in the development of his theories.

Andrei Chikatilo

Andrei Chikatilo To understand criminal behavior it is one has to understand criminology. Criminology focuses on why people commit crime. Many theorists have developed criminological descriptions and explanations as to why crime occurs. These theories are then applied to events or individuals in an attempt to explain criminal behavior. Serial killers are very difficult to assess, but, because of the nature and extent of their crimes, many have been pushed to examine what goes on in the minds of these serial killers.Although some may use different criminological theories to explain different individuals, I believe that Sigmund Freud’s concept of Id, Superego and Ego best explains Andrei Chikatilo actions. Freud’s theory falls into Control Theories which argues that without appropriate socialization, people act on their preprogrammed tendency towards crime and deviance. If it weren’t for restraints on people’s innate self-tendencies, everyone would naturally commit crime (Tibbetts, 2012). Control  theories concentrate on social control.It focuses on how individuals relate to their social surrounds or how they relate to agents of socialization. Agents such as family members, school teachers, church members, mass media or police officers. It explains how bonding and interacting with society keeps people away from criminal behaviors. Freud had formed his own theory on how individuals choose crime over anything else; He developed the concept of ID, Ego and Superego. He states that individuals are all born with inherent drives and motivations that gravitate towards selfishness and greed (Tibbetts, 2012).Freud also felt that crime is not triggered because a person has criminal tendencies; it is caused by an underdeveloped or traumatized psyche. Traumatic experiences in early childhood can tarnished individual’s psyche. The psyche is divided into three domains the Id, the Ego and The Superego. These domains also develop at different stages in our lives. The Id domain is what Freud states that we are born with; it is the force behind our desires. When we want to consume food and drink, excrete or have sexual desires, these drives are the demands of the Id.It seeks pleasure and satisfaction; it is unaware or unaffected by reality. The Id can be seen as the dark side or the devil of an individual’s personality. Selfishness plays a huge roll with this domain, as it doesn’t care about anyone else’s needs or wants. It’s has no values, no morals and no sense of judgment. Our needs are stored up in the Id and no matter what, they must be fulfilled. As individuals begin to interact with others and society, the second of the three domains starts to develop. This is known as the superego. The superego is different from the Id.It has demands that are contrary to the ones of the Id. The superego is the part of the psyche that demands us to act in a socially accepted way, whereas the id demands us to act selfish and inconsiderate. It controls what actions we deem to be right and wrong and also controls the feeling of guilt. The superego is what helps us to bond and mix into society. It is the driving force that controls or stops the demands of the Id. If the ego succumbs to the demands of the Id, then the superego steps in with guilt. Individuals tend to feel bad when this happen.The last of the three domains is the Ego. The ego is the conscious part of a person’s psyche that divides thoughts into what is real from what is not. It is based on reasoning, trying to take a realistic approach to things. In addition the ego also acts as a mediator between the Id and the superego. The ego shares the same demands of the Id, but tries to obtain those pleasures in a realistic way. It is always trying to satisfy the demands of the id and moral demands of the superego. However the ego tends to gravitate more towards the demands of the id.Freud argues that persons with a deficien t superego due to poor interactions with parents and others have problems controlling the demands of the Id. Children can learn right from wrong when they are growing up. They may be born with Id desires but would be able to control those desires by what they have learnt growing up. Andrei Chikatilo grew up in a world of violence and human degradation. As a child he had to suffer the effects of the war which made food supplies go scarce. As a result of this there were mass out breaks of cannibalism. Chikatilo was also kept from the outside world at some point in time.His mother always threatened him. She told him that if he goes out to play when it becomes dark, he will be eaten just like his brother. His father was also absent in his life as he was serving in the war. It is said that he also witness an assault and rape on his mother. As a child, Chikatilo did not learn moral values growing up; they were missing because of poor parenting. Things like these would traumatize a young c hild’s undeveloped psyche. So he grew up not being able to control his urges. As Chikatilo grew up his superego developed. In his late teens he tries to better himself and he attained a university degree.At the age of twenty-eight he married and some years later he started a family. He found work as communication technician and still continued to gain a higher education. He had a family, he was a good husband, he had a house and by Russian standards, he had a pretty good life. He was even involved in the communist party. Chikatilo was now acting in a socially acceptable manner; he was living to the demands of his superego. He did what it takes to fit into society. However as he was suppressing the demands of his Id by playing the part of Mr. Nice guy, he wasn’t able to keep it under control.I would believe that his ego was weakened; it wasn’t able to keep that balance between the Id and superego. In the early 1970’s Chikatilo started preying on young chil dren. After he was caught he moved and started a new life. This was where his Id took over. He would have murderous desires and he acted on them; he kidnapped a young girl, nine year old, Yelena Zakotnova. It was then he discovered that violence on individuals fulfills his desires. As he molested the girl he grew increasingly excited and wanted to have more direct sexual contact with her body.His Id is now in full control wanting him to fulfill his desires, without even thinking about how his action will affect others or the young girl. After he fulfilled his desires he’s super ego kicked back in. He almost got caught so he decided to take a break. Now, he returned to being a normal citizen and started thinking about his actions. For over ten years he was able to keep his urges under control, but he gave into those urges and killed over and over again. Andrei Chikatilo struggles with his personality. At one time he follows the demands of the super ego another time he just for gets about everything and fulfill his desires.He was able to switch and let one part of his psyche be in control, while the other is dormant. He was able to keep his two personalities separated. Andrei Chickatilo killed fifty-three people, adults and children alike, from nine to forty-five in the space of twelve years. What could cause someone to kill this many times? In Chikatilo’s case I think that the war between his Id and superego was too much for his weakened ego. When this happened either one was able to be dominant and take over this personality. This is what caused him to kill one time and act in a socially accepted manner another time.

Effects of Internet on Business Essay

* The Internet Revolution Ten years ago there were some people who thought the Internet was a fad. Those days are definitely over. People who resisted the rise of technology have long been left in the dust in order to make way for the rise of a more advanced populace. These are the people who understood the power of the Internet and how it could take their businesses to a whole new level. From Local to Global * Global Business The mom and pop shop down the street is now getting customers from all over the world. This is one way the Internet effects businesses. When a company sets up a website and markets it properly, suddenly it is opening up a massive consumer base and the possibilities are endless. With the click of a button, they are able to network around the world. The downside of this is that suddenly business becomes much more competitive. It can take time and money to ensure the company is at the top of the list when someone does a Google search on a product. Yet with a little elbow grease and know-how, the Internet can be a phenomenal resource. Working Remotely * Work from Anywhere How many times have you heard someone brag about the fact that he went to work in his bunny slippers? Before the Internet, this did not happen. There are a number of careers now that require only a computer, WiFi and an Internet connection for the worker to be up and running. More than anything, the bunny-slippers phenomenon effects businesses that are sole proprietors. However, there are virtual headhunters that broker out these telecommuters and succeed in big business for themselves. Educated Consumers * Educated Consumers Now a potential buyer isn’t at the mercy of a salesperson. Many big name retailers give bonuses to their sales people for selling certain items each month. A customer may not necessarily get the product that fits his or her needs. Now, if someone is looking for a computer, new car or kitchen appliance, there are many websites that offer free customer service and expert reviews on products. Virtual Retailers * Virtual Business There are many business that now operate solely from the Internet. Take Amazon, for example. A consumer can type into the Amazon search engine just about anything he wants, and within seconds it is right at his fingertips. Further, when he buys the item and has it shipped to him, he can track it every step of the way. If something is being shipped FedEx, a tracking number is all a customer needs to find out what city his package is in, whether it’s in the truck or at the hub, and what time it will arrive at his door. Endless Possibilities * The Sky is the Limit Overall, the Internet has had a positive effect on business. It has opened up doors for people and businesses across the globe and has made people worldwide understand that now the sky’s the limit.

Is the Emphasis on a Color-Blind Society an Answer to Racism

Racism is a word that sparks a nerve in many individuals today. As hard as it is to believe, racism is still a big factor in what we as a society know as a unified America. Although, it is not as obvious as it was in the past, it still goes on, just in ways that are less noticeable. We ask the question, is the emphasis on a color-blind society an answer to racism. Ward Connerly claims it is a way to stop the segregation and make America a whole as it has been striving to be for the longest. Eduardo Bonilla-Silva believes color-blind racism is the new racial ideology and still brings about racial inequality. As the solution to the question progresses, we ask ourselves, will a color-blind society change the way whites view blacks and minorities? Will it change the discrimination that is brought about everyday from individualistic opinions? Those that say they are not biased against other races are the main ones that are judgmental to how certain ethnicities act. Regardless of a color-blind society, there is still going to be racial inequality. Color-blind racism is basically racism that acts as if color doesn’t matter, when in actuality, it really does. Whites believe that if they use color-blind racism, they aren’t racist. They bypass the word â€Å"black† and use other words to substitute it for. They bypass the word â€Å"race† and instead use words such as â€Å"ethnicity,† â€Å"culture† or â€Å"background† to make their statements not sound so harsh. Despite the fact that they believe they may not sound prejudiced at the time that does not stop them from thinking it. As Eduardo Bonilla-Silva believes, color-blind racism may not be as crude as the Jim Crow era, but it resembles it in a more minor way. For example, whites will vote for a black man for President of the United States, but they still look down on the black society, most likely hoping that the â€Å"black President† will help those stereotypes. Ward Connerly attended the American River Junior College and earned a Bachelor of Arts Degree in political science with honors at Sacramento State College. He is the founder of the American Civil Rights Institute and an outspoken supporter of equal opportunities for all Americans. He expressed his views on racism by discussing an encounter he had with a woman. While explaining his desire to succeed at having a color-blind government, the woman commented by replying what he was doing was going to be best for his people. Although, she may not have realized her remark offended him, situations similar to that occur all the time especially with blacks and minorities. Persons may do it without the intention to insult, but that just proves that everyone is viewed more so by color than by characteristics and personality. Many minorities will always be judged by their color because whites believe that they will never have higher power. Even though Ward Connerly went through rough obstacles growing up involving race, rather than focusing on the bad experiences he had, he claimed that if you â€Å"take people at face value and give them an opportunity, race is irrelevant. † He supports the emphasis on a color-blind society so people won’t use discrimination based on the color of one’s skin. He used examples such as classifications and how there was no need to classify people by race. After the Civil War, with having separation for bathrooms, poll taxes and water fountains, distinguishing differences between people should have been stopped. He decided to place the Racial Privacy Initiative in California, to prevent governments from categorizing individuals by race, color, ethnicity and origin. That may help to some degree, but there’s still going to be physical appearances by all people and no one is going to worry about classifications, because whites are still going to have their assumptions about blacks, even if they don’t completely say so. Eduardo Bonilla-Silva received his Ph. D. from the University of Wisconsin. He has authored two books called White Supremacy and Racism in the Post-Civil Rights Era and Racism without Racists. He currently teaches sociology at Duke University focusing on race relations. Professor Bonilla-Silva proved his points with adequate examples shown in daily life. He uses the theory that blacks and most minorities are â€Å"at the bottom of the well. † He brought up that steering highly successful and educated blacks towards the poor, less paying jobs in the worst conditions are ways to keep minorities away from the upscale white society. According to Bonilla-Silva, the U. S. has scarcely moved beyond the era of segregation. He argues that all whites today rely more on cultural rather than biological analogies to explain blacks’ position in this country. I concur with his support because he has more supporting evidence than Connerly. Based on his interpretations, I’ve come to the conclusion that whites do come up with explanations to prove that they are so-called non-racial but as Bonilla-Silva said, â€Å"regardless of whites’ sincere fictions, racial consideration shade almost everything in America and black and dark skinned minorities lag behind in every area of social life. † An emphasis on a color-blind society is not the answer to racism. It’s just an excuse for whites to say that racism is not part of everyday life; that it simply just doesn’t exist. Ward Connerly had good claims, but his evidence did not support his conclusion enough to make me feel this topic would change the state of race in the U. S. Him describing his encounter made me feel that racism was never going to cease or for that matter, get better. Eduardo Bonilla-Silva brought out great support. By reviewing his examples and opinions, it is true that color-blindness is a front. Most whites will always have animosity towards those that don’t â€Å"resemble them. † Both authors did focus on the matter of race and how it is seen in the country. Race is seen differently throughout all individuals. Some find it just a word that has no meaning and is only involved with the past, but others find it an exaggeration of the word hatred. A word that brings out the worst in people’s personalities. Regardless of how much emphasis is even involved in having a color-blind society, racism still and always will exist.

American Beauty: Of Adulthood and Life Transitions

American Beauty is one of the most well-received movies of our time. As the screen debut of screenwriter Alan Ball and director Sam Mendes, the movie has won numerous Academy Awards, including Best Picture. It was a good demonstration of different psychological and social themes such as deviancy, romantic and paternal love, sexuality, and beauty.The movie’s focus is Lester Burnham (Kevin Spacey). In fact, as the narrator, Lester is the revolving point of most of the movie. American Beauty paints how he was a year before he died and how he’s changed through the year that eventually led to his death.But the movie also focused on other interesting characters – most notable of which are his wife Carolyn (Annette Bening), daughter Jane (Thora Birch), Janes’ friend Angela Hayes (Mena Suvari), and the neighbor Ricky Fitts (Wes Bentley). Almost all of these characters undergo a specific ‘deviant’ nature and are almost on either poles of the social sph ere.Watching Lester, Carolyn, Jane, Angela, and Ricky, one realizes that people really do change behavior based on previous experiences. Although Berk (2004), in her book Development Through the Life Span, talked mainly about the change of relationship between parent and child through operant conditioning, this discussion is useful in explaining the hostile relationship between Jane and her parents.As Jane has come to learn from previous experiences, any attempt at trying to bond the family falls into deaf ears; hence, she’s taken to keeping her mouth shut and maintaining a distant stance from her father and mother.Perhaps, this type of learning can also aid in understanding Angela. She is naturally insecure and afraid of being thought ‘ordinary’. But she’s learned that putting up a front and projecting a brazen image elicits a positive response from men; since this eliminates her fears of being just a common person, she has maintained the said image.Leste r and Carolyn also demonstrate how adults react differently when on the brink of transitioning from their prime to old age. Lester copes with his shift to old age in a different manner than Carolyn in the sense that he’s preferred to be â€Å"sedated†, to use his own terms.He felt that everything in his life was going downhill: he was losing his job, he hasn’t had sex with his wife in a long time, and he just doesn’t find any aspects of his life exciting. Yet given the right stimuli (in the person of Angela, whom he is obviously attracted to), he realizes that aging should not be the end of his life.He starts working out and bettering himself. He shows – through his decision to quit his job, resume his teenage job as a fast food employee, and buy his dream car – that sometimes, people regress while moving towards old age.Carolyn, however, has an opposite reaction. Knowing that she now only has limited time, she goes down the serious route. S he became more focused on her career and had little time left for personal pleasure.Jane and Angela on the other hand, show teenagers metamorphosing into adults. Jane, realizing that most teenagers her age are already forming well-developed breasts, reacts to her maturation by desiring breast augmentation.Angela, though, who projects a confident stance, does not do – or wish to do – anything as drastic. In fact, it seems that she is unmindful of the possible biological changes that adulthood might bring to her current ‘good looks’.Lester’s obsession with Angela has given him an energy boost. Suddenly, he finds the guts to stand up to his wife and demand for what he wants. Then he gets involved in a fitness regimen and dives into the use of marijuana (which he purchases from Ricky).This has eventually led to drastic changes in his family life: Carolyn and he find themselves quarreling in front of Jane, who naturally forms greater hatred for her paren ts.Early in the film and towards the middle part, we get a glimpse at how Ricky feels about death. He thinks that death is nothing to worry about and is something interesting to watch. This was apparent in the scene where he was filming a dead bird and describes it as â€Å"beautiful†.And the death of Lester reinforces this: examining Lester’s bloody body, Ricky utters, â€Å"Wow.† Lester also portrays a way of coping with death. Through his narration, he describes death as a sort of freedom and a culmination of everything that is happy.Using Lester as a narrator, Ball speaks of how â€Å"the after life† does exist and how it is something that we all have to go through at one point in our lives.American Beauty is not just another pretty, award-winning movie. It is an effective demonstration of how people react differently towards changes in life, specifically adulthood and life transitions.ReferencesMendes, Sam. (Director). (1999, October 1). American Bea uty   [Motion picture]. USA: DreamWorks.Berk, Laura E. (2004). Development Through the Life Span. Boston,

Play Activity Assignment Essay

This assignment is called Play activity. It is worth 30% of the overall grade of the module Early Childhood Education. As part of the assessment criteria of this assignment I must complete a play activity to a group o children aged between 0-6 years. WORK PLACE I have been starting to work in Creche X in Donnybrook area since two weeks ago (as a full time). I have been in a free trial, then part time till they decided I can start full time. I work in Baby room. There are five children at the moment. I love children and I like being around them. I haven’t worked before with babies, so it was a challenge and a big responsibility for me and I was very happy for the chance given to me. Despite the fact I had no experience to work with babies, I learnt lots of things in a short period of time and I can say I still have to learn few more. It is a small but spacious, but friendly and brightly creche. It is a full day care service from 7:30 till 6:00. They have a Baby room, Wobblers room, Toddler room and Montessori room. The Baby room has also a cot room with 4 beds. It is a lovely room plenty of toys and books (for babies). The creche has also a changing room, an office, a kitchen and a large outdoor garden. They provide breakfast and hot nutritious meals. All of their staff (six persons) are full trained and experienced. They are Garda vetted and First aid trained. They use the Montessori and Highscope methods of play and education. They have a secure access, outdoor safety surface, wheel chair accessible, daily log kept for parents. When parents come to pick up their children they must say a password or if they send somebody else to pick up their child, they must call before and then to say a password as well. DUTIES * Sign the children in and out * Keep daily record of each child (record book) * Parents sign in and out * Changing nappies * Feeding children * Playing with them ( sponge painting, hand print, activity gym, ball play, pulling objects, mirror play, face expression, different kind of music, messy play, etc) * Bring them to sleep area * Verify then from tem to ten minutes * Write every day on a Care of Sheet the quantity and the hours they had their bottles of milk, solids, how many time nappies were changed, * Write down on the Cot Sheet that you verified the children and they were safe at that moment * Answer the phone. * Hovering and mop every day the room * Fill out an accident report * Chat with parents about day’s activity * Medical consent and administration form for medicines given to children must be completed by the manager, parent, staff and witness. * Take the temperature of children that seem to be sick checking from 15 to 15 minutes and right down on the medicine book; if the temperature is high we call the parents * Verify every morning and afternoon the temperature from refrigerator * Hover and mop all the creche one day a week (when my turn comes) PERSONAL PROFILE My name is Mihaela Serea. I’m from Romania and I came in Ireland in 2008. I have been starting to work as a child minder for two families. I took care of a child of four years old and one of three years old. The second family just moved in UK two months ago, so I decided to start Fetac Level 5 in Childcare. In Romania I went to College for a period of 4 years Faculty of Letters, profile Romanian-English. During the college I completed the courses for the Department of Teaching in primary/secondary school. After the college I have done a master degree in Business Management for one year and half. During my Master degree I had the opportunity to work in a kindergarten. I was afraid of taking care of small children, but it was a really pleasant experience and I enjoyed it a lot. Some other courses completed: when I was in secondary school, I decided to do some courses within the area of computers. What I want to achieve from this module Early Childhood Education? It is a crucial period of children at this age, so I want to explore all the aspects of a child development, from safety and psychology to physical, cognitive and emotional development. I want to help children to gain confidence in everyday tasks, to ensure that the play is conforming to official health and safety standards. It is a period when walking, talking, vision of the world and moral foundations are established. The early years of life are critical to the development of intelligence, personality and social behavior. I would like to learn about children needs and interests. My unique selling points I enjoy teaching, but in Romanian language because it will be easy to express myself. In English I loose myself, I forget the words, I don t know anymore what I want to say, it s difficult, because in school we don’t communicate enough, we just learn to read, to write, grammar, exercises. When I was a child I dreamed to be a teacher. All my story books have marks on. I like painting, singing, computers, I like to be informed. One day I believe I will have my own business a creche. But first of all I need to work in a creche for more years to get more experience and to find out everything I need to know about. I like children very much, I will be a good manager and I think it will be good money as well, if I provide a good service. Title of play activity: Autumn leaves Aim Autumn is a great time to teach children about leaves. I want to learn them through play and exploration of the nature and to get involved with it. Collecting different leaves they learn different colors, shapes and structures. Another aim is to develop children’s creativity by mixing colors, working in groups. Consultation with my supervisor When I take a group of children out I have to be aware of their safety: planning, permission, supervision, transport. In my case, I go into a park just near by our location with a group of pre school children. I spoke with my supervisor to give permission and a letter should be sent to all the parents/guardians of the children. Co-operation with families is essential to ensure the welfare of the children. The supervisor told me it s not necessary a transport, because it is just two minutes away. We do not need packed meals, only some bottles of water, tissues, spare clothing, small first aid kit, a charged mobile phone and emergency contact numbers, ensuring that the service’s insurance policy includes adequate cover for outings. I have to take care of health, safety and hygiene of children maintaining a high standard of care which promotes the development of the children. Children should be suitably dressed for the outing in cloths which protect against the weather. Children should not wear their best cloths. Children’s clothing needs to allow them freedom of movement so that they can take full advantage of all the opportunities offered on the outing. I remembered to children about road safety. Always we cross the road at safe points such as traffic lights. I checked the place in advance to be sure of the facilities that are available and the area that may be a danger to children. Benefits of my chosen theme: A study of leaves/ autumn opens up possibilities for learning in many content areas. Language Arts, Mathematics, Science, Social Studies, and Art all contribute to a unit on leaves. If there is access to a park or playground, the children can go on a leaf gathering walk. When this isn’t possible, children can be encouraged to gather leaves at home with their families and bring them in to the classroom, or teachers can provide the leaves. Leaves change colors, usually from green to red, orange, yellow and brown. Leaves can be found on trees, fall to the ground and we rake them. Children sort the leaves they collected by color, size or type of leaf. Fall is a beautiful time of year, when the leaves change color and fall from the trees. Besides sweeping them up and bagging them, consider putting the fallen leaves to good use. Children collect and turn them into leaf art. The multi-colored leaves make beautiful craft projects, and the best part is that they’re free. There are several types of crafts you can do from leaves. The only limit is your imagination. Going out in the park they learn different types of animals. Also children learn about the season ‘’autumn’’: season of the year between summer and winter, lasting from the autumnal equinox to the winter solstice and from September to December; period of maturity verging on decline. Five related themes: 1. Leaf print 2. Hedge hogs 3. Colors 4. Collecting leaves 5. Autumn leaves Chosen activity: I have chosen an art activity to be completed with a group of 5 children within a pre-school setting. Preparation: * I will talk with my supervisor in order to inform her about the background of the play activity assignment * I will bring a photocopy of my plan about this play activity * During the meeting I ask her about some suggestions related to the play activity and its educational content * I ask my supervisor if parents will give the permission to take the children in the park * I will ask my supervisor about a suitable time and location to complete the play activity and what I may need to get. * I wil try to figure out how long it may take to complete this activity * I will create a checklist in order to ensure that all essential supplies are present during the play * Equipment needed to complete the skills demonstration will be: baskets to collect the leaves, glue, white papers, small and big paintbrushes, water based paints, paper plates, paper tissues, wet wipes, and aprons. The paint used will be non toxic. Implementation: First of all the activity will be safe for the children to undertake. The park was at 5 minutes walking away from our location and it was a safe area. I gave them baskets to collect the leaves from the park We spent 2 hours in the nature Wash hands Gather materials using the checklist as a guide Set out an area permitted by the supervisor Put on the aprons on each child I give to each child a paint brushes and paper plates I showed them how to make the operation They cleaned up the mess Evaluation: As part of my assessment for the FETAC module: Early Childhood Education, I must complete one play activity within a work place setting. I tried to follow step by step the plan in order to complete the Play Activity ‘’Autumn leaves’’. I spent almost two hours in the park with children, and then we came back. 1. How the skills demonstration went from my personal viewpoint 1. In my opinion everything went very well and I was really happy that I succeeded to complete it. The children helped me a lot because they followed my verbal instructions. Before we have gone to the park, I gave them wood baskets to collect the leaves. I provided all the materials they needed to deal with for printing leaves on the papers. First of all I showed them how to do it. I took one of my own leaves, I painted it and I put the painted side on the sheet of paper and gently press it with my hands. After few seconds, I lifted the leaf. They could choose small/big paint brushes and colors to use. I could see they tried to make the operation very well exactly as I showed it to them. TC1 and TC3 showed a big concentration. Despite of the fact that CT2 wanted to work on his own, he mixed the colors very nice. 2. How the skills went demonstration went from the child’s viewpoint The Play Activity ended very well, all children have been happy about their creations. I put on their creations their names and I hanged them on a wire. They applauded/clapped their hands and had big smiles on their faces. They showed a lot of concentration when they started to paint. 3. The last part of the evaluation is actually the development of children through this play activity as following: P. I. L. E. S Physical Development: This was developed when all the children collected leaves from the ground and when they printed the leaves on the papers. In the park they collected leaves using their fingers (fine motor skills). They moved from a place to another, jumping and running around developing their gross motor skills. (Large muscles: legs, body movements). They held the paintbrushes (fine motor skills) to print the leaves. Intellectual: They counted how many leaves they had at the end and they sorted the leaves based on colors and sizes (Logical/math). They compared their leaves to see who has the largest one (Concentration). Through art they developed their creativity and expression of their art when they put different colors of leaves on papers. Children love to find interesting shaped leaves. T. C 4 remembered some names of the trees they learned in the classroom (memory). T. C 1 pretended he is the child of the jungle, Mowgly (imagination). T. C3 stick two papers side by side to make a bigger collage of leaves printed and T. C4 mixed the colors of the leaves on the paper. (creativity). TC4 pretended he is a rabbit in the forest, so he started to jump like a rabbit. (imagination). Language: This was developed when children understood my verbal instructions related to leaves (collecting them, counting them, make comparisons, painting the leaves then stick them for few seconds on the papers, etc). They learned new words related to and animals trees like maple, oak, squirrels, etc Emotional: This was developed when T. C1 expressed his happiness about discovering he found the largest leaf. T. C2 started to sing a song we have learned in the class. T. C4 started to cry because he falls down on the ground. TC3 was angry because TC1 pushed him on a side just to take his leaf he found on the ground. They developed feelings associated with winning and losing. Social: This was developed when I brought them together in the park, in the nature. T. C1 was playing with the others. T. C3 collected leaves with T. C4. (team work, the ability to work in groups, interaction with the others). When we were in the classroom I put them to work in pairs of two. (they learnt to share the equipment, be patient, clean up the mess). Howard Gardner Kinesthetic: CT4 jumping like a rabbit, so he developed his gross muscles (legs). They played together, running. CT3 is very good at craft, he was doing a great job sticking two papers side by side, and making a bigger collage of different colors, shapes of leafs printed. Naturalist: CT2 was excellent at recognizing the squirrels. They enjoyed being in nature, exploring the nature, collecting leaves. CT1 recognized some flowers. Interpersonal: CT3 seem to be a a natural leader enjoy teaching the others how to paint the leaf and then to stick them on the paper. I noticed CT3 is a closed friend to CT4. Intrapersonal: When I put them to work in groups of two, CT2 replied to me that he prefers working alone. He showed a strong sense of independence in the park as well collecting the leaves on his own. (He does a great job on his own). Recommendations for change: I propose for the next time when we go into a trip, we should choose a larger place with more attractive/educational spots for children to see and we should take more children and more staff. It will be more fun. Impact on children: Children enjoyed going out exploring the natures, collecting the leaves. They deal with shapes, colors, how they look combined. They loved to use different colors to paint the leaves and they seemed very enthusiasts about their work. At the end at the project they were proud of their work. They learned to work in groups. Painting gives them the ability to share their equipment, to clean up their mess. They learned to be patient, they learned new words. Personal learning: * I learned to complete a play activity in a pre-school setting * I learnt to apply theory to practice * I improved to communicate with my supervisor and ask for advice regarding my plan activity.

Educating Mobile Phone Users Research Proposal Example | Topics and Well Written Essays - 500 words

Educating Mobile Phone Users - Research Proposal Example Thus, the purpose of this analysis is to indirectly educate mobile phone users about the environs of mobile phone advertising. As a mobile phone user myself, I firmly believe that by systematically evaluating mobile phone advertising using two particular commercials, I can make users aware of the elements of mobile phone advertising. The audience of this study is expected to be fully aware of how fascinating elements of advertising can affect their decision in purchasing mobile phones. Thus, this will help them to be conscious of the psychological effects of advertising exaggerations and be more careful in purchasing mobile phones based only on their advertisements. Therefore, as a tentative thesis statement, it is expected that mobile phone advertisements dwell more on the enthrallment of owning a trendy mobile phone than on the people’s need to meet their multi-faceted needs via their mobile phone. (5) As this study aims to educate mobile phone users to be more careful in basing their decisions to purchase phones on advertisements, an editorial approach to this study is the most appropriate genre for this analysis. Some elements of writing a review may be used, as this will help the researcher to specifically focus on the two advertisements. However, an editorial will make this study relevant to mobile phone users as it will link the reviews of two advertisements on the aspects to consider in indulging one’s self to believe in mobile phone advertisements. Although the study will not be a sheer criticism, it will consist of the researcher’s view on the importance of mobile phone advertising awareness in order to effectively decide in purchasing mobile phones.