A Personal Philosophy of Teaching: To Teach is to Learn

When I consider the inquiry, what is my doctrine of learning I would state it was summed up in five words – To learn is to larn. Get downing from the point of the definition of the verb to learn, as â€Å" to leave cognition or accomplishments † ( Dictionary.com, 2010 ) and larning as â€Å" to get cognition of or skill by survey, direction or experience † ( Dictionary.com, 2010 ) I would reason that although we may larn by a assortment of agencies, but to be able to learn we must all first be scholars. In my hubris, I would hold liked this to hold been a statement of a completely original thought, but this is non the instance! â€Å" Docendo Discimus † ( by learning we learn ) is ascribed to Seneca the Younger ( in Stone, 2004 ) . I believe that going a good instructor requires one first to be a good scholar and this is an reverberation of the words of Josef Joubert – to learn is to larn twice. ( Answers.com, 2010 ) I have arrived at this belief, because of my personal experience. To go a good instructor, I would speculate that one time we are ready to learn, we have achieved a grade of apprehension by larning, which enables us to pass on this to another individual. My experience has been that whenever I have taught another individual, I have ever been clear in my ain head that I must truly understand the topic that I am learning beforehand. This thought is borne out and demonstrated in some of the modern methods of learning including clinical accomplishments, such as that described by Lake and Hamdorf ( 2004 ) when they describe an effectual method of learning clinical accomplishments integrating observation, contemplation and feedback in add-on to stairss whereby cognition or accomplishments held by the instructor are demonstrated and hopefully transferred to a pupil. However, this method begins with an premise and incorporates the concept that the instructor has already learnt a procedure or cognition and is able to show their apprehension to another – who can so continue to perpetuate the cognition to another scholar if they are an able adequate instructor! For the interest of statement, we could see that it may be possible to prosecute in the procedure of learning without cognition. Whilst Ramsden ( 2003 ) may be able propose rules in effectual instruction, albeit in a University scene, without consideration of the proviso of cognition to a pupil, in pattern when learning for illustration utilizing a technique such as the five-step â€Å" microskills † theoretical account described by Nehar et Al ( 1992:419-424 ) , this procedure still requires the instructor to hold cognition to learn general regulations and recognise and right errors. Removing these facets from the technique though and we are left with a theoretical account that has some similarities to procedures within independent larning. This gives consideration to the thought that acquisition is improved by counsel by a knowing instructor.Personal Experience – Self Directed Autonomous LearningWhen I was a 13 twelvemonth old male child, I stopped go toing mainstream schooling. This was a consequence of household circumstance, but besides to some extent a consequence of my male parent ‘s positions of instruction, which included thoughts about experiential and independent acquisition, shying off from the pedagogi c behavioral theoretical accounts of larning and his belief I could larn in a different manner. I was now in a state of affairs where instructors were no longer present teaching me, although I remember a conversation with my male parent, when I expressed my anxiousnesss I would non be able to larn, that he would â€Å" happen person † who had sufficient cognition or experience to assist me, for illustration in analyzing Gallic rather simplistically, he would inquire a friend who spoke French to learn me although with the caution I would learn them English! At the clip this seemed to me to be unjust, but now in hindsight whether he knew it or non, it would look my male parent ascribed to Social Development Theory as described by Vygotsky ( 1978 ) , with the engagement of a â€Å" More Knowing Other † to steer me through my independent acquisition as required, with a rule of reciprocality between instructor and pupil. Consequently, non merely was this a different manner of acquisition, this became my first experience of instruction, where I as an stripling was the m ore knowledgable, with regard to talk English than my big pupil! However, this seldom arose and I was basically in a place to larn what and when I wanted, holding duty for my ain surveies, which could be described as ego directed, which as described by Malcolm Knowles ( 1975: 18 ) is a procedure: ‘ †¦ in which persons take the enterprise, with or without the aid of others ‘ †¦ ‘identifying human and material resources for larning ‘ .Reflection – Adult Learning PrinciplesThis experience highlighted for me that a differentiation between larning as a kid or an grownup is slightly arbitrary. I understand now that at this clip I was successful, non because I was intelligent, clever or resourceful, but because to be able to larn at this clip I held some personal properties which are frequently described within grownup larning rules including a preparedness to larn, motive to larn, increasing liberty and autonomy. How I came to hold these properties is ill-defined to myself, but I think it would be improbable to be the consequence of instructional instruction, but more likely to be a procedure happening during growing and development with the acquisition of experiences. I would reason that the amount of my experiential acquisition to this poi nt contributed to these properties. In rule hence if these properties were apparent or could be encouraged in an person, it could be argued that we could wholly be self directed scholars, taking duty for our ain acquisition and independently could draw a bead on to so pass on our cognition or accomplishments to others i.e. Teach. I would reason that through the procedure of larning we are able to go more cognizant of our ain ability – as described by Kolb ( 1984 ) , the rhythm of larning through experience, includes contemplation and I would propose that during this phase of an person ‘s acquisition there is the possible to recognize their ain competences, including whether they could pass on their competency to another individual.Why is learning larning?To depict the phases of learning with an person, I would state this includes measuring what they already know, theoretical account by illustration and show what they should cognize or be able to make, research what they have begun to larn and begun to inqu iry, usher to back up them geting more cognition or show apprehension of what they already know and disputing them to prove that cognition has non merely been learnt but can be applied. Within the procedure of learning there is non merely an chance to show competency in our cognition and apprehension of a topic, but besides to go on to larn. The features of grownup larning describes procedures by which we may larn through experience and contemplation. In relation to learning another individual, we have an chance to prosecute in a rhythm of larning through the experience with the potency for contemplation which enables the instructor to go a scholar besides. To show apprehension and that acquisition has been achieved, I believe the procedure of instruction can play an of import function in showing an person ‘s competency. Returning to the subject earlier in the debut sing the instruction of clinical accomplishments, there is a focal point within these learning methods that for the acquisition of accomplishments, the function of the instructor is to ease motion through phases or a rhythm of larning from unconscious incompetency to unconscious competency. ( Lake and Hamford 2004 ) . This clearly follows on from the work of George Miller ( 1990 ) who proposed appraisal models for measuring competency within a clinical scene. It should be noted that within some learning methods there is the incorporation of contemplation and feedback which enables an chance for a duologue between the instructor and the student and would organize the footing of a learning experience for both parties. Feedback and contemplation are clearly distinguishable concepts. I see contemplation as a procedure of internal duologue with oneself, which occurs for everyone following any interaction within our environment. With Kolb ‘s theoretical account of experiential acquisition, brooding observation is an indispensable constituent, enabling processing and integrating of thoughts. Feedback is the reception of societal interaction from another, which enables us to measure ourselves, in footings of our public presentation, functions and effectivity and supports and enables internal contemplation. I think feedback has an of import function in lending to us separately being able to measure our personal development and provides us with an indicant as to our degree of competency. The thoughts within the theoretical account of four phases of larning from incompetency to competence appear inexplicably enmeshed with rules from grownup acquisition and experiential acquisition, including constructs of self-awareness, motive and that without contemplation there can be no patterned advance through the phases. For a pupil, I feel that the procedure within feedback facilitates persons to travel from a place of unconscious incompetency to witting competency. Ultimately, the ability to consciously concentrate on our ain pattern enables us to larn and accommodate to new state of affairss and challenges within our environment. When this is extrapolated to the function of instructor, to be in a place to learn another individual would hold begun with a journey from unconscious incompetency, and through acquisition and contemplation have become consciously competent. I would propose though that as a instructor, due to the mutual nature of the interaction with person acquisition and as a effect of brooding observation of the results of instruction, passage between the competence phases would happen, as the instructor learnt farther accomplishments in communicating with their pupils and would ensue in unconscious competency. Hence, the procedure of learning itself can ease continued larning for an person who is engaged in learning. An person to whom this procedure applies would go competent over clip. This poses a inquiry though that one time an person has learnt something and besides can show or pass on this to another individual ( Teach ) , has the acquisition of this province of understanding resulted in the surcease of experiential acquisition? Would at that place be any farther motive for an person who was unconsciously competent to go on to larn accomplishments or knowledge? Whereas the theoretical account of four phases of larning includes a measure of loss of competency, it does non turn to the continued possible experiential acquisition of an person who is unconsciously competent. Logically, we can ne'er be to the full cognizant and knowing about everything and therefore we will ever be unconsciously unqualified to some grade, so at that place will ever be the chance to larn more. An consciousne ss of our ain restrictions, through a procedure of contemplation, could be thought of as a farther phase in the phases of larning – brooding incompetency, whereby we can place shortages in our apprehension or abilities which require us to return to a province of witting incompetency. I would propose that this is a procedure which finally drives our continued acquisition, that realization thrust us, fuel us to go on to larn.DrumheadI have described that my doctrine of instruction is that to learn is to larn. I have described how single acquisition may be self directed, but besides benefits from counsel from others and that the procedure of trying to learn is rooted in foremost larning. I have described that rules of experiential acquisition may be experienced by a instructor and impact upon their ain acquisition, with procedures of contemplation and feedback. I have described how these mechanisms may enable the development of increasing competence. In decision, I would depict a good instructor as an person who has learnt, synthesised and integrated cognition and skill into apprehension, which they may convey to another, whilst being cognizant they themselves have shortages within their cognition base, a province of brooding incompetency, which does non suppress them from researching further their ain acquisition. We can merely learn when we have learnt and we can merely learn what we have learnt.

Shakespere essays

Shakespere essays In Much Ado About Nothing, most of the characters had interesting relationships with each other. For example, Hero and Claudio, were deeply in love. Also, Don Juan, and Don John were fighting with each other. Another example was the close friendship between Benedick, Claudio, and Don Juan. But the relationship between Benedick and Beatrice was different than the others. In their relationship, they hated each other, that brought them together. Their personalities were so similar, that it made them sick of each other, but the similarities in their personalities is Benedick was a smart, good-looking, and funny guy. He was very witty, and always had a response to anyone's comments. For example, when he was talking to Beatrice, he always had a comment to finish of the conversation. He also didn't like the idea of marriage. Benedick thought that marriage led to the trapping of men. When he heard about Claudio getting married, Benedick thought that Claudio was crazy, because Benedick felt that marriage was going to change the way Claudio lived. Benedick was also very stubborn. He never wanted to give into other people's ideas, and that was why he didn't want to give into the idea that marriage could be a good thing in a person's life. Beatrice was a character very similar to Benedick. She was a very independent person, and didn't want to rely on anyone for support. She also was very smart. She enjoyed reading poetry, and thought about things a lot. She also was against marriage. During one conversation, she even said that she would rather die than get married. Another characteristic of Beatrice was that she was very emotional. She often changed her mood all of a sudden for no apparent reason. Also, Beatrice kept many of her feelings inside her. Sometimes she would be angry but ...

Netball Analysis of a Performer Below my Standard Essay Example

Netball Analysis of a Performer Below my Standard Essay Example Netball Analysis of a Performer Below my Standard Essay Netball Analysis of a Performer Below my Standard Essay The person I have chosen to analyse does not play netball as a sport outside of school. She has played netball as part of compulsory P. E lessons but not as a part of school teams. I observed her in a game situation in a variety of positions and also in a structured practice situation, where I was focusing on particular skills. Core Skills Passing/Receiving The ability to successfully and efficiently pass and receive the ball is central to the game of netball and one of the most basic skills. A person who plays at any level should have a reasonable ability in this area. The performer I observed had fairly good coordination and ability to catch the ball, and rarely dropped it. There were some occasions in a game where she wasnt quite ready to catch the ball and wasnt able to adapt quickly to the situation she was put in. When the ball was passed to her above her head she tended not jump for the ball and preferred to wait for the ball to come to her, which meant that several of these passes were quite easily intercepted.. In a game situation she always caught the ball with two hands and in a structured drill she was very reluctant to use one hand to catch ball and had very little control over it. This could be disadvantage in a situation in the goal circle when trying to receive the rebound if the ball is heading off court. A one handed catch is also beneficial when trying to intercept a pass. In a game situation she favoured chest passes most of the time and there was very little variation in the passes she used throughout the game. There were many situations in the game when a different pass would have been more suitable, however she wasnt able to adapt to the situation. For example, when two players were defending her and the area was well marked, a bounce pass or an overhead pass might have been a better choice of pass. However, she used a chest pass, which was easily intercepted. She executed her chest passes with the correct technique and the advantage of using a chest pass is that it can be received easily as it is at chest height and can also be adapted for longer and shorter distances. Although she was reluctant to use vary her passes in a game situation, in a practice situation she was able to perform several different passes correctly. She may have been reluctant to use these passes in a game situation due to a lack of experience and confidence. Footwork In a game situation her footwork was very inconsistent. She didnt appear to be properly aware of the footwork rules, and would often take one extra step on landing. There were mistakes made several times on pivoting, by using the wrong foot to pivot on. There were also several occasions where a pivot would have made her passing options much better, but she didnt take advantage of this and struggled to make a pass from the position she was already in. She always used a one-footed landing. A two-footed landing can be preferential as it provides better cushioning and also the choice of which leg to use as the pivot leg however using a one-footed landing does not necessarily have any disadvantages. There were a couple of times when she overstretched on her landing, which caused a lack of balance. This made it difficult for her to make a successful pass. She usually anticipates the ball quite well, however she sometimes misjudged the arrival of he ball, and would have landed before she caught the ball. She didnt use any complex footwork skills that you may see an experience player use. In a practice situation her footwork was much more consistent than in a game situation and she seemed more aware of the rules However once in a game situation and under more pressure, she was not able to apply what she could do in practices/drills. Shooting The player I analysed favours attacking positions, and her strength within the game is shooting, therefore her shooting skills are of equal standard if not better than mine. Her aim was quite accurate and she was fairly consistent, particularly when in a practice situation. Her close shots are more consistent than her distance shots. When she takes shots from near the edge of the goal circle, they tend to fall short or go much to high. In a game situation she tends to panic and doesnt take her time over her shots, which means that she is not always as accurate as she could be. Although she is quite a competent shooter, there are some occasions where passing to another player would be better than attempting a shot, for example when either very close of very far away from the goal. However, there were some situations where taking a shot went to her advantage as a pass would have probable been easily intercepted due to a well defended goal circle. In the game she didnt always recognise these options, and attempted a shot instead, and often an opposing player caught the rebound. She used the correct technique (two hands, one hand underneath, one at the side of the ball). A two- handed shot is better than a one handed shot as the ball is better protected and balanced. If this technique is used then there is more spin on the ball, and the shot is easier to control. A one- handed shot is poor technique as the ball is less protected and controlled and not as much strength can be applied to the shot. In a game she did not use techniques such as a step shot, however in a practice situation she was able to successfully perform a step-shot without losing balance or control. Moving Free This aspect of the game was analysed mainly through observing her playing in a game. She did not have very good special awareness and wasnt really aware of the importance of finding space around the court. She tended to move herself towards ball and crowded around the other players on the court. She did not really pay much attention to the positioning of he other players on the court; therefore she often wasnt in the best position to receive a pass. When in a game situation she tried to signal for the ball, however her signals were not always bold /clear enough so were not noticed by the other team members. There were also occasions where she made a signal for the ball when she was not in particularly good position to receive the ball, and consequently the possession of the ball was lost to the opposition. Throughout the game she didnt have much change in pace around the court, which was to her disadvantage when trying to move free from her opponent. When dodging her opponent she didnt use the correct technique and was very static. Instead of trying to fool her opponent into thinking she was moving in a different direction, her technique was just to try and move around her player and get in front of them, which wasnt always very successful. Often in doing this she tried to obstruct the play of her opponent and infringed the contact rule, and consequently was penalised. Marking (defence) She does not favour defence positions, however the ability to mark/defend is necessary in any position. When playing as goalkeeper, she was not very confident. She often forgot about the 3foot rule so was penalised for contact. This was often due to a lack of balance causing her to step too close to her opponent. She didnt have much confidence when marking the goal shooter, and did not stretch very much to mark/follow the ball. She did manage to receive a couple of rebounds in the goal circle but her reactions were not always quick enough. Around the court, she seemed to lack in stamina and would often lose the pace of the game and her opponent would quite easily get free from her. She also tended to follow her opponent rather than leading her opponent around the court. Although this meant that she was making the effort to let her opponent get free, she also didnt take the opportunities she had to get into a good position, and her partner had much ore control over her movement during the game. She didnt use block marking at all when marking her opponent, which meant she wasnt always aware what her opponent was doing, and could not mark the ball if her opponent had it. She would often stand in front of her opponent when stationary, but would forget to watch her opponent making it possible for them to move free. She would also use a side stance. This was quite good as it enabled her to watch her opponent and the game situation. She wasnt always aware of opportunities to intercept the ball and didnt react quickly enough or misjudged the timing of the throw, but she did make a couple of successful interceptions during the game.

Understanding Parasocial Relationships with Celebs

Understanding Parasocial Relationships with Celebs Have you ever wondered what a movie character, a celebrity, or a TV personality would do, even when you’re not watching them on-screen? Have you felt close to a character or celebrity even though you’ve never met them in real life? If youve had one of these common experiences, youve experienced a parasocial relationship: an enduring relationship with a media figure. Key Terms Parasocial relationship: An ongoing, one-sided bond with a media figureParasocial interaction: An imagined interaction with a media figure during a discrete viewing situation Donald Horton and Richard Wohl first introduced the concept of parasocial relationships, along with the related idea of parasocial interaction, in the 1950s. Although the relationship is one-sided, it is psychologically similar to a real-life social relationship. Origins In their 1956 article, â€Å"Mass Communication and Para-Social Interaction: Observations on Intimacy at a distance,† Horton and Wohl described both parasocial relationships and parasocial interaction for the first time. They used the terms somewhat interchangeably, but mostly focused their exploration on the illusion of conversational give-and-take a media consumer experiences with a media figure while watching a TV show or listening to a radio program. This led to some conceptual confusion. Although a great deal of research has been done on parasocial phenomena, especially since the 1970s and 1980s, the most widely utilized scale in that research, the Parasocial Interaction Scale, combines questions about parasocial interactions and parasocial relationships. However, today, scholars generally agree the two concepts are related but different. Defining Parasocial Interactions and Relationships When a media consumer feels like they are interacting with a media figure- a celebrity, fictional character, radio host, or even a puppet- during a discrete viewing or listening scenario, they are experiencing a parasocial interaction. For example, if a viewer feels like they are hanging out at the Dunder-Mifflin office while watching the TV comedy The Office, they are engaging in a parasocial interaction. On the other hand, if the media user imagines a long-term bond with a media figure that extends outside the viewing or listening situation, it is considered a parasocial relationship.  The bond can be either positive or negative. For instance, if an individual adores the host of their local morning program and often thinks about and discusses the host as if he is one of their friends, that individual has a parasocial relationship with the host. Scholars have observed that parasocial interactions can lead to parasocial relationships, and parasocial relationships can strengthen parasocial interactions. This process resembles the way that spending time with a person in real-life can result in a friendship that then gets deeper and more committed when the individuals spend additional time together. Parasocial vs. Interpersonal Relationships Although the idea of parasocial relationships may seem unusual at first, it’s important to remember that for most media consumers, this is a perfectly normal and psychologically healthy reaction to encounters with on-screen individuals. Humans are wired to make social connections. Media did not exist through a majority of human evolution, and so when consumers are presented with a person or person-like individual via video or audio media, their brains respond as if they were engaging in a real-life social situation. This response does not mean that the individuals believe the interaction is real. Despite media consumers’ knowledge that the interaction is an illusion, however, their perception will cause them to react to the situation as if it were real. In fact, research has shown that the development, maintenance, and dissolution of a parasocial relationship is similar in many ways to real-life interpersonal relationships. For example, one study found that when television viewers perceive a favorite television performer as having an attractive personality and as being competent in their abilities, a parasocial relationship will develop. Surprisingly, physical attraction was found to be less important to the development of parasocial relationships, leading the researchers to conclude that television viewers prefer to develop relationships with television personalities they find socially attractive and who are attractive for their capabilities.  Ã‚   Another investigation assessed the way psychological commitments to a media figure led to the maintenance of parasocial relationships. Two different studies showed that for both fictional television characters, like Homer Simpson, and non-fictional television personas, like Oprah Winfrey, people were more committed to their parasocial relationship when (1) they felt satisfied watching the figure, (2) felt committed to continue watching the figure, and (3) felt that they didnt have good alternatives to the media figure. The researchers used a scale originally developed to assess interpersonal relationships to measure commitment to parasocial relationships, demonstrating that theories and measures of interpersonal relationships can be successfully applied to parasocial relationships. Finally, research has demonstrated that media consumers can experience parasocial breakups when a parasocial relationship ends. This can happen for a number of reasons, such as a television or movie series coming to an end, a character leaving a show, or a media consumer deciding to no longer watch or listen to a show where a character or personality appears. For example, a 2006 study examined how viewers reacted when the popular TV sitcom Friends ended its broadcast run. The researchers found that the more intense the viewers’ parasocial relationships with the characters, the greater the viewers’ distress when the show ended. The pattern of loss Friends fans exhibited was similar to that displayed by those who have lost a real-life relationship, although the emotions were less intense overall. Of course, while this research demonstrates the similarities between parasocial and interpersonal relationships, there are also important distinctions. A parasocial relationship is always mediated and one-sided, with no opportunity for mutual give-and-take. People can engage in as many parasocial relationships as they want and and can break them off whenever they choose without consequence. In addition, parasocial relationships can be shared with family members and friends without jealousy. In fact, discussing a mutual parasocial relationship can actually strengthen the bond in a real-life social relationship. Parasocial Bonds in the Digital Age While much of work involving parasocial phenomena has centered on parasocial bonds with radio, movie, and especially television characters and personalities, digital technology has introduced a new medium through which parasocial relationships can be developed, maintained, and even strengthened. For example, a researcher examined the way fans of the boy band New Kids on the Block maintained their parasocial relationships with the band members by posting to the band’s website. The analysis was conducted following the announcement of the band’s reunion after a 14-year break. On the website, fans expressed their continued devotion to the band, their affection towards its members, and their desire to see the band again. They also shared stories about how the band had helped them in their own lives. Thus, computer-mediated communication assisted fans in their parasocial relationship maintenance. Before the dawn of the internet, people could write fan letters to achieve a similar experience, but the researcher observed that online communication appeared to make fans feel closer to media figures, and that this could make the disclosure of personal feelings and anecdotes more likely.  Ã‚   It stands to reason, then, that social networks like Facebook and Twitter would make an even more substantial contribution to the maintenance of parasocial relationships. Celebrities appear to write and share their own messages with fans on these sites, and fans can respond to their messages, creating the potential for fans to develop even greater feelings of intimacy with media figures. So far, minimal research has been conducted on the way these technological developments impact parasocial relationships, but the topic is ripe for future research. Sources Branch, Sara E., Kari M. Wilson, and Christopher R. Agnew. â€Å"Committed to Oprah, Homer, and House: Using the Investment Model to Understand Parasocial Relationships.† Psychology of Popular Media Culture, vol. 2, no. 2, 2013, pp. 96-109, http://dx.doi.org/10.1037/a0030938Dibble, Jayson L., Tilo Hartmann, and Sarah F. Rosaen. â€Å"Parasocial interaction and Parasocial Relationship: Conceptual Clarification and a Critical Assessment of Measures.† Human Communication Research, vol. 42, no. 1, 2016, pp. 21-44, https://doi.org/10.1111/hcre.12063  Eyal, Keren, and Jonathan Cohen. â€Å"When Good Friends Say Goodbye: A Parasocial Breakup Study.† Journal of Broadcasting Electronic Media, vol. 50, no. 3, 2006, pp. 502-523, https://doi.org/10.1207/s15506878jobem5003_9Giles, David, C. â€Å"Parasocial Interaction: A Review of the Literature and a Model for Future Research.† Media Psychology, vol. 4, no. 3., 2002, pp. 279-305, https://doi.org/10.1207/S1532785XM EP0403_04Horton, Donald, and R. Richard Wohl. â€Å"Mass Communication and Parasocial Interaction: Observation of Intimacy at a Distance.† Psychiatry, vol. 19, no. 3, 1956, pp. 215-229, https://doi.org/10.1080/00332747.1956.11023049 Hu, Mu. â€Å"The influence of a scandal on parasocial relationship, parasocial interaction, and parsocial breakup.† Psychology of Popular Media Culture, vol. 5, no. 3, 2016, pp. 217-231, http://dx.doi.org/10.1037/ppm0000068Rubin, Alan M., Elizabeth M. Perse, and Robert A. Powell. â€Å"Loneliness, parasocial interaction, and local television news viewing.† Human Communication Research, vol. 12, no. 2, 1985, pp. 155-180, https://doi.org/10.1111/j.1468-2958.1985.tb00071.xRubin, Rebecca B., and Michael P. McHugh. â€Å"Development of Parasocial Interaction Relationships.† Journal of Broadcasting Electronic Media, vol. 31, no. 3, 1987, pp. 279-292, https://doi.org/10.1080/08838158709386664Sanderson, James. â€Å"’You Are All Loved So Much:’ Exploring Relational Maintenance Within the Context of Parasocial Relationships.† Journal of Media Psychology, vol. 21, no. 4, 2009, pp. 171-182, https://doi.org/10.1027/1864-1105.21.4.171

How did the abolitionists proposals and methods differ from those of Essay

How did the abolitionists proposals and methods differ from those of earlier antislavery movements - Essay Example This research will begin with the analysis of the difference between abolitionists’ proposals & earlier antislavery movements. The abolitionist method was focused on making slavery a moral issue. The anti-slavery movement was widely unorganized before 1833. A wide array of societies were scattered such as Pennsylvania Abolition Society and New York City Manumission Society. This movement was supported by the Federal Government. To great extent, the antislavery movement was successful though it faced strict opposition from abolitionists. Liberty Party and Foreign and American Anti-Slavery Society were established to carry forward such antislavery movement. There were great expectations from both political parties such as Whigs and Democrats. The abolitionist movement was more of a religious movement that originated from Protestantism. The earlier antislavery movement was totally based on republican values of equality and liberty. Abolitionists’ proposal was inclined towa rds viewing slavery as a sin and the slave owners as sinners. The abolitionist method had acquired higher energy from Second Great Awakening. As per the abolitionist proposal, the act of slavery is considered to be moral sin in Christianity. Hence such act needed immediate abolition instead of consuming more time as in case of earlier antislavery movement. Hostility was witnessed in North and South due to the abolitionist movement. Slavery was highly intense in North and South. These regions were already subjected to antislavery movement. Slaves were sold in South and mainly blacks were influenced to exhibit slavery. The new law being passed with the support of abolitionist movement attempted to give freedom to many slaves. Northern slavery was on the verge of being abolished and so there was hostility observed in those regions. African Americans were observed as the most powerful critics in context of slavery. Immediate abolitionism in the 1830s raised opposition from South and Nor th.

Key Characteristics of Feminist Criminology Term Paper

Key Characteristics of Feminist Criminology - Term Paper Example Infanticide has historically been considered a sex-specific crime, or one that "actually excludes the members of one sex by legal definition." Carol Smart points out in her descriptions of the English legal system that infanticide is the one exception to equally applicable British law since it is an offense committable only by women. Some attribute this offense to the occasion when an unmarried mother must rid herself of a shameful secret through suffocation, strangulation, and the infliction of wounds or fractures to the skull as the most frequent forms of infanticide. (Coramae Richey) It is difficult for a woman to use physical strength in an assault, so she is forced to use a knife or a household product. The practice of throwing scarring solutions such as lye, gasoline, and acids is still a common practice used by women to equalize their lack of assaultive strength. Many violent women offenders wait until their male victims are asleep to perpetuate their assaults, which, in some cases, become homicides. (Coramae Richey) Very little is known about family violence, but recent examinations of the problem have revealed some startling cases of women who abuse their children, husband, and parents. The actual extent of family violence is generally unknown. The younger child is most often the victim, and while mothers are more likely (68 percent) than fathers (58 percent) to commit child abuse, both parents are equally capable of serious violence against their children. The thought of the 'little woman' beating up or battering her husband is cause for many deep guffaws, especially from men. Yet this form of spouse abuse is now believed to be more commonplace than previously imagined.  

Much Ado About Nothing Assignment Example | Topics and Well Written Essays - 500 words

Much Ado About Nothing - Assignment Example As Boggs and Dennis (46) said â€Å"Much Ado about Nothing† is an interesting film that mirrors Shakespeare’s poetic and an all-encompassing entertaining prowess. I would recommend the film to any individual who wants to have a view of the 16th century literature redone with modern aesthetics and presented as film. As Landrum (751) said, Dogberry  is the constable manning the Watch. The chief law enforcement officer of Messina is relatively honest and demonstrates a high level of seriousness in executing his policing tasks. However, his habit of employing incorrect terms to communicate is what differentiates his portrayal in the script and in the film. In the text his actions are not well defined, but with Nathan Fillion acting as Dogberry, viewers are effectively treated to a great drama surrounding the character’s â€Å"wrongful† choice of words. The film actor is known for turning his rather distracting approach (in the text) to an elaborate sense of parody in the film. In Act II, Scene III, the garden scene features the practice of a new ploy that can only be captured in film and not any other forms of art. Don Pedro, Leonato and Claudio persuade Benedick that Beatrice loves him. The romanticist trickery seems to be bearing a fruit when Benedick buys the idea. The character is of the opinion that he is spying on his comrades, but, because his presence is no longer a secret, they intentionally raise their voices to be heard. The romanticist drama created by Leonato, Don Pedro, and Claudio as they attempt to suppress their laughter about the possibility of Beatrice breaking down under the weight of her emotional attachment to Benedick depicts blind romance between the two characters, which unlike other forms of art, filmic trickery helps to connect (Landrum 785). In the subsequent Act III, scene I, Hero and Ursula pull a trick upon Beatrice, which surprisingly blinds her just the same way as Claudio and Don