Moral development in children Essays

Moral development in children Essays Moral development in children Essay Moral development in children Essay The purpose of this essay is to create a body of knowledge for follow-on research in the field of the impact of different factors on moral development of children. For this purpose information was gathered through the study and analysis of materials presented in books, research journals, and professional publications so as to determine: Who holds the responsibility for moral development of children? On initial consideration, the question posed here seemed to bracket nicely few main points of the subject, but that impression appeared to be wide of the mark, especially when it came to making judgments concerning the notions of morals and morality. Really, what is a morality? What does it mean to be a moral person? Our values, both moral and non-moral, were acquired along with our basic language and socialized behaviours when we were young children and come from some very strong traditions that are part of our societies and our cultures.Law, religion, our family and peer group all tell us what we ought to do, but following these more traditional oughts does not necessary constitute a moral life. A great number of people, however, do live long and useful lives without ever consciously defining or systematically considering the values or moral rules that guide their social, personal, and work lives. During most of our lives we simply decided what was right and did it. Websters Dictionary, Tenth Edition, defines morality as conformity to the ideals of right human conduct; virtue. The Oxford English Dictionary defines morality as the doctrine of right and wrong in human conduct; conformity to conventional rules by religion or other spiritual influences. However, the terms right or wrong and right human conduct are totally subjective: they have different meanings to different people. Who decides what is right or wrong? Is our moral decision just as simple as the proverbial coin toss? Who sets the standards and norms? Probably, there is no easy answer to any of these questions, neither is there a single universal definition of the notions.One of the most wide-ranging descriptions of morality, where words right and wrong are avoided, belongs to Russian psychologist Rubenstein, who believes that morality is conformity and devotion to a set of standards initiated and/or accepted by an individual; an individuals active adherence to his accepted standards for the duration of his existence. (Rubenstein, 1982, p. 129-130) As in many areas of educational research, the field of moral education is full of controversy, which is directly connected with the debate about the definition of morality.These debates are not lim ited to psychological accounts of the nature of morals, but also include the questions of childrens moral development, extending to their general development and to the very definition of educational aims in this area. Moral development should be related to all the fields that use the word development. In ways that are not easily measurable, moral development has some connection to physical, social, political, religious, and other kinds of development.And, of course, economics being so central to development, one must ask about the correlation of moral development and economic development. To ask about this relation may seem to be a silly question, but perhaps it is just an embarrassing one. (G. Moran) Children develop morality slowly, and in stages. Each stage, beginning from the preschool years and continuing even in the adult years, has its own theory and idea of what is good and right and different reasons why people should be good. Each stage brings a person closer to mature m oral development.These issues have been approached by many psychologists, but the most prominent input into this research was done by Jean Piaget and Lawrence Kohlberg. The purpose of Piagets studies was to investigate the growth of moral judgement in children. However, he did not merely seek to examine their moral behaviour, but tried to establish the degree to which children at any given age and stage can reason morally, so that we may know the framework within which we must operate when we seek to help them to develop the moral standards acceptable in our society. (Brearley, 1968, p. 120).Piaget discovered that young children have a much more primitive understanding of right and wrong behaviour than older children: they judge bad behaviour by the amount of damage caused by a persons behaviour. Kohlberg carried Piagets work into adolescence and adulthood. According to Kohlberg (1984, p. 67) there are three levels of moral development with two stages in each. During the first leve l (Pre-conventional) children are concerned with avoiding punishment (Stage 1: Punishment-Obedience) and getting ones own needs met (Stage 2: Individualism).This level and its stages fit into the framework of young children up to the age of ten years. During the second level (Conventional) children are more concerned with living up to the expectations of others (Stage 3: Interpersonal Conformity) and want to do the right thing because it is good for the group, family, or institution (Stage 4: Social System and Conscience). This level and its stages fit children over the age of ten years and on to adulthood. The third level is called Post-conventional. During this level individuals govern their behaviour by the relative values and opinions of the groups they live and interact with.Right behaviour is based on a social contract (Stage 5: Social Contract and Individual Rights) with others and in the validity of universal moral principles (Stage 6: Universal/Ethical Principles), which ma y or may not agree with societies laws. Laws that agree with universal moral principles are obeyed but when those laws violate these principles, the individual follows the principles instead. There are many other theories and approaches to this issue, but our question is about another aspect of the matter: who is responsible for moral development of children?To answer this question, first of all we need to determine the circle of possible relationships that can influence childs moral development. Of course, in the widest sense, all relationships may be regarded as part of social development, but the earlier, more personal relationships have a great impact on the process of moral development. Morality is not something that is practised in isolation. Morality is, among other things, an aspect of out relationship with other people. And anything which diminishes our ability to make such relationships successful diminishes also our capacity for moral actions. (Williams, 1970, p. 109) The moral development of a very young child brings out the interrelation of all ages. One cannot describe the moral development of infants without referring to the moral development of parents and grandparents. Parenting a child is one of lifes great moral adventures, and so is the childing of ones parents. (Rubenstein, 1982, p. 89) Moral life is shaped by our responses to a pattern of relations. The responses in the relation of adult and child are not equal, but the process can still have a degree of mutuality.We often underestimate the infants power of receptivity to moral influence. Robert Coles (1997, p. 45) states that character or moral development is an interaction between nature and nurture, which takes place in a very early age. It develops as a result of parental interaction, balanced discipline styles, and a childs own choices. Children learn about right from wrong from their earliest experiences. When they need nurturing or feeding and parents fulfil that need without exce ssive indulgence, then children develop characters that accept rules and tolerate frustrations later in life.The infant needs to know that he is merely a self among other selves, that he is not omnipotent, that other people have need and feelings too. (Williams, 1970, p. 37) There are two sides of discipline and the parents aim is to try balancing them. Too much love and a child becomes spoiled, expecting their every want and need to be met regardless of other peoples wants and needs. According to Huxley (1985, p. 17), this causes children to be stuck in the early stages of moral development based on selfish individualism.Thats fine for a two-year-old, tolerable in a six-year-old, and obnoxious in a twelve-year-old or older. Too many limits and the child develop a low sense of worth and a lack of self-control. This usually results in an overly rebellious child or an unhealthy submissive one. (ibid. ) Achieving this balance is difficult. But it is easier to do if discipline is viewe d not just as punishing wrong behaviour, but as a process of shaping character. Parents are not simply setting limits. They are teaching how to distinguish right from wrong.It is easier to say no when we know that we are guiding the childs moral development and eventually, his or her social success. As the later stages of moral development reveal, children can make a choice not to follow societys rules or laws. Parents must accept that reality. Thats part of parents on-going moral development. Understanding moral development allows parents to assess their children and have a better target for their individual development. Hopefully, the end result is that our child will be the one who will stop and wait for someone in need, regardless of what the crowd says he or she should do.The ideal is that the child will develop, as Kant put it as a law-making member of a kingdom of ends. He must not only come to know what is in general right or wrong; he must also go beyond this level, so that he sees why such rules are right or wrong and can revise rules and make new ones in the light of new knowledge and new circumstances. (Peters, 1981, p. 33) The described importance of parents influence leads us to the conclusion that a childs moral education is the primary responsibility of the family.Other aspects and factors, other religious and social organizations and institutions can each make their contributions to the process, yet none of them can replace the family. While the school cannot accept the primary responsibility for moral teaching, it still has a significant role to play in the reinforcement of a childs moral understanding and behaviour. The school is a community and should be characterized by courtesy and civility in all its activities, with instruction in specific subject matter informed by moral understanding.Today leading educators no longer see their job primarily to be the teaching only the curriculum subjects. The philosophy of education has undergone a f undamental change. Teachers now perceive their jobs to be the involvement in reshaping of the childs values, beliefs and morals. Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the childs personality and values. (G. Moran)

10 Facts on the Geography of Beijing China

10 Facts on the Geography of Beijing China Population: 22,000,000 (2010 estimate)Land Area: 6,487 square miles (16,801 sq km)Bordering Areas: Hebei Province to the north, west, south,  and part of the east and the Tianjin Municipality to the southeastAverage Elevation: 143 feet (43.5 m) Basics About Beijing Beijing is a large city located in northern China. It is also Chinas capital city and it is considered a direct-controlled municipality and, as such, it is controlled directly by Chinas central government instead of a province. Beijing has a very large population at 22,000,000 and it is divided into 16 urban and suburban districts and two rural counties.Beijing is known as being one of the Four Great Ancient Capitals of China (along with Nanjing, Luoyang and Changan or Xian). It is also a major transportation hub, a political and cultural center of China, and was host to the 2008 Summer Olympic Games. Geographic Facts The following is a list of ten geographic facts to know about Beijing.1)The name Beijing means Northern Capital but it has been renamed several times in its history. Some of these names include Zhongdu (during the Jin Dynasty) and Dadu (under the Yuan Dynasty). The citys name was also switched from Beijing to Beiping (meaning Northern Peace) twice in its history. After the founding of the Peoples Republic of China,  however, its name officially became Beijing.2) It is believed that Beijing has been inhabited by modern humans for about 27,000 years. In addition, fossils from Homo erectus, dating back to 250,000 years ago have been found in caves in Beijings Fangshan District. Beijings history consists of struggles between various Chinese dynasties which fought for the area and used it as Chinas capital.3) In January 1949, during the Chinese Civil War, Communist forces entered Beijing, then called Beiping, and in October of that year, Mao Zedong announced the creation of the Peoples Republic of China (PRC) and renamed the city Beijing, its capital. 4) Since the founding of the PRC, Beijing underwent many changes to its physical structure, including the removal of its city wall and the construction of roads intended for cars instead of bicycles. Most recently, land in Beijing has developed at a rapid pace and many historical areas have been replaced by residences and shopping centers.5) Beijing is one of the most developed and industrial areas of China and it was one of the first post-industrial cities (meaning its economy is not based on manufacturing) to emerge in China. Finance is a major industry in Beijing, as is tourism. Beijing also has some manufacturing located on the western outskirts of the city and agriculture is produced outside of major urban areas.6) Beijing is located at the tip of the North China Plain (map) and it is surrounded by mountains to the north, northwest,  and west. The Great Wall of China is located in the northern part of the municipality. Mount Dongling is Beijings highest point at 7,555 feet (2, 303 m). Beijing also has several major rivers flowing through it which include the Yongding and the Chaobai Rivers.7) The climate of Beijing is considered humid continental with hot, humid summers and very cold, dry winters. Beijings summer climate is influenced by the East Asian monsoon. The average July high temperature for Beijing is 87.6 °F (31 °C), while the January average high is 35.2 °F (1.2 °C).8) Because of Chinas rapid growth and the introduction of millions of cars into Beijing and surrounding provinces, the city is known for its poor air quality. As a result, Beijing was the first city in China to require emissions standards to be implemented on its cars. Polluting cars have also been banned from Beijing and are not allowed to even enter the city. In addition to air pollution from cars, Beijing also has air quality problems due to seasonal dust storms that have developed Chinas northern and northwestern deserts due to erosion.9) Beijing is the second-largest (after Chon gqing) of Chinas direct-controlled municipalities. The majority of Beijings population is Han Chinese. Minority ethnic groups include Manchu, Hui and Mongol, as well as several small international communities.10) Beijing is a popular tourist destination within China because it is a center of Chinas history and culture. Many historic architectural sites and several UNESCO World Heritage Sites are within the municipality. For example, The Great Wall of China, the Forbidden City,  and Tiananmen Square are all located in Beijing. In addition, in 2008, Beijing hosted the Summer Olympic Games and sites constructed for the games, such as the Beijing National Stadium are popular.To learn more about Beijing, visit the municipalitys official website.Sources: Wikipedia.com. Beijing - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Beijing

Air Legislation Assignment Example | Topics and Well Written Essays - 750 words

Air Legislation - Assignment Example This balance is what constitutes lateral balance and longitudinal balance and makes the center of gravity an important aspect in aircraft stability because the weight of the left is equal to the weight constituted on the right which could be upset by unbalanced lateral loading. Lateral unbalance will then result if the fuel load is mismanaged by supplying the engines unequally from tanks situated on one side of the airplane. Eventually, the airplane controls in an out-of-streamline condition, increasing drag and resulting in decreased operating efficiency (Ethirajan, 2013 p.35). the center of gravity position influences both the tip over and tip back susceptibility of the aircraft. The tip back situation is static on the ground during loading or dynamic during take-off acceleration with full thrust setting. The center of gravity’s horizontal position greatly affects the stability of the wing which results in the static stability of the entire aircraft. Suppose the center of gravity is sufficiently forward the aerodynamic center the aircraft becomes statically stable. If the center of the aircraft is moved towards the tail sufficiently, that is the neutral point, where the moment curve becomes horizontal the aircraft becomes neutrally stable. In any case the center of gravity is moved further back, the moment curve has a positive slope making the aircraft longitudinally stable. Similarly, when the center of gravity is forward toward the nose of the plane, the pilot is put at a place in which he does not the capability to generate the force that can he lp in achieving maximum coefficient of lift (Ethirajan , 2013 p.45). Take off is that point at which an aircraft leaves the ground and starts flying. Aircraft that is overloaded may not be able to take off but just in case it does, it could exhibit some airborne characteristics. Incidences of poor loading will always be witnessed during

Storytelling as Artifice Essay Example | Topics and Well Written Essays - 1250 words

Storytelling as Artifice - Essay Example Whereas art is an umbrella definition for any creative or innovative work, artifice is a sub set of art that employs some trick to impart some sense into the conscience of people who happens to be the target group for a given literary work. The work of art is like a social mirror to the society but it needs to be blended with some concepts that brings people closer to it and this is what constitute the role of artifice.Yunior, in The Brief Wondrous Life of Oscar Wao, repeatedly calls attention to the artifice which is one of the often assumed literary concept but very useful. This literary work was written to point out some of the social injustices meted on the inhabitants of Caribbean Islands which was predominantly slaves of African descent. Spain happens to have been one of the European nations that took control of Dominican Island and it is intriguing to find out how they practised racial discrimination and adopted a discriminative strategy of planting their culture and weeding o ut their perceived worthless social order among their colonies. One of the literary tools depicting artifice in this work is allegory of violence. The colonial countries and Spain in the context of this work was a true reflection of violence. They engaged the slaves in Dominican Republic in hard labour under inhuman conditions characterized by lack of basic needs like food, clothing and healthcare provision. Taking control of another person is not a peaceful process and this explain why even the Spanish applied cruelty to stamp their authority like any other colonial authority to oppress the blacks in Dominica Republic. The world violence is almost synonymous to the Spanish colonial era and reminds the citizens and other literary audience of the dark past which its effects is still being felt to this date. The â€Å"plantations machine† is a common word used within the novel to illustrate the depth of inhuman treatment the slaves were subjected to. It also symbolises the fast diffusing power of the social restructuring that the Spanish community imposed in Caribbean Island. Symbolism plays a central role in exhibiting the heights of artifice in forcing the meaning of the literary work to the audience. The history of Caribbean is referred to as a culture of† gap† due to the in fills of the colonizers cultures within the culture of the inhabitants of Dominican Republic. It sends the racial apartheid that was set to wipe to reduce the influence and perpetuation of the slaves’ culture or completely wipe out their social structure and realign it to their own. By using the word erase, the author simply states that the western cultures was forcefully replacing the colony socio-cultural framework and rendering them confused in Spanish cultures that ranged from language to way of doing things (Rennison, 36-8). It is relatively simpler for any person reading to grasp the concept of eraser from the word go and this explains the suitability of th is literary tactic. The author I also stressing the use of refined language to convey meaning as this forms the basis of communication. Even if one look at the quote â€Å"gap†, it is quite clear before an individual go deep into the book to understand that there exists some spaces which are either created or existed before. It is worth noting these words are bound to stick in the mind of an

An Exegetical Essay On John Chapter 1 Religion Essay

An Exegetical Essay On John Chapter 1 Religion Essay INTRODUCTION Unlike the synoptic Gospels, the Gospel of John does not begin with the historical Jesus, instead, the author exalts his eternal existences over his earthly entrance into the world. The eternal existence of Jesus is perceived by the use of Word (logos) in the prologue. Thus, the author begins his gospel with the words, In the beginning was the Wordà ¢Ã¢â€š ¬Ã‚ ¦ Johns Gospel stresses on the deity of Jesus, he strikes the reader straight with the Greek Word (Logos) as a replacement of Jesus until the end of the prologue. One could say that the understanding of this Gospel is centred on the Word (logos) as a key affirmation of the entire Gospel. The prologue affirms that Jesus used the eternal Word which has been translated from the Greek word (logos). In chapter (1:1-5) the author talked about the pre- existence, in (1:6-8) he elaborated on the witness of John the Baptist, in (1:9-13) he highlighted on the light coming to the worlds, in (1:14-18) he accounted on the incarnation of th e Word. This prologue is specially or specifically designed to prepare the way for the evidence of the doings of no ordinary person but Jesus Christ. This paper is an attempt to exegete the passage of (John 1:1-18). The Pre-existence Word (1:1-5) The commencement of this Gospel as stated, in the beginning was the word has something to do with (Genesis 1:1). John was trying to say that Jesus Christ was in the beginning and He was the Word which existed in the beginning before creation or before the world began and was fully God (John 1:1-3). Jesus is indeed the creator, sustainer of all belongings, our source of living and the establishment of eternal life. To understand this concept one must commence with the Father-Son relationship which is the central revelation of Johns Gospel and also the key to understand the sayings and deeds of Christ Jesus (17:5, 24). Extensively, this term (logos) which has a meaning in English as the Word was used in Greek literature or theologians and philosophers; among them were the Stoics who used the term to describe the principle of divine reason which caused the natural creature to grow.  [1]  Philo of Alexander was the mastermind of this idea in his writings and maintained it as an instr ument of the world creation. There are dissimilarities between the usage of the Word by John and Philo. In the mind of Philo, he by no means consider the Word as a person and he did not maintain its pre-existence, he denied the incarnation of the Word which is known as Jesus. But in Johns mind the Word was maintained and became flesh. This points to Jesus Christ who came to save humanity and dwell among them. One could say the fifth verse of this chapter shows the compassion of the author as a beloved disciple and an eyewitness of Jesus who is trying to communicate the good news to the Jews, Greek philosophers and all kinds of people from generation to generation in his writings. Here John declares that Jesus Christ is the true light, who shines in the darkness, but the darkness which can be translated as sinful man has not understood it. The better understandings of this verse rely on (verse10-11).  [2]   Witness of John the Baptist (1:6-8) At this point, the author diverted his thought form eternity towards historical. These verses point to the identity of no other person but John the Baptist who is not the light; however Johns job is to testify that Jesus is the coming light. This testimony of John appears strongly in public in (verse 15-34).  [3]  Johns idea is that, people might believe in Jesus alone and that He is the saviour. Light Coming to the World (1:9-13) In verses 9-13, Johns emphasis has changed from witness to Jesus as the true light that gives light to every man coming into the world. He is the fulfilment of all light foreshadowed and the one who called light into existence (Genesis 1:3).  [4]   Regarding the statement of John concerning the world did not recognise him here it means something further than created world? John is referring to people who opposed or do not believe in God or those who reject Christ as the true light. The Israelites were chosen by God to prepare the rest of the world for Christs coming but they rejected Him despite the prophecies recorded in the Old Testament.  [5]  In verses 12-13, the author elaborates on how some people received the Word. Johns centre of attention is based on the covenant people of God or believers who receive the power to be children of God. This implies to the children who are not born of natural or physical human descent. This is for those who receive Jesus Christ as their personal saviour; they are spiritually born again and have received a completely new life from God through faith. Incarnation of the Word (1:14-18) This last section of the prologue explains how the divine Word points how Jesus came into the world in a human form. Apostle Paul, one of the major characters in the New Testament writings understood this concept (Colossians 2:9). The word became flesh and made his dwelling among us (John1:14). The first century church debated on how the Word who was God could become human but thats not important to John because his main concern is to explain the price that Christ paid. The bible explains how Gods presence was in the midst of the children of Israel in the tabernacle (Exodus 40:34-38), although that was on temporal basis. John also has a similar view in a sense that the Word became flesh or Jesus became like mortal human being and made his dwelling among us likewise Gods presence to the children of Israel in the tabernacle. According to Kruse, the reference to glory is also an allusion to Gods presence in the tabernacle. Moses was instructed by God to build a tabernacle and after fini shing Moses couldnt enter the Tent of meeting because it was covered by the cloud and the glory of the Lord filled the tabernacle (Exodus 40:34-35). And that same way Gods glory is been manifested in the Word made flesh. John was an eye witness to Christs earthly life and ministry and he saw His glory. He firstly saw the glory of the One and Only who came from the Father. Further more, he saw Christ as the one who comes from the Father and the fact that he is the source of grace and truth.  [6]  The evangelists intention is for people to see Christs ministry us a manifestation of Gods grace and an exposure of his truth. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. Moses was known as law giver, however Christ is known as the fulfilment of the law (Matthew 5:17).  [7]   This last verse of the prologue is a reminder of the first verse. There was no other better means for people to know God unless the Word point to Jesus Christ the One and Only Son of the living God. Regarding the statement John made that no one has ever seen God it has something to do with the OT in a sense that Moses did not have the chance to see God face to face, although prophet Isaiah said my eyes have seen the King, the Lord Almighty (Isaiah 6:5), none of the prophets were able to see Gods essential nature. He may be seen in anthropomorphism, but Christ Jesus made it possible to His inner essence or nature. Through Jesus Christ Gods nature and will is been revealed. The more a person gets closer to Christ, the better he or she understands the will of God. In Christ people saw the clear picture of God and even touched Him.  [8]   Conclusion The major concern of John in his prologue is to portray Jesus as an eternal being who has existed from the beginning with God. Furthermore, the prologue describes the incarnation of Christ, by coming in human form so as to identify with humanity and to save them from sin. John shows us the complete deity, the divinity and the fullness of God in Christ Jesus. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. John wrote this gospel so that we might believe that Jesus Christ is the Son of God and by believing we may have eternal life (John 20:31).

Educating Essex Essay

Dear editor, I am writing to you because I find it impossible to understand why ‘Educating Essex’ represents teenagers in this such way to society today, it only makes an impression of them, that â€Å"all Britain’s teenagers are goby, impolite, spoilt and lacking enough self-discipline to interact with anyone. † This supports stereotypes of modern reckless teens, when in reality â€Å"the majority of Britain’s teenagers are interesting, polite and simply brilliant young people quietly going about the business of creating a bright future for themselves. On ‘Educating Essex’ I have witnessed many negative things that show teenagers in a bad way, such as students walking across a table, pupils on mobile phones, swearing at each other and teachers, cyber-bullying, teenage pregnancy and young girls caked with make-up, even the introduction is very negative towards teenagers. This shows that all teenagers don’t behave in school and do not care about their education and future, but majority of students are not like that, most of them are fun-loving, active and mature for their age. I think the reason for their behaviour are the cameras, as most of them want to show off and think it’s a good idea to play up to them. ‘Educating Essex’ has only focused on the students that badly behave and cause the trouble all the time, but they haven’t showed the good side of teenagers, where they work hard in class, and behave because they are working to achieve the equivalent of five or more GCSE’s at grade A* to C. The programme only creates a fake image of a typical teenager, but certainly they do not act like that, and I know that because I am a student myself, and I’ve never seen this kind of behaviour in my school. I think that the Daily Mail article only focuses on the teachers in ‘Educating Essex’ and mostly points out the bad things teachers say and do. Also how they carry out the lesson, it shows how immature they are when they burst into a class and disturb the lesson just to sing happy birthday. Another teacher is shown; as the students are leaving his class he tells them â€Å"Clear off, scumbags†. In a different scene it shows when Mr Goddard hides behind his door as Mr Drew enters the room, he reaches out his arm around the door to welcome his deputy with a two-fingered gesture, and Mr Drew’s respond is â€Å" You are such a ****er†. In episode two, there is a scene shown of a girl called Carmelita, who accuses the deputy of assaulting her. At first she tells him to â€Å"get lost† and â€Å"shut up†, but in the end she gets excluded when he tells him to â€Å"**** off†. The deputy is cleared after the headtecher watches the CCTVcameras footage. Also the article mentions that â€Å"this sort of behaviour by pupils shouldn’t be allowed and there is extremely childish behaviour by the teachers, who are setting a very bad example for the pupils as they are likely to see the programme† in results of this the teenagers are influenced by what they see on the TV, and think it’s right to behave in this practical way, another influence are the teachers, as they set an example for the students. One more significant reason for child’s behaviour are the parents, because of the way they are bough up, if they have problems at home they will release their anger in school, on students and teachers. But essentially that article did not mention any positive things about teenagers. There were few positive things that I’ve witnessed on ‘Educating Essex’ but not many as I expected to be. I think one of them was when, they showed the students reflecting on what they have done wrong and teachers, because it’s great to hear both sides of the story, also the relationship between the teachers and students which doesn’t happen very often. Additionally how the teachers refused to give up on challenging the pupils, so they have a chance to achieve. But I think the programme should’ve showed more of the satisfactory students who are interesting, polite and clearly brilliant young people trying to achieve, to have a better future. The ‘Observer’ article has also only highlighted the bad points about teenagers, much the same as the ‘Daily Mail’ article. But it makes the reader hate teens, as they call them â€Å"gobby, spaced- out, bizarre† this only shows how selfish they are, and do not care about others. Also they point out how they dress and refer to girls as â€Å"spoiled brats†, and in my opinion they are allowed to do what they want, because it’s their own choice to look like that. I think that the programme doesn’t give a real image of teenagers today because, in my opinion everyone is different, and also because it only concentrated on the bad behaved student where on the other hand there is more students that work really hard on everything, and also contribute in society.

Langston Hughes And Yusef Komunyakaa And My Black Face...

Langston Hughes and Yusef Komunyakaa, much like any two poets when compared, are very different. However, they composed two poems that are very similar. Langston Hughes’s poem, â€Å"Theme for English B†, and Yusef Komunyakaa’s, â€Å"Facing it†, can be compared in many different ways. The most outstanding similarity of the two poem’s, is the fact the speakers are outsiders and very much unlike everyone else in the poem because of their race. With the quotes â€Å"I am twenty-two, colored, born in Winston-Salem† (Hughes 7), and â€Å"My black face fades† (Komunyakaa 1), It is very clear both writers want their audience to know early on in the poems that each are speaking from an African-American perspective. In the early to the middle of the 1900’s when the poems were written, things were different for a person from African-American decent, in Hughes case it was college and in Komunyakaa’s case it was the Vietnam war. Bei ng of African-American decent is a minority that most people wouldn’t understand because of the history in their race. Both poets have endured experiences of oppression in the past that have effected their writing styles. Other similarities in the poems include the use of the same literary techniques such as narrative structure, symbols, metaphors, and tone to prove that the speakers are different and unlike the majority because of their past experiences in the past. Both poems use the speakers past to further capture their feelings and emotion towards each subject. Hughes and