Sex Education Encyclopedia Of Gender And Society

Connell, Erin. Sex Education. Encyclopedia of Gender and Society. Ed. Jodi O Brien. Vol. 2. Thousand Oaks, CA: SAGE Publications, 2009. 745-748. Gale Virtual Reference Library. Web. 30 Sept. 2015. This article has a really good explanation and a history behind. Sex education began during the 19th and early 20th centuries. This type of education debate or reveals a range of attitudes, values and also belief about the children, adolescent, sexuality, and gender. During WWI soldiers were infected of some STDs and people was afraid that some of those diseases would spread civilians. School projects began and they were making sure people was aware that their children wouldn’t end up with the two of the STDs they were facing the most which were (syphilis and gonorrhea.) during the 1920s and 1930s a youth culture began to teach and also to check on some of the changes women were making throughout the society. These type of changes were social, physical, and also emotional. By the tim e of the 1960s birth control, pills, and abortion services were increasing. These were some of the reasons why sex education began to be taught in schools because there was too much taboo between adolescent. When the project of teaching about sex in schools began these were some of the advices they were given to the people (wait for sex until marriage, use contraception, get your boyfriend to use a condom.) also they were given some strategies like (prevent pregnancy, or prepare for marriage.)Show MoreRelatedThe Separation Of Sex Education1012 Words   |  5 Pagesteaching sexual education you must take into consideration of the method of what is taught. The methods of teaching are, abstinence only and comprehensive. While abstinence only focuses on abstinence from sexual behavior and does not include any method of contraceptive. As for comprehensive informs students about contraceptives, sexual transmitted diseases as well as the option for abstinence. Many states have different l aws and regulations as to what method they can teach as well as single sex teachingRead MoreTransgender Conformity Essay example1171 Words   |  5 Pageslong without going crazy† (â€Å"GoodReads†). It is a shame that society would force a person to hide their identity but many have concealed themselves in order to conform into social norms. One group that has been socially marginalized and forced to hide their true selves are the transgender community. The definition of transgender is â€Å"Appearing as, wishing to be considered as, or having undergone surgery to become a member of the opposite sex.† (â€Å"Free Dictionary†) People have many prejudices and ideasRead MoreThe Civil Rights and the LGBT Movements Essay example890 Words   |  4 Pagescivil rights reforms, emerged. By working against the laws restricting African Americans, the NAACP saw progress with the winning of cases like Brown v. Board of Education, which allowed the integration of pub lic schools after its passing in 1954 and 1955. In the years following the reform instituted by the ruling of Brown v. Board of Education, the fervor of the civil rights movement increased; mass nonviolent protests against the unfair treatment of blacks became more frequent. New leaders, such asRead MoreAnnotated Bibliography : Womens Rights1517 Words   |  7 Pageswar ended, most female workers were fired, and their jobs were given to returning service men. The few women who did remain in the workforce found that their opportunities were limited by their gender, and their pay was less than that offered to men working the same positions as them. This type of gender discrimination was so common that it became known as â€Å"the glass ceiling†. Female workers were also confronted with uninformed beliefs that women were less important than men, and women should findRead MoreAffirmative Doublethink919 Words   |  4 Pageslogically, morally, and factually. Doublethink can b oth attack an idea and defend it. Doublethink can represent a solution that only aids the problem. There are many uses of doublethink in our present-day societies that are used globally. For example, discrimination against race, gender, and ethnicity is still a large issue and several doublethink policies and social customs promote discrimination even more in efforts to stop discrimination. Affirmative action is an example of doublethink thatRead MoreJapanese and Indian Cultures1065 Words   |  5 Pagesboth Asian countries and both have roots in Buddhism. But, actually they share several more cultural similarities. The Japanese culture and the Indian culture are similar in that they both believe in the importance of a joint family system, education and gender roles, but they differ greatly when it comes to marriages. In both Japan and India, the family is the most important social unit. It is not uncommon to have extended families living under one roof. The extended family would includeRead MoreHow Do the Ideas Espoused by Mary Wollstonecraft and Other Feminist Writers of Her Time Relate to Women Today?1302 Words   |  6 Pages In A Vindication of the Rights of Woman, Mary Wollstonecraft presented and developed ideas that were groundbreaking and new for her time. She believed the only way women could view their social roles objectively and differently was through education. Her ideas were â€Å"unambiguously feminist, although by modern standards, they may seem outdated† (â€Å"History of feminism†). But I believe her ideas and theories have relevance for women today inasmuch as todays woman is not as well educated as sheRead MoreThe Anthropology Of Iraq : The Land Of Two Rivers1328 Words   |  6 Pagesborn in. The very country that is seen on the news as being fragmented, is actually intertwined by the common language of Standard Modern Arabic and how there are different group of people who speak different languages, the kind hearted gestures, and gender equality for females. Arabic is an interesting language because it is different from region to region. Elizabeth Pietanza states, there are â€Å"three different forms: classical, modern standard, and spoken† (Pietanza 2001:1078). The Classical formRead MoreEssay on Womens Equality1376 Words   |  6 Pageschildren. Because of these ideas it was very difficult for change to happen. When women started to receive more education they began to ask questions about why they were being denied these rights, which began the long road to women’s equality. And even though today women are viewed equal in the law, society is slow to change so women must still continue to fight for equality in society and the workplace. One of the first huge steps in women’s suffrage was the first women’s right conventions in 1848Read MoreDiversity Organization1367 Words   |  6 Pagesconcerning gender, sex, women, and sexual orientation. A definition of both gender and sex will be provided. The roles of women throughout American history will be discussed. When people think about masculinity and femininity, they have certain preconceived ideas. How these ideas contribute to the understanding gender, sex, and sexual orientation will be examined. Finally, the status of GLBT individuals will be explored. An increased understanding will be gained concerning these issues. Gender and Sex

Florida v. Bostick Supreme Court Case, Arguments, Impact

Florida v. Bostick (1991) asked the U.S. Supreme Court to determine whether consensual searches of passenger luggage aboard a bus violated the Fourth Amendment. The Court found that the location of the search was only one factor in a larger question of whether or not a person actually had the free will to decline the search. Fast Facts: Florida v. Bostick Case Argued: February 26, 1991Decision Issued: June 20, 1991Petitioner: FloridaRespondent: Terrence BostickKey Questions: Is it illegal under the Fourth Amendment for police officers to board a bus and ask passengers for consent to search their luggage?Majority Decision: Rehnquist, White, O’Connor, Scalia, Kennedy, SouterDissenting: Marshall, Blackmun, StevensRuling: If no other factors of intimidation are present and the subject of the search is aware of their right to decline, officers may ask for consent to search random pieces of luggage. Facts of the Case In Broward County, Florida, the Sheriff’s Department stationed officers at bus depots to board buses and ask passengers for their permission to search their luggage. The activity was part of an effort to stop the transport of drugs throughout the state and between state lines. Two police officers boarded a bus during a routine stopover in Fort Lauderdale. Officers singled-out Terrence Bostick. They asked for his ticket and identification. They then explained they were narcotics agents and asked to search his luggage. Bostick consented. The officers searched the luggage and found cocaine. They arrested Bostick and charged him with drug trafficking.   Bostick’s attorney moved to exclude the evidence of cocaine at trial, arguing that the officers had violated his client’s Fourth Amendment protection against unlawful search and seizure. The court denied the motion. Bostick pled guilty to the trafficking charge but reserved his right to appeal the court’s decision to deny his motion. The Florida District Court of Appeals moved the case up to the Florida Supreme Court. The justices of the Florida Supreme Court found that boarding buses to ask consent to search luggage violated the Fourth Amendment. The Supreme Court granted certiorari to evaluate the legality of the Florida Supreme Court’s decision. Constitutional Issues Can police officers randomly board buses and ask consent to search luggage? Does this type of conduct amount to an illegal search and seizure under the Fourth Amendment? Arguments Bostick argued that the officers had violated his Fourth Amendment protections when they boarded the bus and asked to search his luggage. The search was not consensual, and Bostick was not really â€Å"free to leave.† Leaving the bus would have left him stranded in Fort Lauderdale without his luggage. Officers towered over Bostick and created an atmosphere in which he could not escape and felt compelled to consent to a search. An attorney for the state argued that the Florida Supreme Court had erroneously created a rule that would ban consensual searches simply because they took place on a bus. The attorney argued that a bus is no different from an airport, train station, or a public street. Bostick could have gotten off the bus, retrieved his luggage, and waited for another bus or returned to the bus once officers had left. He was notified of his right to deny the search and chose to consent anyway out of his own free will, the attorney argued. Majority Opinion Justice Sandra Day O’Connor delivered the 6-3 decision. The Court’s decision focused exclusively on whether or not the randomized bus search could be considered an automatic violation of the Fourth Amendment. Justice O’Connor noted that not all interactions between police officers and civilians could be scrutinized under the Fourth Amendment. Officers are free to ask someone questions on the street, as long as it is clear that the person does not have to respond. The Supreme Court previously upheld an officer’s ability to ask questions of travelers in airports and train stations. A bus is no different, simply because it is a narrower space, Justice O’Connor wrote. The majority opinion noted that Bostick was restricted from leaving the bus even before the officers boarded. He had to remain in his seat if he wanted to reach his final destination. He could not get off the bus because he was a traveler, not because of police coercion, the majority found. However, the court noted that the nature of the bus—cramped and narrow—could be a factor in  a larger consideration of whether or not police used coercive tactics. Justice O’Connor wrote that other factors could contribute to the overall coerciveness of the interaction, such as intimidation and a lack of notification of someones right to refuse a search. Despite Justice O’Connor’s focus on Bostick’s case, the Supreme Court ruled only on the legality of bus searches, remanding the case back down to the Florida Supreme Court to determine whether or not Bostick himself had been subject to an illegal search and seizure. Justice O’Connor wrote: â€Å"...a court must consider all the circumstances surrounding the encounter to determine whether the police conduct would have communicated to a reasonable person that the person was not free to decline the officers requests or otherwise terminate the encounter.† Dissenting Opinion Justice Thurgood Marshall dissented, joined by Justice Harry Blackmun and Justice John Paul Stevens. Justice Marshall noted that while officers frequently conducted sweeps like the one that occurred at the Fort Lauderdale bus depot, they often did not find evidence of drug trafficking. The sweeps were intrusive and intimidating. Officers aboard the cramped, narrow bus often blocked the aisle, physically preventing passengers from exiting. Bostick would not have reasonably believed he could refuse to the search, Justice Marshall wrote. Impact Florida v. Bostick authorized police officers to conduct dragnet-style searches aboard public transportation. Bostick shifted the burden to the subject of the search. Under Bostick, the subject must prove that the police coerced him or her. The subject must also prove that they were not made aware of their ability to refuse the search. Bostick, and future Supreme Court rulings like Ohio v. Robinette (1996), eased search and seizure requirements on police officers. Under Ohio v. Robinette, a search can still be voluntary and consensual, even if an officer does not inform someone they are free to leave. Sources Florida v. Bostick, 501 U.S. 429 (1991).â€Å"Florida v. Bostick - Impact.†Ã‚  Law Library - American Law and Legal Information, https://law.jrank.org/pages/24138/Florida-v-Bostick-Impact.html.

History Of Bullet Proof Vests

Humans throughout recorded history have used various types of materials as body armor to protect themselves from injury in combat and other dangerous situations. The first protective clothing and shields were made from animal skins. As civilizations became more advanced, wooden shields and then metal shields came into use. Eventually, metal was also used as body armor, what we now refer to as the suit of armor associated with the knights of the Middle Ages. However, with the invention of firearms around 1500, metal body armor became ineffective. Then only real protection available against firearms were stone walls or natural barriers such as rocks, trees, and ditches. Soft Body Armor One of the first recorded instances of the use of soft body armor was by the medieval Japanese, who used armor manufactured from silk. It was not until the late 19th century that the first use of soft body armor in the United States was recorded. At that time, the military explored the possibility of using soft body armor manufactured from silk. The project even attracted congressional attention after the assassination of President William McKinley in 1901. While the garments were shown to be effective against low-velocity bullets, those traveling at 400 feet per second or less, they did not offer protection against the new generation of handgun ammunition being introduced at that time. Ammunition that traveled at velocities of more than 600 feet per second. This, along with the prohibitive cost of silk made the concept unacceptable. Silk armor of this type was said to have been worn by Archduke Francis Ferdinand of Austria when he was killed by a shot to the head, thereby precipitat ing World War I. Early Bullet Proof Vests Patents The U.S. Patent and Trademark Office lists records dating back to 1919 for various designs of bulletproof vests and body armor type garments. One of the first documented instances where such a garment was demonstrated for use by law enforcement officers was detailed in the April 2, 1931, edition of the Washington, D.C., Evening Star, where a bulletproof vest was demonstrated to members of the Metropolitan Police Department. Flak Jacket The next generation of the anti-ballistic bullet proof vest was the World War II flak jacket made from ballistic nylon. The flak jacket provided protection primarily from ammunition fragments and was ineffective against most pistol and rifle threats. Flak jackets were also very cumbersome and bulky. Lightweight Body Armor It would not be until the late 1960s that new fibers were discovered that made todays modern generation of cancelable body armor possible. The National Institute of Justice or NIJ initiated a research program to investigate the development of lightweight body armor that on-duty policemen could wear full time. The investigation readily identified new materials that could be woven into a lightweight fabric with excellent ballistic resistant properties. Performance standards were set that defined ballistic resistant requirements for police body armor. Kevlar In the 1970s, one of the most significant achievements in the development of body armor was the invention of DuPonts Kevlar ballistic fabric. Ironically, the fabric was originally intended to replace steel belting in vehicle tires. The development of kevlar body armor by NIJ was a four-phase effort that took place over several years. The first phase involved testing kevlar fabric to determine whether it could stop a lead bullet. The second phase involved determining the number of layers of material necessary to prevent penetration by bullets of varying speeds and calibers and developing a prototype vest that would protect officers against the most common threats: the 38 Special and the 22 Long Rifle bullets. Researching Kevlar Bullet Proof Vests By 1973, researchers at the Armys Edgewood Arsenal responsible for the bulletproof vest design had developed a garment made of seven layers of Kevlar fabric for use in field trials. It was determined that the penetration resistance of Kevlar was degraded when wet. The bullet resistant properties of the fabric also diminished upon exposure to ultraviolet light, including sunlight. Dry-cleaning agents and bleach also had a negative effect on the antiballistic properties of the fabric, as did repeated washing. To protect against these problems, the vest was designed with waterproofing, as well as with fabric coverings to prevent exposure to sunlight and other degrading agents. Medical Testing of Body Armor The third phase of the initiative involved extensive medical testing,  to determine the performance level of body armor that would be necessary to save police officers lives. It was clear to researchers that even when a bullet was stopped by the flexible fabric, the impact and resulting trauma from the bullet would leave a severe bruise at a minimum and, at worst, could kill by damaging critical organs. Subsequently, army scientists designed tests to determine the effects of blunt trauma, which is injuries suffered from forces created by the bullet impacting the armor. A byproduct of the research on blunt trauma was the improvement of tests that measure blood gasses, which indicate the extent of injuries to the lungs. The final phase involved monitoring the armors wearability and effectiveness. An initial test in three cities determined that the vest was wearable, it did not cause undue stress or pressure on the torso, and it did not prevent the normal body movement necessary for police work. In 1975, an extensive field test of the new Kevlar body armor was conducted, with 15 urban police departments cooperating. Each department served a population larger than 250,000, and each had experienced officer assault rates higher than the national average. The tests involved 5,000 garments, including 800 purchased from commercial sources. Among the factors evaluated were comfort ​when worn for a full working day, its adaptability in extremes of temperature, and its durability through long periods of use. The demonstration project armor issued by NIJ was designed to ensure a 95 percent probability of survival after being hit with a .38 caliber bullet at a velocity of 800 ft/s. Furthermore, the probability of requiring surgery if hit by a projectile was to be 10 percent or less. A final report released in 1976 concluded that the new ballistic material was effective in providing a bullet resistant garment that was light and wearable for full-time use. Private industry was quick to recognize the potential market for the new generation of body armor, and body armor became commercially available in quantity even before the NIJ demonstration program.

Symptoms And Treatment Of Bipolar Disorder - 1489 Words

Understanding Depakote Samuel Ramsey San Diego City College Bipolar disorder, also called manic-depressive disorder, is a disease that affects thousands of people all over the United States of America. According to Sarris (2011) approximately 1-2% of adults will be affected by bipolar disorder in their lifetime. While some individuals may go undiagnosed, the prevalence percentage can raise to as much as 4% when including milder subclinical presentations (Sarris, 2011). Bipolar disorder can cause severe dysfunction in the lives of those afflicted with it. Family life, job status, and other social experiences can all be negatively impacted. This is especially true of people who do not obtain†¦show more content†¦These mood swings are usually referred to as mood states (National Institute). An exceedingly hopeless, down, or sad state is referred to as a depressive episode. A highly excited, energized, or joyful state is named known as a manic episode. It is also possible for those with bipolar disorder to experience both depressive and manic symptoms simultaneously; this situation is known as a mixed state (National Institute). Vast changes in sleep, energy level, activity, and behavior usually accompany these different mood states. There are several known symptoms of bipolar disorder. The symptoms differ between depressive and manic states. Some of the symptoms for depressive state are: Long periods of sadness or hopelessness, lack of interest in activities once enjoyed, feeling tired, difficulty concentrating, forgetfulness, problems making decisions, restlessness, irritability, altered sleeping patterns, changes in eating habits, suicidal thoughts and/or attempting suicide (National Institute). The symptoms of manic states include: High levels of irritability, an extended period of feeling high, outgoing, or extremely happy, an elevated sense of one’s capabilities, impulsiveness, engaging in high-risk behaviors, being distracted easily, talking very rapidly while moving from one topic to another, racing thoughts, restlessness, increased activity, suddenly starting new projects, sleeplessness, excess energy, and excitability (National

The Effects of Violent Video Games on the Behavior of...

Violent Video Games Introduction The debate about violent video games and whether or not those games influence the behavior of young people in particular, young boys has been going on for many years. There is no doubt that video games are very popular among pre-adolescents and adolescents. In fact, recent research in the New Hampshire Business Review (June, 2012) shows that 42% of the 300 boys that participated in a survey indicated they would rather play video games than play sports with other boys. In the survey (of boys eight to fourteen years of age) 84% of the 300 boys reported that they either quit or wanted to quit a sports team they were on because they werent having fun (New Hampshire Business Review). Thesis: The research to be presented in this paper clearly and objectively indicates that adolescent boys that play violent video games frequently do in fact act out physically aggressive behaviors later in their lives. Body of the Paper Do violent video games have an effect on the mental processes of a young boy? A peer-reviewed article in the Journal of Broadcasting Electronic Media looked into the process in which  ¦certain stimuli can activate ideas that are directly linked to the stimuli within adolescents minds (Chory-Assad, 2005, p. 1). The theory operating in this research is that thoughts are generated in an adolescents mind that result from the presentation of a certain stimulus. The concept of priming (a process during which certainShow MoreRelatedAdolescent Aggression Based on Violent Videogames1645 Words   |  7 PagesAdolescent Aggression Based on Violent Videogames Violent video games played by millions of people every day results in animated characters having hearts ripped out, heads decapitated, and blood squirting across the screen as their mutilated bodies are erased from the screen. Most players play these games to pass the time, increase hand eye coordination, and create harmless competitions amongst those playing. However, some who play these games are entranced by the violent aggressive behaviorsRead MoreBanning Violent Video Games On Children1545 Words   |  7 Pages Banning Violent Video Games A child is killing police officers. A teenager is hiring prostitutes to potentially kill them. He is using weapons such as guns, chainsaws, and knives to kill and commit horrible crimes. Thousands of children and teens participate in these actions daily. How? Violent Video games such as Doom, Call of Duty, and Grand Theft Auto are just a few of the games that are full of these awful actions. The Harvard Mental Health Letter states, â€Å"The Pew Research Center reportedRead MoreViolent Video Games : Positive And Negative Effects On Children And Adolescents774 Words   |  4 Pagesgaming systems, violent video games have become well-liked by children and adolescents. The playing of violent video games has always been a controversial topic, but in recent years it has become a heated debate. Whether the playing of these games desensitize the player or not. Video games have been around since the late 1970s, however violent video games were introduced in the 1990s. In recent year s the violence in games have increased along with the enhanced graphics making the games more realisticRead MoreVideo Games And Its Effect On Behavior1378 Words   |  6 PagesVideo games (electronic games that can be played on one’s computer, television or any display screen) are popular today adolescents. Although games are fun and entertaining many people worry about the violent content within some games. Violent video gaming has been a huge topic of concern because people fear it will lead to aggressive behavior. Although there is considerable evidence that link violent video games to aggressive behavior and cognition, the interpretation of the connection differsRead MoreImpact of Violent Video Games on Adolescents Essay1316 Words   |  6 PagesVideo games already have a bad reputation when it comes to the teenage generation. The video games that are being released in the past ten years have caused some speculation if they are suitable for kids to play. Some states ha ve even tried getting involved with the issue by banning the distribution of offensive video games to minors. First-person shooting games have increased in popularity, and some experts say it is also increases violent behavior in the adolescents that are playing it. The increaseRead MoreThe Effects Of Violent Video Games On Children And Adolescents Essay1325 Words   |  6 PagesOne of the hottest issues in the media in the past decade is violence in video games and how violent video games influence aggressive and violent behavior in children and adolescents. Some psychologists believe violent video games influence violent behavior in children through social learning and modeling behaviors after characters in video games that â€Å"glorify† violence and criminals (Schultz Schultz, 2013, p. 331). Other psychologists argue that other factors, such as poor socioeconomic statusRead MoreThe True Cause Of Violent Behaviors1613 Words   |  7 PagesThe True Cause of Violent Behav iors in Today s Society There are volumes of media that are starting to harm the world in which we live. They have been linked to fourteen mass murders (Fletcher). Nine out of the top ten selling games have been labeled as violent and 42% of adolescents play them (â€Å"Children and Video Games†). These violent video games are a major problem in the United States and across the globe. Violent video games have a direct correlation with negative behaviors because they increaseRead MoreThe Effects Of Playing Video Games On Adolescents1554 Words   |  7 PagesNovember 2016 Adolescents Playing Video Games An Issue Analysis Essay Introduction: Are there people who have never played video games at least once in their adolescence? You might recall some happy memories of playing video games with your best friends or that your parents punished you because you spent a lot of time playing video games. Most school teachers and parents are apt to think that playing video games in adolescence might only have negative impacts on adolescents. Playing video games is consideredRead MoreThe Number Of School Shootings1613 Words   |  7 Pagesa correlation between the increased numbers in young adolescents playing video games containing violence, and the increased numbers of teenage school shootings. Brad Bushman believes there is a correlation between â€Å"video game violence and violence† (2013, p. 376) To explore the correlation, one must first understand the definition of aggression. Eden and Eshet-Alkalai use Anderson and Bushman’s (2003) definition: â€Å"who define aggression as a behavior that is directed toward another person (eitherRead MoreThe Effects Of Video Games On Children1034 Words   |  5 Pagesenjoy video games in their leisure time and even prefer them to studying that, in its turn, can contribute to their poor performance in the class. These days, video games have become an issue that has brought concern to many people from parents to scholars about their potential effect on the future of children through influencing their conduct. They feel that the violent behavior or any other negative consequence can occur as an undesirable result of letting their children utilize these games to spend

Lion In Winter Essay Example For Students

Lion In Winter Essay Manipulation in WinterLion in Winter is the chess game as portrayed in Becket. There are kings and queens, but the most important ones are the pawns. The pawns are what makes this story grow. Everyone in this story is playing their own chess game for their own reasons. The most dangerous ones are the one that have nothing to lose. Everyone is hungry for power: Henry, Eleanor, Richard, John, Geoffrey, and Phillip. This thirst for power all started when Henry III, the rightful heir, died. In a normal setting, the next in line should receive the kingdom, but this is not a normal family. So, everyone vying for the throne will use manipulation to get what they want. In Lion in Winter, there are many ultimatums, ulterior motives, and broken promises which equal out to manipulation. Alice is King Phillips of Frances sister. She was betrothed to Henry III, so whomever marries her gets the kingdom. Phillip wants her to get married or he wants his dowry back. Alice is used as a pawn to see whom inherits the thrown. Eleanor wants her son, Richard to be king, but she mostly wants to hurt Henry. The way to hurt Henry is to see that John does not get the thrown and to see to it that she has the Aquitaine province. Those who know Richard know that the way to get at him is to tell them how much they love him. Eleanor calls for Richard in her bedroom and he is curious about her true intentions. She says that she merely wants a reunion. He listens, but knows how deceitful she is and he says, We could tangle spiders in the webs you weave.Nobody ever knows when Henry is being sincere. When your opponent uses sincerity, thats when it gets awfully confusing. John, Henrys favorite son, does not even know when he is merely acting. So, when Henry announces that Richard is going t o be the new heir, he is playing with Johns emotions. Geoffrey is always looking for a chance to come in. He does not care if he is the last resort, he just wants to be king. Geoffrey drops as Johns chancellor because he wants to be on the winning side (at least thats what he says). He is always thinking about himself and ways to get his foot in the door. He even told his mother that he would walk John into the trap that his mother sets. But that would only be true if he could have something to gain. However, people can see right through Geoffrey and they know exactly what he wants and what he will do to get it. Eleanor even says that he will sell everyone out and he admits to it. Eleanor pleases him for the time being because she knows that he is mostly harmless and has no chance of becoming king. Once again Eleanor uses love on Richard. She talks about how she taught him this and that and she even went as far as mutilating herself to supposedly prove how much she loved him. However, it is revealed in later scenes that she merely wanted the Aquitaine just so she could raise the stakes with Henry. Phillip wants Geoffrey to be king in the chess scene. Later on, it is revealed that he merely wants to hurt Henry for what he did to Louie. Geoffrey manipulates John into thinking that John is in control, when he is setting up John just to incriminate him. Geoffrey just wants to get Johns hands dirty so he can show it to his father and make Henry love Geoffrey more. .u855e9c8110df387b7a70180fd804c5df , .u855e9c8110df387b7a70180fd804c5df .postImageUrl , .u855e9c8110df387b7a70180fd804c5df .centered-text-area { min-height: 80px; position: relative; } .u855e9c8110df387b7a70180fd804c5df , .u855e9c8110df387b7a70180fd804c5df:hover , .u855e9c8110df387b7a70180fd804c5df:visited , .u855e9c8110df387b7a70180fd804c5df:active { border:0!important; } .u855e9c8110df387b7a70180fd804c5df .clearfix:after { content: ""; display: table; clear: both; } .u855e9c8110df387b7a70180fd804c5df { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u855e9c8110df387b7a70180fd804c5df:active , .u855e9c8110df387b7a70180fd804c5df:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u855e9c8110df387b7a70180fd804c5df .centered-text-area { width: 100%; position: relative ; } .u855e9c8110df387b7a70180fd804c5df .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u855e9c8110df387b7a70180fd804c5df .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u855e9c8110df387b7a70180fd804c5df .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u855e9c8110df387b7a70180fd804c5df:hover .ctaButton { background-color: #34495E!important; } .u855e9c8110df387b7a70180fd804c5df .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u855e9c8110df387b7a70180fd804c5df .u855e9c8110df387b7a70180fd804c5df-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u855e9c8110df387b7a70180fd804c5df:after { content: ""; display: block; clear: both; } READ: Moving Ahead Despites Failure EssayHenry only promised Richard the throne to get the Aquitaine for John. Eleanor uses her promiscuity to get Henry riled. Eleanor and Henry do some bidding and make some wagers. She promises the Aquitaine province to Henry in return for her freedom. Henry agrees to this, but he has an ulterior motive in mind. Eleanor also uses Alice to get at Henry, but he knows he can never lose Alice, so he just plays along. Henry uses the soon-to-be wedding as a place of manipulation. He uses it to expose Eleanors deceitful ways with Richard

Parent Teacher Association for child learning- Myassignmenthelp.Com

Question: write a polished Essay on the parent-teacher relationship in early learning and childcare. Answer: It is widely believed that parents and teachers constitute a very important part in a childs early learning and care experience. If teachers and parents cooperate together to bring positive changes in a childs education system and quality, then the three components of child, teacher and parent are believed to experience more veneration, appreciation and assurance (Lemmer, 2013). The stage of early learning and care in a childs life is extremely crucial in determining and molding the character and intellectual personality of an individual. This essay outlines the fact to attempt a detailed discussion upon the concept of parent teacher relationship in early learning and childcare. At times, when teachers and parents come together to make positive efforts in a childs journey to early education, it facilitates a wholesome environment for the concerned child to learn and evolve. In accordance to many psychologists, parent- teacher cooperation is the best method to corroborate that the child attains optimum potential in communal and comprehensive development. In the phase of early learning and education, when children witness affirmative interrelationships between their parents and their teachers, they instantaneously apprehend the significance of nurturing healthy correspondences and relations (Bruce, 2012). It is understood that children perceive familiarity and security when they are assigned under the care of those teachers, who are visibly held in high esteem and regards by their parents. This in turn aids the children to feel comfortableness and pleasance and thereby they can give their complete concentration on learning. Moreover, parents are also believed to gain benefits from these parent-teacher cooperative sessions. In general, notwithstanding the aptitude and the credentials of the assigned teachers, parents feel apprehension when they place their children under their care. This feel of consternation by the parents is a matter of common psychology and is deemed as perfectly normal. However, the occurrences of intimate collaborative sessions between the parents and teachers indirectly assure the parents of their childrens best interest and well-being, which in turn further lessens their stress (Denham, Bassett Zinsser, 2012). In addition to helping children to excel in their learning programs and to provide them the best care, collaborative parent-teacher sessions also assist in bringing mnages together. Parent teacher relationship in early learning and childcare is a two-way traffic, as it proves highly advantageous to both the involved parties. An enriching relationship helps in making the parents feel admired and revered by the teacher as an educational instructor. Resultantly, when the teaching aptitude of the parents are applauded and encouraged, the parents feel motivated to provide the best possible home education to the children, which make it facile for their children to thrive and grasp knowledge (Minke et al., 2014). On the other hand, when the teach ers perceive that their professional aptitude is effectively honored and relied upon, then they in turn can expend optimum time and effort to rear the pregnable children in their protective care. Ultimately, it is evident that the child receives the maximum fringe benefits in their early learning phase when close parent-teacher relationship encounters occur frequently. The fundamental concepts of parent-teacher relationship in early learning and childcare are veneration, esteem, lucid communication, cooperation and engagement. The educational establishments or the teachers must create occasions for intensive parent-teacher meetings. The teachers must possess or develop the perception to welcome and embrace parents wholeheartedly without looking at them through prejudiced lens (Golombok et al., 2014).The teachers must internalize the fact that parents are the best caregivers and cognoscente of their own offspring. Both the parents and the teachers must accept to know each other personally and it would be best if they were addressed by their names. Associating with every parent on an individual basis rather than on a general basis would be much more rewarding and fruitful. The teachers must offer encouraging and emboldening feedback to the parents so that they can take actions to mitigate any negativity. The parents must always be kept on track regarding any important news and data. The parents as well as the teachers must be responsive and active towards any enquiry or query. The parents must feel free to talk to the teachers about any child-related issue and the teachers in return must do that as well. The parents must be allowed to access teaching materials such as study books, lesson videos and parenting journals from the educational establishments or from the teachers so that they can promote positive learning conduct at house. The last but not the least, the new age technique of holding open visit style classrooms helps to provide an opportunity to the parents to participate and get involved in their childrens early learning happenings (Strogilos Tragoulia, 2013). At the conclusion, from the above detailed discussion, it can be said that building honest parent-teacher relationships takes gradual time and incessant transmission of information. Trust is the most substantial factor in bringing parents and teachers together and cementing their relationship. Undoubtedly, the children who are in their early learning phase benefits to a massive extent when both the teachers and the parents exhibit the initiative to know each other profusely within the boundaries of the professional terms and thereby extend their hands in deliberative cooperation. Through this, the child receives vigorous care and support. References Bruce, T. (2012).Early childhood education. Hachette UK. Denham, S. A., Bassett, H. H., Zinsser, K. (2012). Early childhood teachers as socializers of young childrens emotional competence.Early Childhood Education Journal,40(3), 137-143. Golombok, S., Mellish, L., Jennings, S., Casey, P., Tasker, F., Lamb, M. E. (2014). Adoptive gay father families: Parentchild relationships and children's psychological adjustment.Child Development,85(2), 456-468. Lemmer, E. M. (2013). The parent-teacher relationship as partnership: a conceptual analysis.Journal for Christian Scholarship= Tydskrif vir Christelike Wetenskap,49(1_2), 25-54. Minke, K. M., Sheridan, S. M., Kim, E. M., Ryoo, J. H., Koziol, N. A. (2014). Congruence in parent-teacher relationships: The role of shared perceptions.the elementary school journal,114(4), 527-546. Strogilos, V., Tragoulia, E. (2013). Inclusive and collaborative practices in co-taught classrooms: Roles and responsibilities for teachers and parents.Teaching and Teacher Education,35, 81-91.