Childhood Anxiety Related Emotional Disorders - 1168 Words

As time went on from the beginning of this semester to the end, I felt like I have expanded my knowledge on disorders, diseases, symptoms and formations of these disorders/diseases. After searching and deciding the empirical article named ‘Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A Replication Study’ researched by Boris Birmaher in 1999 was continuing to catch my eye. After hesitating my decision on selecting this empirical article, because some of the results were a little confusing, I thought to myself why not test my knowledge and inform my peers on this fascinating topic. The Screen for Child Anxiety Related Emotional Disorders (referred to as SCARED) is a child self-report†¦show more content†¦For the concept, I thought the emotions the participants felt when taking the checklist interview. Did the participants have a bad/good day, making the questions seem easier/harder to answer? How the participant vie ws themself and how others may view them, could trigger a different reaction when answering questions about one. Constantly being told you were friendly and outgoing, you would form into that impression than how you actually view yourself. In this empirical article the variables would be how the participant was feeling when taking the questionnaire, such as: anxiety, shyness or guilty. The participant feelings would be an independent variable due to the possibility of changing the test-taking skills of the participant. Feeling of guilt if answering untruthfully. The dependent variable would be: race, socioeconomic status and the support from the parents. According to excessive reassurance seeking, if a child/adolescent comes from a lower socioeconomic status they find it difficult to believe everything is â€Å"alright† with them. Having minimum parental acknowledgement makes wanted goals difficult and little reassurance that they could complete those desired goals. Birmaher previous findings were very similar to the findings in this article; the only difference was adding three questions to the checklist to separate the diagnosis of social phobia. The first research study had thirty-eight

Higher Education, and American Society Free Essays

After thoroughly reading â€Å"Race, Higher Education, and American Society,† I felt genuinely enlightened. As cliche as that sounds, the article left me with a better understanding of what causes our society to function like it does. But on a deeper level I felt somewhat ashamed of the extreme close-mindedness that seems to run rampant throughout our nation. We will write a custom essay sample on Higher Education, and American Society or any similar topic only for you Order Now The argument that stood out the most, and was the most interesting to me was â€Å"The conclusion of most of us is that â€Å"race† does not exist as a biological phenomenon. ut rather that it is socially and culturally constructed† (pg, 216). I wholeheartedly agree and support this argument, it’s not that society finds the different pigment of one’s skin taboo, but more the various stereotypes one is in a sense â€Å"branded† with by society. The author later explains that for the most part this form of discrimination is somewhat subliminal, in that no one would deliberately admit to it. Moses goes into deeper analysis by saying that stereotypes are based upon people associating certain â€Å"innate characteristics† to specific groups of people. Furthermore I share the feeling of the author of how sad it is that we live in a society that is so â€Å"preconditioned† to the idea of fixed racial categories. I’ve noticed a pattern in history that makes up our country, it is riddled with persecution, but despite this it seems we’ve learned nothing. I find it embarrassing that we could once be so ignorant to think that fellow human beings could be inferior based solely on the color of their skin and the location in which they reside. Although this was not mentioned in the article nor have I read it anywhere else, my hypothesis would be that darker skin pigments are a dominant evolutionary trait. For those that live close to and around the equator the darker skin is a defense to constant exposure to a sun that is in a sense â€Å"closer† than it is in the northern hemisphere. The best evidence in support of the above mentioned argument provided within in the article is early and extremely conventional belief that â€Å"some people cannot learn†. What this is saying essentially is certain minorities have inferior brain capacity and therefore can’t be taught. This concept itself was most easily seen in our own Constitution, being that people of color, poor white men, and women were not considered to be citizens. Even close to two hundred years later, there was still virtually no educational and social mobility for minorities. Its that sad cliche of â€Å"the rich get richer while the poor remain poor†. The author also explains how certain elements perpetuate the homogenization of elite universities, such as â€Å"grades and test scores constitute merit† (pg. 17). This in addition to the endless cycle that makes up inner-city education: the schools lack resources and the desire to prepare these children, giving them a disadvantage when taking standardized tests and more specifically when trying to be admitted into a institution of higher learning. In conclusion, it is evident from the information within this article that stereotypes and racism are still found in America, and those who perpetuate them by encouraging homo-geniousness are merely trying to keep the rich†¦ rich. How to cite Higher Education, and American Society, Papers

Music Is a Living Moving Thing free essay sample

This brought on a new way of looking at music. Around the 1 6th century people started to collect music. A persons hands and feet were the first of all the instruments and is still the most common, thought now there exist a great variety of instruments that dont use peoples hands.. Ancient musicians made their living traveling around and playing their instruments. They asked for money or food from the people they composed for, instead of just money. They would tell stories and sing folk songs. They had no permanent homes.The people that used to be bards are now what e call musicians, but musicians in this day and age would rather have money than anything else. In the Middle ages mainly Christian Church that dominated in Europe dictated the conditions for music development. At that time the most widespread kind of music was Gregorian Chant. As the Renaissance was the time of cultural awakening and development of arts and sciences, music became free of church and new styles appeared as instrumental and dance music and such kind of music as English madrigal. We will write a custom essay sample on Music Is a Living Moving Thing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In Classical period musicians moved away from Baroque and Rococo styles to ewe tuneful and elegant music. Vienna the centre. New styles of dancing: minuet, gavotte. + serenades, divertimento. Names Mozart, Beethoven Names Mendelssohn, Chopin, Liszt, Weber, Wagner, Verdi appeared. Styles Romances, Bel canto opera. Throughout the 20th cent. many composers experimented in new ways with traditional instruments. But at the same time many of them still sound very classical.In addition new styles emerged as rock and rock-n-roll, rap, reggae, look, jazz, pop and electronic music and so on. The way music has changed is on such a large scale. The instruments of the past have changed into the instruments of the present and are still continuing to change. The way that the first musicians played their hallowed out logs in a bard is much different from the way drummers play the snare or the bongo in an orchestra. The difference between an ancient harp and the guitar which it later evolved into is a few thousand years.The way we look at music is totally different from the way the first musician did. We have come so far that now we dont even need an instrument to make music. Music can now be made on a computer. Moreover we have a unique possibility to listen to music not only on the concerts and live shows, we can listen it at home using the tapes or discs. And moreover we can always have with us thousands Of our favorite songs and music and listen it anywhere due to the appearing of amp disk and flash players. The types of music that we now have are so unique that everyone has their own type of music instead of there just being one.

Comparisons And Contrasts Of Ethics By Linda Pasta Essays - Fiction

Comparisons And Contrasts Of Ethics By Linda Pasta Essays - Fiction Comparisons And Contrasts Of Ethics By Linda Pastan, And 35/10 By Sharon Olds Comparisons and Contrasts of Ethics by Linda Pastan, and 35/10 by Sharon Olds The poems Ethics and 35/10 by Linda Pastan and Sharon Olds are surprisingly alike. Each poem tells a story with the speaker being the author. She speaks directly to the audience. Although the number of lines differ, the appearance and length of each line and the appearance of each poem as a whole is very similar. The tones are similar, since both are reflective and somewhat pensive. The language and diction in both poems are simple and understandable. The authors interest is telling her story, and that is evident. Sharon Olds poem, 35/10 is a narrative poem about a mothers realization that she is aging as her daughter is blooming. The mother is the speaker, which is also the author, and she speaks directly to the audience. The tone is admiring, maternal, pensive, reflective, and nostalgic. It is structured as an 18 line poem, each line being of almost equal length. The fact of there being 18 lines may symbolize youth, as the age 18 is the prime of ones youth. The movement of the poem is very fluid. Its chronological flow takes the audience from the beginning when the mother notices her daughter, to where she wonders why they bloom as mothers begin to wilt, to finally understanding that it is to replace the mother. The title simply represents the ages, the mother being 35 and the daughter being 10. The diction helps emphasize the difference between the mother and daughter. Words such as gray, silver, dry pitting, and dud represents the mother, while silken, flower, full, and round represent the daughter. There is imagery that helps the audience see the difference as well as the mother in the mirror. For example, in lines 9-10, she opens like a small pale flower on the tip of a cactus, or last chances to bear a child are falling through my body, the duds among them. This deepens the contrast. Linda Pastans poem, Ethics is a narrative poem as well. The author, who is the speaker, tells the audience a story of her lesson of ethics. As a young woman, she had an Ethics class, but in the end the lesson the teacher attempted to teach, was only learned by the authors own experience. The tone is reflective, pensive and appreciative. The poem consists of 25 almost equal lines. The poem moves fluidly as the author herself changes from the beginning to the end. It develops from her memory of the class, to years later in a museum where she remembers her discussion of the class years before. It chronologically tells the audience that she goes from not knowing what to do, to understanding the real answer. The title Ethics shows that she didnt understand the true meaning of the word from her class, but through age, wisdom, and experience. The diction consists of simple words that flow. The imagery is in the description of the painting in the museum, she states, The colors within the frame are darker than autumn, darker even than winter - the browns of the earth, though earths most radiant elements burn through the canvas which allows the audience to envision the painting with her. In conclusion, the two poems differ in the way the story is being told, but are similar in many other ways. Both poems tell a story of coming of age, but in different fashions. The structures, the diction, the tones, and even the movement are alike. Both are narrative poems with the speaker being the authors.

Cognitive Grammar - Definition and Discussion

Cognitive Grammar - Definition and Discussion Cognitive grammar is a  usage-based approach to grammar that emphasizes symbolic and semantic definitions of theoretical concepts that have traditionally been analyzed as purely syntactic.Cognitive grammar is associated with wider movements in contemporary language studies, especially cognitive linguistics  and functionalism. The term cognitive grammar was introduced by American linguist Ronald Langacker in his two-volume study Foundations of Cognitive Grammar (Stanford University Press, 1987/1991). Observations Portraying grammar as a purely formal system is not just wrong but wrong-headed. I will argue, instead, that grammar is meaningful. This is so in two respects. For one thing, the elements of grammar- like vocabulary items- have meanings in their own right. Additionally, grammar allows us to construct and symbolize the more elaborate meanings of complex expressions (like phrases, clauses, and sentences). It is thus an essential aspect of the conceptual apparatus through which we apprehend and engage the world.(Ronald W. Langacker, Cognitive Grammar: A Basic Introduction. Oxford University Press, 2008)Symbolic AssociationsCognitive grammar . . . chiefly departs from traditional theories of language in its contention that the way in which we produce and process language is determined not by the rules of syntax but by the symbols evoked by linguistic units. These linguistic units include morphemes, words, phrases, clauses, sentences and whole texts, all of which are deemed inherently sym bolic in nature. The way in which we join linguistic units together is also symbolic rather than rule-driven because grammar is itself meaningful   (Langacker 2008a: 4). In claiming a direct symbolic association between linguistic form (what it terms phonological structure) and semantic structure, Cognitive Grammar denies the need for an organizational system to mediate between the phonological and semantic structures (i.e. syntax).(Clara Neary, Profiling the Flight of The Windhover. (Cognitive Grammar in Literature, ed. by  Chloe Harrison et al. John Benjamins, 2014)​ Assumptions of Cognitive GrammarA Cognitive Grammar is based on the following assumptions... .:The grammar of a language is part of human cognition and interacts with other cognitive faculties, especially with perception, attention, and memory. . . .The grammar of a language reflects and presents generalizations about phenomena in the world as its speakers experience them. . . .Forms of grammar are, like lexical items, meaningful and never empty or meaningless, as often assumed in purely structural models of grammar.The grammar of a language represents the whole of a native speakers knowledge of both the lexical categories and the grammatical structures of her language.The grammar of a language is usage-based in that it provides speakers with a variety of structural options to present their view of a given scene.(G. Radden and R. Dirven, Cognitive English Grammar. John Benjamins, 2007)Langackers  Four PrinciplesA primary commitment to Cognitive Grammar is . . . to provide an optima l set of constructs for explicitly describing the linguistic structure. Its formulation has been guided throughout by a number of principles thought to be helpful in achieving such optimality. The first principle . . . is that functional considerations should inform the process from the outset and be reflected in the frameworks architecture and descriptive apparatus. Because the functions of language involve the manipulation and symbolization of conceptual structures, a second principle is the need to characterize such structures at a reasonable level of explicit detail and technical precision. To be revealing, however, descriptions must be natural and appropriate. Thus, a third principle is that language and languages have to be described in their own terms, without the imposition of artificial boundaries or Procrustean modes of analysis based on conventional wisdom. As a corollary, formalization is not to be considered an end in itself, but must rather be assessed for its utility at a given stage of an investigation. That no attempt has yet been made to formalize Cognitive Grammar reflects the judgment that the cost of the requisite simplifications and distortions would greatly outweigh any putative benefits. Finally, a fourth principle is that claims about language should be broadly compatible with secure findings of related disciplines (e.g., cognitive psychology, neuroscience, and evolutionary biology). Nevertheless, the claims and descriptions of Cognitive Grammar are all supported by specifically linguistic considerations.(Ronald W. Langacker, Cognitive Grammar.  The Oxford Handbook of Cognitive Linguistics, ed. by  Dirk Geeraerts and Herbert Cuyckens. Oxford University Press, 2007)

Compare and contrast the Piagetian,Vygotskian and information Essay

Compare and contrast the Piagetian,Vygotskian and information Processing theories of cognition. To what extent can these theorie - Essay Example Piaget believed that the wrong answers revealed by children had significance differences between the reasoning of adults and children. Lev Vygotsky (1896-1934) was the founder of the Vygotskian framework of cognitive development. The elements of Vygotsky’s theory of cognitive development include the role of social interactions, the More Knowledge Other, and the Zone of Proximal Development. The Vygotskian theory stresses that social interactions are critical in the cognitive development of children. Information-Processing frameworks are based on the perspective that mental processes undergo maturational changes during children’s development (McCartney & Phillips, 2011). Different cognitive theories of development bear diverse propositions about cognitive stages of development; however, these theories share some similarities concerning cognitive development of children during school years. The Piagetian Theory The Piagetian theory argues that children have the ability to construct and understand the world around them, and experience the difference between their existing knowledge and new information they acquire in the environment (Smith, 2008). The fundamental believe held by Piaget is that reality is a dynamic system characterized by a continuous change. This implies the conception of reality is viewed differently across the ages of development. Some stages of development are filled with imaginations of unreal world, while other stages of development consist of children having the real sense of the world. According to Piaget, the concept reality involves transformations and states. Transformation constitutes the manners of changes that a person undergoes during various stages of development (Smith, 2008). States are the conditions and appearances that characterize developmental stages as they are viewed between transformations. Piaget developed six stages of cognitive development that change as children grow (Bremner and Lewis, 2006). The stages include sensory motor (birth to 2 years), pre-operational stage (2 to 5 years), concrete operational stage (7 to 11 years) and formal operational stage (above 12 years). Children develop various cognitive activities as they undergo these stages. The Concepts of Assimilation, Accommodation, Equilibration and Conservation in Piaget’s Theory Assimilation Assimilation describes the process through which the human mind perceives and adapts to new information. Human beings take in their environment and the new information available and attempt to fit it into the pre-existing cognitive schemas. The human mind tries to make sense of the new learning by referring to be previously acquired information in order to make sense of it (Bekoff, Allen & Burghardt, 2002). The concept of assimilation declares learning a continuous process. The theory also reveals that prior information is crucial in understanding new information. This implies that children who have some concepts of knowledge fi nd it easier to acquire additional knowledge than those who do not have any knowledge. Accommodation According to Johnson, Munakata and Gilmore (2009), accommodation involves taking new information from the environment and adjusting the current schemas to fit in the new learning. Accommodation describes the ways through which human beings continue to interpret new theories, frameworks, and schemas. The mind is adaptive enough to allow proper mental adjustments to accommodate the new learning

Assignment Two Essay Example | Topics and Well Written Essays - 250 words - 1

Assignment Two - Essay Example icle on â€Å"The effect of unionization on the gender earnings gap in Canada† by Shamsuddin and University of New England (1996), women are not as organized as compared to men when it comes to joining unions. Gender variations in unions are a critical topic in Human Resource Economics because students in the management class get to understand the role that unions play in a state. The second question is on the topic of 21st century unionization rates by genders. Have the rates of men and women in Unions changed in the 21st century? Contrary to the number of women who joined unions in the 1990s, women in the 21st century are now joining unions at an increasing rate. Women in 1981 were at a rate of 31% as compared to men who were at a rate of 42% in terms of joining unions (Barry & Wilkinson, 2011). The 21st century unionization rates by genders serves as a fundamental topic in Human Resource Economic because students in a management class are in a better position to address gender differences among employees as future managers. Lastly, the other question is on unionization rates in Canada and United States. Is there enough evidence to show that the unionization rates in Canada are similar to those in the U.S? According to Barry and Wilkinson (2011), there is little research showing the possible causes of gender variations in Canada. Therefore, it is necessary to conduct more research to fully understand the gender variations in unions which are in Canada (Shamsuddin & University of New England, 1996). The unionization rates in Canada and the U.S are important in Human Resource Economics because they allow management students to understand the factors that have an impact on different countries when it comes to managing unions or different employees as future