The method to obtain my information Essay Example for Free

The method to obtain my information Essay The Aim of my study is to look into parents and childrens views on the eleven plus examination. I want to find out if the eleven plus has a negative effect on children which may effect them throughout their lives. I want to look at the effects of the elevn plus on a childs, self esteem, confidence, self perception and motivation to succeed. I am hoping for clear evidence from my questionnaires that will show a clear pattern, either that the examination is effecting children in these areas or not and also what groups of children it effects. My research question is what damage does the eleven plus examination have on children and should the examination be abolished? I have desided to use the questioonaire method to obtain my information. I feel that a questionnaire is the best method of research for this particular topic as I will need information from a large sample group and from different settings. A questionnaire is a quick and efficient method to obtain data however the response rate from a questionnaire may not always be high. I will be giving out double the number of questionnaires that I need to allow for people not completing the questionnaire properly, losing the questionnaire or not handing the completed questionnaire back in time. The particular issue that I have chosen is a very contriversal issue which is an advantage as parents in particular feel very strongly about the issue due to on going talks in education settings and in the media, this makes parents want to voice their opnions as it involves their childrens education and future. The eleven plus is a very talked about topic however it is an extremely sensitive issue that needs to be handled with care especially with young children. I went through various drafts of questionnaires before I had my final draft. I had to make sure that none of the questions would offend a child in any way or that a question would suggest that a child should feel a certain way. An example of a question that may upset a child would be. Do you feel that you are a failure because you failed the eleven plus?. This question could not be used, however I do want to get results from my questionnaire that may answer questions like that.

Essay --

1. There is a very homoerotic/masculine feel from the opening scene of Rambo III. We are introduced to a ripped and glistening character that looks like he has been bathing in baby oil/tanning oil for the past 48 hours. There is nothing that seems to hurt Rambo as he takes every blow delivered to him in the opening scene. He is also willing to kill countless amounts of Russians in order to save the American general. The game that Rambo learns to play? It is only a physical game played with goat carcass. Rambo is made out to be un-stoppable and even God-like. When Trautman reveals that Rambo is coming to resue him, Zaysen asks Trautman who he thinks Rambo is†¦God? Trautman replies, â€Å"No, God would have mercy†¦he won’t.† Rambo would rather die than not fight for what he believes in. Even at the end, when all seems lost, he refuses to go down without a fight. His determination to fight is the greatest testament to his masculine identity. The Afghanis respec t this and in this sense, Rambo almost becomes a martyr to them. By the end, it almost seems like they aren’t fighting for themselves, but for Rambo! In relation to Jeffords, the â€Å"hard-body† physique is clearly present with Stallone’s character as are the narratives of heroism, toughness, strength, etc†¦ in the film which helps to clearly demonstrate the mastery over foreign enemies. 2. Orientalism is the way that the Middle East is depicted by its’ friendly acquaintances over in the West. In other terms, it is a â€Å"racist discourse which constructs the orient for Western aggrandizement.† The way that the Afghans are depicted in the film alongside Rambo makes the audience sympathize with them. The little boy also looks up to Rambo. He looks up to him a masculine father-figure. Using th... ...ew what we know now. If only they knew about how 9/11 and the actions the Bush administration took because of it. Furthermore, I wouldn't be surprised if the same question asked of Rambo â€Å"Where’s the honor here?† is asked today by Afghans/Pakistanis wondering where the â€Å"honor† is in unmanned drones? It was hard to figure out who to root for in the film†¦especially with historical bias†¦because the Taliban and entire nation of Afghanistan are made out to be heroes in the film. Back then, it may have been acceptable to insinuate that anyone fighting Russia was practically Christ. They are even referred to as â€Å"freedom fighters† in the film (President Reagan would use this term as well). Today though, we have to watch this film while knowing about the death and destruction caused by terrorists on September 11. Back then, our present â€Å"enemies† were our former â€Å"comrades.†

Aims of education Essay

Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God’s earth. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art. We have to remember that the valuable intellectual development is self- development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistinguished. He answered, â€Å"It is not what they are at eighteen, it is what they become afterwards that matters.† In training a child to activity of thought, above all things we must beware of what I will call â€Å"inert ideas†-that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations. In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful – Corruptio optimi, pessima. Except at rare intervals of intellectual ferment, education in the past has been radically infected with inert ideas. That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible burden of inert ideas. Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. Let us now ask how in our system of education we are to guard against this mental dryrot. We enunciate two educational commandments, â€Å"Do not teach too many subjects,† and again, â€Å"What you teach, teach thoroughly.† The result of teaching small parts of a large number of subjects is the passive reception of disconnected ideas, not illumined with any s park of vitality. Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible. The child should make them his own, and should understand their application here and now in the circumstances of his actual life. From the very beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included. I mean â€Å"understanding† in the sense in which it is used in the French

Compare Piaget and Vygotsky Essay - 1718 Words

Piaget v Vygotsky Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outline how they can be applied to an educational setting. At the centre of Piagets theory is the principle that cognitive development occurs in a series of four distinct, universal stages, each characterized by increasingly sophisticated and†¦show more content†¦Unlike Piaget, who was of an academic background and didn’t apply his theories. Never the less, they both theories influenced education and empahsied the importance of assessment however Vygotsky wanted the observation of children and their abilities to be as valied as test scores. Most of the criticism of Piaget’s work is in regards to his research methods. A major source of his inspiration for the theory was based on his observations of his own children. And because of this small sample group, people believe that it is difficult and incorrect to generalise his findings to a larger population. Similarly, many psychologists believe that Piaget underestimated the age which children could accomplish certain tasks and that sometimes children understand a concept before they are able to demonstrate their understanding of it. For example, children in the Sensorimotor stage may not search for a hidden object because their motor skills are not developed, rather than because they lack object permanence. This has been supported by evidence from Bower Wishart (1972). They found that the way that an object is made to disappear influences the child’s response. As well as this, Piaget’s theory has been said to overestimate that every child and adult re aches the formal operational stage of knowledge development. Dasen (1994) claims that only a third of adults ever reach this stage.Show MoreRelatedCompare and contrast Piaget‚Äà ´s and Vygotsky‚Äà ´s theories of cognitive development in children1274 Words   |  6 Pagesï » ¿ Compare and contrast Piaget’s and Vygotsky’s theories of cognitive development in children. This essay will compare Piaget’s and Vygotsky’s theories of cognitive development in children. Also, show the differences between the two psychologist’s theories. Thus, by showing their similarities like in language and adaptation theories. Further, differences like Piaget’s theory on cognitive developmental stages and the schemas which are build to learn or accommodate new words or things. 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