Attachment, Cognitive and Language Development Influences

Attachment, Cognitive and Language Development Influences Introduction In this paper we will discuss the Case Study of Hannah G. We will look at different theories to Attachment, Cognitive and Language development. We will look at how parenting styles and influence in the marital system can influence a child. We will look at how genetics and environmental factors influence development, as well as a child temperament. Attachment theory Bowlby believes that attachment isn’t present at birth, it develops after the first nurture, comfort and protection the mother or the primary caregiver provides (Louw,Louw, Van Ede, 2012). Relationships with primary caregivers that involve emotional and affective engagement, has an impact on how a person perceive themselves, others, and the world (Reuther, 2013). Psychologist Harry Harlow also concluded through an experiment with mokeys and surrogate mothers that comfort and security plays an important role in the development of attachment. In the experiment, Harlow uses two surrogate mothers. Both mothers were made out of wire. Both mothers were equipped with feeding equipment. Only one of the mothers was covered in a soft cloth. The monkeys showed more interest in the clothed mother, they would go to the wire mother to suck on the bottle for food, and return to the clothed mother (Louw et al, 2012). Freud believes that â€Å"early experiences can have a long-term effect on personality development† (Shaffer, 1994,p.43). If we take Freud psychosexual stages we see that the oral stage may have an impact in the attachment between infant and mother or primary caregiver. During the first year the infant are spitting, chewing, sucking, and biting objects. Freud suggested that the sex instinct seek pleasure through the mouth. A baby’s basic pleasures, food, are pleasured through sucking on the mothers’ breast. When a baby is weaned off the mothers’ breast to early the person may later in life be over dependant on others (Shaffer, 1994). Erikson agrees with Freud that the mothers feeding process has an impact on the development of the child’s personality. However, Erikson believes that the mothers’ responsiveness to the infant is just as important as the feeding process. The child learns to trust trough the caregiver or mother who provided food, comfort, affection, and safety. If these needs are not met, the child learns that other people are not to be trusted. This takes place from birth to one year. Erikson calls it the Basic trust versus mistrust stage (Shaffer, 1994). Even though Erikson, Freud, Bowlby and Harlow has different views on the topic on attachment. They all have the same conclusion. For attachment to take place the infant needs has to be met by the mother or the caregiver. If there is an interruption in the attachment process, there may be long-term effects. Cognitive and language development Piaget described cognitive development as â€Å"an individual’s interaction with the environment† (Louw et al, 2012). Piaget argues that development perceives learning how we interpret the world through mental schemas allowing us to make sense of our environment. Learning happens when facing situations that our schema cannot process leading to disequilibrium. To equalise itself the mind simulates new information or adapt to using new skills. Piaget calls this the process of assimilating new information and skills into our pre-developed schema. Piaget believed that thought determines language. He believed that once children were able to think in a certain way they developed the language to the describe their thought (Louw et al, 2012). Vygotsky agrees with Piaget that learning happens by interacting with the environment. Vygotsky argued that learning proceeds development. He holds that our present stage of development is enhanced when confronted with new tasks, just out of reach of our present abilities. Vygotsky believed that language and thoughts are independent but they converge through development. He believed that children developed language through social interaction with adult who already know the language. Through that action they can connect these thoughts and the language they have learned (Louw et al, 2012). Bronfenbrenners Ecological theory suggest that a child’s development is determind by what they experience in their environments they spend time in. (Friedman Wachs, 1999)(Check pligarism). Emotional development Babies are able to â€Å"read† others emotions from a young age. Being able to distinguish others emotions is important for a baby’s social and emotional development, it has an impact on attachment bonds. As babies grow older the constantly seek approval or disapproval from people they trust. If a Mothers or primary caregivers are emotionally unavailable or only irregularly responsive to the infant or childs needs may result in an insecure attachment ( Zilberstein, 2013). Ethologists believe that an infant who were neglected, or parent who are inattentive will not develop a strong emotional attachment with their caregiver. This may lead the child to be shy and emotionally unresponsive to other people (Shaffer, 1994). Parenting Styles Marital system Uninvolved parents is parents who have rejected their children or who has their own personal issues to attend to than to attend to the child every need other that their basic needs, food and cloths (Kip Shaffer, 2009). Children of uninvolved parents may show signs of impulsiveness, antisocial, and have relational problems with others ( Louw et al, 2012). They might also be aggressive and have external behaviours such as temper tantrums (Kip Skaffer, 2009). Children become angrier and distress when parents cannot stop arguing. A child’s distress increases when the arguing between parents increases. â€Å"Children who observe intense and destructive conflicts between their parents suffered from emotional insecurity, depression, anxiety, behavior problems, relationship difficulties, and poor regulations, even years later† (Clarke-Sewart Parke, 2011, p. 190).. Parents who can resolve their problems in a respectful manner can teach the child to how to resolve conflict in a positive and respectful manner. â€Å"Children were most likely to have problems if their parents expressed anger frequently, intensely, physically, and without resolution†(Clarke-Stewart Parke, 2011, p. 190). Parents amicable marriages parenting style can be angry and instructive, children will in return act aggressively when interacting with the parent. They might even act aggressively towards other children (Clarke-Stewart Parke, 2011). Children’s social interaction develops by observing their parents.(Clarke-Stewart Parke, 2011). Bandura believes that observational learning is the most important learning method (Shaffer, 1994). Children simulate what they have observed. In the experiment with the Bobo dolls, children observed and learned the aggressive response adult shown towards the doll and they simulated the same aggression towards the doll. Not only do they learn to simulate this behaviour but children become emotionally aroused when watching people fight (Shaffer, 1994). Bandura suggested that aggressive behaviours that are maintained become habitual (Shaffer, 1994). Urie Bronfenbrenners Bioecological model refers to the effect the child has on the environment and the environment on the child, this includes reciprocal interactions between the developing child and other people, objects, and symbols in their immediate environment (Cockcroft et al, 1999). Being an only child and temperament Only children always wants to be the centre of attention. They tend to be possessive over their belongings and everything must go their way. Because they are the only sibling, they spend more time in adults’ company. Because they spend so many time in adult companies they tend to find it hard to socialise with their peer, they prefer socialising with adults (Rosemond, 2011). Only children have low tolerance for discomfort that caused by frustration, disappointments, boredom, and by being denied what that want. This is may result in tantrums of verbal of physical abuse. They lack empathy towards others; they are unable or are unwillingly to see that their behaviour affects others. They struggle to adapt to demands that are set by situations outside their immediate family. For example a school setting where are establishes social structures and recognised authority figures. They have a poor self-esteem and are chronically miserable, angry, and anxious (Mamen, 2006). A difficult child is a child who does not easily adapt to into daily routines or new environments. They cry a lot and has temper tantrums and is difficult to comfort. Deviant behaviour is a result of children who grows up in a home were marital problems persist. This happens when a child behaviour and environment influences compliments each other (Louw et al, 2012). Role of the media Bandura believies television violence enhances aggressive behaviour in children (Shaffer, 1994). Rowel Huesmann suggested that not only does television violence predict aggressiveness in children and adults but also their involvement in criminal activities (Shaffer, 1994, p. 495). We can see that conflict and aggression is a norm for Hannah. Hannah has learned and observed that the world is a violent place ant that interpersonal problems can be solved aggressively (Shaffer, 1994). Drabman and Thomas suggested that television violence may detach the viewers emotional reactions to aggressive episodes. This may lead to a person to lack strong empathic distress for the victims of aggression (Shaffer, 1994). Case Study Hanna Hannah has difficulty expressing herself and her feelings. This could be an indication that maybe there are an interruption in the development of her schemas of emotions. We learned that Hannah’s mother was unavailable for some time with depression, and this could have had an impact on how she developed socially. This could also imply that Hannah’s Schema of emotions aren’t developed well. The fact that her parents are uninvolved parent could also have an impact, as well as the parents’ marital problems. She was emotionally detached from her mother from birth and she grew up in a home were she was constantly exposed to aggression. This aggression is from the conflict between her parents and the aggression of television violence. The fact that Hannah finds it hard to make friend and bits or hits other children can be explained by many reasons, it can be because she has attachment issues, being away from her mother could have caused her to develop mistrust i n the world and other people. She might be trying to solve a problem in an aggressive as she had learned through her parents conflict and the television violence is that it is the only way to resolve conflict, as she hits and bits them. She might also find it hard to make friends because as we discussed she does not know how to connect with them in a social way because she exposed to adult company most of the time. Her parents marital problems has an impact on her having an antisocial behaviour. Hannah interact aggressively toward her parents, this could be either their uninvolved parenting styles or their marital conflict or it could be both. We see that Hannah has a difficult child temperament that is why they find it difficult to manage her. If we consider the bioecological model of Bronfenbrenner we can conclude that most of Hannah’s deviant behaviour is based on nurture. Nurture refers to the influences the environment has on a person’s characteristics. Conclusion We can conclude that there are many factors that can explain Hannah’s behaviour. The fact that she does not have a bond with her mother. The learned behaviours from her parents, as well as the television. Nurture plays a big role in Hannah’s development. We cannot just rely on one theory to explain a person’s development but rather consider all. Reference List Louw, A.E., Louw, D.A., Ven Ede, D.M (2012) Human Development (2nd ed.) Cape Town, South Africa. Kagiso Tertiary Clarke-Stewart,A., Parke, R,D.(2011) Social Development. Hoboken, NJ. John Wiley Sons Inc. Kip, K. Shaffer, D.R (2009) Developmental Psychology Adolenscence: Uninvolved Parenting (8th ed.) Beltmont USA. Cencage Learning Maman, M (2006) The pampered child syndrome: how to recognize it, how to manage it, and how to avoid it : A guide for parents and professionals. London, England. Maggie Mamen Reuther, B.T (2013) On our everyday being: Heidegger and attachment theory. E-Journal retrieved from: http://web.b.ebscohost.com/ehost/detail/detail?vid=4sid=6cc19ba4-d428-43b6-8a4f-f5d613962a5c%40sessionmgr115hid=125bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdhAN=2013-26844-001 Rosemond, J (2001) John Rosemonds: New Parent Power. USA. John Rosemond Shaffer, D.R (1994) Social and personality development (3rd ed.) Belmont Califonrnia. Wadsworth, Inc. Zilberstein, K (2013) The use of limitations of attachment theory in child psychotherapy/ practice view. E-Journal retrieved from http://web.b.ebscohost.com/ehost/detail/detail?vid=4sid=1876914d-d464-4c5e-919d-bbd00f71e893%40sessionmgr198hid=125bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=pdhAN=2013-03963-001

Community Service Essay

Before actually partaking in community service, I always thought of it as a means of overworking students for the employers to save money, but after actually getting myself involved in it†¦I realized that doing community service is actually a privilege for us the volunteers. It gives us an opportunity to gain experience, widen our skills and get a better understanding of the hard labour and it is a process that essentially goes into the outcome of a product or service. Community service has literally made me realized how little I contribute to my country, how little I know about my country and has brought to my attention and conscience that I should try my best to assist more—free of wage—in the continuous growth of my economy. Doing my service at St. Rose Nursery, has opened my eyes to the not so easy process of growing flowers, plants and trees; for example how important fertilizers are and what a big difference the right fertilisers make—and also the diff erent types of fertilizers and their functions . Before I never really understood the beauty of them nor did I realize how much work went into nurturing and harvesting them, but now I am more aware and more concerned about the health of trees and how they are treated and even situated in a pot or the ground. On my first day at St. Rose Nursery, I was given a tour of the compound and while getting the tour, I could not help but feel relaxed and free. The ambience of the nursery changed my mood and thought completely; it had me wondering why do we stress out ourselves? Also it made me realize that I should take time to get in touch with nature and myself. After being introduced to the employees, I felt intimidated because I was the only female surrounded by five males so I saw that as a challenge in terms of them underestimating me and my abilities but after talking to them for a little I felt right at home and was able to be myself and even challenge myself by learning to pot plants, fertilize them and water them all in one day. They were all so helpful and very explanatory and took the time to show me exactly what to do before I did it, at the end of the day I excelled and  accomplished far more than they expected; the good energy at the nursery led me to spend longer hours there than I actually expected to spend per day. Throughout my time at St. Rose nursery, I would like to believe that I have brought a youthful and eager emotion to the compound; despite the fact that we worked in separate areas. I believe that I have shown them that a woman can be productive in the nursery field and can also keep up with their speed and even surpass them; I stared of potting only 1 plant per 2 minutes and by the end of the day, I was able to plant 2 plants per minute—it was fun and we turned it into a game—I observed the workers fertilizing the plants and heard the headman tell him that he was applying too much so I made an attempt to fertilize the next batch of plants and was told that I had done a good job! Not too much and not too little; I felt pleased and proud of myself—I had done better than someone who had much more experience in that field than me. It is funny how one can assume that plant nurturing to be a simple and senseless skill, well I learned the hard yet interesting way that it is far from simple and a lot of thought and precision goes into the whole process, from the pot the plant goes into, the climate & atmosphere and type of soil that it is planted in. I have learned from this experience that it is possible to push myself a bit further when trying to accomplish a certain task in a given amount of time, I have learned that I am far more patient than I thought and most importantly I have learned that I personally stress myself over minor issues instead of taking time to breathe, relax and find a solution for it; through this I have come to the conclusion that I should find more time to clear my mind and possibly do something that I find interesting, productive and selfless to release my stresses of life. I have learned that even though I am an introvert, working with people is not that bad after all it just takes gett ing used to them and knowing how to work to suit all their different personalities. I also learned that working with other people really helps to get more work done faster. I honestly can say that I enjoyed the interaction with people who were not of my norm; I enjoyed the whole learning about new trees and their fruits,  smells, blooming and reproduction time. I enjoyed planting and reposting plants and most importantly I enjoyed the view of the surroundings. This endeavour was a challenging one in terms of patience and precision but in the end it all paid off, because I was blessed with the opportunity to enhance my gardening skills and was given the opportunity to be social with people who I would normally be afraid to talk to or even be around. Before transposing myself into the real life community service equation, I thought to myself and made an oath to myself that my main aim was to simple complete my thirty hours of community service as fast and as soon as possible, but after starting and observing the nursery, I realized that it would provide me with far more knowledge and far more fun and experience than I expected and I realized that it would be in my best interest to use it to my advantage to gain a greater skill. I believe that service to others is important because it is a good way to give back to the community and also to increase one’s level of experience and variation. I believe in my distant future I would once again volunteer my time to another estate to expand my comprehension and also to help improve my community and help improve myself as a person. The people at the St. Rose Nursery are very hospital and down to earth, to the point where I can honestly say that there is nothing I would change about their mannerism. To potential volunteers, I would like to advice them to go into the experience open minded and willing to learn. I would also suggest that they find something that is within their comfort zone or something at that they at least have a strong interest in learning or have a passion for, simply because if one does something that they do not like or will not like, then they will not enjoy the experience to the fullest and similarly if one does something that seemed interesting to them before they actually partook in it, then they would draw from that experience that it is simply not something they would like to do in the future and would have learned a valuable lesson.

Lesson plan

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a

Slaughterhouse Cases - Free Essay Example

Sample details Pages: 5 Words: 1510 Downloads: 3 Date added: 2019/08/02 Category Literature Essay Level High school Tags: Slaughterhouse Five Essay Did you like this example? After the spread of cholera caused by pollution, the state of Louisiana decided to seek a way of remedying the states current situation by passing a law in March 8th, 1869 (Skelton, n.d.). The law consisted of the prohibition of having slaughterhouses, slaughtering livestock, and keeping animals that were meant to be sold or slaughtered in New Orleans and some surrounding areas. This was to the exception of one slaughterhouse, Crescent City Livestock Landing Slaughterhouse Company, which through the established law, was granted a monopoly of the area for twenty-five years. Don’t waste time! Our writers will create an original "Slaughterhouse Cases" essay for you Create order The company was designed to comply with several rules established by the state which included allowing other butchers who were not in the company, to work in their land. Independent butchers were also now required to pay fees in order to have their animals slaughtered in the companys land. These enforcements were regarded as police regulation for the health and comfort of the people (the statute locating them where health and comfort required), within the power of the state legislatures (Skelton, n.d.). The Butchers Benevolent Association, a group of independent butchers, proceeded to challenge the law established stating that, according to the 13th and 14th Amendments, which at the time had only been passed a few years ago, it was unconstitutional (OBrien, 2014, p. 284). They claimed that working for Crescent City Livestock Landing Slaughterhouse Company could be classified or seen as a form of involuntary servitude since they only had the option to either work for them or not at all. Significantly, their main argument was that the 14th Amendment was being violated because the state was enforcing a law which abridged their privileges and immunities as citizens of the United States, and were ultimately not being granted equal protection of the laws while being deprived of property (Skelton, n.d.). A state court along with the Louisiana State Supreme Court stood by the law passed and ruled that the amendments mentioned were not being violated. This led to the Butchers Benevolent Association to appeal to the U.S. Supreme Court (OBrien, 2014, p. 284). Court Holding The Supreme Court ruled in favor of Crescent City Livestock Landing Slaughterhouse Company, the ultimate decision being five to four, stating that the 13th and 14th Amendments of the Constitution of the United States had not been violated. Justice Miller announced the majoritys (including Justices Clifford, Strong, Hunt, and Davis) decision, while Justices Field, Swayne, Bradley, and Chief Justice Chase dissented to the Courts ruling. The basis on the Courts decision was on the notions there is a distinction between state and U. S. citizenship, the recently-passed amendments were designated for the time in history that had taken place in regards to slavery, and the limitation of the extent of the privileges or immunities stated in the 14th Amendment section 1 of the U. S. Constitution. In the Courts majority opinion, Justice Miller declared that the intention of the 13th and 14th Amendments were mainly directed towards the African race, highly taking into consideration the period the country had just emerged from a few years prior. Justice Miller states No one can fail to be impressed with the one pervading purpose found in [the 13th, 14th, and 15th Amendments], lying at the foundation of each and without which none of them would have been even suggested; we mean the freedom of the slave race, the security and firm establishment of that freedom, and the protection of the newly made freemen and citizens from the oppressions of those who had formerly exercised unlimited dominion over them (OBrien, 2014, p. 285). He proceeds to state that by this he does not mean that these amendments only protect African Americans, but instead that without having been in the previous era the country was in, these amendments would not have been brought upon. Moreover, while delivering the Courts majority opinion, Justice Miller stated that one of the most important observations is that there is a distinction between being a citizen of the United States and being a citizen of a state. He emphasizes that a person can be a citizen of the United States but can also not be a citizen of a state at the same time. He states that he notes this distinction because the next paragraph of this same section [of the article], which is the one relied on by the plaintiffs in error, speaks only of the privileges and immunities of citizens of the United States, and does not speak of those of citizens of the several states (Skelton, n.d.). Continuing on noting the distinction of dual citizenship, the Court states that the language used in the U. S. Constitution is that no state should enforce any law that abridges privileges specifically from U. S. citizens. Therefore, if the clause was meant to protect citizens of the state then those exact words would have been included (OBrien, 2014, p. 285). This proves to be a significant observation to which the justices declare that the phrasing used was done so for a particular purpose. On the dissenting side of this case, Justice Field delivered his stance on the Slaughterhouse Cases, stating that he did believe that the law passed by the state of Louisiana was unconstitutional. On his dissenting statement, Justice Field focuses on Section 1 of the 14th Amendment, first questioning what would then be considered privileges and immunities. He answers this question by stating that they are the those that which of right belong to the citizens of all free governments (OBrien, 2014, p. 287). Along with this statement, he adds that the words privileges and immunities were not merely added in the 14th Amendment, but were rather already incorporated in the Constitution previously in Article 4 Section 2 Clause 1 (Skelton, n.d.). This is important to note because Justice Field continues by stating that it should be clear that among the privileges and immunities of a citizen should be placed the right to pursue a lawful employment in a lawful manner, without other restrain t than such as equally affects all persons (OBrien, 2014, p. 288). Through this statement, Justice Field makes it not only clear that all people should equally have the legal protection to participate in a job that they may please, but that while this right may not be explicitly stated, it is a natural right to have, or sacred right as he further describes it. Another dissenting opinion came from Justice Bradley whose focus was on the due process clause incorporated in the 5th and 14th Amendments. He states that he finds that a law which impedes a citizen from pursuing a lawful employment (as Justice Field also describes) is a form of deprivation from their liberty and property without due process of law (OBrien, 2014, p. 288). He goes on to describe that the liberty would be the citizens right to choose and the property would be their profession (OBrien, 2014, p. 288). He adds that a monopoly is granting an exclusive right to only one company and limits the rest of the people, in this case butchers, from pursuing what they want. Moreover, Justice Bradley goes on to address the reason that was given for the purpose of the law passed in the state of Louisiana. The purpose stated was that it was for the benefit of the people due to the pollution and spread of cholera therefore, the law could be classified as a police regulation. To thi s, Justice Bradley argues that the portion of the act which requires all slaughterhouse to be located below the city, and to be subject to inspection is clearly a police regulation but what is not considered a police regulation is the part of the act which allows no one but the favored company to build, own, or have slaughterhouses (Skelton, n.d.). He states that a police regulation would not impose these types of infringements on individuals while granting an exclusive right to another. Constitutional Doctrine and Theory This case was able to bring upon a new light on the way the recently established 13th and 14th Amendments could be interpreted. As Justice Miller declares as he delivers the Courts majority opinion, this court is thus called upon for the first time to give construction to these articles, there was no precedent formerly established (OBrien, 2014, p. 285). The 13th Amendment had been ratified in 1865 while the 14th Amendment had only been ratified in 1868. Therefore, these two amendments were fairly recent that they had yet not gone under further scrutiny of any other potential they may hold. As of yet, these amendments were merely based on the abolishing of slavery and granting of citizenship rights to the newly freed men. The case proved to be extremely significant, not because it changed a previous precedent but rather because it established concepts such dual citizenship, and limited what privileges and immunities could further be interpreted as. It reaffirmed the meaning of the 14th Amendment, more specifically Section 1 which states that a state cannot enforce a law that abridges rights given to a U.S. citizen, making a distinction that the clause is not directly referring to state citizenship.