Play And Child Development - Free Essay Example

Introduction Play is essential to development because it contributes to the cognitive, physical, social and emotional well-being of children and youth (Ginsberg, 2007, p. 182). Play is so important to childrens development is that it has been recognised as being of vital importance by the United Nations (1989), as it makes a contribution to the holistic development of children, allowing them to discover the world through experimenting within the various environments to which they are exposed (Bruce, 1996). Ginsberg (2007) makes the observation that all those involved with childrens development, learning and education must consider every factor which has the potential to interfere with children realising their full potential, and to work towards ensuring that every child has access to circumstances which allow them opportunities to reap the benefits that are linked with play. The aim of this essay is to investigate the notion of play in the light of learning theories, in order to determine its importance in childrens development during their early years. Definition of Play It is important to recognise that it is difficult to give a single definition of play (Lillemyr, 2009) and that it is regarded as an all embracing term (Bruce, 1991) which describes a diverse range of behaviours which see children interacting with each other (Dunn, 1993) in order to make sense of, and to enhance their understanding of, the environments in which they find themselves (Bruce, 1996; Wood, 2004). Play can be regarded as the means through which children are able to discover things about the world in order to amend their vision of it (Oko, 1987, p. 44 in Bozena, 2007, p. 80), as well as an avenue through which children can experience joy and/or recreation (Buhler, 1993, p. 91 in Bozena, 2007, p. 80). Play is an opportunity for children to develop a sense of self as a result of solving problems within their environment, which allows them to enhance their cognitive skills in the context of specific cultural environment/environments (Dunn, 1993; Meadows, 1993; Bruce, 1996; Gal lahue and Ozman, 1998; Wood, 2004; Robson, 2006). Froebel (cited in Bruce, 2004, p. 132) believes that it provides children with opportunities to utilise their newly accumulated knowledge in different situations which encourages them to adopt flexible attitudes and ways of thinking, as well as providing them with opportunities to practice and understand societal norms and their role in specific environments (Rogoff, 2003). Play also affords children the opportunity to discover the difference between fantasy and reality, safety and risk, order and anarchy and to grasp the concept of potential in themselves for the future (Wood and Attfield, 2005). It is a vital component in childrens physical, social, emotional and intellectual development (Elkind, 2008) which allows children to utilise their imagination whilst enhancing their communication skills through engaging in a number of different roles, depending upon their environment and the environment in which any specific interaction is taking place (Eddington, 2004). Value/Importance for Development The value and importance of play is the motivation behind recent developments with regard to Early Years education in the form of the Early Years Foundation Stage (EYFS) documentation (Department for Education [DfE], 2014). The notion of child centred education is built upon the acknowledgement that every individual child is unique and is entitled to have their needs met through the careful design of activities which allow them to develop commensurate with their ability, as a result of encouraging positive relationships with all around them in order that learners become competent, self-confident and self-reliant people (DfE, 2014). The ability to communicate is critical to childrens development the government stipulate that those responsible for providing childrens education must create opportunities for children to acquire language and communication skills through play, such that they are able to express themselves in a variety of different ways (language, gesture) and they are abl e to accumulate information as a result of reading and listening to others (DfE, 2014). This stipulation is a direct result of the Rose Report (2009), which highlighted the fact that curriculum provision should have explicit reference to the purposes of play and that the activities designed to promote it should be meticulously planned. Rose (2009) also stressed that children needed to engage not only in individual play but also in paired/group activities, so that language development and acquisition could be encouraged whilst simultaneously learning to cooperate with each other (endorsed by Coates Thomson, 2009) and developing an understanding of the value of good behaviour. It is vital for practitioners to recognise that play is not some form of break from the curriculum; it is an opportunity for children to develop their physical and cognitive abilities for the 21st century (Moyles, 2010) and is an authentic means of implementing the school curriculum (Action Alliance for Childre n, 2007; Moyles, 2010). The notion that play enables children to enhance the skills is put forward by Hughes (2006), who contends that there are a large number (up to 16) of different types of play, including movement and discovery which involves the exploration of the environment and the use of language (endorsed by Ginsberg, 2007; Singer et al., 2006; Bateson, 2005). Other scholars such as Manning-Morton and Thorp (2003) and Burghardt (2005) emphasise the multipurpose nature of play in that children are able to use play as a means for learning through practising skills for the future, tackling and solving problems, as well as a means through which they develop their methods of communicating with those around them. A critical factor in any childs development is feeling safe within the boundaries of any environment to which they are exposed; a number of writers (Moore and Russ, 2006; Russ, 2004; Sayeed and Guerin, 2000) allude to the fact that children must feel safe and relaxed in order to play with freedom and that play in itself allows children to relax, which has a beneficial effect on their emotional outlook (Russ, 2004). This safety element can be achieved through practitioners building upon childrens experiences within the home environment, which can then lead on to opportunities for progression and extension through challenge (Department for Children, Schools and Families [DCSF], 2009). Critical to the learning process is the careful design of activities which take advantage of childrens innate ability to enjoy play and the fact that playing engages childrens bodies, minds and emotions (DCSF, 2009, p. 10). Furthermore, through this process children are able to learn the skills associated with successful interaction with others in order to be part of a community, to experience and to manage their feelings/emotions and to develop confidence in themselves and their abilities (DCSF, 2009). Play provides opportunities for children to develop positive attitu des towards learning, in that they are able to develop their interests, be creative and experimental, to be critically thoughtful (Trevlas et al, 2003; Hurvitz, 2003) as well as developing resilience and the ability to work alongside others as a part of the educative process (DCSF, 2009). Play and Learning Theory The most important point about play is that it is active in nature. This active pursuit of knowledge was stressed by Piaget, who emphasised childrens ability to construct their own knowledge as individuals (Moore, 2000) through exploring their environment (Phillips and Soltis, 1998) in order to make sense of it (Wyse, 2004). Having scientifically studied children (May, 2013), Piaget put forward the notion that children develop in distinctive stages sensorimotor (birth to 2 years), preoperational (2 to 6 years), concrete operational (7 to adolescence) and formal operational (adolescence to adulthood) and that play becomes more complex as learners mature (for example, sensorimotor/practice play, preoperational/symbolic, pretend and fantasy play [Krause et al., 2003]). He also stated that as children came upon new experiences and knowledge, they added them to their existing knowledge base (assimilation) prior to being able to employ this new knowledge (accommodation), thus enhancing t heir cognitive abilities (Curtis and OHagen, 2003). Piaget (1973) believed that children were only able to gain a true understanding of knowledge as a result of this process of discovery, which enables them to be innovative and flexible as opposed to learning in a mechanistic way. These constructivist principles were shared by Vygotsky, although his emphasis was on social and collective learning as opposed to learning as an individual. It was his belief that interaction with others was a key element in enabling children to learn (Buchan, 2013, Daly et al., 2004), and that learning was a social process. Vygotsky contended that the development of childrens communication and language skills relied upon their being allowed to experience the world around them in the company of others in a social context, which lead learners to an understanding of how to behave and how to control themselves in specific contexts (John-Steiner et al., 2010). This social aspect of learning is borne out by ob servations of children who imitate the actions of others without understanding, until such time as they are able to initiate actions for themselves [which is indicative of their level of comprehension] (Vygotsky, 1978). Vygotsky took this notion of learning from others a stage further when he stated that there was a difference between what children are able to do alone and what they can achieve with the help of more experienced others, labelling this difference the Zone of Proximal Development [ZPD] (Pound, 2005). He firmly believed that every interactive process in which learners engage, irrespective of the environment in which it takes place, provides them with opportunities to develop their language and thinking skills (Whitehead, 2010). Furthermore, Vygotsky (1978) commented that play was the best and most effective means of preschool development as it enabled children to develop their skills through interaction. Play and Current Early Years Practice As highlighted above, the current provision as laid out within the EYFS (DfE, 2014) documentation places the child at the centre of the learning process with a specific emphasis on play, which encourages the development of communication, language and literacy skills. There are three prime areas of learning (communication and language, physical development, personal, social and emotional development) and four specific areas which supplement the prime areas (literacy, mathematics, understanding the world and expressive arts and design). It is the responsibility of individual practitioners, and indeed settings in general, to consider the individual needs and stage of development for each individual in their care. Activities within classrooms must be planned to ensure equality of access for all, irrespective of their background or ability and they should be designed to engage learners in purposeful play which is both child initiated and adult led. The balance between these two types of p lay is of extreme importance. Children can learn by leading their own play and allowing their needs and interests to guide their activities. However, whilst responding to individual children in a positive and warm manner, it is critical that there is a gradual movement towards activities which are more adult led, in order to prepare them for more formal learning as they enter Year 1 (DfE, 2014). Play should provide children with opportunities to explore and express their feelings, to develop relationships with others, to make decisions, choices and errors whilst being respected and valued as individuals; they need to be encouraged to develop self-discipline whilst retaining their ability to be imaginative and creative in solving problems (Bruce, 1987 cited in Early Years Interboard Panel, n.d., p. 7) Conclusion Play is central to the development of children in their early years. It provides a platform through which children are able to learn about themselves and the world around them through interacting with it. It allows children to have fun while they are learning, and to engage with those around them as a part of the process of learning, which not only deepens their knowledge base but also provides them with life skills such as the ability to communicate and work effectively with others. Play has been recognised as a central element within the education system which allows children to blossom through interacting with and learning from those around them. It is à ¢Ã¢â€š ¬Ã‚ ¦ essential for childrens development, building their confidence as they learn to explore, to think about problems, and to relate to others (DfE, 2014, p. 9). References Action Alliance for Children (2007) Play in the Early Years: Key to School Success. A Policy Brief. Oakland, CA: Early Childhood Funders Bateson, P. P. G. (2005) The Role of Play in the Evolution of Great Apes and Humans. in Pellegrini, A., Smith, P. (Eds) (2005) The Nature of Play: Great Apes and Humans London: Guildford Press pp. 13 26 Bozena, M. (2007) Exploratory Play and Cognitive Ability. in Jambor, T.; Van Gils, J. (Eds) Several Perspectives on Childrens Play Scientific Reflections for Practitioners Antwerp: Garant Publishers pp. 79 104 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton Bruce, T. (1996) Helping Young Children to Play. London: Hodder Stoughton Bruce, T. (2004) Developing Learning in Early Childhood. London: Sage Buchan, T. (2013) The Social Child. Laying the Foundations of Relationships and Language. Abingdon: Routledge Burghardt, G. M. (2005) The Genesis of Animal Play: Testing the Limits Cambridge, MA: MIT Press Coates, D., Thomson, W. (2009) Using Learning Stories in the Early Years Foundation Stage. in Palaiologou, I. (Ed) (2009) The Early Years Foundation Stage: Theory and Practice London: Sage pp. 118 131 Curtis, A., OHagan, M. (2003) Care and Education in Early Childhood: A Students Guide to Theory and Practice. London: Routledge Falmer Daly, M., Byers, E., Taylor, V. (2004) Early Years Management in Practice. Oxford: Heinemann Educational Publishers Department for Children, Schools and Families [DCSF] (2009) Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage. Nottingham: DCSF Department for Education (2014) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. London: Department for Education Dunn, J. (1993) Young Childrens Close Relationships: Beyond Attachment. London: Sage Early Years Interboard Panel (n.d.) Learning Through Play in the Early Years. Retrieved 8th Sep tember 2015 from https://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Gallahue, D. L., Ozmun, J. C. (1998) Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston, MA: WCB/McGraw-Hill Ginsburg, K. R. (2007) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent Child Bonds. Paediatrics 119 (1), pp. 182 191 Hughes, B. (2006) Playtypes: Speculations and Possibilities. London: London Centre for Playwork Education and Training Hurwitz, S. C. (2003) To Be Successful Let Them Play! Child Education, 79 (2), pp. 101 102 John-Steiner, V., Cathrene Connery, M., Marjanovic-Shane, A. (2010) Dancing with the Muses: An Cultural-historical Ap proach to Play, Meaning Making and Creativity. in Cathrene Connery, M., John-Steiner, V., Marjanovic-Shane, A. (Eds) Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts New York: Peter Lang Publishing Inc pp. 3 16 Krause, K. L., Bochner, S., Duchesne, S. (2003) Educational Psychology for Learning and Teaching. Southbank Vic: Thomson Lillemyr, O. F. (2009) Taking Play Seriously. Charlotte: Information Age Publishing Inc Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press May, P. (2013) The Thinking Child: Laying the Foundations of Understanding and Competence. Abingdon: Routledge Meadows, S. (1993) The Child as Thinker. London: Routledge Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moore, M., Russ, S. (2006) Pretend Play as a Resource for Children: Implications for Pediatricians and Health Professionals. Journal of Developmental and Be havioural Pediatrics 27 (3), pp. 237 248 Moyles, J. (Ed) (2010) The Excellence of Play (3rd Ed) Maidenhead: Open University Press Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Phillips, D. C; Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Piaget, J. (1973) Main Trends in Psychology. London: George Allen Unwin Pound, L. (2005) How Children Learn: From Montessori to Vygotsky Educational Theories and Approaches Made Easy. London: Step Forward Publishing Rogoff, B. (2003) The Cultural Nature of Human Development. Oxford: Oxford University Press Rose, J. (2009) Independent Review of the Primary Curriculum. London: Department for Children, Schools and Families Russ, S. (2004) Play in Child Development and Psychotherapy. New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Singer, D., Golinkoff, R. , Hirsh-Pasek, K. (2006) Play Equals Learning: How Play Motivates and Enhances Childrens Cognitive and Social-Emotional Growth. New York: Oxford University Press Trevlas, E., Grammatikopoulos, V., Tsigilis, N., Zachopoulu, E. (2003) Evaluating Playfulness: Construct Validity of the Childrens Playfulness Scale. Early Childhood Education Journal 31 (1), pp. 33 39 UNICEF (1989) The United Nations Convention on the Rights of the Child. London: UNICEF Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press Whitehead, M. (2010) Language and Literacy in the Early Years 0 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 7. (4th Ed) London: Sage Publications Ltd Wood, E. (2004) Developing a Pedagogy of Play. in Anning, A., Cullen, J., Fleer, M. (Eds) Early Childhood Education: Society and Culture. London: Sage pp. 19 30 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Wyse, D. (Ed) (2004) Childhood Studies: An Introduction. Oxford: Blackwell

What Are Good Argument Essay Topics

What Are Good Argument Essay Topics?When it comes to what are good argument essay topics, there is a great deal to know. You will have a hard time not having to do research for your essay and when you are just getting started, all the more so. The best thing about research is that you can save yourself loads of money. If you aren't going to use any books, there are resources online which could be very useful.The first important tip in what are good argument essay topics is to plan ahead and consider what you want to say. You don't have to plan your essay entirely in advance but you do need to come up with an outline. There are many sites online that would like to give you tips on this and that would even help you in filling out the outline.If you are an introvert or shy person, you may find it hard to write an essay without the help of a ghostwriter. If you hire one, make sure that you get someone who does his or her work well. You want to get someone who has a professional approach to writing and one who has a high opinion of you.Your essay should also address the point of view of the reader. This is the most important step in what are good argument essay topics. Don't get lost in any of the hundreds of topics that are available, try to think of what you think they will find fascinating about your paper.Originality is also very important and you will need to show how you were unique. This will provide your audience with an insight into your personality. Remember that you will always be judged by the quality of your essay.It is also very important to be able to convey your ideas clearly in your essay. You don't want to rambleon too much and bore your audience with your ramblings. Keep the content concise and well written and the ideas will flow from you.Who says essay writing isn't fun? You will find some essays easier than others, depending on your level of education and prior experience. For example, you may be better at writing in the formal style to someone who has a master's degree will have a lot more fun writing an essay for fun.One of the biggest differences between writing an essay for pleasure and writing one for a course is that you will be trying to produce a more long term perspective. The course will be aimed at your particular goal for the degree and that may mean that you will have to be more analytical about the topic rather than just imparting your opinions to others. If you are not one for teaching, think about taking a voluntary English course.

Why People Arent Talking About Examples of Graduate Level Research White Papers and What You Should be Doing Today

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Summary Analyse and Response from Fighting Words

Bruno Asobo Instructor Budd Eng. 111 24 -08-2013 From Fighting Words In his essay â€Å"from Fighting Words† Richard Wright wrote about words used specifically to incite violence. Wright was interesting to discover what was hiding in this written indictment from H.L Mencken that lot readers in that moment disagree. In relation to Wright words can be used as a powerfully weapon. Wright demonstrated that courage is the main factor for using fighting words. The first suggestion Wright presented was in the bank lobby stood at the counter and took a Memphis Mencken whose was editor of the American Mercury. But Wright was novice about him. The article was a serious blame regarding H.L Mencken. 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Themes for Thematic Essay Topics for Global History

<h1>Themes for Thematic Essay Topics for Global History</h1><p>As the year attracts to a nearby, there are presently numerous topical exposition points for worldwide history in the current year's educational program. This pattern in topical expositions is probably going to proceed through the school year as instructors endeavor to stay aware of the developing requirement for progressively intuitive and scholastically situated assignments.</p><p></p><p>It has gotten progressively important to ponder things, for example, nature, social insurance, or training. To put it plainly, these points permit understudies to start to perceive how what influences one individual, even as a little piece of the planet, can affect somebody's life and all the individuals that live on that planet. This likewise permits the educators to give the proper foundation information to the understudies for understanding the bigger setting and atmosphere that encompass the m and their surroundings.</p><p></p><p>As such, the topical paper points for worldwide history in the current year's educational program may incorporate the accompanying: logical and mechanical headways in our day, business and corporate mergers and acquisitions, human populace issues, commercialization, the travel industry, or ecological mindfulness. Obviously, these are just a couple of the present point territories that will be utilized this coming school year. These models are just intended to give understudies a few thoughts of what's in store from the papers they compose this forthcoming year.</p><p></p><p>Other late article points incorporate; the worldwide economy, culture and society within recent memory, new advances, medicinal services and instruction, worldwide food framework, or essential universal exchange. These are only a couple of the subjects that instructors have been mentioning to use in their educational plan this previous year. Clearly, if there are subjects that the educators need to cover all the more frequently, they should request them through the syllabus.</p><p></p><p>Of course, despite the fact that the points canvassed in these courses are commonly effectively shrouded in class or have just been educated somewhere else, the teachers should ensure that they spread them well. For instance, ifthe educator is utilizing innovation in the course, however the understudy is curious about with it, the instructor should attempt to control the understudy toward the teacher so the understudy can get more data in regards to that subject. Something else the educator ought to do is perused a portion of the fundamental digital books accessible in the book shop, for example, 'Human Knowledge Online' by David Jones, to assist them with making the correct associations and comprehend the rudiments of the topic.</p><p></p><p>It is likewise significant that the instructor comprehends the understudies' needs and desires with regards to these topical exposition subjects for worldwide history this coming school year. For instance, while a few understudies may have the solace level to expound on logical advances and innovation, others might be apprehensive about examining globalization and innovation. Along these lines, the instructor should remember that when she or he is picking the points to compose about.</p><p></p><p>Ultimately, the objective of each educator is to guarantee that their understudies gain however much information and comprehension of the topic as could be expected, both in their composition and in their group conversations. Along these lines, the most significant piece of the task is to ensure that the understudies really get the hang of something through their task. In any case, on the off chance that they don't, at that point the instructor must make a solid effort to ensure that they offer the ir understudies a greater amount of a chance to comprehend the subjects in the classes and the encompassing scene around them.</p><p></p><p>Not just should the educator comprehend these subjects as a general exertion to ensure that her or he benefits from the class, however she or he should likewise do all she or he can to ensure that the assignments are written so that they establish a long term connection with the understudies. As understudies go on to different classes consistently, these subjects ought to be thought of and the topic should likewise be utilized as a rule in different assignments and class discussions.</p>

Essay Topics - Paradise Lost Or Other Great Topic Ideas For College Students

<h1>Essay Topics - Paradise Lost Or Other Great Topic Ideas For College Students</h1><p>The first alternative that an understudy may consider when attempting to choose article themes is Paradise Lost. This is, obviously, not a terrible decision since it would bode well that the crowd for the paper would be the Christian populace. This is a theme that is well known and will be talked about for quite a while to come.</p><p></p><p>Another great choice is a subject on Shakespeare's Macbeth or Twelfth Night. On the off chance that the understudy can choose the last of these two for the primary exposition theme, the individual has a brilliant subject for the second.</p><p></p><p>There are some different points that ought to be given thought. The subject on Biblical inferences or the idea of vagueness ought to be thought of. The facts demonstrate that the greater part of the articles will concentrate on the general topic yet a considerable lot of the papers will address all the subjects also. So as to guarantee that the understudy has an assorted point for the article, the inference or uncertainty subject ought to be considered.</p><p></p><p>There are additionally some other exposition themes that are shrouded well in optional school courses. Indeed, the vast majority of these will as of now be shrouded in the primary year of secondary school. These will incorporate points like history, topography, science, and religion.</p><p></p><p>Of course, there are numerous other article subjects to consider and one needs to consider what the understudy needs to accomplish from the task. When the subject has been resolved, the understudy would then be able to figure out what sort of paper is needed.</p><p></p><p>Generally, papers on article points will go over different parts of life. As a rule, these papers will cover a few distinct kinds of papers that will incorporate those on verse, writing, or history. An incredible subject to consider for a history exposition would be the four corners of the earth.</p><p></p><p>Some themes will go into the creative cycle of articles which might be something that undergrads' are searching for. A portion of the subjects will cover composing styles, how to compose on various points, altering papers, and composing viably on articles. The points can cover numerous subjects however not all of them.</p><p></p><p>Students ought to talk with their teachers at the school where they will go to so as to locate the best exposition themes. A few classes offer assistance to understudies in such manner yet it will require the understudy to do some exploration and set out to find out about the subject with the goal that they can discover what is best for them.</p>

College Debt Essay - Should You Write One?

College Debt Essay - Should You Write One?With the current economic crisis, many students are looking to eliminate their college debt using a college debt essay. In this article we will explore the validity of the college debt essay and discuss why it should be part of every student's strategy for dealing with the financial aid process.Although college tuition and books can be expensive, student loans are not. For most students, the cost of college is out of their control and loans are the way that they make up the difference between what they need and what they have to pay. This situation can change quickly when money becomes scarce.The first major problem facing many students right now is the cost of living. Not only has the price of gas increased dramatically, it has also become significantly more expensive to live in certain areas of the country. When the cost of groceries and fuel is considered, a lot of students do not have the money necessary to purchase basic foodstuffs and c lothing. This creates a major financial problem when classes start and during exams and finals weeks.Without financial aid, students find themselves struggling to pay for tuition, school supplies, books, and other fees that most students spend the majority of their time studying for. It is common for most students to take on around three hundred dollars of student loan debt every month, which is more than the cost of basic food. And since the interest rate for these loans is usually very high, it is likely that students will end up owing several thousand dollars after graduation.So, many students turn to a financial aid office to help them manage their finances as well as to help them qualify for financial aid. Unfortunately, many students who owe thousands of dollars to lenders end up in the same position as those who have no loans: no money, no place to live, and no idea where to turn.The second thing that most students do is write acollege debt essay. This is an often ignored par t of the process, and it has the added benefit of providing the student with some time to think about his or her financial situation. Some students have reached their limit and do not feel that they can handle the responsibility of repayment.Other students need professional help because they are simply overwhelmed with the amount of debt that they owe. Students should always talk to a financial aid counselor if they feel overwhelmed. Financial aid counselors can help students assess their situation and get the best help available.A college debt essay should never be the first step in the process of finding a way out of debt. However, if you feel like you cannot handle the responsibility of repayment, this might be the first step to getting help. Many students are simply too overwhelmed to deal with this problem, and even with a debt essay it is very difficult to get yourself out of debt.

Funny Essay Topics Ideas - How to Make Any Essay Funny

Funny Essay Topics Ideas - How to Make Any Essay FunnyParody essays are some of the most popular ideas to be shared within the internet today. The funny, or witty pieces are also proven to work for online promotion and reader ratings, which in turn works very well as a means of promotion.All types of thought can be funny to some people, but when it comes to writing about serious topics such as religion, politics, or a well-written essay, it is difficult to express the exact feelings. As a result, most think that writing an essay can never be funny or witty, when in reality, anything can be funny if a few creative ideas are used. For example, take a political parody and write a sentence, which states that, 'The goal of the Democrats is to get us all killed; they want the population to become one big happy family.'This humorous ideas alone would allow anyone to get a humorous view on the current government, or a political party in order to promote or popularize your ideas. However, the re are many other ideas you can use to put humor into your piece. A few other popular satirical essay topics ideas include:Choose the top three favorite websites you visit every day. For example, if your favorite website is reddit, you could choose to write an essay about how this website has been consistently making news and going on television. After putting this information into an essay, the focus could be changed to humor, or entertainment as long as the essay provides an interesting subject.You could even choose to write a poem. An excellent way to do this is to use a few verses, and write a poem to describe the topic or emotion that you are trying to convey. For example, if you write, 'In reality, the average Internet user spends ten years online, only getting to know three of them as well,' you could go on to explain how the other two got to know about these three minutes, before you.If you are writing about a famous person, it would not hurt to add the 'biggie'ho' to their name. For example, 'Bill Gates, a big little guy, thinks that Apple's recent innovations such as the iPod, iPhones, and Macs are among the most important inventions of the twenty-first century. You can't blame him because Apple's computers are probably the most pleasurable devices ever made.'It may seem more difficult than other student essay ideas, but once you have created an idea, which is presented in a humorous manner, it should be a lot easier to sell it to the reader. The Internet is filled with satirical essay topics ideas which is perfect for anyone looking to push their imagination to its limit.

Effects Of Glass Ceiling On The Workplace - 978 Words

As we approach the millennium, the overall framework of the workforce has been steadily flourishing. In this era, several individuals would like to think that the promotional and also hiring processes in the workplace have become fair and also impartial. However, there still exist several impediments for few individuals. The glass ceiling is a subtle framework that most organizations and employers have utilized in legally discriminating particular groups of people. Although this action is not apparently several women and also minorities have encountered challenges in advancing to higher positions in their careers due to the concept of the glass ceiling (Horn, and Schaffner, 2003). Also, several historical customs have continued to hinder the success of female individuals in various societies. Due to these customs, the glass ceiling has been created above females in their place of work. This is a serious impediment that exists within businesses that have prevented highly qualified and learned women and people from minority groups from reaching their potential in leadership positions in various corporations. Purpose of this study The paper will show the effects of glass ceiling clearly. The paper will also explore the dilemma of the glass ceiling debate with a review of the literature, applicable concepts and also the necessary recommendations and conclusions that the society and various policy makers in the corporate and government sector must observe. The research alsoShow MoreRelatedGetting More Equality For Working Women985 Words   |  4 Pagesunder the bus. Despite some progress in work areas, women still experience â€Å"a glass ceiling† and sexual harassment due to gender inequality. Therefore, it is imperative to set up more workshops to support women to get more equality at work. 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Effects Of Sin In The Scarlet Letter Essay Example For Students

Effects Of Sin In The Scarlet Letter Essay In Adams fall, we sinned all. This old Sunday-school saying applies well to Nathaniel Hawthornes characters in The Scarlet Letter. The main characters, Hester Prynne, Arthur Dimmesdale, Roger Chillingworth, as well as the townspeople, all sinned. The story is a study of the effects of sin on the hearts and minds of Hester, Dimmesdale, and Chillingworth. Sin strengthens Hester, humanizes Dimmesdale, and turns Chillingworth into a demon. Hester Prynnes sin was adultery. This sin was regarded very seriously by the Puritans, and was often punished by death. Hesters punishment was to endure a public shaming on a scaffold for three hours and wear a scarlet letter A on her chest for the rest of her life in the town. Although Hawthorne does not pardon Hesters sin, he considers it less serious than those of Dimmesdale and Chillingworth. Hesters sin was a sin of passion. This sin was openly acknowledged as she wore the A on her chest. Hester did not commit the greatest sin of the novel. She di d not deliberately mean to commit her sin or mean to hurt others. Hesters sin is that her passions and love were of more importance to her than the Puritan moral code. This is shown when she says to Dimmesdale, What we did had a consecration of its own. We felt it so! We said so to each other! Hester fully acknowledged her guilt and displayed it with pride to the world. This was obvious by the way she displayed the scarlet letter. It was elaborately designed as if to show Hester was proud. Hester is indeed a sinner, adultery is no light matter, even today. On the other hand, her sin has brought her not evil, but good. Her charity to the poor, her comfort to the broken-hearted, her unquestionable presence in times of trouble are all direct results of her quest for repentance. Her salvation also lies in the truth. She tells Dimmesdale of Chillingworths real identity, having kept it a secret before, to aid in her salvation. Her pursuit in telling the truth is evident in the lines, ?In all things else, I have striven to be true! Truth was the one virtu e which I might have held fast, and did hold fast, through all extremity save when thy goodthe lifethy famewere put in question! Then I consented a deception. But a lie is never good, even though death threaten the other side!? Even though Hesters sin is the one the book is titled after and centered around, it is not nearly the worst sin committed. Hester learns from her sin, and grows strong, a direct result of her punishment. The scarlet letter was her passport into regions where other women dared not tread. ? Shame, Despair, Solitude! These had been her teachersstern and wild onesand they had made her strong ? Hester also deceived Dimmesdale, also committing the sin of deception. She swore to Chillingworth that she would keep their marriage a secret. She even withheld this from Dimmesdale, whom she truly loved. Hester finally insisted on telling Dimmesdale and clearing her conscience. In this passage, you can see how he grows angry at Hester: ?O Hester Prynne, thou little, little knowest all the horror of this thing! And the shame!the indelicacy!the horrible ugliness of this exposure of a sick and guilty heart to the very eye that would gloat over it! Woman, woman, thou art accountable for this! I cannot forgive thee!? Dimmesdale does forgive Hester. She has done the right thing in telling him. Her sin of deception is then lifted off her chest. Hesters vow of truth is then kept. Arthur Dimmesdales sin was the same as Hesters. He is Hesters silent partner in crime, the guilty one who has confessed nothing in order to save himself. Actually, Dimmesdale is a coward, a man who is too weak to confess his guilt, even though he desires to greatly. As a way of self-punishment, Dimmesdale has created a supposed A on his own chest by beating himself. Dimmesdale has committed the crime of hypocrisy. He is a minister and every week gets up on his pulpit to hear his congregations sins. Somehow, Dimmesdale is too weak to confess his own sin. By hiding it, his sin becomes even worse; its now a concealed sin. Dimmesdale pleads with Hester, while she is sentenced on the scaffold, to confess his guilt. ?I charge thee to speak out the name of thy fellow-sinner and fellow-sufferer! Be not silent from any mistaken pity and tenderness for him for, believe me, Hester, though he were to step down from a high place, and stand there beside thee on thy pedestal of shame, yet better were it so, than to hide a guilty heart through life. What can thy silence do for him, except it tempt himyea compel him, as it wereto add hypocrisy to sin Dimmesdales guilt is overwhelming. He must act as if nothing has happened. He remains silent so that he can continue to do Gods work as a minister. Throughout the seven years of the novel, Dimmesdales sermons get more and more tantalizing the weaker he grows. He must wear one face for the world, another for himself. Dimmesdale is trying to excuse his behavior, when his soaring career may be a justification for concealing a sin. He is struggling to confess, and in each sermon, he comes closer and closer to doing so. He is also under pressure from Chillingworth, who has brought Dimmesdale almost to the point of insanity. His guilt is heightened when he sees Hester suffer alone with the sin he was a part of. It seems to be Dimmesdales nature that has led him to be a coward. Speaking with Dimmesdale, you could discern his guilt in underlying meanings, or even directly, from what he says.? it may be that they are kept silent by the very constitution of their nature. Orcan we not suppose it?guilty as they may be, retaining, nevertheless, a zeal for Gods glory and mans welfare, they shrink from displaying themselves black and filthy in the view of men because, thenceforward, no good can be achieved by them, no evil of the past be redeemed by better service.? So, to their own unutterable torment, they go among their fellow creatures looking pure as new-fallen snow while their hearts are all looking speckled and spot ted with iniquity of which they cannot rid themselves. Dimmesdales triumphant day, when he finally confesses the truth, comes on Election Day. After giving the greatest sermon of his life, he climbs the scaffold. It is on the very scaffold that he first pleaded with Hester to reveal his identity that he now releases his secret. Chillingworths remarks show the importance of Dimmesdales confession: Hadst thou sought the world earth over, there was no place so secret,no high place not lowly place where thou couldst have escaped me,save on this very scaffold! I think Dimmesdale has not committed the worst sin of the book, even though he inflicted much pain onto himself over guilt and remorse. Hawthorne wanted to see what would happen if he created a character who struggled to hide a terrible sin deep in his heart, but also believed in a God that sees and loves the truth. This is what Arthur Dimmesdale thought and felt. His confession helped save his soul. Among many morals which press u pon us from the poor ministers miserable experience, we put only this into a sentence: Be true! Be true! Be true! Show freely to the world, if not your worst, yet some trait whereby the worst may be inferred! Roger Chillingworth commits the greatest sin. At first glance, Chillingworth seems to be sinned against, not a sinner. His first sin is one against nature, and Hester more specifically. It was committed the day he married Hester. He knew she did not love him, and he was not fit to make her a proper husband. He did not wrong her on purpose. Chillingworth does look back and sympathize. ?It seemed not so wild a dream,old as I was, and sombre as I was, and misshapen as I was,that the simple bliss, which is scattered far and wide, for all mankind to gather up, might yet be mine. And so, Hester, I drew thee into my heart, into its innermost chamber, and sought to warm thee by the warmth which thy presence made there!? Chillingworths ignorance does not even excuse him. He sinned and k nows it: Mine was the first wrong, when I betrayed thy budding youth into a false and unnatural relation with my decay. Hester knows he sinned also. She knew she was very young when she married him. His admittance to persuading her to be with him comes as no surprise to Hester. Chillingworth is a classic case of that sin Hawthorne developed called the unpardonable sin. For seven years, Chillingworths purpose is to search out and torment the man who has betrayed him. He has become a leech and sucks the life out of Dimmesdale. Vengeance is what he is obsessed with. In the process of carrying out his own vengeance, he destroys himself. He attempts to play God, and instead turns into a devil. A large number?affirmed that Roger Chillingworths aspect had undergone a remarkable change while he had dwelt in town, and especially since his abode with Mr. Dimmesdale. At first his expression had been calm, meditative, scholar-like. Now, there was something ugly and evil in his face, which they had not previously noticed, and which grew still the more obvious to sight the oftener they looked upon him.? Hester begins to feel that Chillingworths transformation is her fault. He must assume the responsibility for having destroyed himself. It is he who surrendered his human sympathies in his quest for revenge. Chillingworths worst sin is violating the sanctity of the human heart. He suffers the most, dying shortly after Dimmesdales death. His vengeance was all that was driving him forward. It was his sole purpose for living. All his strength and energyall his vital and intellectual forceseemed at once to desert him insomuch that he positively withered up, shrivelled away, and almost vanished from mortal sight, like an uprooted weed that lies wilting in the sun. This unhappy man had made the very principle of his life to consist of the pursuit and systematic exercise of revenge and when, by its completest triumph and consummation, that evil principle was left no further material to support it, when, in short, there was no more Devils work on earth for him to do so The townspeople made Hesters situation even worse. They punished her for committing a sin, even though they committed sins themselves. The townspeople were then guilty of hypocrisy. The worst sin committed by the townspeople is the isolation they put Hester through. She was at a point where she would not go out in the daytime, just to avoid the people. Wearing her sin on her chest made the townspeople isolate her. They were all clear hypocrites for being the same people who went to church weekly, repenting their own sins. Nathaniel Hawthorne was immersed in sin, its wages, and the redemption of sin. Hawthorne was a Puritan descendant, a child to a strong tradition of sin. Puritan theology was based upon the conviction of sins. The Scarlet Letter is a study of the effects of sin on the hearts and mind of each of Hawthornes characters. Hester and Dimmesdale seek redemption. Chillingworth, the worst sinner of the story, never seeks redemption. Hawthorne has written one of the first symbolic novels in American history. One of the most obvious symbols of sin in the story was Pearl. Pearl is the embodiment of her parents sin. She is the incarnate of the letter A on Hesters chest. Pearl also is Hesters constant reminder that she has committed a great sin. Pearl almost seemed inhuman until the end of the novel. Lastly, I feel Hawthornes The Scarlet Letter is an almost historical novel of the Puritan society, and its conviction of sin, in his view and research. .u01dc1608687b0fd683b64098f06ff06c , .u01dc1608687b0fd683b64098f06ff06c .postImageUrl , .u01dc1608687b0fd683b64098f06ff06c .centered-text-area { min-height: 80px; position: relative; } .u01dc1608687b0fd683b64098f06ff06c , .u01dc1608687b0fd683b64098f06ff06c:hover , .u01dc1608687b0fd683b64098f06ff06c:visited , .u01dc1608687b0fd683b64098f06ff06c:active { border:0!important; } .u01dc1608687b0fd683b64098f06ff06c .clearfix:after { content: ""; display: table; clear: both; } .u01dc1608687b0fd683b64098f06ff06c { 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; } .u01dc1608687b0fd683b64098f06ff06c:active , .u01dc1608687b0fd683b64098f06ff06c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u01dc1608687b0fd683b64098f06ff06c .centered-text-area { width: 100%; position: relative ; } .u01dc1608687b0fd683b64098f06ff06c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u01dc1608687b0fd683b64098f06ff06c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u01dc1608687b0fd683b64098f06ff06c .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; } .u01dc1608687b0fd683b64098f06ff06c:hover .ctaButton { background-color: #34495E!important; } .u01dc1608687b0fd683b64098f06ff06c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u01dc1608687b0fd683b64098f06ff06c .u01dc1608687b0fd683b64098f06ff06c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u01dc1608687b0fd683b64098f06ff06c:after { content: ""; display: block; clear: both; } READ: Neonatal nursing EssayEnglish Essays