Current Perspectives Of Psychology And Human Development...

INTRODUCTION This Individual Development Narrative discusses various factors relating to theories of lifespan development from birth through to my adolescent stage. This includes looking at the understanding and major theoretical perspectives of psychology and human development, its process and the influences of domains on human development across the lifespan and how they interrelate. The domains of development including Physical, Cognitive, Emotional and Socio-cultural /or moral. Also some of the human lifespan stages are Prenatal (prior to birth), Infancy (0-2yrs), Early Childhood (2-5yrs), Middle Childhood/School Age (5-12yrs), and Adolescence (13-20yrs). The outline of this essay would identify the Prenatal and Emotional; Physical and Infancy; Cognitive and Early childhood; Emotional and Middle Childhood; also the Social-cultural and Adolescence Development. Prenatal and emotional development, this stage of human life is the process by which an infant or a small baby develops inside the mother’s womb. This process of development takes around 38 weeks for the baby to complete. This stage period is divided into various categories of development and they are considered essential to the goal of having a healthy and full term baby. Some of the stages are germinal period, the embryonic period, and the fetal period. This time period process interrelate with the emotional process in conceiving a baby to them being born. The emotional domain starts from when the baby is stillShow MoreRelatedCurrent Perspectives Of Psychology And Human Development Essay1926 Words   |  8 PagesIndividual Development Narrative discusses various factors relating to theories of lifespan development from birth through to my adolescent stage. This includes looking at the understanding and major theoretical perspectives of psychology and human development, its process and the influences of domains on human development across the lifespan and how they interrelate. The domains of development, including Physical, Cognitive, Emotional and Social-cultural /or moral. Also, some of the human lifespanRead MoreFoundations of Psychology Essay763 Words   |  4 PagesFoundations of Psychology According to science philosopher Thomas Kuhn, the ongoing development of scientific paradigms is responsible for scientific progress. A scientific paradigm has three basic characteristics: a series of assertions that provide a model of the object of study, a group of common metaphors that assist with comprehension of the object of study, and a methodology that is accepted by the scientific community to provide legitimate and valuable data when carried out correctly. WithinRead MoreEvolution of Cognitive Psychology1054 Words   |  5 PagesCognitive Psychology Cognitive psychology is defined as â€Å"the scientific study of mental processes† (Riegler Riegler 2008, p. 1). During the 1960s, cognitive psychology became an emerging presence in the field of psychology. During this time period, attention to the study of â€Å"how internal states, such as thoughts, feelings, and moods influence behavior† (Cherry 2010, p. 12). Cognitive psychology studies how individuals think, comprehend language, and form beliefs. Human development involvesRead MoreEssay on Theoretical Positions of Jung, Adler, and Freud1471 Words   |  6 PagesTheory While science worked diligently to quantify and validate early structuralist perspectives in psychology, early functionalists were hard at work developing theories that were more qualitative in nature. Although not directly associated with the functionalism movement, Sigmund Freud, Carl Jung, Alfred Adler, and William James were clearly most concerned with how psychology could improve the lives of the individual and less inclined to laboratory research. Through each psychologist’sRead MoreThe Founding Of The First Laboratory By Wilhelm Wundt Essay797 Words   |  4 Pagesof the first laboratory by Wilhelm Wundt in 1879 began the fascination for psychological research. Psychology had not yet became a science until Wundt realized that human activities can be examined through careful observations, manipulations, descriptions, and control aimed at measuring/ predicting behavior. Early on psychology was about the study of behavior and mental processes. Today, psy chology ranges from neural messages to cultural influences. Wundt adopted protocols from physiology and physicsRead MoreAbnormal Psychology967 Words   |  4 PagesAbnormal Psychology Roshaun Hatchett PSY/410 April 25, 2012 Dr. Christopher Daub Abnormal Psychology Abnormal psychology has been in existence for more than a century. Mental illness was approached from a spiritual point of view. Individuals of certain beliefs would misdiagnose others from the spiritual perspective and would assume that evil spirits controlled his or her’s physical, mental, and observable world (Tyrer, 2010). The following will be covered in this document: theRead MoreThe Strengths and Weaknesses of the Sociocultural Perspective986 Words   |  4 PagesPsychology is one of the newest sciences. Because it is the science of the mind and behavior, it is also less concrete than some of the other sciences. Over the years, social scientists have developed theories or perspectives based off of their observations, research, and the perspectives of other scientists. Although there is some overlap, each of the major perspectives of psychology is unique. As a result, they each have strengths and weaknesses and explain psychology in a different way. OneRead MoreEs say on Choice and Free Will1511 Words   |  7 Pagesdebated by scholars, philosophers, and psychologists. It is a subject that has been argued, theorized, and predicted to the extent of human ability, but recent data has been brought up by two psychologists named Shirley Matile Ogletree and Crystal D. Oberle. These two psychologists assess surveys given to college level students to evaluate the â€Å"common† or â€Å"plain† perspective of free will. They also bring up the questions like â€Å"Is free will compatible with determinism?,† â€Å"What is meant by free will andRead MoreIndividual Psychology in the Real World809 Words   |  3 PagesIndividual psychology is a theory developed by Alfred Alder to explain human personality and the behaviors that stem from that personality. His personality theory regards people in a positive light especially in their potential to overcome physical disabilities and the feelings of inferiority that stem from them. In dividual psychology can also be used to explain underlying causes of mental and physical disorders. Susan E. Belangee in her article â€Å"Couples and Eating Disorders: An Individual PsychologyRead MorePsychology : Psychology And Psychology1018 Words   |  5 Pagesof psychology is common to talk about the psychological schools, as these are defined as groups of psychologists who shared a theoretical view and focused psychological problems with a common orientation; these have evolved over time. Psychology was first established as a separate science of biology and philosophy, that s when the real debate over how to describe and explain the human mind and behavior began start, different psychological schools represent the major theories of psychology. The Current Perspectives Of Psychology And Human Development... This Individual Development Narrative discusses various factors relating to theories of lifespan development from birth through to my adolescent stage. This includes looking at the understanding and major theoretical perspectives of psychology and human development, its process and the influences of domains on human development across the lifespan and how they interrelate. The domains of development, including Physical, Cognitive, Emotional and Social-cultural /or moral. Also, some of the human lifespan stages are Prenatal (prior to birth), Infancy (0-2yrs), Early Childhood (2-5yrs), Middle Childhood/School Age (5-12yrs), and Adolescence (13-20yrs). The outline of this essay would identify the Prenatal and Emotional; Physical and Infancy; Cognitive and Early childhood; Emotional and Middle Childhood; also the Social-cultural and Adolescence Development. Prenatal and emotional development, this stage of human life is the process by which an infant or a small baby develops inside the mother’s womb. This process of development takes around 38 weeks for the baby to complete. This stage period is divided into various categories of development and they are considered essential to the goal of having a healthy and full term baby. This time period process interrelates with the emotional process of conceiving a baby to them being born. The emotional domain starts from when the baby is still in the mother’s womb to a very young age. They experienced a wide range ofShow MoreRelatedCurrent Perspectives Of Psychology And Human Development Essay1634 Words   |  7 PagesIndividual Development Narrative discusses various factors relating to theories of lifespan development from birth through to my adolescent stage. This includes looking at the understanding and major theoretical perspectives of psychology and human development, its p rocess and the influences of domains on human development across the lifespan and how they interrelate. The domains of development including Physical, Cognitive, Emotional and Socio-cultural /or moral. Also some of the human lifespan stagesRead MoreFoundations of Psychology Essay763 Words   |  4 PagesFoundations of Psychology According to science philosopher Thomas Kuhn, the ongoing development of scientific paradigms is responsible for scientific progress. A scientific paradigm has three basic characteristics: a series of assertions that provide a model of the object of study, a group of common metaphors that assist with comprehension of the object of study, and a methodology that is accepted by the scientific community to provide legitimate and valuable data when carried out correctly. WithinRead MoreEvolution of Cognitive Psychology1054 Words   |  5 PagesCognitive Psychology Cognitive psychology is defined as â€Å"the scientific study of mental processes† (Riegler Riegler 2008, p. 1). During the 1960s, cognitive psychology became an emerging presence in the field of psychology. During this time period, attention to the study of â€Å"how internal states, such as thoughts, feelings, and moods influence behavior† (Cherry 2010, p. 12). Cognitive psychology studies how individuals think, comprehend language, and form beliefs. Human development involvesRead MoreEssay on Theoretical Positions of Jung, Adler, and Freud1471 Words   |  6 PagesTheory While science worked diligently to quantify and validate early structuralist perspectives in psychology, early functionalists were hard at work developing theories that were more qualitative in nature. Although not directly associated with the functionalism movement, Sigmund Freud, Carl Jung, Alfred Adler, and William James were clearly most concerned with how psychology could improve the lives of the individual and less inclined to laboratory research. Through each psychologist’sRead MoreThe Founding Of The First Laboratory By Wilhelm Wundt Essay797 Words   |  4 Pagesof the first laboratory by Wilhelm Wundt in 1879 began the fascination for psychological research. Psychology had not yet became a science until Wundt realized that human activities can be examined through careful observations, manipulations, descriptions, and control aimed at measuring/ predicting behavior. Early on psychology was about the study of behavior and mental processes. Today, psy chology ranges from neural messages to cultural influences. Wundt adopted protocols from physiology and physicsRead MoreAbnormal Psychology967 Words   |  4 PagesAbnormal Psychology Roshaun Hatchett PSY/410 April 25, 2012 Dr. Christopher Daub Abnormal Psychology Abnormal psychology has been in existence for more than a century. Mental illness was approached from a spiritual point of view. Individuals of certain beliefs would misdiagnose others from the spiritual perspective and would assume that evil spirits controlled his or her’s physical, mental, and observable world (Tyrer, 2010). The following will be covered in this document: theRead MoreThe Strengths and Weaknesses of the Sociocultural Perspective986 Words   |  4 PagesPsychology is one of the newest sciences. Because it is the science of the mind and behavior, it is also less concrete than some of the other sciences. Over the years, social scientists have developed theories or perspectives based off of their observations, research, and the perspectives of other scientists. Although there is some overlap, each of the major perspectives of psychology is unique. As a result, they each have strengths and weaknesses and explain psychology in a different way. OneRead MoreEs say on Choice and Free Will1511 Words   |  7 Pagesdebated by scholars, philosophers, and psychologists. It is a subject that has been argued, theorized, and predicted to the extent of human ability, but recent data has been brought up by two psychologists named Shirley Matile Ogletree and Crystal D. Oberle. These two psychologists assess surveys given to college level students to evaluate the â€Å"common† or â€Å"plain† perspective of free will. They also bring up the questions like â€Å"Is free will compatible with determinism?,† â€Å"What is meant by free will andRead MoreIndividual Psychology in the Real World809 Words   |  3 PagesIndividual psychology is a theory developed by Alfred Alder to explain human personality and the behaviors that stem from that personality. His personality theory regards people in a positive light especially in their potential to overcome physical disabilities and the feelings of inferiority that stem from them. In dividual psychology can also be used to explain underlying causes of mental and physical disorders. Susan E. Belangee in her article â€Å"Couples and Eating Disorders: An Individual PsychologyRead MorePsychology : Psychology And Psychology1018 Words   |  5 Pagesof psychology is common to talk about the psychological schools, as these are defined as groups of psychologists who shared a theoretical view and focused psychological problems with a common orientation; these have evolved over time. Psychology was first established as a separate science of biology and philosophy, that s when the real debate over how to describe and explain the human mind and behavior began start, different psychological schools represent the major theories of psychology. The

Can Students Really Improve Academic Performance by...

By wearing school uniforms, students can improve the learning environment. Uniforms increase the students’ belongings and school prides. School uniforms reduce undesirable behavior because they put students in the right frame of mind to learn (Portner). Uniforms can be a useful tool in improving children’s learning skills and attitudes toward school. It increases the student achievement and level of preparedness. School requires children to put on the uniforms in a reasonable way to improve learning skills, discipline, and focus (Kelly). Students can consider the uniform as their school’s physical awarded icon just for going to that particular school. Although this could create the students to discriminate the schools for which the school is better or worse, they can be proud of themselves for being a student and be motivated every day to study. Uniforms also make students to prepare to dress like a professional. Students who â€Å"learn to dress appropriately in school also can do so in a professional setting, such as offices† (Prill et al). Uniforms help students to learn how to dress appropriate clothes. Since they are wearing uniforms, they will get the ideas on how the professional places want to dress. Uniform decreases the student’s behavior problem such as attendance rates and suspension rates (Brunsma and Rockquemore). Uniforms instill discipline help students focus on their studies and eliminate pressure on parents to outfit their kids (Kelly). Academic performances

Marketing Plan for Markstrat - 1631 Words

* ------------------------------------------------- * ------------------------------------------------- Executive Summary * ------------------------------------------------- As the marketing team for AY, we have developed an effective marketing strategy that has led to our current lead in stock market price and overall revenues. Our current phased strategy of capturing three market segments with three distinct products will extend our market dominance and provide long term stability through diversification. * ------------------------------------------------- In the initial phase, each of our Sonites are targeted to specific, growing groups in the market: SYGU to Singles and SYCA to High Earners. By focusing our advertising†¦show more content†¦The Ramp;D strategy for SYCA will occur in two year cycles to aggressively protect our market share and profitability while gradually decreasing suggested retail pricing from $535 to $510 over the next 5 periods. * ------------------------------------------------- SYGU’s initial product characteristics aligned with the estimated ideal characteristics of the Singles according to Period 1’s Semantic Scales Research. By focusing advertising towards Singles, cutting price, and emphasizing their desired traits, SYGU was able to increase its market share against stiff competition. Beginning in Period 3, a re-design of SYGU will be introduced. This re-design focuses on two characteristics: increased power to match Singles’ desired features and a reduced production cost which will allow us to increase our margins. Ramp;D projects to improve SYGU will be conducted every two periods, meeting the changing demands of Singles and improving margins by retaining a static suggested retail price of $315 while decreasing production costs. * ------------------------------------------------- VYTL targets the emerging Vodite market with an evolutionary approach to segment targeting. The evolutionary approach targets targets Ramp;D and marketing to Innovators in Period 3, Early Adopters in Period 5, and Followers in Period 7. VYTL’s strategyShow MoreRelatedEssay on Markstrat Marketing Plan1179 Words   |  5 Pagesstores, department stores and mass merchandisers. In Year 5, Company U broke into the Vodite market with product VUGO. The Vodite market is segmented into three major segments: Innovators, Early Adopters, and Followers. 2.1 Market Summary The Markstrat world has a population of 250 million people. Through Year 4, the Sonite market consisted of 1.67 million people with an expected growth rate of 53% over the next five years. In order to meet the needs of consumers in the larger growing segmentsRead MoreProfessor of Business Administration and Professor of Marketing20751 Words   |  84 PagesPARTICIPANT HANDBOOK Jean-Claude Larrà ©chà © The Alfred H. Heineken Chaired Professor of Marketing INSEAD Hubert Gatignon The Claude Janssen Chaired Professor of Business Administration and Professor of Marketing INSEAD Rà ©mi Triolet Partner, Director of RD STRATX Copyright  © StratX 2010-04-19 1 Publisher: StratX Production: Coptech, Inc., Woburn, Massachusetts Marketing Team Americas: Marketing Team EMEAA: Development Team Support Team Paul Ritmo Andrà ©a Hernandez Stà ©phanieRead MoreMarkstrat19634 Words   |  79 PagesAlfred H. Heineken Chaired Professor of Marketing INSEAD Jean-Claude Larrà ©chà © The Claude Janssen Chaired Professor of Business Administration and Professor of Marketing INSEAD Hubert Gatignon Partner, Director of RD STRATX International Rà ©mi Triolet To search this document click CTRL+F i Publisher: STRATX International Production: Minute Man Press, Cambridge, Massachusetts Cover Design: Synergy Network, Waltham, Massachusetts Marketing Manager: Lucy Jacobus DevelopmentRead MoreMarket Attractiveness and Market Potential1820 Words   |  8 Pagessales Si as Si =I*MSi and I = f(P) Where P is the potential market, I is industry sales, MSI is the market share of firm i. The function f is a function of macro economic variables, and industry marketing mix variables. Clearly I or = P. MSI should be a function of marketing mix variables of all the firms. This is a top down approach and often we don’t know how to model f or MSI especially in early stages of the evolution of the market. But once we gain some experience in the industryRead MoreStrategic Marketing Markstrat5131 Words   |  21 PagesSTRATEGIC MARKETING Wednesday 29th, 1997 FIRM O Team Members Silak CHAMNIANWECH Djunyanto THRIYANA Gary WALSH Oming WIRASAKTI EXECUTIVE SUMMARY: Firm O has developed a portfolio of three products in the Sonite market over the course of the Markstrat competition. During the course of the competition, Firm O has lost significant market share and worked hard to rebuild a product portfolio that returns a substantial net contribution and places it in a position

Thar Free Essays

STUDENT CAREER ESSAY What Do You Want to Be? D o you see yourself as the next great American inventor? Maybe you’re thinking about becoming a lawyer, an architect, a filmmaker or a photographer. There are as many career options out there as there are stars in the sky, so when it comes to your future — think big! You may change your mind about a career as you get older, but it’s important to have information about all types of careers as early in life as possible. Whatever you want to do, education beyond high school can help you make the most of your life. We will write a custom essay sample on Thar or any similar topic only for you Order Now You can find information on all types of careers, and the education and training needed for each, at the websites listed below. You can explore other resources, or talk with someone who does this type of work, to find out even more about what you want to be. After you’ve researched the career you’re interested in, follow the instructions for writing an essay. Essay Instructions ? The essay should be 200 to 300 words. (That’s about as long as these instructions, without the websites listed below. ) Be creative — make up your own title. Include your name. Tell us what career is of interest to you and why. What type of education or training will you need for the career? What are the opportunities for this type of work in the future? Tell us what steps you took to learn about this career. Don’t forget to pay attention to spelling and grammar while writing the essay. ? ? ? ? ? ? ? You can also view these instructions and the websites below at www. MatchThePromise. org. (Your parents can find information on essay scoring criteria on Page 5 of the Description and Application Instructions. Dream big! The future is waiting for you. Helpful Career Websites http://www. careeronestop. org/StudentsandCareerAdvisors/ExploreCareersStudents. aspx CareerOneStop Explore occupations and industries to plan your future. Sponsored by the U. S. Department of Labor, Employment and Training Administration. Kids. gov http://kids. usa. gov/teens-home/jobs/index. shtml View occupations in different career fields. From the U. S. Genera l Services Administration, Office of Citizen Services and Innovative Technologies. My Next Move http://www. ynextmove. org Describe your dream career in a few words, browse careers by industry or answer questions about work you might enjoy. Also find careers with a bright outlook. Created for the U. S. Department of Labor, Employment and Training Administration, by the National Center for O*NET Development. (continued on back) Susan Combs Texas Comptroller of Public Accounts CAREER ESSAY Helpful Career Websites (cont’d) What Do You Like? http://www. bls. gov/k12/ Explore career information based on what you like to do. Kids’ career pages from the U. S. Department of Labor, Bureau of Labor Statistics. Occupational Outlook Handbook http://www. bls. gov/ooh Search by occupation group, or search by pay, education, training and projected growth rate, to find information for hundreds of different careers. From the U. S. Department of Labor, Bureau of Labor Statistics. Every Chance Every Texan http://everychanceeverytexan. org/texasjobs/ View top jobs in Texas, and the education and training needed for each. Also view the state’s top industries. From the Texas Comptroller of Public Accounts. Texas Reality Check http://www. texasrealitycheck. com When you’re out on your own, you’ll need to pay for housing, transportation, clothes, entertainment and other expenses. Find out how much money you might need and which careers will pay for those needs. Brought to you by the Texas Workforce Commission and the Texas Education Agency. Texas CARES http://www. texascaresonline. com/wowmenu. asp Explore opportunities based on your work values and interests. Search by career title, occupation group, keyword and more. Also find out about new and emerging careers. From the Texas Workforce Commission. BigFuture https://bigfuture. collegeboard. org/majors-careers Explore college majors and career options. Also select an interest to explore related careers. By The College Board. CareerShip http://mappingyourfuture. org/planyourcareer/careership/ Match your career interests, review careers by clusters (occupations and industries that share common features) or search by keyword. Product of Mapping Your Future, a public-service website. Susan Combs Texas Comptroller of Public Accounts 96-1724 (9/12) How to cite Thar, Papers

Clair de Lune by Claude Debussy free essay sample

Music is a powerful thing. It can stir up emotions, bring you back to a specific moment in time, or remind you of something going on in your life at the moment. Generally this is because of the lyrics, and the melody or the singer’s voice is just a nice addition. But I think music without lyrics can be just as powerful, sometimes even more so. Classical music is pretty underrated among people my age. Actually, it’s pretty underrated in general. Usually unless a person plays an instrument, or was raised with classical music, they don’t know or care much about it. Many pieces of classical music provide such rich, beautiful pieces, that they should be counted as a work of art. In the simplest words, that’s what truly great classical music is: a work of art. Clair de Lune is one of those pieces. It’s full of rich, complicated harmonies, with a simple, yet beautiful melody weaving it all together. We will write a custom essay sample on Clair de Lune by Claude Debussy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I love Debussy in general; I think all of music is pretty brilliant, and it’s some of the better classical music out there. But Clair de Lune stands out for me, and I’m not alone in thinking this. It’s been thought of as an immortal piece among music for many, many years. And there’s a reason for that, it takes my breath away nearly every time I sit down and truly listen to it. I’ve always thought Clair de Lune was a beautiful piece, ever since I heard it for the first time many years ago. But it wasn’t until I started to learn it that I realized just how amazing it is. The piece starts out simple, with the quiet chords seeming peaceful and restful. As the piece goes on, tension starts to build up, with the chords getting louder and louder, and the melody becoming more urgent, before backing away. It continues on, building up, and then backing away, until it comes to a final climax. The rest of the piece is the conclusion, and it’s just about the most beautiful thing I’ve ever heard. After the climax, it backs off slowly, until you reach the original melody, with a couple twists thrown in. From there until the end, the piece gets quieter, softer, before reaching the final arpeggio of the piece, leaving you feeling restful and relaxed. On of the things that makes Clair de Lune such a powerful piece is the lack of words. Lyrics can evoke strong emotions, but they’re also very specific. Clair de Lune can be used much more freely, it can remind various people of very different things. Clair de Lune means ‘light of the moon’, and that seems like a very fitting title to me. It’s light and airy, yet mysterious, with darker, more complex chords moving underneath the basic melody. It can seem sad, yet also triumphant. It can be soothing and calming, but can also be turbulent and emotional. Clair de Lune can be used in many different formats, and enjoyed in all of them. It can be played in a great concert hall, and seem like the most beautiful piece ever composed. It can be used as music to dance to; it can be put together with clips from a movie or TV show and tell a story through that. Or you can simply put on your headphones, sit back in your chair, crank up the volume and just listen. Whatever way you choose to enjoy it, Clair de Lune is a timeless piece that will be enjoyed for many generations to come.

Dance Education and Culture

Executive Summary In contemporary sociological usage, the term culture refers to the sum total of all knowledge, customs, beliefs, attitudes and values shared by a large group of individuals with other common linkages. Theories formulated by David Carr suggest that culture can also be described from an evaluative point of view as the things that are worthwhile to the humans (Carr 2003, p7).Advertising We will write a custom essay sample on Dance Education and Culture specifically for you for only $16.05 $11/page Learn More Carr goes ahead to suggest that it is a challenging fact for individuals to distinguish which of the various learning experiences they analyze in the various cultures is important for personal growth and development. Carr’s proposal has a definite application in dance education particularly because all the elements of the practice can be isolated using either the sociological or the evaluative criteria. This essay seeks to illus trate that the teaching experience particularly when it comes to dance is an amalgamation of the cultural elements manifesting through curricula and syllabi specifications. To this end various forms of literature shall be investigated to provide the background information necessary for the creation of a solid argument. Personal experience as a dance instructor shall also be drawn into the discussion and this shall be interwoven with theoretical frameworks proposed by different scholars in the field to offer even more credibility to the essay. Introduction Over the years dance studies have gained prominence all over the world. The knowledge and field requirements are under rapid evolution and both the practitioners and instructors in the field have to go through a specified amount of refresher training. Social and cultural shifts particularly in the student markets have necessitated the removal of the traditional boundaries between various academic disciplines. Teaching dance is beco ming more and more complex and in institutions of higher learning dance is crossing across all academic spheres with the introduction of such programs as dance medicine and dance philosophy. Dance education Syllabi There are three main syllabi that are well acceptable in the dance instruction field. These are named according to the institutions/personalities that established them and they are: Dance Vision International Dance Association (DVIDA), United States Imperial Society of Teachers of Dance (USISTD) and Arthur Murray.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More For each and every of the three well recognizable dance curricula, there are three primary levels for ranking student talent and abilities. These are bronze, silver and gold. However, each and every syllabus has its own primary focus that aims at strengthening a student’s skills and abilities as well as acting as the fou ndation for which more work can be based on. The foundational stages of all the three curricula are aimed at identifying students’ abilities and talents as well providing proper the theoretical information to guide the trainees in subsequent stages. Through discipline and commitment, students in senior levels of training work on already acquired techniques and they build on them, in the process perfecting their skills. In order to illustrate how both the evaluative and sociological definitions of culture can apply to the dance profession, a comparison of the practical elements of credible dance syllabi in educational facilities has to be provided. This will mainly focus on the presentation of the dance as it is the final product of the entire training process. For the purpose of this discussion, the analysis shall be based on bronze level performance of nine competitive dance routines. These three dance instruction syllabi are defined by the unique approaches they each take i n the performance of various dance routines. These differences are summarily detailed below. It is worth noting that this discussion has been restricted to the major competitive styles which are widely accepted as the common point of reference for all the dance teaching syllabi. The important elements under discussion for all the dance styles analyzed include, the progression, the uniqueness in steps and the relevance of the knowledge gained to the student. Smooth dance Waltz – The Arthur Murray has well distinguishable number of steps and aside from giving the dancer the option of variety it also goes ahead to use layering in developing a definite motion pattern across the dance floor. The USISTD also entertains the distinguishable steps as Arthur Murray but doesn’t leave room for variety. This therefore makes it only ideal for professional dancing at the expense of social dancing. DVIDA has provisions for variety but does not have elaborate movement styles until much later in the syllabus. It has however been fronted as the best curriculum to follow for the Waltz.Advertising We will write a custom essay sample on Dance Education and Culture specifically for you for only $16.05 $11/page Learn More Tango –DVIDA has a clear and fun scope of teaching the tango but tends to involve the trainees in skillful moves too early in the curriculum. This is particularly because it tends to demand a change in alignment regularly and also requires high levels of accuracy in orientation which in a way makes it very challenging to navigate. Arthur Murray has various variations in the first half of the curriculum and the remaining half comprises random movements. UISTD on its part lays emphasis on the primary usable movements and lets the trainees develop into the routine naturally. Viennese Waltz – It is very difficult to analyze this category as there are numerous approaches to the American Viennese. This makes it dif ficult to establish the genuine presentation format of the dance at the bronze level. Trainees who follow the DVIDA syllabus tend to approach this dance routine at a slow pace and then develop the drive as the training progresses. The primary Viennese movements are introduced almost midway through the curriculum and then the American patterns are introduced much later into the syllabus. Arthur Murray on the other hand tends to kick off with complex styles both in terms of speed and drive and then gradually move into slower aspects. The UISTD introduces the students to the core elements of Viennese and then integrate them with unique American aspects. As the syllabus progresses, the more complex American patterns are introduced and fused with the previous techniques that the trainees have picked up over the time. Rhythm Cha Cha – The UISTD starts with an almost conservative number of steps. DVIDA is almost similar to UISTD but it tends to be open enough to allow for slight inn ovation. Arthur Murray is entirely conservative and it does not give the performer enough credibility by the time that he/she is done with the training. Rumba – Arthur Murray’s Rumba tends to be dull from the outset and then incorporates a number of complex steps as the syllabus progresses. UISTD has unique technique descriptions and these develop in a compounding manner throughout the training period. DVIDA starts definite patterns but has limited fifth position endings.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More East Coast Swing – For this routine, DVIDA tends to omit a number of important steps such as the outside turns, points and kicks. It is therefore very difficult for a dancer who is well versed with this technique to gel well with a dancer from a different syllabus. It however has great technique description. UISTD starts on a triple which makes some steps such as the whips challenging. It also has great technique descriptions. Arthur Murray has solid steps and a great technique which makes it appropriate for both social and competitive dancing. Bolero – The USISTD bolero tends to be more like a rumba dance version. As a matter of fact, individuals can use steps from the latter in learning the bolero. Arthur Murray’s syllabus stipulates that individuals have to be at bronze level before they can start the dance. DVIDA has a number of definite steps with well written technique descriptions making it a fun to pursue syllabus. Mambo – The DVIDA mambo comprise s a wide array of steps but has some unpopular endings. Arthur Murray encourages proper timing and a great technique. It however lacks variety and this tends to make the syllabus lose its appeal. UISTD is slow from the outset but gradually morphs into a fun-filled second half. Foxtrot – DVIDA’s foxtrot tends to coerce the dancers into SSQQ timing and some of the steps in this technique at the bronze level appear awkward. Arthur Murray encourages alternate timings and encompasses great variations to make the dance even more interesting. UISTD generally tends to start with proper and progressive steps but the entire piece at the bronze level appears like a re-jig of the waltz. Movement and the historical/cultural aspects of dance The way a dance defines the movement explains the primary aspects of the style and the historical context of the dance. The techniques and skill of a dance routine are attributes which are conferred from one generation to another in a form of br oad cultural transference. However, individuals studying and performing dance from time to time tend to reinterpret traditional dance styles and present them is ways that make sense and are comfortable to them. The three dance syllabi analyzed above present students with the chance to gain comprehensive knowledge of dance. Students from each curriculum learn the different dances based on how the dances were presented by the founders of the syllabi. The students therefore base their techniques and skills on the historical and cultural significance of the adopted style. In this way, they can easily evaluate their work by comparing it with the established framework of the syllabus that they learn in. Irrespective of the chosen curriculum, there are five key gains that students of dance are expected to have made at the completion of the training period; these are: They must have gained sufficient knowledge of the elements of dance. The must clearly choreograph a dance in such a way tha t it reflects the elements of the syllabus they followed. They must be in a position to apply the skills gained in non-competitive (formal) presentations The must be able to evaluate both professional and non-professional dance practice. They must know how to elaborately communicate ideas through choreography. These five elements are based on the broad appreciation of dance as an art form that is primarily grounded on culture and tradition. In this regard, tutors and instructors should ensure that the items included in their syllabi are well planned and comprehensively cover each and every component of their primary targets. Curricula should be developed and implemented using various instructional routines which put students in better positions to go through varied experience. Bearing in mind that most students have different learning rates, tutors should ensure that all their students achieve the desired levels of performance based on the chosen syllabus. Based on a broad perspect ive of dance and dance education, the roots of dance can be traced back to the origins of human kind. Dance has been used as a way of expressing cultural values by giving individuals the opportunity to reconnect with the past and link it to the present and create visions of the future. In a way, every coming generation recreates culture through dance. By the students understanding the historical and cultural heritage of a number of dance routines exposes the students to understanding the functions of dance in different social settings. Proper curricula enable students utilize their critical thinking abilities to envisioning, describe, provide an analysis and evaluation of a given dance piece in a credible manner. Students are able to assess various techniques and styles based on the presentations they receive in class. This kind of understanding makes them better understand most of the elements in each and every sequence. Formal education and dance culture Dance had been traditional ly viewed from a narrow-angle perspective as a performance art with no real significance in the real world and therefore most individuals opted not to go through formal training (McCutchen 2006). However, through years of study and enhancement of professionalism in the field, it has been found out that the people who go for training acquire skills which are important in achievement in other areas of life not related to dance. These students tend to develop proper self-understanding and appreciation of human relationships and also tend to auger well with their external environments. Aside from this, they are able to enhance their critical thinking abilities as they are able to question the reasons for certain actions during the dance practice as well as properly defining meaning from choreographed pieces based on their respective curricula (Carr 2003). Formal education has changed over the years to accommodate fields that were previously regarded as unimportant to societal developmen t. These include the likes of dance and other performing arts and over the years there has been a cultural shift towards incorporating these fields into educational curricula with an aim of recognizing them as worthy professions. As much as individuals can easily attain their goals through setting up personal structures for reading and networking, practical fields such as dance tend to require the presence of tutor/instructor who will serve as the assessor for growth. These tutors are now under constant pressure to have gone through a formal educational system, and particularly have obtained college certification which will put them in a better position to evaluate the talents and needs of students. A tutor who has grown through a credible educational system will no doubt be in a position to determine the kind of information that is important to the personal development of his/her students and filter out from knowledge that has become obsolete and irrelevant (McCutchen 2006). Howeve r, it is definitely clear that exposure of students/trainees to a wide array of subjects will further broaden their competitive advantage in the real world. The students who have a varied knowledge system will be better placed to communicate with persons who engage in other elements of the professional dance field and they will also be in a position to understand how their roles as professional dancers interrelate with other professions in such a way that the jobs influence each other. There are two elements of education that tutors should have in mind when designing dance training programs. One is that formal education gives students an opportunity to expand their way of thinking. This means that individuals are expected to graduate out of particular training institution with knowledge that they can use to circumvent any challenge that may arise in their line of duty (McCutchen 2006). Secondly, the education is supposed to provide them with an entry ticket to professional recogniti on. This recognition, however, can only be sustained by the quality of their work and as long as the tutors focus on instilling the necessary ethic to their students it can easily be entrenched in their (the students’) career routines. One of the ways that can be used to ensure that this is attained is through ensuring that the students have extensive theoretical and practical knowledge of their area of specialization. This coupled with personal post-training experience will determine how successful an individual’s career life will be. It should be noted that there is a difference between getting a formal academic accreditation and getting an education. The real point of training is to offer the student the opportunity to learn how to think and feel deeply about a particular profession in such a way that they can not only make a living out of it, but also make a life through the knowledge gained. The importance of curricula in defining growth All of the recognizable da nce curricula particularly at trainer/college level introduce individuals to the process of research in order to isolate knowledge that they can relevantly use in coaching their students. College education also trains students on how to practically deliver everything they have picked from theoretical sessions and how to face challenges and seemingly mundane activities with honor. Most of the value picked from college dance education is a representation of how much a student was able to apply him/herself to the course and endurance of the difficulties encountered (Barker 2008). As dance educationists, we are under constant pressure to decide whether to extensively expose our students to theoretical knowledge or to concentrate on the practical application of the basic knowledge garnered. However, it is vastly acceptable that an individual with credible certification in any professional field must be in a position to practically display his/her ability as well as explain the theory beh ind the actions he/she partakes in (McCutchen 2006). It therefore becomes the responsibilities of the tutor to identify those individuals with reading disabilities and finding ways of ensuring that they pick up the critical theoretical elements of the dance practice, even if it means having to give them audio notes and oral tests. The various dance curricula have their own delivery and presentation styles and it therefore becomes challenging for tutors to establish a general format that will appear appropriate across the board. Even with this bottleneck, individuals-particularly educationists- should have it mind that the most important element of the knowledge that the students are getting is that it puts them in a better position to reevaluate themselves irrespective of the cultural elements of the society in which they were raised in. The commercial benefits of a career should not be viewed as the primary driving force of an individual who prides in having gone through proper edu cation and formal professional training (Barker 2008). Instead, students should be made well aware that if they fully apply themselves to their jobs and deliver everything with professionalism, they will be able to supersede societal/cultural pressures and lead fulfilling career lives (McCutchen 2006). As a matter of fact, college/tertiary education enables students learn how to enjoy their lives outside their jobs as well as giving them the opportunity to pursue perspectives based on their personal intrinsic values. Students who are made to clearly understand the importance of entertaining ideas and perspectives eventually end up happy in both their professional and personal lives. While it arguable that individuals can still learn this outside an academic institutions, it has been proven that individuals who choose to pursue this route tend to spend a lot of time on certain irrelevant things before it dawns on them that they need to move on to the next agenda. It is therefore appr opriate, particularly in practical fields such as dance, that individuals enjoy some level of liberal education alongside the formal elements that can only be provided by academia (Carr 2003). Research has it that most practical skills are better picked outside of academia which tends to concentrate on giving theoretical and general education. However, most people will not have the drive and motivation it takes to learn a trade using this route. It is therefore the responsibility of the instructors to establish curricula and syllabi which will give their students both the ideal general knowledge to survive in the competitive ‘outside’ world as well as horn their skills in attaining professional competence in their respective trade. Role of the instructor/trainer in defining dance culture The design and creation of a dance curriculum is a reflective process that requires the tutors and instructors to actively engage in a number of questions that will focus on the strengt hs of the delivery process. Teachers should clearly know that the main goal of the training process is to enable their students develop proper creative and expressive techniques as well as adequate dance knowledge to see their careers develop from strength to strength (Carr 2003). From personal teaching experience, I have been able to understand the delivery and presentation of dance concepts are two independent but related elements of the practice. Like other traditional academic delivery syllabi, dance syllabi also focus on delivering certain concepts and elements in isolation. However, being one of the few professions whose products are clearly noticeable, the entire learning process for dance is aimed at ensuring that all the knowledge obtained in the different classes is integrated in performance. It is of paramount importance that students understand how to create performances based on the basic elements of dance that they pick up in class. The instructor/tutor is charged with the responsibility of ensuring that the students fully understand all aspects of the instruction, because the weakness of one component dramatically reduces the quality of the entire performance. The students should be able to have a clear perception of dance as well as place the different elements in their cultural and historical position based on relevance. In this way, the students will be able to understand and view dance as a form of art through the development of an awareness of spontaneous movement and they categorically understand the underlying principles and elements of dance. Through creative expression, students who have been well tutored in the dance art form are able to combine their knowledge on body sciences and fitness with dance elements to come up with presentations that are both impressive and professional. All of the syllabi analyzed earlier follow similar frameworks where students first learn the basic and simple movements of a given dance before progressing t o more complex aspects. Role of the student/trainee in defining dance culture While trying to establish the relevance and importance of certain elements to students, it is worth noting that the primary factor that will dictate the reception of information is the students’ personal approach to the knowledge they are receiving. Some individuals just take to formal education in order to get the bare minimum that will get them noticed by field agencies (Carr 2003). This mindset significantly reduces the gains they make from the training and it therefore becomes even more challenging for the instructor to try and get them to pick up knowledge that could adequately contribute to their personal development. With the limited number of employment facilities for dancers, educationists should make it their responsibility to ensue that their students define their career goals not only by the broad/sociological aspects of culture but using the evaluative elements. The latter will prepare them to creatively use the information garnered in school in establishing themselves as marketable individuals. This also means that even if they don’t get hired to work for other people, they could easily set out on their own and still earn a decent livelihood out of it. In this sense, an average student who has the drive and determination can easily end up starting his/her own agency and hire all the brilliant and fast students they were in training together. Societal participation in defining formal dance culture Most individuals particularly those in culturally ‘respectable’ professions tend to regard dance as a trade that does not necessarily require an individual to have gone through formal education to make it (Carr 2003). This misconception has in recent times come to be dismissed as it has been established that individuals can easily gain the varied life experience required understand the needs of the profession through proper education. Even the basic g eneral knowledge that students detest while in school will come in handy at some point in their lives irrespective of the chosen career path. It is also manifest that just a few individuals have the ability to learn on their own but even these persons need to have the basic groundwork which can only be founded on formal training. With the constant demand for degrees and other notable certification by employers and recruitment agencies, colleges and other training facilities have been pushed to accommodate individuals who would otherwise never have qualified for such education (Barker 2008). This heavily impacts on delivery as the limited facilities are overstretched demanding the instructors and tutors to concentrate on offering theoretical lectures. Unfortunately, some programs such as dance require enough practical lessons as this is what the world will use in analyzing the skills of the professionals who graduate from such fields. It is therefore the prerogative of the trainers, instructors and tutors to establish the relevance of the content they are presenting to their students as far as personal and professional growth is concerned. Good educationists will ensure that the knowledge they give their students sets the tone and confers on them skills to cope with the challenges of the profession (Carr 2003). It is unfortunate that individuals graduate from training facilities without the basic idea on how to practically apply the information garnered while their counterparts who chose to follow the longer way of learning through practice can cope with any of the challenges thrown their way. While it is admirable for tutors to focus on helping their students develop useful skills it is clear that with the rapid changes in society, such skills may lose relevance in a very short time. It is therefore important that curricula and syllabi be focused on turning students into well rounded individuals who can easily adapt to professional, societal and cultural metam orphoses. Summary In an effort to illustrate both the broad and narrow definitions of culture as applies in the dance profession, this essay has raised a number of critical issues as summarized below. First, there are three primary dance curricula which are well recognized in competitive dancing. These are the Dance Vision International Dance Association (DVIDA), United States Imperial Society of Teachers of Dance (USISTD) and Arthur Murray. All the three draw elements for their syllabi from how a given societal group used to present them. This goes in tandem with the sociological view that culture is a set of practices shared amongst a group of individuals with common characteristics and who end up defining how things shall be done within the group. As has been illustrated using an analysis of nine bronze level competitive dance styles some elements have been left out or added by each of the three curricula based on convenience and appropriateness to the performer. This supports th e evaluative view of culture in the sense that the teachers of particular syllabi have to establish which aspects are important to their students’ growth and which ones serve no definitive purpose. Coming to training accorded to dancers, it has in recent times come to the appreciation of individuals with diverse backgrounds that dance can be taken as a meaningful career. With this introduction of professional appreciation, diploma and degree programs have been set up to specifically offer proper training in dance. It is this kind of appreciation that has led individuals to seek academic certification and in the process learn which elements are necessary for their personal growth. While developing curricula for their students, teachers and other instructors are charged with the responsibility of ensuring that they determine which aspects of the training will be of relevance to each and every student in the class. As a result, they more or less dictate how the culture of their classes would be shaped as opposed to relying on hand down set ups. The training of dance professionals can be evaluated based on two elements. These are the delivery of the knowledge from tutor to students, and the presentation of the learned skills by the students. The latter is however entirely dependent on the former and it is with this knowledge in mind that instructors ensure that the syllabi and course outlines support elements that will put their students at a better place to learn. However, even with the tutors and instructors playing a critical role in how the information they present to the students will be received, the students themselves have to be willing to absorb the knowledge they are given. As a result, they also contribute greatly to how the skills they acquire become of relevance to them. In other words, the students are also responsible for how culture is defined within their places of learning. Society also has a critical role to play as far as the definition of culture and professional dance practice are concerned. This is primarily because most individuals tend to depend heavily on societal influences in establishing their career paths with most of them going against the desires of their hearts to join professions that they are not interested in. It is this desire to belong to a given cultural grouping that has for a long time caused performing arts such as dance to be seen as less important as compared to other careers. However it has been recently realize that the more society opens to change, the more people are comfortable going for professions that enhance their personal growth. Conclusion It is worth noting that culture is a constantly metamorphosing element of society. It undergoes changes from time to time and when it comes to professions such as dancing, the tutors and trainees end up dictating which aspects of the cultural practice are useful to them and which are not. This project has served to illustrate many key-note point s in regards to the importance of culture in dance training. The information obtained in the research has served to broaden personal knowledge on the profession particularly from an instructor’s point of view. This is the kind of knowledge that can be practically put to use whenever drafting syllabi and developing curricula. This paper has provided extensive data on the various aspects and elements of the dance profession and has illustrated how they ling to both the sociological and evaluative definitions of culture. Various elements of syllabi creation have been critically highlighted using data obtained from books and publications credited to various professionals in the field. This information has to some extent been broken down to such levels that individual who are non-professionals can easily pick out relevant bits of data from the essay and be in a position to relate them to their respective environments. The presentation has taken the form of a research process repor t by critically evaluating the topic of discussion with relevant explanations being given to evaluate concepts. The final product is a well laid out paper that if well reviewed can be used to provide background information to guide other professionals in their own projects on related topics. Reference List Barker, C. 2008. Cultural Studies: Theory and Practice. London: Sage. Carr, D., 2003. Making sense of education: an introduction to the philosophy and theory  of education and teaching. London: Routledge. McCutchen, P.B., 2006.Teaching dance as art in education. Illinois: Human kinetics This essay on Dance Education and Culture was written and submitted by user Lillianna Suarez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Return of Martin Guerre essays

The Return of Martin Guerre essays After reading The Return of Martin Guerre I have learned many things about peasant life. The book taught me about the importance of family life to the peasants, marriage, economic life, level of education, different religions that existed and their legal system. It seems that family life is extremely important to the peasants in many different ways. For example, the quote Perhaps Martins mother had urged the move, for the Basque women were said to be forward, making known their wants (page 7), suggest that Martins mother was concerned for the well being of her family since there was a war. This shows that the mother cares more about the family than the wealth that they had had in Basque. We also see that the men like Martins father probably listened to his wife because he loves her (but this is only if they had moved because the mother wanted to move, but still it was a possibility since Basque women were thought to be authoritative in the family household. This also implies that the peasant men had respect for their wives and probably often took whatever request their wives had into consideration. The testaments in the area around Artigat rarely benefit one child but instead provide dowries for the daughters and divide the inheritance equally among the sons, even if there are five of them,(page 11). This line suggests that the sons of the family were treated equally with his brothers, in the sense that they all attained the same amount of inheritance. Also, the daughters of a family were treated equally with her sisters. This idea of equality between the same sex children of peasants sort of shows that the parents loved all of their children equally. Here we also see that the sons of the family arent treated equally to the sisters, where the sons seem to gain more. The line ...most often...the heirs divide the land and live near one another... suggests that peasants...