Langston Hughes Research Paper - 25309 Words

In 1919, when Langston Hughes was seventeen years old, he spent the summer with his father, Jim Hughes, in Toluca, Mexico. Langston had not seen his father since he was a small child, and he was excited about making the trip. However, during this visit, no affectionate bond would develop between Langston and Jim. Jim Hughes was a cold, difficult man, who was driven by ambition to make money and achieve respect. He had moved to Mexico to avoid segregation and racial injustice in the United States. As the manager of an electric company and owner of a ranch and mines, Jim expressed contempt for black Americans who continued to submit to segregation and live in poverty. Langston Hughes, 1933 (Library of Congress) Langston was not ashamed†¦show more content†¦Langston had no playmates because Mary Langston lived in a run-down, white neighborhood. He was afraid to leave his yard, where he was safe from rowdy white boys who chased and teased him about the second hand clothes and cast-off womens shoes that he wore. Langston spent many hours sitting on a stool beside his grandmother, who read him stories from the Bible or from his favorite book, Grimms Fairy Tales. Her long wavy hair had very little gray in it, and in her ears she wore the small gold earrings Langstons grandfather left her. Her lips were thin, and her skin, wrinkled like an Indian squaws, was a lighter shade of brown than Langstons. Carrie Hughes worked in Topeka as a stenographer for a black attorney and as a clerk for a newspaper. Occasionally, on weekends, she would take Langston to Kansas City. His Uncle Dessalines owned a barbershop in a black neighborhood, where peoples lifestyles were far different from that of his strict grandmother in Lawrence. Langston roamed the streets near the barbershop. He played the nickelodeon and listened to street musicians playing the blues. Mary Langston was a devoted grandmother to her grandson. (Yale Collection of American Literature, Beinecke Rare Book and Manuscript Library) In 1908, six-year-old Langston moved to Topeka to live with his mother in an apartment over a plumbing shop. Jim HughesShow MoreRelatedAnalysis Of I Too By Langston Hughes881 Words   |  4 Pages Williams ENG 102-71 Poetry Mini Research Paper 10/29/17 Langston Hughes’s â€Å"I, Too† Langston Hughes was a renowned poet and writer during the Harlem Renaissance. His background shaped the overall themes of his poems. Segregation and equality were the main subjects for Hughes’s writing. Langston Hughes wrote about the racial discrimination that African Americans faced during the Harlem Renaissance, and this theme resonated throughout the poem â€Å"I, Too†. 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After his parents divorced he went to live with his grandmother until he turned thirteen years old. At thirteen years old he moved to Lincoln, Illinois. After living in Illinois he later moved to Cleveland, Ohio to live with his mother. When he moved to Cleveland he started writing poetry (â€Å"James Mercer†¦Ã¢â‚¬  par. 2). Langston had manyRead MoreLiterary Criticsm1882 Words   |  8 Pageson Thank you m’am short story By Langston Hughes Christina taradifa sinaga 13020110141054 Faculty of humanities Diponegoro university 2013 ABSTRACT In this paper the writer wants to write down about Psychological criticism. Psychology is an academic and applied discipline that involves the scientific study of mental functions and behaviors. The purposes of this paper to analysis the psychological of main character in Thank You M’am short story by Langston Hughes. 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Writing from the perspective of an initially subservient African American, Hughes presents a story that begins in oppression and ends in triumph. A throwback to the prior institution of slavery, the setting of I, Too is confined to a single slave owner s house; yet, it paints an image

The Invention and History of Bubble Gum

Chewing gum has a history that spans as far back as the ancient Greeks, who chewed the resin from mastic trees. But it wasnt until 1928 that Walter Diemer happened upon just the right gum recipe to make the very first bubble gum, a special type of chewing gum that allows the chewer to blow big pink bubbles. Earlier Attempts Diemer might have invented bubble gum, but he wasnt the first person who wanted to make gum bubbles. There were earlier attempts at making bubble gum in the late 1800s and early 1900s, but these bubble gums did not sell well because they were considered too wet and usually broke before a good bubble was formed. Diemers Bubble Gum Diemer gets the credit for inventing the first successful type of bubble gum. At the time, 23-year-old Diemer was an accountant for Fleer Chewing Gum Company, and he experimented with new gum recipes in his spare time. Diemer thought it was an accident when he hit upon a formula that was less sticky and more flexible than other types of chewing gum, characteristics that allowed a chewer to make bubbles (even if this discovery took him a year of failed attempts.) Then Diemer actually did have an accident: He lost the recipe the day after his discovery and it took him four months to figure it out again. Why Pink? Diemer used a pink dye for his new gum because pink was the only color available at the Fleer Chewing Gum Company. Pink remains the industry standard for bubble gum. Dubble Bubble To test his new recipe, Diemer took 100 samples of the new gum to a nearby store, selling it for a penny apiece. It sold out in a single day. Realizing they had a new, popular type of gum, the owners of Fleer marketed Diemers new gum as Dubble Bubble. To help sell the new bubble gum, Diemer himself taught salespeople how to blow bubbles so that they, in turn, could teach potential customers. Sales broke $1.5 million in the first year. In 1930, packages including a Fleer Funnies color comic featuring characters Dub and Bub were introduced. In 1950, Dub and Bub were dropped for Pud and his pals. Production of Dubble Bubble was halted during World War II because of a shortage of latex and sugar needed for manufacturing. Thomas Adams is credited with inventing a machine that mass produced chewing gum. Dubble Bubble remained the only bubble gum on the market in the United States until Bazooka bubble gum appeared after World War II, with the competing comic Bazooka Joe. Evolution of Bubble Gum You can now buy bubble gum in the original sugary pink form, as a small piece wrapped in paper, or as gumballs. And it now comes in a variety of flavors. Besides the original, you can get bubble gum in grape, apple, and watermelon. Gumballs come in original flavor plus blue raspberry, cotton candy, cinnamon apple, green apple, cinnamon, fancy  fruit, and watermelon. Plus you can get gumballs that look like baseballs or smiley faces.

Theories on Children’s Cognitive Development Case Studies Illustrating Them Free Essays

string(164) " attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation\." Gleaning insights proposed by the earliest psychologists like Jean Piaget, socio-cultural theorists like Lev Vygotsky, radical behaviorists like B. F. Skinner and other well-known psychologists like Howard Gardner, who challenged the earlier views on children’s cognitive development, can be very important. We will write a custom essay sample on Theories on Children’s Cognitive Development Case Studies Illustrating Them or any similar topic only for you Order Now By drawing insights and gaining a better understanding of how children’s thought processes are formed, as well as the factors that influence them, and the overall impact on children, parents, caretakers, educators, and therapists find themselves in a better position to guide and help growing kids achieve their optimum potential. In most of the theories set forth , factors like genetics and the environment or outside influences come into play. Swiss psychologist Jean Piaget, who formed his theories after conducting actual observations of kids, opined, â€Å"The mind of the child is not that of a miniature adult†¦ the mind develops by forming schemas that help us assimilate our experiences and that must occasionally be altered to accomplish new information. In this way, children progress from the sensorimotor simplicity of the infant to more complex stages of thinking† (Myers 1989: 85). This theory, which presupposes that children’s cognitive skills develop spontaneously, is highlighted by the different developmental stages to which children’s learning must adjust. Most teachers rely on Piaget’s cognitive developmental theory which, in essence, maintains that â€Å"the reasoning processes of children at various ages†¦ cognitive development proceeds in four genetically determined stages that always follow the same sequential order† (Child Development Theories, n. d. ). The Piagetian theory boils down to the fact that children must not be forced to absorb concepts. Instead, knowledge and learning must take place at the designated time or age of the child. Even if they undergo the same stages – infancy, early childhood, adolescence, early adulthood, and so on, individuals, of course, exhibit varying capabilities or rate of cognitive development. Piaget presupposed that children gradually find out what there is to learn about the objects and people around them through a gradual learning process. Nothing must be foisted on young minds. Instead, the young mind should be allowed to form relationships and learn through a stage-by-stage assimilation of concepts and facts. The focus is on the knowledge learned, then. Most pre-schools find the Piagetian theory quite applicable and useful. In fact, the Piagetian theory has been widely used as underlying structure or foundation for child education care in America and other parts of the world. There are some educators or schools, though, which combine the Piagetian concept on children’s cognitive development with other theories like the socio-cultural theory set forth by Russian developmental psychologist Lev Vygotsky, to let children realize their full potential. Vygotsky held that â€Å"cognitive processes are formed in the course of socio-cultural activities†¦ the individual comes into possession of a variety of cognitive processes engendered by different activities† (Kozulin, n. d. ) and with the guidance of a learned individual. â€Å"A knowledgeable person can help to add meaning to what is familiar to the child when he or she enters the child’s zone of proximal development (ZPD), that place for learning located somewhere between the child’s present understanding and potential understanding† (Steele 2001). Simply put, children’s cognitive skills are hastened when they come into contact with more knowledgeable elders, or more experienced, older mentors. There may be cases when even other kids of the same age but with greater intellectual capacity may help shape or form a slow-learning child’s understanding of basic concepts like music or the alphabet. The difference between the child’s own cognitive development and his potential to assimilate greater knowledge is the zone of proximal development. When schoolage kids interact and talk to and help each other learn, while also listening attentively to what their teacher says to them, they enter the zone of proximal development. In contrast to Piaget, Vygotsky laid greater emphasis in the way a child can utilize the joint approach or co-mingling with a well-informed adult in order to achieve full learning potential. Cases of teachers teaching young children to play a musical instrument like the piano may illustrate both the Piagetian concept of learning and Vygotsky’s socio-cultural theory. A child falling under the pre-operational stage, correlating to children in the age bracket of two to seven years, who is tinkering with the piano is still in the process of mastering symbols and will not really learn how to play the instrument well on his own. An adult’s expert guidance will jumpstart the child’s learning process. On the other hand, the piano teacher must prepare lessons that will suit the age of the child, or his developmental stage. Indeed, it can be noted that Piaget’s cognitive development theory has been used as jump-off point by his contemporaries and succeeding psychologists. One of those who challenged the Piagetian concept and maintained that a child’s cognitive ability is but one aspect of development is Howard Gardner. The latter proposed that individuals have â€Å"a number of domains of potential intellectual competence which they are in the position to develop, if they are normal and if the appropriate stimulating factors are available† (Gardner 2004: 287). Musical intelligence is one of the kinds of intelligence that Gardner said kids may cultivate. The example of a piano teacher giving a child his/her first set of piano lessons may encompass both the Piagetian concept, Vygotsky’s socio-cultural theory, and Howard Gardner’s theory on multiple intelligence. As far as Howard Gardner’s multiple intelligence theory is concerned, it runs counter to the Piagetian theory. Gardner believed in the vast potential each child has. He surmised that at any one instance, the well-nurtured child can be at different stages, honing his/her latent abilities – whether in spatial reasoning or body-kinesthetic or interpersonal skills, intrapersonal sensitivity, linguistic or musical inclinations. Even at a young age, children may nurture any of these multiple intelligences. A two-year-old child, for example, may be exposed to the piano playing of parents, and a couple of years later made to attend group lessons to observe, such that by the time the same child reaches the pre-teen years, he/she would have already developed a keen musical appreciation. You read "Theories on Children’s Cognitive Development Case Studies Illustrating Them" in category "Papers" Unlike the Piagetian method focus which tends to focus on test scores or the knowledge acquired per se, Gardner’s multiple intelligence theory focuses on forming â€Å"a strong, positive and attractive character† (Gardner 2004: 374). In the case of the child who grows up with musically inclined parents and eventually nurtures the talent , the resulting remarkable piano performance, is actually just a means to creating the child’s well-rounded character. Nonetheless, Piaget’s cognitive development concept has long been considered a universal learning theory which has found its way in numerous preschools all over the world. If most preschool classroom settings vividly illustrate Piaget’s cognitive developmental concept, particularly in the pre-operational stage, a clear-cut example of Vygotsky’s socio-cultural theory is the traditional education or cultural transmission taking place in most rural communities across the world. Let us take, for instance, the case of oral narratives about ancestral heroes and events transmitted by older males to their young in Ethiopian rural communities. â€Å"Children who sit patiently and silently on the periphery of the story-telling circle gradually absorb the cultural content and verbal technique (which) lasts for hours and constitutes an integral element of everyday life. † (Kozulin, n. d. ). By relying on their elders for their socio-cultural assimilation of ideas, the children very well mirror Vygotsky’s socio-cultural theory. An adult comes into the picture to impart greater learning at a quicker pace than if the children were to come across the same body of knowledge on their own. The traditional oral transmission of culture such as that perpetuated in the Ethiopian village, however, is no longer practiced in most other societies. Written records have supplanted the oral tradition. In his book, â€Å"Frames of Mind – The Theory of Multiple Intelligences,† Gardner cited numerous examples of people and situations affecting children’s cognitive learning skills. One of these is the structured method inspired by Japanese violinist Shinichi Suzuki to teach kids to learn music. Hinged on the basic principle that kids have an innate ability which â€Å"can be developed and enhanced through a nurturing environment† (The Suzuki Method 2005), the Suzuki Method lays emphasis on other intervening factors that may affect how young students learn music or instrument playing. These factors include starting lessons at an early age; recognizing just how important listening to music is; getting a first-hand grasp in learning how to play an instrument even before learning how to read; parental participation; well-trained teachers who instill quality teaching standard; realizing the importance of communicating and socially interacting with other children (The Suzuki Method 2005). Gardner also cited the method of imparting learning in traditional African bush society, wherein â€Å"the youngsters are divided into groups according to ages and aptitudes and receive instruction in the assorted lore of native life†¦particular stress on the historical background of the population as a means of stimulating group consciousness† (Gardner 2004: 343) is made. Gardner made the distinction of such ritualistic methods from more scientific ways of obtaining knowledge. â€Å"With formal schools, we behold a transition from tacit knowledge to explicit forms of knowledge† (Gardner 2004: 345). Such sensitivity to spoken knowledge displayed by native communities, when melded with modern methods of learning and technical requirements, may comprise what Gardner refers to as linguistic intelligence. When kids hailing from their native communities are absorbed in mainstream society, they are accorded the chance to fully develop this linguistic intelligence. Such language development also reflects or applies Vygotsky’s socio-cultural theory, which highlights the important role of language and social context in children’s cognitive processes. Language, in the case of African communities with an oral tradition of teaching kids, is used primarily to retain key concepts in the minds/memory of the youngsters. In such scenarios, children obtain greater understanding of their roots, including their ancestors, traditions, and culture as a whole, and piece together a logical picture in their minds by internalizing the various words and concepts articulated by knowledgeable elders. Vygotsky’s socio-cultural theory likewise finds itself applied in contemporary society. As an alternative to the Piagetian concept as well as to the behaviorist schools of thought which had theorists like B. F. Skinner postulating that mental processes or learning occurred as a consequence of the individual’s response to, or interaction with, the environment†¦ and with reinforcement and punishment playing a crucial part in molding behavior (Child development theories, n. d. ), Vygotsky’s socio-cultural theory articulated that learning is more of â€Å"a shared/joint process in a responsive social context† (Psychology applied, n. . ). Vygotsky debunked the view that learning depends or follows a child’s stage of development or maturation. Vygotsky veered away from the â€Å"biologically-based understanding of human behavior† or from the rewards and punishment concept set forth by behaviorists as main determinants of children’s thinking behavior. Instead, he placed emphasis on the impact of social/cultural forces on human co gnitive processes and activity. He discovered the connecting links between socio-cultural processes taking place in society, and mental processes taking place in the individual† (Psychology applied, n. d. ). A modern example that applies in part Vgotsky’s learning theory of having a knowledgeable adult supervise the learning process and B. F. Skinner’s behaviorist approach is a structured skills-based tutoring service that offers individualized instruction to slow or advanced learners wishing to strengthen their foundation in key subjects like math, reading, and writing. Tutoring Club, one such company, has in its employ well-schooled and well-trained tutors who guide enrolled students who need to obtain better understanding of concepts in certain academic areas. The students work on modules of exercises designed to sharpen their cognitive skills, and every time they meet the desired output, an incentive (reward) comes in the form of a merchandise that they may get from a mini store inside the learning center, traded for chips which students accumulate for each module they complete. Another case in point is a modern-day Mathematics teacher who is instilling basic concepts to her students. An investigative research that zeroed in on a teacher who adopted the Vygotskian socio-cultural perspective in teaching Mathematics to her students showed how helpful it can be to encourage students to share their thoughts, ideas and assumptions with their peers under the teacher’s knowledgeable guidance and prodding. As the teacher opined, â€Å"Sharing clarifies their thinking. It lets them verbalize. nstead of just having it in their minds†¦ students become aware of how they think so that when they verbalized their thinking processes, she (the teacher) could help them with any difficulties they had† (Steele 2001). Based on the Vygotskian theory, language and communication – whether in remote rural communities or the contemporary setting, utilizes language and communication as essential tools to stimulate children’s cognitive development. The approach, of course, will vary depending on the physical state of each child. A different approach is taken for children with defects or physical impairment. Vygotsky may also be credited with tailorfitting the teaching method to the particular needs — as well as dysfunctions – of children. â€Å"Within his general theory of child development, (Vygotsky) created a comprehensive and practice-oriented paradigm of educating children with special needs (and) introduced the notion of `primary’ defects, `secondary’ defects, and their interactions in the field of psychopathology and different disabilities† (Psychology Applied, n. . ). Vygotsky believed that because cognitive development is hinged largely on stimulation of the senses, the physically and mentally impaired child is inhibited from obtaining knowledge at a generally accepted rate. More than the physical handicap of the special child, though, it is the â€Å"social consequences† (Psychology Applied, n. d) arising from that child’s impairment which must be gi ven focus. Cognitive developmental theories may be applied beyond the classroom, or in many other areas of children’s learning and lives. Various other factors that come into play which influence cognitive processes, like interactive media, also cannot be discounted. The condition of the child is likewise important in determining the right approach to inculcate learning. In any case, early cognitive developmental interventions, finetuned by succeeding theorists, serve not just to enhance academic outcomes but help shape the well-rounded personalities of today’s kids. Nowadays, the sound body of knowledge aimed at the workings of children’s mind continues to evolve and grow. In the end, it is up to parents, schools and other learning institutes, to determine which ones are truly suitable and will contribute in a healthy manner to the development of children’s cognitive skills. It can be seen that the pioneering works of such psychologists as Jean Piaget – who emphasized biologically-based or natural development of children’s cognitive skills — certainly provided good foundation or strong footing for succeeding child development theories to come out with improved concepts. Given the numerous cognitive development theories set forth and utilized for classroom teaching and/or child care, and the distinct differences and similarities in the main points of contention of the theorists laid out for people to grasp, which have undergone further study and enhancements and complemented by other theories throughout the years, parents and educators have been able to devise new and improved methods of enhancing children’s cognitive skills and potential. How to cite Theories on Children’s Cognitive Development Case Studies Illustrating Them, Papers

Leadership Narrative Case Study

Question: Discuss about theLeadershipfor Narrative Case Study. Answer: Narrative Case Study In each great school, there are instructors whose vision reach out past their classroom offices or maybe groups. They perceive that the understudies school encounters rely on upon the assets and participation that exists at the school and the teachers (Northouse, 2015). The following case highlights how I encountered a dilemma as a principal of little scholars school and the decision I made to address the problem. Little scholar Centre has continually shaped and bolstered the lives of kids by giving the best trainings and rules to them. Being the premier of the school, I have always fixated towards on the best energy of the youths. As the school vital, my work required to be a visionary and a competency individual towards guiding the right decision to the understudies, teachers and the accomplices essentially the gatekeepers. As far back as couple of years the school had not being doing commendably, consequently there were changes that ought to have been made to upgrade the execution of the kids. Being the key, I expected to figure a course of action of movement to help the youngsters who were not doing awesome. The plan was to show inductive learning in the school with a specific end goal to support the children as they develop. The school needed to build on few classroom and buy equipment such as play games, which would be quiet expensive to acquire. Nonetheless, I was faced with the dilemma if the parents would buy the idea and if they refuse, the learning of the children will continue to be affected. I called for a parent meeting and presented the idea to them since I valued the education of these children (Chiu, Owens Tesluk, 2016). Some of the parents did not buy the idea as they thought it was a plan for the school to take their money. I tried again to explain on the benefits as to why this type of learning would be beneficial on the learning processes of the children. This kind of learning helps the learners to use practical examples in the actual clas sroom learning through the various games such as counting. The decision to suggest to this kind of learning laid on the circumstances at the time, children were not doing well, and also this kind of learning was used by Educare learning Centre which was our competitor and they were doing very well (Coelli Green, 2012). The parents needed to be on board with the plan since the issue essentially influenced them as they are putting a considerable measure in the children from the expenses they contribute (Shapiro Stefkovich, 2016). After a protracted talking about the advantage on the program all, the parent purchased on the thought and we consented to begin on the venture. Analysis To dissect looking into the case above there would be utilization of the leadership theories these are; situational leadership and behavioral theory, the key components of the speculations of these theories is as follows. Behavioral Theory The principle component of the hypothesis is that the human lead can be insightful. It is worries on the recognizable and the quantifiable parts of the human direct, subsequently if the lead get the opportunity to be forbidden it can be unlearned (Idiotic, 2014). The honest to goodness part of the hypothesis is that are the things we can see and watch. We can see the how individuals act, react and go ahead and from these practices, determinations can be made as for the cerebrum. The Theory of Situational This activity hypothesis suggests there is no single organization style, which is the best. Everything depend on upon a given situation inside reach at the time and the best sort of power and methods that could be most suitable at the time (Silly, 2014). The best pioneers are the individual who can adjust on their style to the circumstance and take a gander at the signs that would contribute on taking care of business. Breaks Down Utilizing the Theories on the Case The behavioral theory is appropriate for the situation in that the vital throughout the years have seen on the execution of the youngsters and learned on their shortcomings. Through this, there can be improvement procedure to help them perform better (Einarsen, Aasland and Skogstad, 2016). The positives on the utilization of the theory to the leaders can create a general approach utilized for assortment of setting to explaining the issue. The pioneer can watch how other individuals how they act, respond and act. The main negative is of the theory is not worried on the brain of the person to figure out how to comprehend the reason for the anomalous conduct displayed from them rather it speaks to just certain educated propensities. The chief for this situation ought to have examined on the genuine reason for the issue that is making the children execution to crumble through liaising on the educators concerned. Situational Theory Analyzing on this Issue This situational theory can be connected looking into it through use of techniques most appropriate on the circumstance. For the situation, the key selected the utilization of inductive learning as the best decision in view of the current circumstance, which was poor performance of the children. He had watched the adequacy of the technique from their rival school and the strategy was a win. A decent pioneer involves a person who has diverse utilization of styles relying upon a circumstance. The significant preferred standpoint on this theory is that one can use frameworks that best suits a given situation (Story, 2016). The shortcoming that I find on the hypothesis is that the strategy used may not be most suitable for the condition, there is prerequisite for meeting with various accomplices on the issue and find the best course of action that would not affect them oppositely (Aydin, Sarier and Uysal, 2013). The fundamental on this case could have advised the educators and the parent s and together accompany an arrangement of activity most appropriate to help the children instead of figuring the arrangement alone. The choice that he made influenced the stakeholders in that some of the parents did not have money to add to the venture. In any case, there was need to help the childrens to perform better as other school were representing an extraordinary rivalry to the school. References Aydin, A., Sarier, Y., Uysal, S. (2013). The Effect of School Principals' Leadership Styles on Teachers' Organizational Commitment and Job Satisfaction. Educational Sciences: Theory and Practice, 13(2), 806-811. Chiu, C. C., Owens, B. P., Tesluk, P. E. (2016). Initiating and Utilizing Shared Leadership in Teams: The Role of Leader Humility, Team Proactive Personality, and Team Performance Capability. The Journal of applied psychology. Coelli, M., Green, D. A. (2012). Leadership effects: School principals and student outcomes. Economics of Education Review, 31(1), 92-109. Daft, R. L. (2014). The leadership experience. Cengage Learning. Einarsen, S., Aasland, M. S., Skogstad, A. (2016). the nature and outcomes of destructive leadership behavior in Organizations. Risky Business: Psychological, Physical and Financial Costs of High Risk Behavior in Organizations, 323. Northouse, P. G. (2015). Leadership: Theory and practice. Sage publications. Shapiro, J. P., Stefkovich, J. A. (2016). Ethical leadership and decision making in education:Applying theoretical perspectives to complex dilemmas. Routledge. Storey, J. (Ed.). (2016). Leadership in Organizations: Current Issues and Key Trends.Routledge.