The Naqshbandi And Qadiri Brotherhoods - 1683 Words

During this period, Kurdish nationalist movements were intertwined with Islamic establishments and figures because of their unique ability to disseminate Kurdish propaganda and ideology and mobilize Kurds. Without Islam, Kurdish nationalism never would have been utilized and become such a formidable, active, and persistent force against its Turkish, Persian, Arab, and British opponents. With the spread of religious orders throughout the Kurdistan region, Sufi Islam flourished, thereby creating an environment hospitable to nationalist indoctrination. The Naqshbandi and Qadiri brotherhoods were the most popular of the orders and possessed major political and social influence. While the two orders maintain doctrinal differences regarding proper prayer, self-mortification, and transfer of spiritual authority, structurally, they contained two extremely important elements that made Kurdish nationalism possible: lodges and shaykhs. First, Sufi lodges were the spaces where nationalism was promoted and comprehended within an Islamic context. For example, Jwaideh insists, â€Å"The importance of the takiyas [religious orders] as centers for the dissemination of nationalist ideas can scarcely be exaggerated. The ideas emanating from these focal points found ready and wide acceptance among the Kurds, for they bore the stamp of the shaykhs’ great learning and impeachable religious authority† (105). In these lodges, students not only learned about the Qur’an and the hadith, but theyShow MoreRelatedThe Sufi Movement : A Religious Movement1101 Words   |  5 Pagesin India: Islam came in the early medieval period which in spite of principle of universal brotherhood could not associate itself with Hinduism. Antagonism between the two different sects of people continued to grow day by day. At this time of mutual hatred and hostility, there appeared a group of religious thinkers who awakened the people about God and religion. They did everything to establish brotherhood between the Hindus and Muslims. They were called ‘Sufi’saints. The Sufi movement was a socio-religiousRead MoreThe Rise And Growth Of The Sufi And Bhakti Movement1251 Words   |  6 Pagesin India: Islam came in the early medieval period which in spite of principle of universal brotherhood could not associate itself with Hinduism. Antagonism between the two different sects of people continued to grow day by day. At this time of mutual hatred and hostility, there appeared a group of religious thinkers who awakened the people about God and religion. They did everything to establish brotherhood between the Hindus and Muslims. They were called ‘Sufi’saints. The Sufi movement was a socio-religiousRead More Chechnya and its People Essay5500 Words   |  22 Pageschanged over time to its current position in Chechen society. The Chechen Sufi Identity: The Revolts of Sheikh Mansur and Sheikh Shamil In the late eighteenth century, Sufism became more than a superficial following with the advent of the Naqshbandi order, a Sunni following that became prevalent in the North Caucasus. This coincided with the invasion by Catherine II who was seeking to expand her empire to the protective barrier of Caucasian mountains that split the Black and Caspian Seas. The

The Harlem Riot in Harlem Runs Wild by Claude McKay Essay

The Harlem Riot in Harlem Runs Wild by Claude McKay In Harlem Runs Wild, Claude McKay depicts the Harlem Riot of 1935 as merely #8230;a gesture of despair of a bewildered, baffled, and disillusioned people. (McKay 224) The Harlem Riot of 1935 was spontaneous and unpremeditated. It was not a race riot in the sense of physical conflict between white and non-white groups as there was little direct violence to white persons. McKay states, The mass riot in Harlem was not a race riot. (McKay 221) Its distinguishing feature was the persons attack upon property rather than persons, and resentment against whites that, while exploiting Negroes, denied them an opportunity to work. Communists did not instigate the riot, though they†¦show more content†¦Housing was the most serious community problem in Harlem. The Negros labor dollar was further taken by the steep rental characteristic of the segregated areas where most Negroes lived. Ellison makes this quite clear to the audience as Scofield and Dupre steal coal oil and buckets from the hardware store and set them on fire in the apartment building where they live. They make sure to get everyone to safety before they burn the building down, shouting, You didnt think Id do it but there it is. You wouldnt fix it up. Now see how you like it. (Ellison 548). African Americans were also treated unfairly in their living quarters. There are more examples of this mistreatment in the book when The Invisible Man awakens to the sound of tenants beating on the pipes, due to no heat, at Marys apartment building and also the eviction of the elderly couple, the Provos. McKay describes one of the agitators of the Harlem riots, Sufi Hamid and the organization, the Negro Industrial and Clerical Alliance. This organization began the fight for African Americans rights to jobs on 125th street by picketing the merchants. After many influential persons joined the picket lines

The Influential Example Of Costa Rica - 973 Words

Nation Branding: The Influential example of Costa Rica (Essential Costa Rica) Nation Branding is a tool that helps to measure, build and manage the reputation of a country. Essential Costa Rica is the country’s brand; it tries to â€Å"sell† and promote Costa Rica as a high tech industry and innovative country, it showcases the nation ´s advanced export capacity as well as its leadership in protecting natural resources and promoting sustainable development. Essential Costa Rica aims to promote the country as a destination for investment and tourism by highlighting the nation’s main characteristics, which sets it apart from its neighboring countries. During the past years nation branding has gained popularity in many countries of the world. Essential Costa Rica has bolstered the country’s general image through promoting societal sectors such as tourism, exports, and commitment to sustainability. This country brand will provide increased competitiveness in relation to other countries, therefore improving the socio-economic status of Costa Rica as a country, and of its population as a whole. As professional brander, Fetscherin mentions: â€Å"The purpose of nation branding is to promote the country’s brand which includes â€Å"a country s whole image, covering political, economic, social, environmental, historical, and cultural aspects, by creating a positive image of the country† (Fetscherin 468). Costa Rica is considered to be one of the most innovative countries in Latin America, theShow MoreRelatedHow Is Economic Development Different Than Economic Growth?1242 Words   |  5 Pageslearned in the case of Brazil and Costa Rica, some numbers can be far more important than others. Even if your country is experiencing phenomenal economic growth, its people may be suffering. In many cases, economic development is needed before economic growth can make a real difference. High economic growth can even hurt the people, especially those in poverty, if the country has not reached a certain level of economic development. This analysis of Brazil and Costa Rica seeks to define, compare, andRead MorePersonal Statement : My Own Working Industry882 Words   |  4 Pagesteen dependents of the Army to connect with these teens about the reality that deployment takes a toll on the entire family. I feel that families like mine, who sacrifice the most, lack support from the government. Also my setting included visiting Costa Rica, it gave me the opportunity to experience the lack of support from the country’s own government in a different way concerning education and their economic prosperity. By observing other environments, I am able to see what I can do to improve theRead MoreDeath Of The Death Penalty1517 Words   |  7 PagesDale enabled the Divine, Moral, and Martial Laws which made such crimes as stealing grapes, killing chickens, and trading with Indians punishable by death(DPIC Staff). Laws regarding the death penalty varied from colony to colony(DPIC Staff). For example, the New York Colony enabled the Duke’s Laws of 1665 stating that offenses such as striking one’s mother or father, or denying the â€Å"true god†, were all punishable by death. Abolitionist Movement Even though it may have seemed like everyoneRead MoreClimate Warming And Its Effects On Climate Change Essay1713 Words   |  7 Pageswithout the anxiety of fluctuating regulatory costs. Moreover, unlike cap and trade carbon taxes could make emission reductions cheaper than expected which may occur if an economic downturn causes emissions to fall. A carbon tax, in the particular example, would provide a continuing price signal and encourage reductions beyond the Paris agreement emission target. Thus, the overall objective of a carbon tax is reduce the harmful and unfavorable levels of carbon dioxide emissions. One of the majorRead MoreSustainable Tourism6442 Words   |  26 PagesTeaching for a Sustainable World (UNESCO - UNEP International Environmental Education Programme). Activity 1: The rise of tourism Begin by opening your learning journal for this activity. Tourism is one of the worlds fastest growing industries. For example, there were around 25.3 million international tourist arrivals in 1960. By 1990, this figure had risen to 425 million, 17 times the earlier figure. By 1997, it had risen to 613 million. The World Tourism Organisation forecasts that this figure willRead MoreEssay about International Development Ethics2965 Words   |  12 PagesNussbaum and Sen 1993 and Nussbaum and Glover 1995). 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Italy hosted the 1934 World Cup and Mussolini took this chance to try to spread the game across his nation. Since Italy was now a totalitarianRead MoreMarketing Principles Starbucks2146 Words   |  9 Pagesdetermination and labor laws. The increasing demand of food and beverage services causes Starbucks’ rapid economic environment growth. Starbucks’ greatest concern is its relationship with its coffee bean producers. Nations producing coffee are influential on coffee-purchasing companies. This is because coffee is the world’s second largest traded supply, and prices of coffee beans are being subject to significant market volatility. Starbucks demands for premium green coffee beans, resulting in irregularRead MorePresidential and Parliamentary Systems of Government Essay2336 Words   |  10 Pagesprovide a detailed analysis of both the parliamentary and the presidential system. 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Marketing Mix - 3790 Words

Marketing Submitted by: Razi Ahmed Rathore 00207197 Submitted to: Mr Coker Table of Contents Task 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....3 1.1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 1.2 Marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 1.3 Concept of marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 1.4 What are customers needs and wants†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 1.5 Cost of marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 1.6 Advantages of Marketing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Task 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....7 2.1 Micro Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7 2.2 Macro†¦show more content†¦Businesses do not create customer needs or the social status in which customer needs are influenced. It is not McDonalds that makes people hungry. However, businesses do try to influence demand by designing products and services that are †¢ Attractive †¢ Work well †¢ Affordable †¢ Available Businesses also try to communicate the relevant features of their products through advertising and other marketing promotion. 1.5 Cost of Marketing: Many small business owners disregard marketing because they feel it is too expensive or it is only for large companies. Marketing consists of a lot of different elements some of little or no costs and some with some substantial costs. There are several ways, which are used by Tesco and includes cost. †¢ Tv Commercials †¢ Newspapers †¢ Magazines †¢ Leaflet †¢ Billboards These are the modes of marketing which tesco uses for marketing purposes and it incurs huge cost. 1.6 Advantages Of Marketing Orientation: Marketing has different advantages in business sector. It plays a crucial role in the business development. But some of them are explained below. Increase in market share: It is marketing through which companies get the increment in market share. Through marketing companies advertise there upcoming projects. These project makes attracts customersShow MoreRelatedHolden Marketing Mix1768 Words   |  8 PagesAssessment 2 Marketing mix Review and Recommendations Report My brand is V6 Holden Commodore Short review about Holden in Australia;- The history of Holden dates back to 1856 when it started as a saddler business in South Australia. Today Holden is one of only seven fully-integrated global General Motors operations that designs, builds and sells vehicles for Australia and the world. Holden has its headquarters in Port Melbourne, with an engine manufacturing plant on-site and vehicle manufacturingRead MoreMarketing Mix1491 Words   |  6 PagesMarketing Mix MKT 421 Marketing Introduction Companies today try their best to continue to keep up with the changes of services, products and technology. 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The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’ Free Essays

string(26) " with a supporting adult\." Introduction Section 1: The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’. â€Å"The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance† (Raymond, 2000, p.176). We will write a custom essay sample on The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’ or any similar topic only for you Order Now Vygotsky’s socio-cultural theory is widely cited by educators and teachers even today, as they formulate plans on how to get the most from students, challenging them to reach their highest potential. Vygoysky believed that social interaction leads not only to increased levels of knowledge, but that it actually changes a child’s thoughts and behaviours and hence develops problem solving. Since it is the goal of parents and teachers alike to help children become high achievers, taking a look at the work of Vygotsky and examining his conclusions seemed the best course for this assignment. Lev Vygotsky’s concept of the zone of proximal development (ZPD) is what has led to the term and concept of learning through scaffolding, as introduced in 1976 by Wood, Bruner and Ross, to describe educational interaction between an adult and a child. The idea was used to explore the nature of aid provided by a teacher for children learning how to carry out a task they could not perform alone. Bruner’s ideas of spiral curriculum and scaffolding are related. Bruner (1960) stated that the curriculum should revisit the basic ideas for each subject, repeatedly building upon them until the pupil understands them fully (the spiral curriculum), rather than just to learn the facts. A parallel has been drawn between the notion of scaffolding and ZPD theories of Vygotsky (Hobsbaum,A., Peters,S., Sylva,K., 1996). If teachers wish to provide learning opportunities, they must assess the child’s present developmental level and estimate the ‘length’ of the ZDP. This can be achieved by using current APP grids and assessing the exact level of the pupil and what they need to achieve to reach the next level and progress further. But, the child must be able to make use of the help of others; the learner needs the ability to benefit from the give-and-take activities and conversations with others (Bruner, 1983). Vygotsky acknowledged the limits of the ZPD, but most psychological research has emphasized the importance of the role of the environment; including parents and other adults (teachers and care givers) who are ‘expert’ models and guides for a young learner. The full development during the ZPD depends upon full social interaction and the more the child takes advantage of an adult’s assistance, the broader their ‘Zone of Proximal Development’ is. Vygotsky defined scaffolding instruction as the â€Å"role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level† (Raymond, 2000, p. 176). Vygotsky refers to what children can do on their own as the ‘level of actual development’. LAD in his view, it is the level of actual development that a standard IQ test measures. Such a measure is undoubtedly important, but it is also incomplete. Two children might have the same level of actual development, in the sense of being able to solve the same number of problems on a standardised test. Given appropriate help from an adult, still, one child might be able to solve an additional dozen problems while the other child might be able to solve only two or three more. What the child can do with the help is referred to as the ‘level of potential development’ (Vasta, R., Haith, M.M., Miller, S.A., 1995). Scaffolding can take the form of targeted questioning for a specific task or modeling a task, so that a teacher can individualise learning to meet the requirements of each individual student. However this is dependent on the teacher knowing the pupils’ previous knowledge. The scaffolds facilitate a student’s ability to build on their prior knowledge and interpret new data or information. The activities provided in scaffolding instruction are at the next learning level beyond the LAD or what the learner can do alone (Olson Pratt, 2000). The teacher provides the scaffolds so that the learner can accomplish – with assistance – the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Bransford, Brown, Cocking, 2000). Section 2: Educational examples of teaching utilising ‘ZPD’ and ‘Scaffolding’. If we first review Assignment 2 (appendix one) we can see that the two pupils have considerably differing LAD’s. Pupil Two working at a Level 3C and Pupil One working at Level 2B. This was evident with the amount of scaffolding that each pupil required throughout the task. Pupil Two was able to complete the task with limited scaffolding, as her ‘level of actual development’ was high and through questioning to ensure that she followed a sequence she completed the task. However with Pupil One, a large amount of modelling and leading questions were required to allow her to complete the task because her LAD was at a lower level and her previous experiences of problem solving were limited so she was therefore limited to the experiences she could recall. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† (Vygotsky, 1978). However approximately four weeks later during my first teaching practice I finished a numeracy unit with a similar problem with a lower ability group. Pupil One who had required a large amount of scaffolding was able to approach the task as she had the experience and the tools to approach this task (appendix two) and complete it with limited support and therefore show that previous experience is vital and that if the pupil is actively listening during the process that it will assist. This is supported by Vygotsky (1978) as he believed that the internalisation of these tools led to higher thinking skills. During assignment four (appendix four, p5-7) we can again see that Pupil One, who is read to at home, using more advanced books, but also regularly reads with a supporting adult. You read "The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’" in category "Essay examples" Helped by their parents when they first start learning to speak, young children are provided with instinctive structures to learn a language. Bed-time stories and read alouds are classic examples (Daniels, 1994). She has a higher reading age and has far more reading strategies to ensure that she is a fluent reader, but also through her social background as stated by Vygotsky (1978) she has a greater understanding of the text and the ability to discuss the text. Pupil Two however, reads mainly on her own and is therefore unable to discuss any issues within the text with a more able adult. This restricts her to only one type of strategy, therefore she is working at a whole level behind Pupil One. In assignment three, (appendix three) we can see that this task was an open task to see how problem solving could be developed within ‘Gifted’ and ‘Talented’ literacy pupils. They were asked to create a way of showing next year’s Year 3 pupils what performance poetry is. Therefore the pupils did not have any teacher input apart from giving the seven pupils the objective and explain that they would be filmed to allow observation. By watching the video back we can see that the pupils had to explain and support each other through the task by acting as peer tutors. â€Å"Children also learn from each other by collaborative learning, involving children who are at similar levels of competence working together in pairs or in groups and also peer tutoring, involving a more knowledgeable child providing guidance to another child in order to bring him up to a higher level of competence in a task. Research has shown that this not only benefits the child who is receiving the guidance; it also promotes learning in the child expert.† Maynard 2006. By reviewing the results and the video evidence it is possible to see that an individual pupil would not have achieved a complete task, as they had to discuss and talk through how they were going to choose the poetry, a location and the structure of the film. Each pupil had their own input and they worked together to produce the final film. Section 3: Implications of scaffolding on Teaching and the Teacher. Before discussing the implications of scaffolding, we have to realise that these examples are taken from pupils either individually or in small groups and from a controlled environment, where they do not have any external social factors effecting them. In society today educators need to take into account and realise that teaching in a class of 30, there will be individuals with issues that can be beyond their control and that before teaching we have to take into account the five factors of ‘Every Child Matters’ that if a child has one of these missing they will not be able to focus and learn. One of the primary benefits of scaffolding instruction is that it engages the learner. The learner does not passively listen to information presented but instead through teacher questioning and prompting, the learner builds on prior knowledge and forms new knowledge. In working with students who have low self-esteem and learning disabilities, it provides an opportunity to give positive feedback to the students by saying things like â€Å"†¦see what you have achieved so far!† This gives them more of a can do attitude, compared to a; I can’t do this attitude. This leads into another advantage of scaffolding in that if done properly, scaffolding instruction motivates the student so that they want to learn. However the significance of the ZPD is that it determines the lower and upper bounds of the zone within which instruction should be pitched. This requires an experienced teacher who understands the current educational level of every pupil. Therefore â€Å"Inst ruction is only useful when it moves ahead of development† (Vygotsky 1978 p. 212), â€Å"leading the child to carry out activities that force him to rise above himself† (Vygotshy 1978 p. 213). Therefore, this indicates that working with a class of thirty children means that a teacher would have to take into account thirty LAD’s and ZPD’s. The difficulties of this are self-evident but proficient teachers are able to at least maximise this understanding. Another benefit of this type of instruction is that it can minimise the level of frustration of the learner. This is extremely important with many special needs students, who can become frustrated very easily then shut down and refuse to participate in further learning during that particular setting. Scaffold instruction is individualised so it can benefit each learner. However, this is also the biggest disadvantage for the teacher since developing the supports and scaffolded lessons to meet the needs of each individual would be extremely time-consuming. Implementation of individualised scaffolds in a classroom with a large number of students would be challenging, therefore pupils can become grouped within their current ability and LAD that they are currently working at. However as we have previously seen, pupils working as a group can scaffold each other and therefore develop their skills collaboratively. These groups would then benefit from being mixed ability as the higher ability pupil would be able to act as the expert. This would also help to motivate all pupils on task and provide responsibility. Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a group of two or more collaboratively working together, as we see in assignment thr ee. In this situation, the group can learn from each other’s experiences and knowledge. The scaffolding is shared by each member and changes constantly as the group works on a task (Holton and Clarke, 2006). According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities (Stone, 1998). This is completely opposed to Paiget’s theory. Another disadvantage is that unless properly trained, a teacher may not properly implement scaffolding instruction and therefore not see the full effect. Scaffolding also requires that the teacher give up some of the control and allow the students to make errors. This may be difficult for teachers to do, as teachers are required to plan their lessons and meet specific objectives, the lesson could progress in a completely different direction and therefore not meet that specific objective. So timing of the teacher’s imput is vital, to ensure children do not go too far off track. Although there are some drawbacks to the use of scaffolding as a teaching strategy, I believe that the positive impact it has on the development of pupils, and therefore the success of the lesson, is vital to consider when planning. References: Applebee, A. N. and J. A. Langer, 1983. ‘Instructional scaffolding: Reading and writing as natural language activities. Language Arts, 60/2. Bransford, J., Brown, A., Cocking, R. (2000). How People Learn: Brain, Mind, and Experience School. Washington, DC: National Academy Press. Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press. Bruner, J. 1978. ‘The role of dialogue in language acquisition’ In A. Sinclair, R., J. Jarvelle, and W. J. M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag. Daniels, H. (1994). Literature Circles: Voice and choice in the student-centered classroom. Markham: Pembroke Publishers Ltd Hobsbaum, A., Peters, S., Sylva, K. (1996). Scaffolding in Reading Recovery. Oxford Review of Education, 22, 17-35 Holton, Derek, and Clark, David (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143. Maynard, S. (2006). Vygotsky and the Child Apprentice. http://www.teachingexpertise.com/articles/vygotsky-and-the-child-apprentice-1428 5/04/2011. Olson, J. and Platt, J. (2000). The Instructional Cycle. Teaching Children and Adolescents with Special Needs (pp. 170-197). Upper Saddle River, NJ: Prentice-Hall, Inc. Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn Bacon, A Pearson Education Company. Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31(4), 344–364. Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. How to cite The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’, Essay examples

Treatment of Post-Traumatic Stress Disorder-Samples for Students

Questions: 1.Compare post-traumatic stress disorders and adjustment disorders in terms of their clinical descriptions. 2.Discuss current research in the prevention and treatment of post-traumatic stress disorder. Answers: Introduction: This paper provides an insight into clinical symptoms in patients suffering from post traumatic stress disorder and adjustment disorder and main clinical differences in both the condition. It also provides a detailed discussion on current research in the prevention and treatment of PTSD. The paper also develops arguments related to the effectiveness and utility of different interventions for PTSD. 1.Post-traumatic stress disorder (PTSD) is a kind of emotional disorder occurring in an individual after experiencing sudden trauma such as assault, natural disaster or sudden deaths of loves one (Barlow Durand, 2015). According DSM-5 criteria for mental illness, for people to be diagnosed with PTSD, they must have a history of exposure to the traumatic event and symptoms like changes in cognition and mood, nightmares or flashback of event, trauma related thoughts and arousals like aggression, risky behavior and difficulty in sleeping (Friedman, 2014). Adjustment disorder is also a trauma or stress related disorder associated with abnormal reaction to life stressors in affected individuals. The main clinical symptoms of adjustment disorder include depressed mood, agitation, anxiety, withdrawal and poor social or work performance (Glaesmer et al., 2015). The main clinical difference between PTSD and adjustment disorder is that PTSD is a more severe form of disorder with long lasting symptoms. However, adjustment disorder is a disease of short duration. Hence, adjustment disorder can be regarded as a short term condition, where people fail to cope with major life changes and the symptoms are temporary, whereas PTSD is a long term and life threatening condition. The difference in severity of both disease is also understood from the fact that PTSD has been defined a specific mental disorder as per DSM-V criteria, but no such criteria exist for adjustment disorder. 2.PTSD is a several psychological disorder seen in people after a traumatic events leading to symptoms of avoidance, emotional numbing and hyperarousal. There are various challenges associated with treatment of PTSD in different individuals due to their individual life circumstances and differences in occurrence of symptoms overtime (Abdelghaffar et al., 2016). Hence, evaluating the current research on prevention and treatment of PTSD is essential to determines interventions which are most effective in promoting recovery of PTSD patient. The review of current research has given insight about different preventive and treatment options to minimize disabling consequence in patients after traumatic events. Qi, Gevonden Shalev,(2016) informed about interventions like cognitive behavioral therapy (CBT) to treat patient. The main purpose of CBT is to minimize symptoms by challenging patients beliefs about trauma and provide sense of control to patient to safely deal with trauma-related reminders. CBT is given to patient either individually or as group. However, the researcher argued that moderately positive outcomes have been found in patient and effectiveness of the intervention is found to be consistent in research studies. Rothbaume et al. (2012) showed that efficacy of CBT as an early intervention for patient is dependent on the type of traumatic events an individual has been exposed. Hence, according to this argument, studies investigating about CBT in people with different types of trauma are needed to understand its benefits as an early intervention for PTSD patient. Kar, (2011) was found to most suitable research that reviewed the effectiveness of CBT for treating PTSD people with different types of trauma. In case of effectiveness of CBT for PTSD patients exposed to terrorism and war related trauma, it was found that CBT acted as a promising intervention for patients as the implementation of therapy improved social functioning of patients and reduced symptoms of PTSD. CBT was also found as an effective intervention for people with sexual assault and accident related trauma. However, there is limited evidence regarding effectiveness in refugee patients. Hence, from this evidence, it can be confirmed that CBT is an efficacious intervention to lower PTSD score in patients with different types of trauma events. Acute stress disorder is regarded as a precursor of PTSD, however reduction in number of patients meeting the criteria for PTSD after five session of CBT compared to those receiving counseling also suggest the effectiveness of CBT as a preve ntive method for CBT (Nixon Sterk, Pearce, 2012).. To maximize the effectiveness of the intervention, there is a need to address methodological challenges like culture issues in implementing interventions, training needs of therapist and proper integration of CBT with internet (Kar, 2011). These considerations will further enhance the value of CBT for at-risk individuals. Exposure therapy is also one of the behavioral therapy to treat PTSD. It is also a based theory based therapy where therapists encourage patients to re-experience the traumatic event instead of avoiding it. Such kind of exposure is found to reduce trauma-induced psychological disturbance in patient. For example, it is very common for patients experiencing traumatic events to avoid talking about the trauma or visiting the place associated with trauma. However, exposure therapy aims to reduce symptoms of fear and avoidance in patients. It is one of the effective first line treatments for PTSD (Rauch et al., 2012). A study by King et al., (2016) investigating about the impact of mindfulness-based exposure therapy (MBET) has revealed that mindfulness based training in exposure therapy minimizes the issue of early drop-out rate and increases emotional regulation in patients with PTSD. The study was done in two participants group- one receiving mindfulness based therapy and the other recei ving group therapy. The assessment of PTSD symptoms before and after the therapy showed increased activity in anterior cingulated cortex, dorsal medial prefrontal cortex and left amygdale. This indicates that MBET therapy is effective in changing the neural processing of socio-emotional threat related to the traumatic event. Although the sample size was small, however the study gave good evidence regarding the effectiveness of the therapy in symptoms reduction for PTSD patients. CBT is a behavioral intervention to reduce adverse symptoms and improve functioning in patients with PTSD. Apart from behavioral intervention, many pharmacological interventions is also used for the prevention and treatment of PTSD. Hydrocortisone is one of the pharmacological agents involved in treating patients with PTSD. The review of research on the effectiveness of hydrocortisone has revealed that moderate quality of evidence for the efficacy of the drug in treating PTSD development in adults. There are other drugs like propranolol, morphine and benzodiapine for treating the disorder, however there is limited evidence to prove their true impact on patient outcome (Amos, Stein Ipser, 2014). Many drugs have been reviewed for efficacy and acceptability among PTSD patient group. Although, robust evidence for efficacy has not been found, however phenelzine has emerged as a good drug of choice and more future trials needs to be done to use its for treating PTSD (Cipriani et al., 2017 ). Current research also gave indication about eye movement desensitization and reprocessing (EMDR) as an intervention for patients with PTSD. It is a kind of psychotherapy in which utilizes eye movements to support clients in safely processing distressing memories and beliefs. It is a validated and efficient treatment approach to address psychological and physiological symptoms in patient with adverse life experience (Shapiro, 2014). Nijdam et al., (2012) used randomized controlled trial method to compare the efficacy of eclectic psychotherapy with EMDR for PTSD. The assessment of two patient group on outcome measures related to anxiety, depression and clinical PTSD symptoms showed both interventions to be effectiveness. However, the advantage of EMDR compared to other therapy was that good response rate was achieved. This proves that EMDR can promote faster recovery of patients suffering from PTSD. Conclusion: From the review of current research on PTSD, CBT is identified as good preventive options for treatment of PTSD at the early stage of risk. In addition, exposure therapy and EMDR have emerged as effective interventions both in terms of clinical outcome and response received from patients with PTSD. References: Abdelghaffar, W., Ouali, U., Jomli, R., Zgueb, Y., Nacef, F. (2016). Post-traumatic stress disorder in first episode psychosis: Prevalence and related factors.Clinical Schizophrenia related psychoses. Amos, T., Stein, D. J., Ipser, J. C. (2014). Pharmacological interventions for preventing post?traumatic stress disorder (PTSD).The Cochrane Library. Barlow, D. H., Durand, V. M. (2015). Abnormal psychology: An integrative approach (7th ed.). Stamford, CT: Cengage Learning. Cipriani, A., Williams, T., Nikolakopoulou, A., Salanti, G., Chaimani, A., Ipser, J., ... Stein, D. J. (2017). Comparative efficacy and acceptability of pharmacological treatments for post-traumatic stress disorder in adults: a network meta-analysis.Psychological medicine, 1-10. Friedman, M.J., 2014. PTSD: national center for PTSD.PTSD History and Overview. Retreived from: https://www.ptsd.va.gov/professional/PTSD-overview/dsm5_criteria_ptsd.asp Glaesmer, H., Romppel, M., Brhler, E., Hinz, A., Maercker, A. (2015). Adjustment disorder as proposed for ICD-11: Dimensionality and symptom differentiation.Psychiatry research,229(3), 940-948. Kar, N. (2011). Cognitive behavioral therapy for the treatment of post-traumatic stress disorder: a review.Neuropsychiatric Disease and Treatment,7, 167. King, A. P., Block, S. R., Sripada, R. K., Rauch, S. A., Porter, K. E., Favorite, T. K., ... Liberzon, I. (2016). A pilot study of mindfulness-based exposure therapy in OEF/OIF combat veterans with ptsd: altered medial frontal cortex and amygdala responses in socialemotional processing.Frontiers in psychiatry,7, 154. Nijdam, M. J., Gersons, B. P., Reitsma, J. B., de Jongh, A., Olff, M. (2012). Brief eclectic psychotherapy v. eye movement desensitisation and reprocessing therapy for post-traumatic stress disorder: randomised controlled trial.The British Journal of Psychiatry,200(3), 224-231. Nixon, R. D. V., Sterk, J., Pearce, A. (2012). A randomized trial of cognitive behaviour therapy and cognitive therapy for children with posttraumatic stress disorder following single-incident trauma.Journal of Abnormal Child Psychology,40(3), 327-337. Qi, W., Gevonden, M., Shalev, A. (2016). Prevention of post-traumatic stress disorder after trauma: Current evidence and future directions.Current psychiatry reports,18(2), 20. Rauch, M., Sheila, A., Eftekhari, A., Ruzek, J. I. (2012). Review of exposure therapy: A gold standard for PTSD treatment.Journal of Rehabilitation Research Development,49(5). Rothbaum, B. O., Kearns, M. C., Price, M., Malcoun, E., Davis, M., Ressler, K. J., ... Houry, D. (2012). Early intervention may prevent the development of posttraumatic stress disorder: a randomized pilot civilian study with modified prolonged exposure.Biological Psychiatry,72(11), 957-963. Shapiro, F. (2014). The role of eye movement desensitization and reprocessing (EMDR) therapy in medicine: addressing the psychological and physical symptoms stemming from adverse life experiences.The Permanente Journal,18(1), 71.

Economic Equilibrium Operating Economy

Question: Discuss about the Economic Equilibrium for Operating Economy. Answer: Introduction Stable economic equilibrium can be defined as a state whereby economic forces that are reflected by aggregate demand and aggregate supply intersect each other(Nelson, 2009). An underlying assumption for the case is that external influences will not disrupt the equilibrium; hence they will not have any impact on the various economic variables. In economics various cases of equilibrium encompasses Market Equilibrium where price is established at an equilibrium position relative to demand and supply. But concept of economic equilibrium is applicable in cases of imperfect competitive markets as well, whereas the theory was devised to account for perfect market. This type of equilibrium is established as it forms the basic properties of equilibrium. The scope of current analysis examines the fact that a stable economic equilibrium requires the economy to be operating at an output level at which the aggregate demand curve, the long run aggregate supply curve and the short run aggregate sup ply curve all intersect. Analysis A condition of macroeconomic equilibrium is a condition in the economy where quantity of aggregate demand equals to aggregate supply. Aggregate demand establishes a relation between price levels, firms, and quantity of real GDP demanded government and net exports. At the beginning of discussion for the stable economic equilibrium at the macroeconomic level and analyzing possible justification for the same, the starting point it is assumed that at stable equilibrium aggregate demand will intersect aggregate supply of the long run with aggregate supply curve of the short run. In case there is any sort of discrepancies in either demand or supply then there is bound to be changes in prices, inflation and rate of unemployment in the economy. In the short-run unexpected decreasing of aggregate demand will push up excess supply of resources, that will inevitably lead to decrease in resource prices. Short-run aggregate supply establishes relation amongst price levels and quantity of GDP(Negishi, 2014). This, will lead to impacting of unemployment which will make prices go down. Hence, in the long run lower resource costs will make the aggregate supply curve move to the right. The economy will aim to attain stable equilibrium by producing output levels that can be achieved by way of full employment at a price level lower than before. Aggregate demand is affected by changes in governmental policies in taxes or other areas, changes in household and firms expectations and due to changes in foreign variables as relative income levels amongst countries, exchange rates and so on. In the long-run aggregate supply price level and quantity of real GDP supplied which is vertical reflects potential GDP. Shift in the aggregate supply curve reflects that increase in GDP or economic growth can be due to increase in resources, increase in machinery and equipment and new technology. In stable equilibrium aggregate demand, aggregate supply long run is assumed to be at equilibrium with aggregate supply of short run. At this level it is assumed that a democratic government will intervene to ensure that employment levels are reached and unemployment is removed. At optimum levels of employment the price levels for aggregate demands is attended and supply levels for this level is reached(Starr, 2011). For the aggregate supply curve in the short run any impacts on it will lead to changes in the demand curve till it stabilizes to reach equilibrium levels. By automatic adjustment mechanisms real GDP will be impacted in case of changes experienced in aggregate demand or aggregate supply of quantities. During short-run periods decrease in aggregate demand will lead to recession but in the long run it might cause decrease in price levels. In short run increase in aggregate demand will eventually lead to increase in real GDP. However, in the long run it will lead to increase in price levels. Again in case of shift in the graph employees will accept lower wages till prices stabilizes in the economy and they are able to get proper prices for the same. Short-run will be determined by decreasing of aggregate demand which will lead to supply of excess of resources, ultimately reducing resource prices including labor wages. As unemployment will increase price going down will lead to output reduction. This will lead to shifting of the aggregate supply curve, hence economy will be producing levels of output with full levels of employment at a lower levels of price to attain equilibrium. Basic aggregate demand and supply model is dynamic and provides for increase in labor force, technological change and capital stock. Aggregate demand curve will only shift changing levels of stable equilibrium due to major changes as consumer spending changes, changes in the firm, governmental changes and so on. Thus, at every point the system will try and attain equilibrium till systems stabilizes. Inflation can disrupt the economic equilibrium levels causes total spending that takes place in an economy faster than compared to total production. Any impacts from inflation levels will disturb levels of equilibrium and will shift the aggregate demand curve. Even at this juncture to attain equilibrium prices and employment levels will stabiles causing the aggregate short-run supply curve, aggregate long run supply curve and aggregate demand curve to intersect at a particular price levels. Government intervention to maintain such equilibrium levels is an integral factor that invariable impacts. Democratic Government has an active role to play to determine equilibriums levels, when the levels of unemployment is high government pushes up demand for resources and extending demand levels by enhancing consumption levels. This affects the levels of job creation and as prices go up more and more people are employed in the economy to generate adequate supply in the long run. The government at every point affects and changes its economic policies to reduce or increase taxes on relevant items such as to inflict control and maintain larger economic stability and equilibrium levels. Conclusion In the discussion on economic equilibrium it has been demonstrated that all the three curves needs to intersect. Macroeconomic equilibrium can be defined as the condition itself whereby all the various factors meet. Aggregate demand and aggregate supply help determine the total value of goods and services produced in the economy at a particular period of time. Aggregate demand is the total value of such goods demanded whereas aggregate supply forms all the goods supplied to meet the quantities demanded of such products. Therefore, any related variable affecting these factors will impact their price levels. Employment, inflation and government plays relevant factors in determining such levels of equilibrium. Any efforts from macroeconomic variable or otherwise in external variables might lead to impacting the curve such that they are able to re-orient themselves to accomplish the position where it was previously. While all variables are interdependent on each other they play a major role in demonstrating their importance or how each functionality can affect the other in a dynamic way. Reference Lists Negishi, T. (2014). History of economic theory (Vol. 26). . Elsevier. Nelson, R. a. (2009). An evolutionary theory of economic change. Harvard University Press. Starr, R. (2011). General equilibrium theory: An introduction. . Cambridge University Press.