How to Write an Effective News Article

How to Write an Effective News Article Whether youre interested in writing for a school newspaper, fulfilling a requirement for a class, or seeking a writing job in journalism, youll need to write like a professional to produce a good article. So what does it take to write like a real reporter? Researching the News Story First, you must decide what to write about. Sometimes an editor or instructor will give you assignments, but often you’ll have to find your own topics to cover. If you have a choice about the topic, you might be able to pick a subject related to your personal experience or family history, which would give you a strong framework and a dose of perspective. However, you must work to avoid bias. You may have strong opinions that could affect your conclusions. Beware of fallacies in your logic. You also could pick a topic that revolves around a strong interest, such as your favorite sport. Even if you end up with a topic close to your heart, you should begin with research, using books and articles that will give you a full understanding of the subject. Go to the library and find background information about people, organizations, and events you intend to cover. Next, interview a few people to collect more information and quotes that reflect the public’s perception of the event or story. Dont be intimidated by the idea of interviewing important or newsworthy people.  An interview can be as formal or informal as you want to make it, so relax and have fun with it. Find people with backgrounds in the topic and strong opinions, and carefully write down their responses for accuracy. Let the interviewees know that you will be quoting them. Parts of a News Article Before you write your first draft, you should be aware of the parts that make up a news story: Headline or title: The headline  of your article should be catchy and to the point. You should punctuate your title using Associated Press style guidelines, which specify, for instance, that the first word is capitalized, but, unlike other title styles, words after the first word (except for proper nouns) typically arent. Numbers arent spelled out. Other members of the publication staff frequently write the headlines, but this will help focus your thoughts and maybe save those other staffers some time. Examples: Lost dog finds his way homeDebate tonight in Jasper HallPanel chooses 3 essay winners Byline: The byline is the name of the writer- your name, in this case. Lead (sometimes written lede): The lead is generally the first paragraph and is written to provide a preview of the entire story. It summarizes the story and includes many of the basic facts. The lead will help readers decide if they want to read the rest of the story, or if they are satisfied knowing these details. The story: Once you’ve set the stage with a good lead, follow up with a well-written story that contains facts from your research and quotes from people you’ve interviewed. The article should not contain your opinions. Detail any events in chronological order. Use active voice- not passive voice- when possible and write in clear, short, direct sentences. In a news article, you typically put the most critical information in the early paragraphs and follow with supporting information, to make sure the reader sees the important details first and, you hope, is intrigued enough to continue to the end. The sources: Put your sources with the information and quotes they provide, not at the bottom of each page or the end of the story, as you would for an academic paper. The ending: Your conclusion can be your last bit of information, a summary, or a carefully chosen quote to leave the reader with a strong sense of your story.

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 11

Strategic Management - Essay Example Belasen and Frank (2007) in their paper â€Å"Competing values leadership: quadrant roles and personality traits†, sought to establish a system of number and order of leadership roles and tag the associated personality traits which determine leadership roles to them. Thus it’s an effort at establishing a system of metrics to define an otherwise indeterminate and disparate amount of values. Their use of LISREL to determine the extent of fit between competing values framework (CVF) and quadrants is essentially one loaded with a priori tenets of recalcitrant logic. Next Haakonsson, Burton, Obel and Lauridsen (2008) in their paper â€Å"How failure to align organizational climate and leadership style affects performance†, hypothesize that â€Å"misalignments between climate and leadership style are problematic for organizational performance†. The study is based on regression analysis of data collected through a questionnaire. Though the authors acknowledge an element of prejudice and bias on the part of Chief Executive Officers (CEOs), there is still a considerable divergence among variables because the study is primarily a posteriori in its outcomes. Despite the existence of various influences on organizational culture and leadership style, a common tendency to produce a confluence of ideological stances on the part of the two cannot be altogether absent either. Finally Lakshman in his paper â€Å"Attributional theory of leadership: a model of functional attributions and behaviors†, applies cognitive complexity theory and attributional complexity theory to the study of positive and functional contingency model of leadership style with primary focus on the strategic behaviors of the manager/leader. According to the author in so far as subordinates are self-efficacious and motivated by a particular leadership style there is no divergence from the trend-setting behavioral construct. This assumption

Why Study the History of Philosophy Essay Example | Topics and Well Written Essays - 1750 words

Why Study the History of Philosophy - Essay Example Philosophy is the art of rational thought that is unique from the other disciplines in that it relies on the application of logic and reason to generate knowledge. Most people’s failure to understand philosophy is related to their attitude of viewing it as a mere thought about knowledge or language. The intellectuals that discover philosophy develops the curiosity to dig deeper into the historical books to understand its beginnings. A philosopher must have the ability to reason and possess a rational faith. The knowledge of the historical perspective of philosophy proves that the modern philosophical circumstances have been crafted by changing times. It is only through understanding this interlink between the history of philosophy and the modern human life that learners can truly appreciate the discipline, otherwise, they would view the discipline as a mere art. This paper is seeks to explain the significance of the study of the history of philosophy. The discussion will be ba sed on the relation between the study of history of philosophy and modern philosophy, and the value of studying the history of philosophy. History of Philosophy Philosophy emanates from thoughts related to information gaps that do not satisfactorily explain situations. Philosophy contributes in filling these gaps through suggestion of theories meant to resolve these problems. The study of history of philosophy enables learners to understand the meaning associated with the philosophical concepts suggested by rationalists such as Spinoza, and empiricists such as Locke.1 For instance, Spinoza believed that existence is determined by a shared substance and that a free man is always honest in his deeds. Berkeley downplayed the possibility of the existence of an external world. Leibniz argued that an empty space is imaginary and all substances are mirrors of God. This helps the modern philosophers to combine the traditional concepts of philosophy with the scientific allusion of nature. Ph ilosophy is an art of expression of human faith. The discipline extends into every aspect of human life. Socrates asserts that life is not worth living without self reflection or personal examination. This implies that most people understand their life better if they know how to philosophize. However, according to John Stuart Mill, philosophy is not an ultimate path for contentment.2 Although philosophical studies have clarified problems such as the definition of truth, freedom of will and the nature of time, most of its concepts appear to ignore solutions to some problems. According to Tan, those who do not understand the historical concepts of philosophy postulates that the discipline is a mere opinion held by every individual in relation to past experiences.3 This notion makes these people assume that traditional perspective is not applicable in modern life. However, historical studies proves that historicism in philosophical studies is the benchmark for the validity of the moder n perspective. The knowledge of the historical perspective of philosophy proves that circumstances have been crafted by changing times. Just like in the modern times, various people applied different mechanisms in improving and advancing knowledge. The history of philosophy outlines these mechanisms and enable the modern people apply them in advancing their understanding of philosophy. Benefits Knowledge and Reality The study of the history of philosophy seems like an art in the early stages of learning but progresses into a discipline requiring the application of knowledge when grappling philosophical problems.4 The knowledge and reality associated with ancient philosophy encourages people to not only analyze the views of the philosophers, but also

Maternal instincts vs. social instincts Essay Example for Free

Maternal instincts vs. social instincts Essay Sethes most severe behavior as a mother, that distinguishes her as socially constructed by both her mothers actions and the abuse of slavery, because she alters the rules, determines for herself what is acceptable and unacceptable, what is right and what is wrong, suggests that she is simultaneously the best mother and the worst, and without question, revolutionary. Trudier Harris notes that Morrison succeeds in making Sethe so simply human and American (the God-given right to motherhood, love of ones children, desire of a better life for them, love of freedom, nonconformity) that we cannot easily condemn her act even when we clearly do not condone it (Fiction and Folklore 171). This is the case when social and moral norms are being neglected before the maternal instincts, which are proven to be more powerful than social ones. Yet Sethe was a pretty little slavegirl that had recognized a hat, and split to the woodshed to kill her children (Beloved 158). The rapidity with which she acts certainly shows it’s innate and essentialist behavior. Sethe is a mother both under the confines of slavery and then in freedom. But she is a different mother in each situation, thereby confirming the socially constructed nature of her mothering. She proudly explains to Paul D the essence of motherhood; and Paul D knew exactly what she meant: to get to a place where you could love anything you chose—not to need permission for desire—well now, that was freedom (Beloved 162). Sethe is proud of herself, her accomplishments, and appreciates her freedom. OReilly suggests that Sethes flight to freedom is structured specifically as a heroic quest (133). (Please explain a little) In reality, The very meaning of a hero and heroism is redefined, making it possible for Sethe to inscribe herself as subject and celebrate the reproductive feats of nursing and birth as heroic labor (OReilly 134). Heroism here is referred here to boldness to become a mother in such a life-denying circumstances. This is true also for Sethes rebellious and atypical rescue of herself and children as well. Interestingly, when Sethe is no longer someone elses property, she suddenly sees her children as her own her own property, so to speak. After being owned, she wants ownership too, of herself and her children. Sethe has never had anything to call her own in her life and suddenly everything is her own. She acts and reacts based upon everything she has seen, heard, and felt in her lifetime, a lifetime of slavery. She knows the notion of ownership. Sethe reacts as a result of her newfound possessiveness and ownership of her children. Again, she is creating her own language and law for motherhood. Paul D understands part of this: the possessiveness, the love, and the freedom. But he does not understand the killing. To her, death and the potential of heaven is better than slavery and hell on earth. Thus, this murder may prove her more animalistic, as schoolteacher would argue she already is, or perhaps, less so, because her decision was a conscious one, thought out and made of her own free will (Beloved 193). She takes responsibility for herself and her actions by refusing to accept patriarchal societys laws regarding slavery, laws regarding murder, and traditions regarding a womans place, especially a black womans place. So, instead of returning to slavery under schoolteacher and his two physically and emotionally abusive nephews, she assumes society, institutes an instant matriarchal ruling system, the social instincts, empowered by her own mothers actions and perhaps toying with Gods power: what Sethe giveth, Sethe taketh away. She does not regard the murder of her daughter as taking life away from her daughter, but as keeping her daughters life away from schoolteacher, away from slavery, and putting it in a better place. Sethe believes that once Beloved is dead and moves on to eternal life, neither schoolteacher nor slavery can touch. She is safe. She will be where Sethes own mother is. Sethe believes she is preserving Beloved by killing her. She is preserving the purity of her body and mind. Beloved will not be ripped apart by the men or the institution that governs slavery. She will not be raped physically or emotionally. Thus, to Sethe, she has succeeded in preserving her daughter. In Beloved, Sethe is both subject and object, rigid and excessive, mother and daughter. She is exerting influence as well as receiving it and she exerts it because of the way she has received it from her own mother. This becomes relevant to her handling of Paul D, as well. Paul D does not understand what he must accept in order to make a life with Sethe. He cannot accept his place in the household as something other than the head and he does not understand Sethes love, protectiveness, or murder of her daughter. Paul D s reaction to the knowledge of Sethes actions, according to Jan Furman, forces her to rebuff all attempts to minimize her victories as a woman, as a mother. And so she takes back from Paul D the responsibility for her breasts that she had given (75-6). She takes all responsibility back. This tells the reader again that Sethes strength surpasses all. Morrison flat out tells the reader that she is tougher, because she could do and survive things they believed she should neither do nor survive (Beloved 47). She cannot be the weak slave woman when her actions, her love, and her strength of character make her larger than, more powerful than schoolteacher, Halle, Paul D, maybe all of patriarchal society itself. Her actions certainly disrupt the societal norms. However, the inherent issue remains regarding essentialism and social constructionism. Is birth civilized or is it animalistic? Mothers are trained, from the onset of motherhood, to virtually be more natural, more like animals. Then, later in life, when those tendencies take a different form, in protectiveness of their young, mothers are maligned for the same behavior and actions that were instilled upon them during pregnancy, labor and childbirth, and this is Sethes plight. She attempts to take the proper measures, which is her defined, unstereotypical manner. Therefore, as in Sethes case, the concept of mothering may have essentialist qualities, but the individual mother is socially constructed. Why, then, does Sethe kill Beloved? Why, after her milk was taken from her by one of the nephews, taking practically all of her motherhood with it, does she begin to take motherhood away from herself when she fought so hard to get it under freedom? Why wouldnt her sons, Howard and Buglar, let go each others hands (Beloved 183)? They fear the one person who should be their haven in this world. Is motherhood that powerful? Why does it take Sethe twenty years to figure out that she should have killed schoolteacher, not her own child, as is evidenced by the fact that when Mr. Bodwin comes to take Denver to work, Sethe goes after him and not Denver (Beloved 262)? Is it because the institution of slavery was so strong that it would have claimed her and her children even if schoolteacher were dead? And if the structure of slavery were so powerful, and one sees the negativity, the hatred, the racism in its structure, then one must claim matriarchy for the solution. One must see Sethe as a powerful and revolutionary woman who, although she commits murder, although she kills her own best thing, her crawling already? girl who impresses her with her advanced physical capabilities, makes her own decisions under her own set of rules, given to her because she is a mother. She can no longer conform to an authority that prevents her from protecting her young in undoubtedly excessive ways once the hummingbirds of motherhood point their beaks into her heart. Paul D and schoolteacher reference Sethe in terms of animal characteristics with a negative connotation. But if one can co-opt the male masters language one can offer that it is not always bad for a mother to have animalistic tendencies, though she should not be measured by them. Interestingly, the non-biological mothers will offer even further examination of social constructionism, because they are created out of necessity. The question arises, then, as to whether their mothering behavior becomes essentialized once they assume the role of mother. A biological mother certainly could reject her children, reject motherhood, and remain only selfishly self-aware. Yet, for the most part, the mothers do not make that choice. Are the attributes of motherhood universal, essential, regardless of the societal constructs playing on their decisions? Or do these stereotypes for motherhood break down under severe circumstances? Let us answer these questions in the next section.

Best Man Speech Delivered by the Brother of the Groom :: Wedding Toasts Roasts Speeches

Best Man Speech Delivered by the Brother of the Groom Firstly, on behalf of the bridesmaids, I'd like to thank the groom for his kind words, and I have to say they have done an excellent job today and look absolutely wonderful. I am very proud that I was chosen to be the best man today. It’s often said at weddings that being asked to be the best man is like being asked to kiss the Queen. Its a great honor but nobody wants to do it. I have a large library of stories to tell you that will leave the groom embarrassed and humiliated, but out of respect for him on his big day I have decided not to tell them. So I'm not going to tell you about the time he vomited over a taxi driver's head or ended up in hospital on his stag do. The groom was born on November 13, 1972. Coincidentally, this was also the year that the first Mr. Alen books were published, and if you know him or know anyone that has lived with him, you'll easily be able to guess which Mr. Man he takes after. No, its not Mr. Topsy-Turvey or Mr. Bump, it’s Mr. Messy. Even though he stopped reading the Mr. Alen books last year, I doubt he will ever loose his natural ability to make a mess. (To the bride) If you need any tips on getting him to tidy up, don't ask my mom or dad as they were unsuccessful for twenty years. After leaving school, the groom had a brief career as an accountant but soon saw the light and decided that cleaning a swimming pool would be more interesting. After a few other career moves he decided that he was missing something, so decided to go to university to study sport science. Before he'd gone away to university, the groom was extremely fit, as skinny as a rake, and very serious about his cycling. It was on the following Christmas holiday when I saw he was starting to put on a bit of weight that I realized - he'd fallen in love with beer. I hear he had an excellent time at uni, living in a house of like-minded people who also had this great love. The stag do was a couple of weeks ago in Brighton and on the Saturday evening we went to a club called The Event.

Grand Theory Written Assignment Essay

A grand theory is a systematic construction for the nature of nursing that has a clear mission and goals for nursing care. There are four categories of schools of thought within the realm of grand theories to include needs theories, interaction theories, outcome theories, and lastly caring/becoming theories. In the following tables I have highlighted a theorist from each school of thought and briefly discussed their educational background, my perception of their definition and philosophy of nursing, and the goal/purpose of their theory. Needs theorist Faye Abdellah Educational Background Faye Abdellah received her nursing education at Fitkin Memorial Hospital School of Nursing, Nepture, N.J. and graduated in 1942. She then went on to study chemistry at Rutgers University prior to receiving her Bachelor of Science, Master of Arts, and Doctor of Education degrees from the Teacher’s College of Columbia University, N.Y. Retrieved from http://fayeabdellah.blogspot.com/p/backgroud-publications.html Philosophy of nursing According to Meleis, her philosophy of nursing includes the use of problem solving approach to deal with 21 distinct problems related to needs of patients. She described a problem as a condition faced by the patient for which a nurse can assist, overtly and covertly. This is done by preventative care (to include hygiene, safety, exercise, rest, sleep, and body mechanics), sustenal care (psychological), remedial care (oxygen, fluid, nutrition, and elimination), and finally restorative care (coping with the illness and life adjustment). Meleis, A.I. (2012), p. 162-164. Definition of nursing â€Å"Nursing is based on an art and science that moulds the attitudes, intellectual competencies, and technical skills of the individual nurse into the desire and ability to help people, sick or well, cope with their health  needs† as stated by Faye Abdellah in her Twenty-one Nursing Problems theory (1960). Goal/purpose of theory To help the individual or patient meet health needs and adjust to their health problems. Meleis, A.I. (2012), p. 164. Interaction theorist Hildegard Peplau Educational Background Hildegard Peplau graduated from the diploma nursing program Pottstown, PA in 1931 and went on to be a staff nurse. Peplau then was recommended to work as a school nurse at Bennington College located in Vermont. While working there she earned her Bachelor’s Degree in Interpersonal Psychology in 1943. From there she went on to earn her Master’s and Doctoral degrees from Teacher’s College of Columbia University. In addition she became certified in psychoanalysis thru the William Alanson White Institution of New York City. Retrieved from http://nursing-theory.org/nursing-theorists/Hildegard-Peplau.php Philosophy of nursing Peplau’s philosophy of nursing focused on harnessing energy psychological disturbances such as anxiety and tension to define understanding with patients and deal with the problem at hand. She felt the goals of nursing included developing patients personalities to make illness an eventful experience. She felt nurses need to develop problem-solving skills via the interpersonal process (educational, therapeutic, and collaborative). Definition of nursing Peplau’s concept and view of nursing is that it is a therapeutic, interpersonal, goal oriented process that is a healing art. It involves recognizing and assisting the patient (individual who is ill or in need of health care) in achieving a common goal. This requires the nurse and patient to build a trusting relationship by way of orientation, identification, exploitation, and resolution (the phases of growing an interpersonal relationship). Meleis, A.I. (2012), p. 165-166. She identified the many roles that nurses must take in order to have a meaningful relationship with  patients and that nurses must understand the relationship to provide good care. Goal/purpose of theory The ultimate goal of Peplau’s theory was to understand the principles of interpersonal relationships between the nurse and patient in order to facilitate problem solving skills. This is to be done by using education and positive interactions. She went on to explain the seven nursing roles (stranger, resource, teacher, counselor, surrogate, and technical expert). These roles can be applied in different situations to provide the best care possible and goal attainment. Retrieved from http://nursing-theory.org/theories-and-models/peplau-theory-of-interpersonal-relations.php Outcomes theorist Callista Roy Educational Background Sister Callista Roy graduated with her first degree; Bachelor of Arts in Nursing from Mount St. Mary’s College in California in 1963. Then in 1966, she went on to obtain her Master’s Degree in Pediatric Nursing from the University of California. In addition she earned a Master’s Degree in Sociology in 1973 and Doctoratal degree in Sociology in 1977. Retrieved from http://nursing-theory.org/nursing-theorists/Sister-Callista-Roy.php Philosophy of nursing From what I can see from Roy’s writing’s she believes that the focus of nursing to her is a focus on clients’ stimuli and the effect it has on them for adaptation. Adaption modes include physiologic, self-concept, role function, and interdependence. Goals of nursing include promoting these changes/adaption in the above mentioned areas by way of manipulating the stimuli (focal, residual, and contextual) by way of positive coping. ). Meleis, A.I. (2012), p. 169-172. Definition of nursing Callista Roy is known to believe that nursing is a system of knowledge based on theory that views the client (sick or potentially sick) as a biopsychosocial being. Clients adapt to changes within their environment and as nurses we provide care through the nursing process to help promote  adaption to state of well-being. In order to do this we must ensure that the client have effective coping mechanisms and responses to avoid disruption in the integrity of the client. Goal/purpose of theory The goal and purpose of Roy’s theory is to promote client adaptation by nursing interventions such as facilitation of adaptive tasks via counseling, effective nurse-client communication, health education, active manipulation, support, and by identifying resources for the client. Roy states that by adapting that the patient is then freed for â€Å"him to respond to other stimuli which may be present† The Roy adaptation model: Comment (as sited by Meleis, A.I. (2012), p. 494. Caring/Human Becoming theorist Rosemarie Parse Educational Background Rosemarie Parse initially was educated at Duquesne University of Pittsburgh. She then went on to get her MSN and Ph.D. from the University of Pittsburgh. Philosophy of nursing The goal of nursing to Parse appears to be co-creating meaning and finding way of being. This is done by not focusing on the illness or problem in itself, but by transforming in new ways deliberately through the human universe process. Nurses are to illuminate meaning, synchronize rhythms and mobilize transcendence by connecting and truly understanding and being present with patients. Decision making is done together with the patient and nurse. Meleis, A.I. (2012), p. 172-174. Definition of nursing Parse’s definition of nursing is that it is a human science and art that uses knowledge to help people. Nurses should not focus on fixing problems, but rather view the patient as a whole living experiences through their environment which help them evolve. She believes that nurses must help guide patients co-create their own health and deal with illness. Goal/purpose of theory The goal or purpose of Parse’s Human Becoming Theory of Nursing is to focus of the quality of life from each separate person’s perspective. It does not focus on bio-medical or bio-psycho-social-spiritual approaches as with most  theories, but instead views the patient as a person and combination of all aspects. Retrieved from http://nursing-theory.org/nursing-theorists/Rosemarie-Rizzo-Parse.php I agree with all of the above listed schools of thought and have incorporated each in my own personal nursing care practice. Abdellah thoughts that nursing is centered on problem solving on the needs of patients in order to assist them in restoring health are near and dear to my heart. Depending on the field you work in this can include a multitude of cares. I personally work mainly in obstetrics and medical aesthetics. In the obstetric realm I provide care to help patients have a happy and healthy delivery of a child whereas in my medical spa my goal is help clients improve their aesthetic appearance, thus helping them feel more attractive and confident. Both have a goal, although widely different. This school of thought mostly is incorporated in my obstetric care as I assist patients to understand and incorporate preventative care, sustenal care, remedial care, and obviously restorative care as becoming a parent is a huge adjustment in life. Peplau brought out the importance of building a therapeutic interpersonal relationship with patients in order to facilitate their skills in coping with the problem at hand. Peplau’s interaction school of thought is also very congruent with my nursing philosophy as I feel it is of upmost importance to build a solid trusting interpersonal relationship with patients/clients no matter what area of nursing one is working in. Without doing so, the patient/client will not believe and trust what we are trying to accomplish with them. The event of birthing a child and learning how to care for them is a very personal process where the nurse-client relationship is of upmost importance. Also in aesthetics the client must feel comfortable with me as a nurse in order to trust me in helping them attain their goals. Roy’s theory is seeding in the outcomes school of thought which is also easy to incorporate into nursing care as adaption is required with all processes of life. As nurses we truly do help our clients adapt to their health  status and can assist them to become able to care for themselves independently. In obstetrics parents must adapt to having and caring for a newborn infant. The mother has been thru months of adaption to being pregnant, and now must instantly step into a new role that is often times scary and confusing! As a nurse I am responsible to ensure that they are prepared and adapting to this change prior to discharge. Lastly the caring/human becoming school of thought is probably the most utilized type of grand theory that I personally use. Parse points out that we should not focus on â€Å"fixing† the problem, but concentrate on the whole of the patient including experiences lived and how this has helped them evolve. Basically we must think of the patients’ quality of life, especially from the patients’ point of view. This can be applied in all fields of nursing as we strive to help patients have the quality of life that they want and deserve. In conclusion I’d like to think that as a nurse I practice from a variety of theories to incorporate the best, quality care possible for patients no matter what the purpose of treatment may be. I try to tailor my approaches taking into account their medical history, environment, and family. Nursing is ever changing and so is the patient population. We must as nurses continue to educate ourselves and evolve with time, never becoming stagnant. References Abdellah, F. G., Beland, I. I., Martin, A., & Matheney, R. V. (1960). Patient-centered approaches in nursing. New York: Macmillan. Meleis, A.I. (2012). Theoretical Nursing Development & Progress, Fifth Edition. Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkins. http://fayeabdellah.blogspot.com/p/backgroud-publications.html http://nursing-theory.org/theories-and-models/peplau-theory-of-interpersonal-relations.php http://nursing-theory.org/nursing-theorists/Hildegard-Peplau.php http://nursing-theory.org/nursing-theorists/Rosemarie-Rizzo-Parse.php http://nursing-theory.org/nursing-theorists/Sister-Callista-Roy.php

Evaluation Of Children s Cognitive Development - 1474 Words

Introduction Play can be defined as activity that is intrinsically motivated, implies flexibility, positive affect, and pretence. Play also implies free choice and active engagement (physical and psychological involvement rather than passive observation). Generally, main types of play are recognized as: object play, pretend play and sociodramatic play, physical activity play (exercise play, rough-and-tumble play), and games with rules (Smith, 2010). These types of play overlap and are not easily separated. Play specialists, parents, governmental institutions generally believe that each of these types of play support different aspects of children’s development and their effect is crucial to children’s health. However, psychological research lacks experimental and correlational evidence to support this stance. Here some types of play are examined in relation to development from three points of view: one, play is essential to children’s cognitive development; second, play is one of many routes to positive development (equifinality); and third, play is a byproduct (epiphenomenon) of other factors that lead to development (Lillard et al, 2012). Pretend Play and Theory of Mind Theory of mind (ToM) is a group of cognitive skills that we use to predict other people’s thoughts. It could be suggested that pretend play leads to better ToM skills as it uses same patterns of thinking, and that role play provides children with practice that enhances ToM skills. Pretend play may beShow MoreRelatedChildren Who Are Blind Children1093 Words   |  5 Pagesbehavior children who are blind and children who are sighted. The sighted children are felt more comfortable levels of playing at the earlier age than did the blind children. 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The Concept came to America during theRead MoreThe Stages Of Cognitive Development1290 Words   |  6 Pagesthe first psychologist to create a study of cognitive development that researchers and scientists still use today. Piaget’s Cognitive Theory includes the four stages of cognitive development from birth to adulthood: Sensorimotor, Preoperational, Concrete operational, and Formal operational. These stages include thought, judgement, and knowledge. He made the claim that children may enter these stages at different ages, but insisted that cognitive development always follows this sequence, cannot be skippedRead Morejean piaget1284 Words   |  6 Pages He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking. He believed that these incorrect answers revealed important differences between the thinking of adults and children. Piaget (1936) was the first psychologist to make a systematic study of cognitive development.   His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious testsRead MoreChild Development Developing Countries : Article Critique Essay1157 Words   |  5 Pages Child Development in Developing Countries Article Critique Jimena Renteria Liberty University Introduction The article â€Å"Developmental Potential in The First 5 Years for Children in Developing Countries†, published in 2007 by several authors, is a research about the major risks of the children who live in developing countries. This article highlights the relevance of the children’s 5 first years of age, through the evaluation of different psychological and physical cases aroundRead MoreThe Economics Of Pediatric Head Injury1435 Words   |  6 PagesHead Injury Economic evaluation of health care delivery is a global necessity. The U.S spends 17% of its GDP annually towards health care compared with 8-9% by Australia and the United Kingdom. In contrast, when comparing government spending of cash and services for families with children, the U.S. spends 2.4% of its GDP per child under 15 years, compared to 11.8% in the U.K. and 8.9% in Australia. As a result, families facing loss of income while caring for injured children in the U.S., have lessRead MoreDevelopmental Skills : Childhood And Social Emotional Development Essay1530 Words   |  7 PagesDevelopmental Skills Domain in Early Childhood Social-Emotional Behavior. Social-emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intra- and interpersonal processes. The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others