Introducing Women in Shakespeares Plays

Shakespeare’s presentation of women in his plays demonstrates his feelings about women and their roles in society. As our guide to the types of female roles in Shakespeare demonstrates, women had less freedom than their male counterparts in Shakespeares time. Its well known that women werent allowed on the stage during Shakespeares active years. All of his  famous female roles like Desdemona and Juliette were in fact once played by men. Shakespeares Presentation of Women Women in Shakespeares plays are often underestimated.  While they were clearly restricted by their social roles, the Bard showed how women could influence the men around them. His plays showed the difference in expectations between upper and lower class women of the time. High-born women are presented as â€Å"possessions† to be passed between fathers and husbands. In most cases, they are socially restricted and unable to explore the world around them without chaperones. Many of these women were coerced and controlled by the men in their lives. Lower-born women were allowed more freedom in their actions precisely because they are seen as less important than higher-born women.   Sexuality in Shakespeares work Broadly speaking, female characters that sexually aware are more likely to be lower class. Shakespeare allows them more freedom to explore their sexuality, perhaps because their low-status renders them socially harmless. However, women are never totally free in Shakespeare’s plays: if not owned by husbands and fathers, many low-class characters are owned by their employers. Sexuality or desirability can also lead to deadly consequences  for Shakespeares women. Desdemona chose to follow her passion and defied her father to marry Othello. This passion is later used against her when the villainous Iago convinces her husband that if she would lie to her father she would lie to him as well. Wrongfully accused of adultery, nothing Desdemona says or does is enough to convince Othello of her faithfulness. Her boldness in choosing to defy her father ultimately leads to her death at the hands of her jealous lover. Sexual violence also plays a major role in some of the Bards work. This is seen most notably in Titus Andronicus where the character Lavinia is violently raped and mutilated. Her attackers cut out her tongue and remove her hands to prevent her from naming her attackers. After she is able to write their names her father then kills her to preserve her honor. Women in Power Women in power are treated with distrust by Shakespeare. They have questionable morals. For example, Gertrude in Hamlet marries her husband’s murdering brother and Lady Macbeth coerces her husband into murder. These women show a lust for power thats often on par or surpassing that of the men around them. Lady Macbeth especially is seen as a conflict between the masculine and feminine. She forgoes normal feminine traits like  motherly compassion for more masculine ones like ambition, which leads to the ruin of her family. For these women, the penalty for their scheming ways is normally death.   For a deeper understanding of Shakespeares women read our guide to the types of female characters in Shakespeare.

Connection Between Poverty and Obesity Essay - 1269 Words

1 Connection between poverty and obesity Author (Reggie L. Brown) ENGLISH 135 Professor (Jennifer James) Devry University 4 December 2011 First Draft Connection between poverty and obesity It is said that obesity can be caused by not knowing how to combat and prevent this common disease before it begins in poverty stricken areas. Additionally the availability of nutritious food choices and the means to have safe active life style are not available to those who suffer from poverty due to financial and educational disadvantages. Obesity is not just a class problem, but financially disadvantaged people that lack access to quality food will inevitably turn to high calorie processed foods that will stretch their food dollar.†¦show more content†¦Poor parents are less likely to monitor their childrens diet, diet patterns and physical activity due to stress and time constraints if they work. Parents who work full-time are less able to monitor their children due to a decrease in maternal presence and availability during the day. Studies shows that poor people who move out of low-income housing into better neighborhoods are muc h less likely to have diabetes or be obese than people who stay behind in poor neighborhoods. Studies suggests that not only the financial burned of poverty contributes to obesity but the surroundings or type of area that an individual lives in adds to the complication. (Committee on Progress in Preventing Childhood Obesity. National academic Press. ) (2005) Progress in Preventing Childhood Obesity: Focus on Schools. Retrieved from the National academic Press, http://site.ebrary.com/lib/devry/Doc?id=10115249amp;ppg=11 The absence of activity and proper rest has been associated with obesity in children, adolescents and adults. Physical activity habits, and, specifically, inactivity, track significantly from adolescence into young adulthood. Because poor children have fewer opportunities for outdoor exercise or organized sports participation, we expect physical activity will mediate the effects ofShow MoreRelatedConnection Between Poverty and Obesity1783 Words   |  8 PagesConnection between poverty and obesity According to Wall Street Journal, â€Å"More than 33% of adults who earn less than $15,000 per year were obese, compared with 24.6% of those who earn at least $50,000 per year.† (Izzo 2011) Processed foods such as cheeseburger or French fries tend to be cheaper than buying healthier ingredients and making home cooked food. When people have lower incomes, they do suffer from food insecurity, which is an important connection between poverty and obesity. Two reasonsRead MoreObesity as a Social Issue Essays869 Words   |  4 PagesObesity as a Social Issue Individual problems such as addictions, illnesses and mental depression stalk us throughout our lives, but there is more to addictions, illnesses and mental depression than meets the eye. A good example of this theory is obesity. Obesity in Australia is turning into a problem and as the rates of obesity increase each year, the larger the problem expands. According to sociologist, C. Mills, problems can be divided into either troubles or issues and more often than not, aRead MoreHousehold Income By Federal Poverty Level Essay921 Words   |  4 Pagesby federal poverty level DV: Being overweight or obese Faculty: Dr. Shana Alex Charles Fall Semester 2015 December 17, 2015 2) Interpretation of your results. a) With reference to my midterm research study, I will be using the updated 2011/12 California Health Interview Survey (CHIS) for adolescents (ages 12-17). 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On the other hand, Family Stressors and Child Obesity, attributes the stem of childhood obesity to stressors, particularly family stressors. Another possible explanation for obesity, other than Americans not getting enough physical activity or stressors, comes from the movie, watched in lecture, The Weight of the Nation. This movie makes the connection of rates of obesity to living in poverty areas. TheRead MoreEffects Of Globalization On Obesity And Caloric Intake880 Words   |  4 PagesThe Globesity Epidemic Joan, Font. Globesity ? The Effects of Globalization on Obesity and Caloric Intake (October 2016). CESifo Working Paper Series No. 4982; IESE Business School Working Paper No. WP 1103-E. London School of Economics and Political Science graduate Joan Font, offers the effects of globalization on obesity and caloric intake. Joan makes his case from an economical and social standpoint, this is backed up by his education specialization in Health Economics and Social Policy.Read MoreSweden s The Swedish Health System943 Words   |  4 Pagesadopt the ideas of the Swedish health system? And, what would happen if America did adopt the Swedish health system? Sweden’s system is perfect for a country of that size, health status, and income invariance. Through comparing these three topics between the two countries it will show exactly what the U.S. can learn from the Swedish health system and how it will NOT be an effective plan for the U.S. â€Æ' What the U.S. Can Learn From the Swedish Health System The U.S. health system has been scrutinizedRead MoreResearch Paper: The Roles, Obligations, and Responsibilities of the Modern Nurse909 Words   |  4 Pages Lillis, LeMone, 2010). Nursing/Health Policy Issue: Environmental Factors in Childhood Obesity An example illustrating the roles, obligations, and responsibilities of the contemporary nurse in connection with a typical community health issue arising in urban communities like Chicago, Illinois is the prevalence of fast-food outlets and junk food within poor urban neighborhoods. Overweight and obesity rates among American adults is as an all-time high of nearly sixty percent; likewise, nearlyRead MoreChildhood Obesity Affects The Children s Emotional Health1717 Words   |  7 PagesChildhood obesity has been a crucial global concern for the past years, especially in the United States. Obesity within children has become a concern because it can develop multiple health risks. Although some of the health risks can be treated, there are many that could follow them for a lifetime. Some of the health risks could be minor, but many of the health issues are deadly. Childhood obesity has been related to affecting th e majority of the child’s main body systems. For example, childhoodRead MoreSugar And The American Diet895 Words   |  4 PagesSugar In American Diet The American diet is based mostly in processed food which contains enormous amount of sugar. The excessive consumption of sugar can cause diseases such as obesity, heart diseases, alzheimer, liver diseases, diabetes and others. One of the problems with the consumption of sugar is that people get sick progressively without the knowledge that it is caused by sugar. In addition, sugar is an addictive food and life without it is almost impossible. As a result, processed foods

Residential Schools Free Essays

Introduction For years, the aboriginal people have been discriminated in Canada. They were perceived as inferior because their native traditions were very different from the white Canadian traditions. In the 19th century, the Canadian government created mandatory residential schools to assimilate the Natives into English speaking and Christian Canadians. We will write a custom essay sample on Residential Schools or any similar topic only for you Order Now The schools were church-run and government funded. They did so thinking their traditions would diminish or be completely eliminated in a few generations. However, the residential schools affected the Natives and the Government negatively, despite it’s original objectives. The residential schools did not provide the proper education for the Natives. Also, many of them were living under poor condition and got abused which lead to different types of traumas in their  adult lives. To continue, the government`s goals were not reached and they had to apologize to the Natives to try to gain their respect. The impact of poor education The education in residential schools There was a total of 130 residential schools across Canada, and about 150 000 children attended those institutes. The main goal of the schools was for the Natives to learn English and adopt the Christian and Canadian culture. To do so, the children were prohibited to speak their language or practice their culture, or else they would receive severe punishments. Aboriginal residential schools provided an inferior education to students than the general population in the public school system. They focused on training students for manual labor in agriculture, industries and domestic work such as cooking, sewing and laundry work. Over 40 pour cent of the teaching staff had not received any kind of professional training. Many students had to work for the school involuntary and unpaid after class because the school could not run without it. The impact With such a poor education, students who reached the age of eighteen only had up to a fifth grade education. This caused a lot of problems later on when the government tried to incorporate Aboriginal students into public schools. Many of them struggled to keep up with the adjustment and those who wanted to attend university were often restrained to do so. That incident made it difficult for Aboriginal communities to break the cycle of poverty. Residential school conditions The poor conditions Many students were taken away from their families, and were not able to communicate with their siblings who attended the same school. The students were forced to do labour work during their stay at the school and were fed poor quality food. The food that was given was sometimes rotten, moldy and infested with maggots. As a form of punishment, many of them were sexually, mentally and physically assaulted. Also, some of them were forced to sleep outside in the winter and they were used for medical experiments. Survivors remember having needles pushed into their tongue if they were caught  speaking their language. These abuses, along with the poor hygiene, overcrowding and inadequate food and health care, resulted in an outrageously high death toll. In 1907, a study by the government medical inspector P.H Bryce reported that 24 pour cent of the kids died ar the schools and 47 to 75 pour cent of those who were discharged from the schools died months within returning home (http://indigenousfoundations.arts.ubc.ca). The impact The negative impact of the residential schools on the Native communities still remains to this day. Even the people who did not attend those schools still share the same millstones as their ancestors. These include domestic violence due to personal trauma and the loss of Aboriginal language, culture and traditions. Some of those who have attended the schools suffer from post-traumatic stress syndrome and the effects make it challenging to take part in social, family and professional environments. Many of the children grew up without experiencing a nurturing family life and without the acquaintance and skills to raise their own families. Also, the sense of worthlessness that was implanted in the students resulted to self-abuse. The extremely low self-esteem contributed to a high rate of substance use, alcoholism and suicide. The damage caused by the residential schools has caused intergenerational trauma which is the cycle of abuse and trauma from one generation to the next (http://indigenousfoundations.arts.ubc.ca). The government’s role The government’s main goal The government believed that the socio-cultural difference between themselves and the aboriginal people was too wide. They described the Natives as a savage, ignorant, uncivilized and in need of guidance group of people. They assumed that by creating residential schools, they would be able to easily assimilate the Natives, â€Å"If anything is to be done with the Indian, we must catch him very young. The children must be kept constantly within the circle of civilized conditions,† ( Davin). Their strategy was to rapidly adapt them to mainstream society through education. However, it did not go as intended. In 1950, despite all their efforts to extinguish the Native culture, the government realised that the integration was not working. Regardless all the  damage that was done, their culture was still surviving. It is at that point that the government recognized the devastating effects of the residential schools. Nevertheless, it wasn`t until 1986 that all doors of the residential schools were closed. The government’s apology In 1980, survivors of the residential schools started suing the government and churches for all the destruction the residential schools had caused to their individuals and communities. The federal government and churches involved approved to pay collective and individual rewards to the survivors of the residential schools, in 2007. They also promised to the Native culture that they would establish supporting programs to help heal their grief, and to launch a Truth and Reconciliation Commission. The Truth and Reconciliation Commission is used when a country wants to reconcile and resolve policies or practices, in other words, unify Canada. In 2007, the government announced they would be giving 1.9 billion dollars to the aboriginal people who were forced to attend the schools as a compensation package. They also provided 120 million dollars to the Aboriginal Healing foundation as well as 100 million dollars given by the churches to finance services towards healing initiatives ( www.CBC.ca). On June 11th 2008, a ceremony was held by the House of Common to publicly apologize for the government`s participation and to recognize the negative impact it has done. That apology was left with a wide range of reactions. Some believed that it was a positive step for the government to build a relationship based on mutual respect while others believed that it would not change the government`s connection with the Aboriginal people. The idea of the residential schools did a lot of harm to the government`s image because many Canadians lost respect towards the government after the truth behind those schools came out. Conclusion To conclude, residential schools affected the Natives and the Government negatively despite their original objectives in many ways. The residential schools did not provide the proper education for the Natives. Also, many of them got mentally, physically and sexually abused which lead to a cycle of trauma and abuse for the future generations. To continue, the government`s initial goals were not reached and they lost the respect and trust of many  Canadians. Although the government tried to help the Native population financially and through healing support, it is difficult for the victims to leave the past behind. The Aboriginal communities still struggle to adapt to our society, which proves how persistent a nation can be. How to cite Residential Schools, Papers

Emotion and Behaviors free essay sample

This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presentedyou may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most importantin all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that dont result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructors name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers development. In this exercise, you will be concerned with describing and analyzing the childs speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the childs speech in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each conversation is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the childs vocabulary? In particular, examine the childs speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group settingfree-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each childs language behavior in terms of what youve learned about development during the preschool years. II. PRESCHOOLERS PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the childs observation of adults; other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure Familiarize yourself with Partens classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the childs emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the victim and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the childs behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the childs affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the childs feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each childs behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.