Creativity Is Important For Giftedness - 3193 Words

Introduction What is Creativity: Creativity is a term that has many different meanings, over time it has changed and developed to a special condition, attitude, or state of being that nearly defies detention (Clark,2013 p.124). When it comes to gifted students creativity is include as an expression of giftedness, this goes along skills such as leadership, intellectual or academic achievement, and the ability in visual and performing arts (Clark, 2013 p.125). Sternberg and Grigorenko stated in 2011 â€Å"Creativity is important for giftedness because it is competent whereby one generates the ideas that will influence others† ( Clark 2013, p. 127). In order to have a proper view creativity, it should be defined holistically, meaning it focus as the synthesis of enriched rational and spatial thought, sensitive emotional and social effect, heighten physical sensing and movement, and high intuitive consciousness (Clark, 2013 p.124). It is important that teacher s and parents rec ognize creativity as such in order to help it develop, and facilitate not inhibit the student. With recognizing that creativity is not always something they can measure in a gifted student. Body The Creativity Circle. The four functions of creativity are rational or reasoning thinking, highlighted physical sensing, sensitive emotional and social affect or feeling, and a high intuitive consciousness ( Clark 2013, p 124). These functions refer to as the Creativity Circle if anyone restricts oneShow MoreRelatedChildren Are Gifted And Talented1422 Words   |  6 PagesStates, where it is now known as the Stanford-Binet Intelligence Scale (Human Intelligence, 2013). A major contribution of his was the definition of what makes a child gifted. According to Terman, an Intelligence Quotient (IQ) of at least 130 marks giftedness, he even believed that any child who scored a 132 or higher was a genius (Steinberg, Bornstein, Vandell, Rook, 2011). To measure intelligence, he expanded on William Sterns’ equation stating that IQ is a person’s mental age and chronologicalRead MoreRecognition of Individual Differences in the Classroom Essay1660 Words   |  7 Pag esflourish. One such difference that occurs in the classroom is giftedness. Giftedness is defined as Children who give evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields, and who require services or activities not ordinarily provided by the school in order to develop such capabilities (Clark, 1992, p6.). Looking at giftedness in students between the ages of 12-18, we will discussRead More The Gifted and Talented Essay1977 Words   |  8 Pages Now, adding the words â€Å"creative† and â€Å"talented†, the category of giftedness has been extended to include not only exceptionally intelligent people, but also people with extraordinary ability in other areas, not just with IQ tests (Drew, Egan, Hardman, 2002). The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, wouldRead MoreInterview : The Daughter Of A Friend Of Mine1153 Words   |  5 Pagesrepeatedly throughout the interview, â€Å"I am fine the way I am, I just can’t do what is expected of me†. She likes who she is, and thinks ADD has contributed to her creativity and â€Å"fun† personality. I was shocked to learn that none of her teachers had ever addressed her learning challenges. Caitlyn attributes this to her giftedness, and remembers that instead of doing classwork she would sit and â€Å"doodle†. When I asked if any teacher ever confronted her, she became very emotional. â€Å"Only Mr. â€Å"H†Read MoreCognitive Factors And Leadership Essay1310 Words   |  6 Pagesperson, who when presented with a new assignment or idea, grasps the context very quickly. She excels both in practical situations and educational requirements, and feels well suited to handling most problems effectively and efficiently. An important ability of any great leader is expertise in his or her area of practice. This can be achieved through, â€Å"studying new technological research, analyzing competitors’ products and conferring with customer and engineers.† (Dubrin, 2007) The authorRead MoreIdentification And Programming For Gifted Learner1281 Words   |  6 Pagesschool performance and achievement. Those against IQ Testing in schools however, argue that since intelligence is a multidimensional concept and therefore difficult to measure, these standardized tests are not the most accurate tools to identify giftedness. That they favor only one type of test taker. That there should be instead a way to accommodate the more contemporary and expanded view of what intelligence really is and that there is a need to use a multi-dimensional testing procedure. This meansRead MoreSpecial Needs Involved With Teaching Gifted2269 Words   |  10 Pagescharacteristics that make up a gifted child. But how is a child considered for special education accommodations due to their giftedness? Typically IQ tests are given to a child thought to be gifted. The standard IQ is 100 and giftedness is 130 or higher by some standards. There is however consensus that giftedness is much more than just an IQ score. â€Å"The U.S. Department of Education defines giftedness by saying: Children and youth with out standing talent perform or show the potential for performing at a remarkablyRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1133 Words   |  5 Pagesthe trouble they cause. The child may be alienated from himself and others. It is important that the child has the opportunity to attend therapy to help change their negative self-perception by reinforcing acceptance and by reassuring them they are not stupid, that they are capable of learning, and affirming their self-confidence. In therapy we would want to help them recognize their creativity and strength, giftedness, and usefulness as if to balance out the areas of deficiency. (Stevens, 1997). InRead MoreThe Effects Of Technology On Our Children1364 Words   |  6 Pagesthem achieve a certain level of attainment that just may be unrealistic. Our current day pressures on children to grow up quickly begins in early childhood with the pressure of early intellectual achievement, stemming from an altered perception of giftedness (Elkind, 2009). Our industrialised and outcome-oriented schools are one of the main forces behind the rushing of our child’s lives (Perrow, 2007). Elkind (1931) states that schools in general are uncoordinated with the outside society, characterisingRead More Gifted and Talented Program Admissions: Needed Improvements and Reforms2220 Words   |  9 Pagestalented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, the re are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented

Gender Roles A Streetcar Named Desire - 1210 Words

Streetcar Named Desire The strong emphasis on the contrast between gender roles, specifically masculinity compared to femininity, is essential to the message portrayed in Tennessee Williams, A Streetcar Named Desire. This 20th century work acts as a critique on the post war treatment of women and the dependent relationship between women and men. Williams pushed the gendered characteristics of his character to the extreme and the relationship between Stella, Blanche, and Stanley represents all aspects of the disparity between the masculine and feminine aspects of society. In the nineteen fifties men dominated over women and this is demonstrated through Stanley’s brute and aggressive attitude. Blanche and Stella are both defined through their relationship with men however portray different ideas of how women should act. The way that Tennessee Williams constructed his characters represents the truth of societies attitudes towards masculinity and femininity during this time period. Stanley, the protago nist of A Streetcar Named Desire, was constructed by Williams to represent the stereotypical male during this time in American history. Stanley is aggressive, brute, almost animalistic, and lacking in any sense of insight or sensitivity, yet somehow he is also portrayed as being an upright citizen. We are originally introduced to his character with a playful charm as well as learning that he once served as â€Å"A Master Sergeant in the Engineers Corps. Those are decorations!†(1122).Show MoreRelatedRedefining Gender Roles Of A Streetcar Named Desire1605 Words   |  7 Pages103 8 May 2016 Dissecting Gender Roles in A Streetcar Named Desire The representation of gender roles is among the most prominent recurring subjects in theatre, literature and expressive art as we know it. Gender, and what it means to human beings, is a subject that is as difficult to precisely define as death, race, and the concept of existence. Anne Beall, Ph.D. graduate in Social Psychology at Yale University, details in her book The Psychology of Gender that â€Å"Gender is socially defined masculinityRead MoreGender Roles And Expectations : A Streetcar Named Desire 1096 Words   |  5 PagesGender Equality in Our Society Gender roles and expectations have a lot of impacts on our society and it needs to be changed in order to create a better civilisation. Although our society has ameliorated tremendously in the past years, there are still some discriminatory actions among genders that are affecting someone s life negatively. Any remaining differential between genders need to be changed for a better moral standard of living. The Impacts of gender roles and expectations can be seenRead MoreEssay on Gender Roles in A Streetcar Named Desire1905 Words   |  8 Pagesall see the world in vastly different ways. These members of a family that operate completely outside of our generation’s norms, are constantly unsure of themselves and their station within the binary not only of their familial unit, but within the gender binary that is established for them to follow. Throughout the story of the strange family, each character goes through a different arch that changes them irrevocably whether it is able to be perceived or not by those around them. The only male, StanleyRead MoreGender Roles in a Streetcar Named Desire Essay1042 Words   |  5 PagesGender Roles in A Streetcar Named Desire Throughout history empowerment and marginalization has primarily been based on gender. In the play A Streetcar Named Desire, this idea of empowerment is strongly flaunted. Tennessee Williams’ characters, primarily Stanley, Blanche, Mitch, and Stella, conform the expected roles of men and women at the time. Although World War Two temporarily allowed women a place in the work force, they were dismissed from such empowerment when the war came to a close.Read MoreThemes Of Gender Roles And Gender : A Streetcar Named Desire1117 Words   |  5 PagesThemes of gender roles and gender performativity are evident throughout Williams’ iconic play ‘A Streetcar Named Desire’. In this essay, I will be examining what affect this has on the text as well as employing Judith Butlers theories of performing and performativity. Williams’ presents us with a range of characters who vary in terms of their gender expression. As a homosexual man himself, he also uses the pla y as a way to express his personal feelings as homosexuality was a great taboo and generallyRead MoreEssay On Gender Roles In A Streetcar Named Desire865 Words   |  4 Pages In the play, A Streetcar Named Desire, by Tennessee Williams, gender roles were reflected on gender roles in the American Society in the 50’s. The male gender was predominant while the female gender was considered less powerful. Williams really emphasizes this stereotype, yet he focuses on the females in the play the whole time. Stanley is a good example of the stereotypical male. He is portrayed as the dominant husband of Stella. He is always trying to prove he is in charge. As well as beingRead More Gender Roles in The Yellow Wallpaper and A Streetcar Named Desire1539 Words   |  7 Pages Many different depictions of gender roles exist in all times throughout the history of American culture and society. Some are well received and some are not. When pitted against each other for all intents and purposes of opposition, the portrayal of the aspects and common traits of masculinity and femininity are separated in a normal manner. However, when one gender expects the other to do its part and they are not satisfied with the results and demand more, things can shift from normal to extremeRead MoreRole of Gender in A Streetcar Named Desire Essay example1921 Words   |  8 Pagespositions which had previously been considered masculine. This was not to last however, and by the fifties men had reassumed their mor e dominant role in society. People were finding new voices at this time by taking pre-existing forms and pushing the boundaries to re-voice established literary forms. Tennessee Williams wrote A Streetcar Named Desire around the time this reversal was occurring in American society. Williams was a homosexual from the deep south of America, and his play is about physicalRead MoreExplorations of Gender Roles in A Streetcar Named Desire, by Tennessee Williams863 Words   |  3 PagesIn the 1947 play, A Streetcar Named Desire, Tennessee Williams explores the aspects of traditional gender roles in society; raising many questions about gender, power, and dominance. Ultimately, though, A Streetcar Named Desire observes the conflict between alpha male Stanley Kowalski and the delicately feminine Blanche DuBois, with wife, sister, and mother-to-be, Stella Kowalski, caught in the middle. Williams investigates the continuing fight for authority, on the one hand, and equality on theRead More A Comparison of Gender-Roles in A Dolls House and A Streetcar named Desire1400 Words   |  6 PagesGender-Roles in A Dolls House and A Streetcar named Desire   Ã‚   The roles of males and females in our society are subjects that entail great criticism, and have been under scrutiny for as long as a `society has existed. In analyzing A Dolls House by Henrick Ibsen and A Streetcar named Desire by Tennessee Williams, the effects that gender-roles have on relationships is an evident aspect in both of the plays. The choice of words used by the authors strongly underscores the themes of supremacy

Florence Nightingale †A Name of its Own Free Essays

Florence Nightingale was born into privilege and wealth. Born in Florence, Italy on May 12, 1820, she received her name from the city of her birth. It is noteworthy that Florence was considered an unusual name at the time, but this changed with the fame of Miss Nightingale. We will write a custom essay sample on Florence Nightingale – A Name of its Own or any similar topic only for you Order Now Although born in Italy, she grew up in Derbyshire, Hampshire, and London, where her parents kept large, comfortable homes. Nightingale was the offspring of parents of upper-class power and influence, She was the younger of their two daughters and her upbringing was a classical education and social prominence. Miss Nightingale†s classic education included history, multiple languages, economics, astronomy, science, philosophy, and mathematical skills. Mr. Nightingale took upon himself the classical education of Florence while Mrs. Nightingale taught her the social skills and leadership qualities. Florence became increasingly unhappy with her upper-class lifestyle. Victorian England afforded women of upper-class means to a life of little education, but an emphasis on proper male-female roles. A woman†s role in 19th century England was to be subservient to her husband and avoid occupational ambitions. The Nightingale family ignored the custom of offering little education to their girls. On February 7, 1837, Florence said she heard the voice of God tell her that she had a mission. Nine years later she discovered her mission. In 1846, a friend sent her the Year Book of the Institute of Protestant Deaconesses at Kaisersworth, Germany, which is a training school for nurses. Four years later Florence left for Germany to attend the institute during 1850, and again returning to Germany in 1851. These two brief periods were the only formalized medical training she received. Miss Nightingale†s mother never supported her nursing desires, and Mr. Nightingale opposed her nursing aspirations, but gave his blessing after becoming ill and receiving attentive care from his nursing student daughter. In 1853, Nightingale received an unpaid position of Superintendent of Nurses at the Institution for the Care of Sick Gentlewomen in Distressed Circumstances in London. This position allowed her to display innovative skill for nursing and nursing leadership. She established numerous changes in nursing care which included hot and cold running water on all floors, and patient call lights. In 1854, Miss Nightingale was called upon during the Crimean War. Nightingale assembled 38 women on October 21, 1854, and left for Turkey two weeks later to care for the injured and diseased British solders. For 21 months, Nightingale†s team of women established hygienic standards in the care of the wounded, and established a pure water supply. When she arrived more men were dying from fever and infection than the war wounds themselves. She enforced sanitary regulations, and introduced special diets. With her own money she bought she bought linen, shirts, food, and even beds for the military hospital. As a result of these efforts, the mortality rate dropped to 2%, down from 60% previous to their arrival. In 1860 the Nightingale School, a formal nursing training program opened with only 10 students. Although nursing education was not her utmost personal mission after returning from the war, it soon became her mission. Florence Nightingale was a pioneer and a brilliant motivator and organizer. She is credited with establishing nursing as the respected profession it is today. Florence Nightingale is responsible for not only modern western nursing education, but also secularized nursing training. Although a believer in a perfect and eternal God who developed laws that ruled the universe, she came to believe that all people, without regards to religious affiliation or belief, are entitled to medical and nursing care. Her influence extended beyond mere buildings and institutions. Her mission was guided by a prevailing philosophy of nursing springing from past experiences in Crimea and London. Her conceptual theories were later refined and improved upon, as other great theories have developed over time. But the rich legacy she left behind has to do with ideas. Among these is the nursing model that treats patients as multidimensional individuals rather than merely treating the disease. Nightingale popularized the view that the purpose of nursing was to â€Å"put the patient in the best possible condition for nature to act upon him†(Nightingale, 1859). This is now known as the environmental adaptation theory. Nightingale was also a world known writer. Notes on Nursing was her most famous book in which was written as a guide for the general public as an outline for various hygienic and sanitary improvements. Her main concern was how the public could alter the environment in order to increase health and wellness of patients. The lifelong works of Florence Nightingale have made the nursing profession what it is today and has greatly influenced the patient care ethics of Western civilizations. How to cite Florence Nightingale – A Name of its Own, Papers

Great Expectations Vs. Oliver Twist Essay Example For Students

Great Expectations Vs. Oliver Twist Essay During his lifetime, Charles Dickens is known to have written severalbooks. Although each book is different, they also share many similarities. Two of his books, Great Expectations and Oliver Twist, are representativesof the many kinds of differences and similarities found within his work. Perhaps the reason why these two novels share some of the samequalities is because they both reflect painful experiences which occurredin Dickens past. During his childhood, Charles Dickens suffered much abusefrom his parents.1 This abuse is often expressed in his novels. Pip, inGreat Expectations, talked often about the abuse he received at the handsof his sister, Mrs. Joe Gargery. On one occasion he remarked, I soon foundmyself getting heavily bumped from behind in the nape of the neck and thesmall of the back, and having my face ignominously shoved against the wall,because I did not answer those questions at sufficient length.2While at the orphanage, Oliver from Oliver Twist also experienced agreat amount of abuse. For example, while suffering from starvation andmalnutrition for a long period of time, Oliver was chosen by the other boysat the orphanage to request more gruel at dinner one night. After makingthis simple request, the master (at the orphanage) aimed a blow atOlivers h ead with the ladle; pinioned him in his arms; and shrieked aloudfor the beadle.3The whole beginning of Oliver Twists story was created from memorieswhich related to Charles Dickens childhood in a blacking factory ( whichwas overshadowed by the Marshalsea Prison ).4 While working in the blackingfactory, Dickens suffered tremendous humiliation. This humiliation isgreatly expressed through Olivers adventures at the orphanage before he issent away. Throughout his lifetime, Dickens appeared to have acquired a fondnessfor the bleak, the sordid, and the austere.5 Most of Oliver Twist, forexample, takes place in Londons lowest slums.6 The city is described as amaze which involves a mystery of darkness, anonymity, and peril.7 Many ofthe settings, such as the pickpockets hideout, the surrounding streets,and the bars, are also described as dark, gloomy, and bland.8 Meanwhile, inGreat Expectations, Miss Havishams house is often made to sounddepressing, old, and lonely. Many of the objects within the house had notbeen touched or moved in many years. Cobwebs were clearly visible as wellas an abundance of dust, and even the wedding dress which Miss Havishamconstantly wore had turned yellow with age.9However, similarities are not just found in the settings. The novelstwo main characters, Pip and Oliver, are also similar in many ways. Bothyoung boys were orphaned practically from birth; but where Pip is sent tolive with and be abused by his sister, Oliver is sent to live in anorphanage. Pip is a very curious young boy. He is a child of intense andyearning fancy.10 Yet, Oliver is well spoken. Even while his life was indanger while in the hands of Fagin and Bill Sikes, two connivingpickpockets, he refused to participate in the stealing which he so greatlyopposed. All Oliver really longed for was to escape from harsh livingconditions and evil surroundings which he had grown up in.11 However, nomatter how tempting the evil may have been, Oliver stood by his beliefs. Therefore, he can be referred to as ideal and incorruptible innocence.12It is Olivers self-generated and self-sustained love, conferred it wouldseem from Heaven alone, that preserves him from disaster and death.13Unfortunately, many critics have found it hard to believe that a boysuch as Oliver Twist could remain so innocent, pure, and well spoken giventhe long period of time in which he was surrounded by evil andinjustices.14Pip, on the other hand, is a dreamer. His imagination is alwayshelping him to create situations to cover up for his hard times. Forexample, when questioned about his first visit to Miss Havishams house, hemade up along elaborate story to make up for the terrible time he had inreality. Instead of telling how he played cards all day while beingridiculed and criticized by Estella and Miss Havisham, he claimed that theyplayed with flags and swords all day after having wine and cake on goldplates.15 However, one special quality possessed by Pip that is rarely seenin a novels hero is that he wrongs others instead of being hurt himselfall of the time.16Another similarity between Oliver and Pip is that they both have hadinteractions with convicts. Fagin the head of a group of young thieves,spends most of his time trying to demoralize and corrupt Oliver andprevent him from ever coming into his inheritance.17 To Oliver, he is seenas an escape from all previous misery. He also helps Oliver to ease anyfears about starvation and loneliness.18Just as Fagin is Olivers means of escape, Magwitch, an escapedconvict, is Pips. However, as Fagin provides Oliver with an escape frommisery, Magwitch tries to provide Pip with an escape from poverty bybecoming his anonymous benefactor. Creative Writing: The Person Behind The Mask EssayBIBLIOGRAPHYCarey, John. Here Comes Dickens The Imagination of aNovelist. New York: Schocken Books, 1974. Dickens, Charles. Great Expectations. New York: TheHeritage Club, 1939. Dickens, Charles. Oliver Twist. New York: Dodd, Mead, andCompany, 1949. Johnson, Edgar. Charles Dickens His Tragedy and Triumph. New York: Simon and Schuster, 1952. Kincaid, James R. Dickens and the Rhetoric of Laughter. Oxford: Oxford University Press, 1971. Marcus, Steven. Dickens: From Pickwick to Dombey. GreatBritain: Basic Books, 1965. Slater, Michael, ed. Dickens 1970. New York: Stein and DayPublishers, 1970. Slater, Michael. Dickens and Women. California: StanfordUniversity Press, 1983. Stewart, Garrett. Dickens and the Trials of Imagination. Massachusettes: Harvard University Press, 1974. Welsh, Alexander. The City of Dickens. Oxford: ClaredonPress, 1971. Wilkie, Katherine E. Charles Dickens, The Inimitable Boz. New York: Abelard Schuman, 1970. FOOTNOTES1 Steven Marcus, Dickens: From Pickwick to Dombey (GreatBritain: Basic Books, 1965) 82. 2 Charles Dickens, Great Expectations (New York: The HeritageClub, 1939) 69. 3 Charles Dickens, Oliver Twist (New York: Dodd, Mead, andCompany, 1949) 16-17. 4 Katharine E. Wilkie, Charles Dickens, The Inimitable Boz(New York: Abelard Schuman, 1970) 77-78. 5 Marcus 71. 6 Wilkie 77. 7 Marcus 256. 8 Edgar Johnson, Charles Dickens His Tragedy and Triumph(New York: Simon and Schuster, 1952) 273. 9 Dickens, Expectations 62. 10 Garrett Stewart, Dickens and the Trials of Imagination(Massachusettes: Harvard University Press, 1974) 187. 11 Marcus 74. 12 Marcus 80. 13 Marcus 83. 14 John Carey, Here Comes Dickens The Imagination of aNovelist (New York: Schocken Books, 1974) 149. 15 Dickens, Expectations 71-72. 16 Alexander Welsh, The City of Dickens (Oxford: ClaredonPress, 1971) 107-108. 17 Marcus 75. 18 James R. Kincaid, Dickens and the Rhetoric of Laughter(Oxford: Oxford University Press, 1971) 72. 19 Kincaid 51. 20 Kincaid 51. 21 Kincaid 53. 22 Kincaid 72. 23 Wilkie 78. 24 Welsh 82. 25 Marcus 55.