Essay on The Glass Menagerie and the Life of Tennessee Williams

The Glass Menagerie and the Life of Tennessee Williams The Glass Menagerie closely parallels the life of the author. From the very job Tennessee held early in his life to the apartment he and his family lived in. Each of the characters presented, their actions taken and even the setting have been based on the past of Thomas Lanier Williams, better known as Tennessee Williams. Donald Spoto described the new apartment building that Williams and his family relocated to in St. Louis, Missouri as having only two small windows, one window in the front of the apartment and another in the rear.   A fire escape blocked the smoky light that might have come in from the window facing the back alley (16).  Ã‚   In The Glass Menagerie, the apartment was described as facing an alley. Meyer brought to my attention that the entrance to the apartment was actually a fire escape. There was no front door in the apartment of The Glass Menagerie, only a fire escape to enter and exit through (1865).  Ã‚   This omission of a front door represents the feeling that Tennessee Williams had that he could not leave his family and strike out on his own in a normal fashion as most children do. Tennessee Williams felt that he had to literally escape in order to follow his own dream of writing as Tom too felt in the play. John Fritscher points out in his dissertation that Tennessee a nd Tom both were torn between their mother's interpretation of responsibility and their own instinct (5). Tom Wingfield, the narrator of the play, is representative of Tennessee Williams himself, down to them sharing the same first name. Tennessee Williams did not earn his nickname until his college days at the University of Missouri (Meyer 1864).  Ã‚   Both Tom and Tennessee William... ...ed his world and his experiences of it in whatever form seemed suitable to the material. (Kahn)    Works Cited: Cook, Sharon. "Permission to Quote Me." E-mail to author. 2 Apr. 1999 Fritscher Ph.D., John J. Love And Death In Tennessee Williams Diss.1967: Loyola University Library. Internet 1999. Available: jackfritscher.com/tennessee Kahn, Sy. Modern American Drama: Essays in Criticism. Edited by Willima E. Taylor. Deland, Florida. Everette/Edwards Inc., 1968. 71-88 Spoto, Donald. The Kindness of Strangers: The Life of Tennessee Williams. Boston: Little, Brown and Co.,1985 Tischler, Nancy M. Tennessee Williams: Rebellious Puritan. New York: The Citadel Press, 1965. Williams, Tennessee. The Glass Menagerie. The Bedford Introduction to Literature: Reading, Writing, Thinking. 5th ed. Ed. Michael Meyer. Boston: Bedford, 1999. 1865-190

I. Brief Overview of different sculpture styles A. Egyptian Sculpture

Egyptian sculpture is distinct in their symbolic formality based on an ancient set of rules for three-dimensional works of art and were not meant to capture or memorialize a certain event or point in time. Egyptian sculpture is primarily used for religious purposes, mostly to guard over the dead. It is typically hewn from stone and figures preserve the cubic form of the original slab.The figures are always deliberately facing the front and much of the detail is hewn to represent characteristics of the frontal image, and is usually painted with vibrant colors.Later Greco-Roman influence later transformed the detail of the face to more closely approximate a realistic representation of the human face. (â€Å"Egypt†) B. Greek Sculpture The most important samples of Greek sculpture deal with religious themes, although civic, domestic and sepulchral themes are also common. When dealing with human subjects, realism tempered by idealism is the order of the day. Some were large, others small enough to place on a pedestal. Subjects include iconic figures such as the Greek gods and goddesses, priests, sacred animals and others of votive character.The most popular type of Greek sculpture is the bas relief and in the round. Greek sculpture was also used to honor civic events such as treaties and national games. These memorials are mythopoetic in character. In general Greek sculptures in marble, stone, terracotta, bronze or wood are distinct in its grace and beauty, its hint of action and value as a record of dress and fashion of the era. Finishing included liberal applications of oil, wax and color for a more life-like sheen except for those made of marble, where color was added only for emphasis.(â€Å"Greek sculpture – part I†) C. Roman Sculpture Sculpture as an art form developed late in Roman society because Romans considered all forms of art from a practical point of view and held it in contempt as work only slaves should do. Much of the work done in sculpture in the 2nd and 3rd Century B. C. was likely done by Etruscans. During the reign of Augustus (63 B. C. – 14 A. D. ), Romans began drawing away from mostly decorative and utilitarian subjects of sculpture to more mythological themes.The conquest of the Greeks shifted the material of choice from bronze to marble, and a shift from in the round to relief sculptures. Masses of Greek works of art were transported to Roman strongholds and excited much admiration but no desire to produce their own. Wealthy Romans commissioned copies of the more famous works for display in their homes. With Augustus, there was a dawning approximation to the Greek attitude towards art which did not survive his demise, but which did produce some of the more beautiful pieces of Roman sculpture such as the Altar of Peace (erected c. 12 B. C. ).(â€Å"Greek and Roman Art†) Only the development of relief on sarcophagi continued and outperformed Greek in this instance, and is evident in th e many extant samples such as the arch at Beneventum. The distinct Roman robustness and flavor is more evident in larger pieces of work rather than individual pieces. (â€Å"Roman sculpture†) II. Descriptions of the selected works of art A. The Indian Triumph of Dionysus (Late 2nd Century, Marble) This relief was used as one side of a Roman sarcophagus representing the triumphal return of Dionysus, the Greek god of wine after his sojourn in India and the East.Known as Bacchus in Roman mythology, he is portrayed here in a reclining fashion amidst what appears to be a procession or festival celebrating his return. He is as usual portrayed with grapes about his head, signifying wine. He is surrounded by men, women, children as well as a herald and he is apparently being carried by soldiers. Satyrs are also present, as well as panthers, which are often associated with this mythological figure. There is at least one elephant and a horse. The whole relief is a study in movement, ev en dancing.Not one of the figure is in repose, and there is much going on. Each figure contributes to the richness of the representation, from the fruits in the basket, to the two children astride the elephant. All elements are on the move, even the draperies of the women. This is a classic example of the expertise developed by Roman sculptors for this particular form of art, and illustrative of the Greek influence, from the subject of the relief to the style of the dress. B. Portrait Figure of a Ruler (Roman c. A. D. 200—225, Bronze)This bronze figure is a rare example of the period before marble became the material of choice for sculpture in-the-round. It is speculated that this was in emulation of Augustus, who in turn followed the example of Alexander the Great who declared himself a god. Probably once contained in the temple of an Asia Minor emperor, this is missing the head, the right leg midway to the calf and the left foot. It is a muscular yet graceful figure, striki ng a pose of some authority and arrogance, as if declaiming to his adoring public or announcing some important news.It is also incredibly detailed, somewhat embarrassingly so in this instance as the figure is quite large and the details stand out somewhat. The head was probably cast separately from the body as the break looks clean, as if from a joint. It is a magnificent specimen of manhood, and the face was probably as beautiful. It would probably benefit from some cleaning. C. Monumental Statue of the Pharaoh Ramesses II Enthroned (Egypt, New Kingdom, 1386-1349 BC and 1279-1212 BC, Grandiorite) This monument to Ramses II (c. 1290-1224 BCE), who is said to have ruled over Egypt for almost 67 years, are found in Nubia, near the Sudan.â€Å"There are figures of Ramses II with the prime gods of the New Kingdom, including Ptah, the Memphis creater god, Re-Harakhte, the sun god of Heliopolis and Amun Re, the great god of Thebes†. Together they guard the entrance to the temple de dicated to these figures. The Great Temple of Ramses II is on the left while the Temple of Hathor/Nefertari is on the right. They were cut into natural rock, and at 20 meters high are considered colossi. (Sullivan) There are four figures in all, although the figure on the right of Ramses II is missing a torso. The rock is pinkish in tinge.The figures are sitting on thrones facing front, all the hands on their laps. The figures are rigid although the expression on the Ramses’s face is placid, with even a hint of a smile. The features are well-formed, incredible considering how it has been exposed to wind and sand for all these years. Inscriptions are carved in the arms. At their feet between the legs are smaller figures standing upright, perhaps representing servants or priests. In between each colossi are women figures are dressed finely, and are perhaps royalty. There is much vandalism, names and dates scratched into the stone as far back as 1875.The podium is inscribed with hieroglyphics and the rightmost figure had lost the beard. There appears to be figures of baboons over the entrance of the temple. III. Comparison of the three sculptures The Roman works of art are good representative examples of the two kinds of sculptures popular during that period: relief in marble and sculpture in the round in bronze. The colossi Ramses II is a typical example of the three-dimensional Egyptian style. There appears to be nothing less similar than the two art types. The composition for one thing is completely different.In Roman sculptures, the lines are never linear. The single subject appears about to move or speak, so dynamic is the pose. In the relief, there is visible interaction among the elements of the sculpture, and each figure tells a different story. It memorializes a moment and an occasion. The figures themselves are idealistically and naturally constructed, celebrating the Roman idea of beauty of form and structure. In the Egyptian sculpture, the figu res are stiff and formally posed. No movement is implied, and the pose is strictly linear and frontal, as traditional for Egyptian sculpture.The figures themselves are stylized, showing no definition of muscles or other details but with some emphasis on the face and the ornaments such as the headdress and the clothes, which are as stiff and immobile as the body. It memorializes the figures as immovable and permanent, hence the size of the statues and the fact that it was hewn right out of solid rock. The use of hieroglyphics is also prolific, taking the place of visual representation in telling the story of the figures. Yet there are similarities, mostly in the theme, which is divinity.Ramses is portrayed as side by side the most important gods of the New Kingdom, while the single sculpture deified the emperor and the relief treated the subject of a god celebrated, Dionysus. IV. Conclusion While this paper does not include a specimen of Greek sculpture, it has been discussed earlier that the Romans closely followed the Greek style of sculpture, mostly by using imported sculptures as a basis for copies for their own sculptures. A cursory glance at extant Greek sculpture in the round will immediately reveal how closely the Roman versions mimic the Greek style, from material to posture to subject.Ancient sculptures are representative of the society in which they were produced. They are lasting monuments to the great civilizations which spawned them, and while each is stylistically different, they provide valuable insights into how the ancient Romans and Egyptians lived and how they chose to be remembered. Works Cited â€Å"Egypt . † Ancient Arts. n. d. Detroit Institute of Arts. 24 July 2007 . â€Å"Egyptian Sculpture – Part 1. † Old And Sold. n. d. 24 July 2007 .â€Å"Greek and Roman Art. † Amazon. com. 2007. 24 July 2007 â€Å"Greek Sculpture – Part 1. † Old And Sold. n. d. 24 July 2007 . â€Å"Roman Sculpture. † Old And Sold. n. d. 24 July 2007 . Museum of Fine Arts Houston. 2007. 24 July 2007 . Sullivan, Anne. â€Å"The Great Temple of Ramses II. † Bluffton University. 2001. 24 July 2007 .

Compare and contrast Defoe’s Robinson Crusoe with Golding’s Lord of the Flies Essay

This essay will compare the two novels, Robinson Crusoe and Lord of the Flies, to see how each author reflected the point of view of society at the time that they lived in. The nature of civilisation will be viewed from their two different perspectives. Daniel Defoe published Robinson Crusoe in 1719; William Golding published Lord of the Flies in 1954. Both novels are the first fiction works of their respective authors and they deal with the issue of being deprived of the surroundings of the civilisation that they are used to. The former is about a man, shipwrecked repeatedly, and how he survives in the face of slavery and savagery. The latter concerns a group of schoolchildren whose plane crashes onto an island after a nuclear war breaks out and explains how they cope and change as time wears on with no sign of a rescue. Although the subject matter of these two books is similar on the surface, there is a contrast in the way the two authors represent civilisation. Daniel Defoe was a novelist, journalist, businessman and spy. He defended William of Orange and Mary’s rise to the throne. He attacked the Church of England in his book The Shortest Way with Dissenters and he was fined and imprisoned, but after his release he became a spy for the government. He did not begin writing until he was almost sixty. The Robinson Crusoe narrative was inspired by the actual experience of Alexander Selkirk on the island of Juan Fernandez from 1704 to 1709. Defoe wrote for the middle and lower classes and his realism and sentimentalism pleased them. At the time Britain was at the beginning of its Empire building phase and was entering a ‘Golden Age.’ After the union with Scotland in 1707, internal trade prospered in this, the largest customs-free area in Western Europe. The aristocracy and upper middle class that controlled Parliament also controlled the principal trading and banking companies, so that the growth of new enterprises was more rapid than anywhere else in Europe. The gradual control of the seas, the establishment of trading posts in exotic lands, and the policy of taking overseas territories as booty from successful wars enabled Britain to gain commercial benefits and to build the world’s largest empire. Inside Britain, the Industrial Revolution was under way. New countries were seen as lands of opportunity and resource; many people emigrated to make their fortune in tobacco growing or gold mining etc. There was a general air of optimism concerning mankind’s future and when Crusoe is shipwrecked – the only survivor on an unknown island – he fights for survival not only in the physical sense but also in the sense that he fights for his belief that civilisation would conquer all difficulties. The main character of Defoe’s book is Robinson Crusoe. Crusoe wanted to go to sea and explore rather than follow his father’s wishes and practise law; as it says on the first page: â€Å"My father†¦design’d me for the Law; but I would be satisfied with nothing but going to Sea.† Robinson Crusoe repeatedly went out to sea, even though after each expedition he always vowed to go home and stay on land. Eventually he was shipwrecked on an island and this is where the main narrative of the story begins. In this book he retains a strong sense of civilisation. This is shown after he rescues a savage from other savages who were about to eat him. He called him Friday after the day that he had met him, immediately taught him English and what his morals were: â€Å"†¦I likewise taught him to say Master, and then let him know, that was to be my name†¦I would give him Cloaths.† Crusoe also warned Friday off cannibalism and when he later rescues a Spaniard and Friday’s father from savages, he thought he had an example of society: â€Å"How like a King I looked†¦ The whole country was my own†¦property; so that I had undoubted Right of Dominion†¦My people were perfectly subjugated: I was absolute Lord and Law-giver.† Order is brought out of chaos by civilisation. The Lord of the Flies, on the other hand, was written when the Cold War was under way, nuclear tensions were high and people were nervous and fearful about the future of mankind. The story reflects Golding’s thoughts about civilisation – what in his view it was really like when the coating was stripped away. The story begins with the aeroplane crashing and the group of schoolchildren forming a semblance of a society with a democratically appointed leader. However as the narrative progresses, civilisation slowly falls apart; the main group of boys become savages and lives are taken. The book ends with all sense of civilisation being lost and the main character running for his life. Eventually civilisation is restored in the form of a Royal Navy cruiser, after spotting the signal that the boys initially lit, coming to rescue them. The main character in Lord of the Flies is named Ralph and this story starts with another boy and him discussing what happened to the plane that they were in. After finding more children and no adults he called a meeting where he said, â€Å"Seems to me that we ought to have a chief to decide things.† This shows he had some views on the need for planning. Jack, another boy, also had some sense of civilisation: â€Å"After all, we’re not savages. We’re English; and the English are best at everything.† This is ironic, as later on he is the one to break all the rules and become the chief of the savages. Eventually they came to a disagreement over a signal they had lit to try and attract rescue ships. Ralph wanted to keep it going, but the other children wanted to hunt animals. The group acted like a savage tribe and eventually chooses to abandon civilised living: one of Ralph’s friends, Piggy, offers the choice: â€Å"Which is better – to be a pack of painted niggers like you are, or to be sensible like Ralph is? †¦ Which is better – to have rules and agree, or to hunt and kill? †¦ Which is better, law and rescue, or hunting and breaking things up?† The group then killed him and Ralph was running for his life. He represents a leader of a democratic society, which soon collapsed. â€Å"One chanced nothing! What could they do? Beat him? So what? Kill him? A stick sharpened at both ends.† At the end, when an officer from the rescue ship asks him who was in charge, he declared himself the leader again knowing that no one would dare challenge him in the face of civilisation protected by power. Ralph had no power in the story to protect his civilisation. Power lay with those who had the weapons. In Robinson Crusoe human freedom, based on reason, is seen to be a higher way of living in the sixteenth and seventeenth centuries. Defoe notes the presence of religious differences and uses the situation to express his belief that freedom of belief should overrule religious bigotry: â€Å"We had but three Subjects, and they were of three different Religions. My man Friday was a Protestant, his Father was a Pagan and a Cannibal, and the Spaniard was a Papist: however, I allow’d Liberty of Conscience throughout my Dominions.† The opposite is true in Lord of the Flies as the group degenerates from civilised English schoolboys to primitive hunters only interested in the hunt and the kill. A pig’s head on a pole represents religion in this story, similar to a totem pole that the native Americans and other similar tribal people used. This represents a relapse to a less ‘reasonable’ form of existence. Lord of the Flies is similar to Animal Farm by George Orwell, in that the impression of civilisation disappears and chaos reigns as they overthrow the person in control and all the order that goes with it. By contrast, Robinson Crusoe is similar in outlook to The Swiss Family Robinson (Johann Wyss) in that both retain an optimistic outlook even after they have been shipwrecked on the island. In both of the above books they find and make living areas, they capture wild animals to make a farm and they both are religious. A further modern example of the ‘Castaway’ plot is in TV shows like ‘Big Brother’ or other situations where a group of people is stranded in an area and has to adapt to keep any semblance of control. The pressure seems to affect the group and behaviour is altered compared with what is normally seen in public society. The overall feel of Robinson Crusoe’s plot is optimistic – reflecting the times that Defoe lived in. Rene Descartes, a philosopher of the period, believed in the power of human spirit and reason over the force of nature. He said that ‘True knowledge must come from human reason alone. Defoe uses pirates and savages to symbolise a more primitive and uncontrolled force and uses Crusoe’s triumph over them to illustrate human spirit. Lord of the Flies, however, is pessimistic: all semblance of civilised society is stripped away. The two world wars undermined to ability of human beings to interact and use reason. Advances in society and technology had destroyed faith in rationalism and a belief grew that if left to our own devices, humans would in essence revert to animals. In the former novel the main character was on his own and it was only later did he have any company. There was no pressure on him to change into a savage and he could keep to the way he was wi thout anything to transform him. Lord of the Flies, however, portrays children like a pack of wolves, with the most influential ones being the leaders. When one of them started to backslide into savagery, he took the rest with him. William Golding essentially believes that all humans are evil inside, but it is just that civilisation puts pressure on you to keep in place and if it were not for the controls present in civilised society, we would all be like the savage group. â€Å"There was no Piggy to talk sense. There was no solemn assembly for debate nor dignity of the conch.† The Navy officer who arrived to take them back to the waiting ship said, â€Å"I should have thought that a pack of British boys would have been able to put up a better show than that.† Robinson Crusoe, on the other hand, arrived home with Friday (his servant) and immediately wanted to set sail again for South America. â€Å"My true friend the widow earnestly diswaded me from it, and so far prevail’d with me, that for almost seven years she prevented my running abroad.† This shows that he still had an adventurous spirit and was willing to go out again confident that he would be able to cope with any troubles. Both stories show that civilisation needs controls before it is effective; rules need to be enforced and reason alone may not be enough to ensure survival. Crusoe may not have survived without his gun and Ralph had nothing to protect himself with when the symbol of civilisation (the conch) was broken. In spite of this similarity, Defoe’s book presents a positive outlook for the future of humanity as civilisation spread across the globe, whereas Golding’s work suggested that the weapon would be used not to support civilisation, but to destroy it. Both reflect the world view of their times.

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)

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