The concept of looking glass

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Anepbf010

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Students will apply the theory of Bronfenbrenner and the concept of Looking Glass Self to one of the Case studies from the iBook. This paper will be written in scientific style, with no personal opinion, in third-person format. Students may use a maximum of one quotation; all remaining information must be paraphrased (i.e., interpreted in student’s own words). Any piece of information obtained from another source must be properly cited, even if it is not a direct quotation. Students must include an introductory paragraph with a topic (thesis) sentence, appropriate transitions, a concluding paragraph, and reference page. Students must have at least 3 citations in this paper (Chapters 7 and 8 of the iBook, and the chapter corresponding to the case study).

Essay Requirements:

  • 3-4 pages
  • APA format
  • Citations must be used throughout the entire essay
  • Points will be deducted for spelling/grammatical errors, typos, and APA format errors

Expository Writing:

Expository Writing is a mode of writing that uses examples to share, explain or prove a point. Expository writing serves as a transition for students to develop more formal elements of academic writing: the thesis statement, topic sentences, specific examples to support one’s thesis, etc.

Components:

  • The thesis statement must be defined and narrow enough to be supported within the essay.
  • Each supporting paragraph must have a distinct controlling topic and all other sentences must factually relate directly to it. The transition words or phrases are important as they help the reader follow along and reinforce the logic.
  • The conclusion paragraph should originally restate the thesis and the main supporting ideas. Finish with a statement that reinforces your position in a meaningful and memorable way. Never introduce new material in the conclusion.

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iPad 1:19 PM * 50% Genie by Melissa Moscara, M.S. On November 4, 1970 a girl was discovered. She had been locked in a room alone for over ten years. DISCUSSION TOPICS Would any child be able to recover completely from a childhood like Genie's? Describe what is referred to as the "critical period” in language development. How does this apply or not apply to Genie? Genie had a normal birth weighing in at seven pounds; however, at three months old her pediatrician noticed her hip was dislocated and she had to wear a splint. She came back in for routine visits at five and six months, and was progressing normally and weighed 14 pounds. Genie's visits were inconsistent and she was not brought back to her pediatrician until she was 11 months old and was below the weight she should have been, weighing only 17 pounds. At this point her splint was removed and she was alert and seemed to progress normally for her age. At 14 months Genie developed pneumonitis, and due to the high fever that developed a doctor told her parents that she showed signs of early intellectual disability (Curtiss, 1977). She was then isolated immediately into a room away from her mother and brother where her father only spoon-fed her milk and baby cereal. Genie was only spoken to in barks and growls and beaten if she would speak out. Her mother had gone blind and her father was convinced that Genie would die soon, so he did not allow anyone to go near her but him. At night her arms were restrained and she Describe Genie's two environments and the impact that each had on her development. 122 iPad 1:19 PM * 50% was sometimes put into an oversize crib with a cover or tied to a potty chair (Curtiss, 1977). Genie was rescued by a social worker after her grandmother called the police when Genie's mother fled to her home to tell her what had been going on. Genie was put in a children's hospital at 13 years old, weighing just 59 pounds. The only words she could say were “stop” and “no more.” She was still in diapers and not able to walk. Genie, who had never been given solid foods, was not able to swallow or chew. A team of scientists began working with Genie and her mental and physical development began almost immediately (Curtiss, 1977). She appeared to be responsive when people spoke to her and imitated some words that were verbalized to her. Within several months, Genie had a vocabulary of over one hundred words! Recent research continues to support the argument that human language acquisition can only occur during what is referred to as a critical period from infancy to late puberty. Case studies such as Genie's further support the hypothesis that some language acquisition can be past the critical period, because Genie's language development was significantly limited (Newport, 2003). 11.04.1970 Tap on the image to watch a short video about Genie Genie was then placed into foster care with the head scientist that she had been working with. Genie was so eager to learn new words she would ask what everything was and wanted to touch everything like a young child would, yet she was still not able to form complete sentences (Johnson & Newport, 1989). The scientist concluded that she was not intellectually disabled. Before more testing could be done to show 123 iPad 1:19 PM * 50% her progress the funder dropped the “Genie Project," and her biological mother sued to get custody of her. After the lawsuit was settled and after the suicide of genie's father, she was returned to her mother. Genie's mother was not an adequate caretaker for Genie, because she was blind, so Genie was sent into numerous foster homes where she was abused again. Her mother then put her into a home for intellectually disabled adults, and she is said to still be living there (Johnson et al., 1989). FEEDBACK Click here to see the APA citations for this chapter. Tap on the image to watch a longer video showing footage of Genie with the researchers. 124 iPad 5:28 PM * 67% CHAPTER 7 TUS TÚNO THE SOCIOLOGICAL IMAGINATION AND THE LOOKING GLASS SELF The self cannot be perceived without context: the way others see us influences how we see ourselves. It affects us in everyday interactions, but also on a broader scale, when we consider ourselves part of a particular culture, generation, or historical period. This chapter will show how two important theories shaped this sociological view of the self. iPad 5:28 PM * 67% The Sociological Imagination and the Looking Glass Self by Cristina Lucier, Ph.D. Introduction REVIEW QUESTIONS What is the sociological imagination? What is the difference between private troubles and public issues? What does Cooley mean by the looking glass self? Sociologists are interested in the scientific study of human societies and human social interactions. When thinking about the development of the individual “self,” sociologists emphasize the role of social forces in shaping individual behaviors, perspectives, and values. Social forces impact individuals on a range of levels. These levels vary from that of everyday interactions (known as the “micro" level) to that of a broader cultural and historical period in which an individual lives (known as the “macro” level). In this chapter, you will learn two concepts. First, you will learn about the sociological imagination, a concept developed by sociologist C. Wright Mills. The sociological imagination discusses the intersection between individual biographies and public histories. Second, you will learn about the looking glass self, a concept developed by sociologist Charles Horton Cooley. The looking glass self explains how our perceptions of ourselves are shaped by the social feedback we receive. Give an example of how your perspective of another's perspective of you has influenced a particular action, or inaction, in your life. 97 iPad 5:28 PM * 67% The Sociological Imagination and the Looking Glass Self by Cristina Lucier, Ph.D. Introduction REVIEW QUESTIONS What is the sociological imagination? What is the difference between private troubles and public issues? What does Cooley mean by the looking glass self? Sociologists are interested in the scientific study of human societies and human social interactions. When thinking about the development of the individual “self,” sociologists emphasize the role of social forces in shaping individual behaviors, perspectives, and values. Social forces impact individuals on a range of levels. These levels vary from that of everyday interactions (known as the “micro" level) to that of a broader cultural and historical period in which an individual lives (known as the “macro” level). In this chapter, you will learn two concepts. First, you will learn about the sociological imagination, a concept developed by sociologist C. Wright Mills. The sociological imagination discusses the intersection between individual biographies and public histories. Second, you will learn about the looking glass self, a concept developed by sociologist Charles Horton Cooley. The looking glass self explains how our perceptions of ourselves are shaped by the social feedback we receive. Give an example of how your perspective of another's perspective of you has influenced a particular action, or inaction, in your life. 97 iPad 5:28 PM * 67% The sociological imagination Millennials Living at Home, 2012 % of adults ages 18 to 31 living at the home of their parent(s) All Millennials 36 Age 18-24 56 25-31 16 Gender Imagine you have recently graduated from college (finally!), and you are at a party with others in your age group. You hear from a friend that one of your acquaintances that graduated from college about two years earlier had moved back in with his parents. What would you think about this acquaintance in light of this information? In the United States, at least, it is socially expected that, after college, young adults will be living away from the home they grew up in. Therefore, many people might have something of a negative impression of a college graduate who is living at home with his parents. Further, such individuals probably have a negative view of their own situation, thinking that their lack of initial career success is a result of their own failures or shortcomings. Male 40 Female 32 Educational attainment HS grad or less 40 43 Some college Bachelor's degree+ Labor force status 18 Employed 29 Unemployed 45 Not in labor force 50 Is such a situation the result of individual shortcomings? Is there any other way to make sense of this situation? Well, as sociologist C. Wright Mills would advocate, it is important to look beyond such individual circumstances and consider the broader conditions in the society during that period. According to Pew Research, in the United States 16% of adults aged 25-31 were living at home with their parents in 2012 (Fry, 2013). This trend was found to be strongly associated with declining marriage rates, along with levels of Notes: "Living at home" refers to an adult who is the child or stepchild of the head of the household, regardless of the adult's marital status. Source: Pew Research Center tabulations of March 2012 Current Population Survey (CPS) Integrated Public Use Micro Sample PEW RESEARCH CENTER Tap on the image to read the article “A Rising Share of Young Adults Live in Their Parents' Home” by Richard Fry (2013). 98 iPad 5:28 PM * 67% The first fruit of [the sociological] imagination--and the first lesson of the social science that embodies it—is the idea that the individual can understand his own experience and gauge his own fate only by locating himself within his period, that he can know his own chances in life only by becoming aware of those of all individuals in his circumstances. In many ways it is a terrible lesson; in many ways a magnificent one. We do not know the limits of man's capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of 'human nature' are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and that he lives it out within some historical sequence. By the fact of his living he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove (Mills, 1959, para. 9). People make choices every day that influence the course of their own lives, the lives of others around them, and, in a small way, the society in which they live. At the same time, the society in which we live shapes the range of choices that are available to us, and makes it more likely that we will choose certain options. In short, the sociological imagination emphasizes the importance of understanding the reciprocal, or mutually reinforcing, relationships between: 1. personal biographies and human history; 2. personal problems and political issues; and 3. social 100 iPad 5:28 PM * 67% education and employment (Jones, 2014). Other research has shown that the rate of young adults living at home has been increasing for a number of years. Given this context, individual shortcomings no longer seem like the only way to explain the circumstance of a college graduate returning to live at home with his parents. While some situations are clearly the result of individual poor decisions, C. Wright Mills insists that many of the situations that we assume are “private troubles” are actually closely tied in with broader "public issues” that we do not control. This misunderstanding has implications for individuals, since they tend to feel an unrealistic amount of blame or pride for their own situations, and they fail to recognize how much of their situation is shaped by circumstances beyond their control. This misunderstanding also has implications for public life, because if everyone thinks that they have created their own fates, then fewer people will be interested in participation in the public sphere. C. Wright Mills (1916-1962) This reimagining of society as shaping the self, and the self as shaping society, is the key contribution of the sociological imagination. This concept is important because it allows us to understand the role of social forces in shaping individual biographies. The sociological imagination also provides a way of understanding how individual decisions and interactions, taken together, can shape the course of history. As C. Wright Mills (1959) explained in The Promise: 99 iPad 5:28 PM * 67% structures and individual agency (defined as “the ability to act”). In the next section, you will learn about another classic sociological concept that also emphasizes the importance of understanding individual behaviors in terms of the particular social context in which they occur. The looking-glass self and Charles Horton Cooley As you learned in the previous section, C. Wright Mills' sociological imagination emphasizes the ways in which individual choices shape, and are shaped by, the larger historical context in which individuals live. In this section, you will learn more about the ways in which our more immediate, everyday social and cultural environment is shaped by the forces of socialization, and in turn, how this environment shapes our self- perceptions. survival skills, but that we are taught them in much different ways according to factors such as our social class, our race or ethnicity, our gender, or the country in which we grow up. In other words, children in a rural village in India are not subject to the same socialization Charles Cooley process as children growing up on the (1864-1929) Upper East Side of Manhattan. These children are learning to eat different foods, walk and talk differently, and to consider some chores or survival skills as more crucial than others. This socialization process is generally geared toward teaching children the skills, tastes, and sensibilities that they will need in order to fit in the social environment where they are being raised. Socialization is also the means by which social norms (seemingly natural or normal practices, such as shaking someone's hand to greet them) are passed on through generations. Consider this question: What does it mean to raise a child? Even if you have no direct experience with this, you can probably think back to all of the things that your family had to teach you in order to prepare you to live independently. Growing up, pretty much all humans learn the basics of walking, talking, hygiene, cooking, or other chores. What is interesting to sociologists, however, is not that we are all taught these same basic 101
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Running head: CHILDREN DEVELOPMENT

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CHILDREN DEVELOPMENT

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Introduction
Growth and development are influenced by an array of factors and the most influential factor
is the environment. Most people do not grow to be who they are but to be what the
environment say they are. Genies case study is used in the research to establish the effects of
the environment that surrounds people on their growth and development with regard to
Bronfenbrenner and Charles’s arguments. The development of children is affected by their
surroundings (Adler-Tapia 2012).
Bronfenbrenne ecological system
The ecological systems theory by Urie Bronfenbrenner analyses how the inherent
qualities of a child will interact with the environment influencing the general growth and
development of a child. There is an importance of studying the growth of children in multiple
environments with and an attempt of understanding their development. Throughout children’s
lives, they are simultaneously subjected to different kinds of environments ranging from the
closest and most intimate environment of family and towards a more diverse and social
environment like school, this gives them a chance t...


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I was struggling with this subject, and this helped me a ton!

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