Strategies for an Inclusive Classroom Setting

Strategies for an Inclusive Classroom Setting Robyn Clark Contents Introduction Explanation of key terms Literature Study Gender Roles Cultural and Racial Identity Example of cChecklist Written Report on findingsFindings School A School B Suggestions Resources Introduction Explanation of key terms Anti-bias Oxford Dictionary gives the definition of bias as â€Å"[the] inclination or prejudice for or against one person or group, especially in a way considered to be unfair†. Thus, anti-bias is an approach implemented to ensure that bias does not occur in any context in the classroom environment. â€Å"In an anti-bias classroom, children learn to be proud of themselves and of their families, to respect human differences, to recognize bias, and to speak up for what is right† (Derman-Sparks Edwards, 2010: 5) Identification According to Gestwicki (2014:261) identification is the process of imitating or adopting ideas of admired individuals. Diversity Diversity refers to a range of different things. In the context of this paper, it refers to differences in the following aspects cultures, learners, learner’s backgrounds, languages and ability groups. Multi-cultural Multi-cultural education is an adaptive process that incorporates Education the idea that all learners have equal opportunities in school, regardless of their gender, sexual orientation, social class, and ethnic, racial or cultural characteristics (Banks, 2013: 1) Gender Identity Awareness of gender in biological terms that an individual is either male or female Prejudice Prejudice is defined as a â€Å"judgement or opinion, against or in favour of a person or thing formed beforehand or without due examination of the facts† (Lemmer, Meier van Wyk, 2012: 31). Stereotypes According to Oxford Dictionary, a stereotype is defined as a widely held but fixed and oversimplified image or idea of a particular type of person or thing. A stereotype is when one creates â€Å"mental cages in order to place people items or events into conceptually specified groups† (Lemmer, Meier van Wyk, 2012) Culture Culture is a multi-faceted concept, composed of many interrelated aspects, all of which have an influence on the teaching and learning process. According to Coetzee, van Niekerk Wydeman (2008) cultures are processes of social and human interactions; embrace a body of knowledge; dynamic, creative and continuous processes; continuously modified over time and every culture has its own system of values, beliefs, norms and attitudes. Race Race refers to a group of people who are grouped together or classified according to a common physical characteristic, such as the colour of their skin. Racial / Cultural Identity Understanding of one’s racial or ethnic understanding (Gestwicki, 2014: 262) Literature Study An anti-bias approach to education aims at developing a sense of self-awareness in each individual, fostering a sense of appreciation, tolerance and understanding for the differences between children and cultures, and highlighting the similarities between them. Instilling an anti-bias approach is particularly important in Early Childhood Development. There are four core goals of anti-bias education, namely; children demonstrate self-awareness, confidence, family pride, and positive social identities; each child expresses comfort and joy with human diversity and is able to use accurate language to describe human differences as well as form deep human connections; children increasingly recognize unfairness and are able to describe unfairness, understanding that unfairness hurts; and children will demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions (Derman-Sparks Edwards, 2010). Anti-bias includes bias relating to gender, race, culture, religion, disability, age and language. This approach aims at incorporating different cultures fully into the environment in an inclusive, integrated and on-going process, avoiding superficial representations, isolated and trivial representations., and patronizing events (Gordon Browne, 2014:259). Children as young as two years old begin to notice differences in race and gender, as well as form categories and classifications about the world, and people, around them (Gordon Browne, 2014 : 258). During their early years, children begin to develop socially and emotionally. Identification, the process in which a child imitates an admired individual in their environment, takes place during these formative years, and is a key step in a child’s development, particularly pertaining to personality and social development. According to Gestwicki (2014: 261) the identification process is related to issues of acquiring gender or sex-role identities, acquiring cultural or racial identities as well as developing a sense of self-confidence and personal competence. For optimal learning, children derive meaning from what is being taught by connecting the new knowledge with what they already know. Thus it is crucial that each child’s own cultural or family reference is reflected in their learning environment. A child’s experiences â€Å"are embedded in the social exchange within their own cultural groups and their frame of reference, which reflect[s] the shared meanings and experiences of those groups† (Meier Marais, 2012:130) Gender Roles During their Early Childhood years, children begin to form their gender identities. A gender identity is composed of two different aspects; an awareness of sexual identity, such as whether they are male or female biologically, and an awareness of sex-role behaviour. Sex-role behaviour, often determined by the culture, is the different roles and behaviours of the two genders. A child seeks to understand what being male or female means, and learns about the different roles through observation and asking questions. Before the age of four, children often engage in gender neutral games, wherein boys and girls play together comfortably. Thereafter, children tend toward gender-specific forms of play, and choose to play with children of the same sex (Gestwicki, 2014:261). Children learn about their gender roles through observation and imitation of those in their immediate environment. Thus parents and teachers, and the way in which they encourage gender roles and model specific gender charac teristics and behaviour also have a profound influence on the child’s gender role perceptions. Their perceptions of gender role are also influenced by the media, and stereotyping in their immediate surroundings and society. In order to steer clear of gender stereotyping in the classroom, teachers need to be mindful of their words and actions in the class that could be perpetuating gender stereotypes (Gordon Browne, 2014:124). In a predominantly female environment, such as early childhood education programmes, one needs to aware of the behaviour they model, and ensure that the environment, materials, examples used, as well as expected behaviour are fair and non-bias, and cater to boys too. Although there are developmental differences between the genders, in the rate of maturity, as well as the rate of physical growth, there are â€Å"no significant differences between girls and boys intelligence and reasoning behaviour† (Gordon Browne, 2014: 124). Consequently, teache rs should not hold unequal expectations for the genders, as this inhibits the child’s ability to reach their full potential (Meier Marais, 2012: 139). In order to avoid gender based bias, teachers need to be actively involved in self-reflection and be engaged in a constant state of awareness of their expectations and the behaviour they are emulating, and the effect these expectations and behaviours have on a child’s growth and development. During a child’s formative years, the child is in the process of forming a healthy gender identity, and the teacher is actively involved in aiding in this development. According to Gestwicki (2014:274) teachers facilitate this development when they answer child’s questions about their bodies and themselves in a factual manner. Teachers also offer experiences and scenarios that challenge stereotypes of gender behaviour as well as organise the children’s environments to encourage cross-gender play. Teachers should also be mindful of language and images in books, and teaching materials, to ensure diversity in work and home life is portrayed. It is also essential that teac hers work closely with learner’s families, and are aware of the possible cultural influences that could influence a parents views on non-traditional gender roles. It is important to maintain open communication to avoid tension, and to better understand and be respectful of the child as well as their family and background. One also needs to be actively challenging child’s stereotypical words or actions, and â€Å"[t]eachers [RC1]intervene with immediate and follow-up activities to counter [the] cumulative, hurtful effects of these messages† (Derman-Sparks Edwards, 2010). A healthy gender identity is very important to a child’s development, and it is during their formative years that this identify is formed and moulded. It is the teacher’s ethical responsibility to provide an environment and classroom-culture that is free from bias and stereotypes. The teacher should be actively trying to eliminate bias, and to intervene when children use actions or comments that are stereotypes or bias. It is important that a teacher remain mindful of their own perceptions of gender roles and actively model behaviour and language that is free from bias and stereotypes. Cultural and Racial Identity Creating an anti-bias environment that conveys a genuine respect for all diversity fosters positive attitudes towards cultural and racial identities. It is crucial that the core aims of an anti-bias approach (Derman-Sparks Edwards, 2010) are achieved, and the structures and processes are in place to effectively achieve these aims. South Africa is a multi-faceted and diverse country, with multiple different cultures and races. Diversity however â€Å"not only constitutes groups such as ethnic, race, language and religious groups† (Lemmer, Meier van Wyk, 2012: 19) but also the range of personal differences between the individuals within the different ethnic groupings. In the classroom setting, each teacher and child is a unique individual, with unique and â€Å"distinct set of beliefs, values and attitudes to form a complex and unique classroom culture† (du Plessis, Conley du Plessis, 2007). Culture is a complex human phenomenon, and in the multi-cultural education per spective, â€Å"culture can be viewed as a composite of significant and interrelated aspects, all of which have specific significance for the teaching-learning process† (Coeetzee, van Niekerk Wydeman, 2008:117). Unfortunately there are learners that enter the class with preconceived prejudices that they have picked up from their home environment or immediate surroundings. According to the SAHRC report of racism in schools, â€Å"[l][RC2]earners approach schools with the prejudice imbued in their home environments† and it is necessary to â€Å"transform the minds of learners†. It is not only parents attitudes that instil a sense of prejudice in young children’s lives; other sources include â€Å"school, classmates, siblings and the media† (Lemmer, Weier van Wyk, 2012:32). As some children are entering the classroom with prejudices, it is essential that the teacher is proactive and actively deals with those prejudices and stereotypes as and when they arise. It is important that the teacher acknowledges and respects the different cultures in their class, and ensures that this respect is incorporated in all aspects of the daily programme. It is the teacher’s r esponsibility to ensure that the all interactions, materials and experiences convey respect for all people. It is important to bear in mind that education is a â€Å"powerful agent of cultural transmission and preservation† (Coeetzee, van Niekerk Wydeman, 2008:118). According to Gestwicki (2014: 277) teachers must be aware of what is included or excluded in the classroom environment, as this is a clear reflection of what is valued by the educational institution and teachers. A lack of respect for the varying cultures in the class, or a serious cultural alienation could lead to cultural isolation, cultural erosion, learning problems, behaviour problems, conflict and communication problems (du Plessis, Conley du Plessis, 2007:152). Young children are aware of cultural and racial differences, and their perceptions of these differences and different cultures are developed and moulded during their pre-school years. According to Gestwicki (2014: 262) children, by the age of four, are aware of their racial or cultural identity and have absorbed attitudes, negative and positive, towards their own and other’s identities. Thus it is crucial that young children are taught to respect one another’s differences, enjoy and cherish human diversity, as well as use accurate and non-bias or stereotypical language for human differences (Derman-Sparks Edwards, 2010). Although differences between individuals and cultures are discussed, the similarities between them are also emphasised and celebrated. Children learn to identify with one another through their similarities and to respect their differences. Teachers should create a classroom environment that will â€Å"allow optimal learning in a climate of safety, car e and acceptance† (Coeetzee, van Niekerk Wydeman, 2008:119). Children feel accepted in a classroom community when they see themselves, their families and their cultural background reflected in every aspect of their school day. â€Å"All children and families have a sense of belonging and experience affirmation of their identities and cultural ways of being† (Derman- Sparks, 2010) To ensure anti-bias in their classrooms, and to make sure that their class and curriculum reflects the plurality of their contemporary society, teachers must ensure that all pictures and books realistically portray the diversity in the class, and give a realistic and well-rounded view of different cultures, avoiding stereotypes and over simplification (Gestwicki, 2014:276). They should endeavour to provide toys, materials and activities throughout the class that children can identify with, that represent their various families as well as the â€Å"major groups in the community and nation† (Gestwicki,2014:278). Content about different ethnic groups should to fully integrated into the curriculum, and should occur regularly and naturally, not as an appendage to the curriculum. Different cultures should be discussed in depth and holistically, and teachers should maintain open and constant communication with parents and families to ensure that they too fully understand the children ’s backgrounds in their class. Parents should be fully involved, and invited to school regularly to share songs, stories or traditions of their cultural and language background (Gestwicki, 2014:278). Language Religion Disablity Language Example of checklist Facility: _________________________________________ Address: ________________________________________ Manager: ________________________________________ Telephone Number: _______________________________ SECTION A SECTION B Interview questions Interviewee: ______________________________Interviewer: ____________________ Position: _________________________________Time: _________________________ How does your selection process work? What process do you use to divide your classes? Collectively, do your staff speak / understand a range of South African languages? What is your school’s language policy? How do you ensure each child’s unique family is reflected in the classroom? Do you consider your facility open and non-bias towards all families? Including gay-lesbian families, single parents, cross-cultural families and adoptive families? How does your curriculum reflect the diverse nature of our society? How do you communicate with the learners families? What is your policy regarding learners with physical disabilities? How do you deal with different religious holidays? Do you do Bible stories in your Morning Ring? Are the meals you prepare catered to all religions / cultures? Do you cater for gender differences in your educational activities and art activities? How do you deal with bias, racism or stereotypes in the classroom or on the playground? Do you consider your facility to be anti-bias? Participants Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Name: ________________________Signature_________________Date: __________ Written Report on findings School A School B Suggestions Resources Banks, J. A. 2013. An Introduction to Multicultural Education. 5th Edition. Pearson: New Jersey Coetzee SA, Van Niekerk EJ Wydeman JL. 2008. An Educators Guide to Effective Classroom Management. First Edition. Van Shaik: Pretoria Deiner, P. L. 2010. Inclusive Early Childhood Education: Development, Resources Practice. 5th Edition. Wadsworth Cengage Learning Derman-Sparks, L Edwards, J. 2010. Anti-Bias Education for Young Children and Ourselves. National Association for the Education of Young Children. Washington, DC. Du Plessis, P; Conley, L du Plessis E. 2007. Teaching and Learning in South African Schools. First Edition. Van Shaik: Pretoria Gestwicki, C. Developmentally Appropriate Practice : Curriculum and Development in Early Education. 5th Edition, International Edition. Wadsworth Cengage Learning Gordon, AM and Browne, KW. 2014. Beginnings and Beyond. Foundations in Early Childhood Education. 9th Edition. Boston: Ally Bacon Lemmer, E. M; Meier, C van Wyk, J.N. 2012. Multicultural Education: A manual for the South African teacher. Second Edition. Van Shaik: Pretoria Meier C Marais P. 2012. Educational Management in Early Childhood Development. Second Edition. Van Shaik: Pretoria Mittler, P. 2000. Working Towards Inclusive Education: Social Contexts. First Edition. David Fulton Publishers: 2000 Recchia, S.L Lee, Y. 2013. Inclusion in the Early Childhood Classroom: What Makes a Difference? First Edition. Teachers College Press: New York Vally, S Dalamba, Y. 1999. Racism, racial integration and desegregation in South African public secondary schools. A report on the study by South African Human Rights Commission (SAHRC). Johannesburg: SAHRC Department of Education (2011). Curriculum and Assessment Policy Statement Grades R-3 English Home Language. Pretoria: Department of Basic Education Department of Education, National Protocol for Assessment, Gr R -12 (CAPS). Pretoria: Department of Basic Education [RC1] [RC2]?

How Can Tax Cuts Help Revive the Economy

There are many opinions and predictions about how the economy will get back on track or how it will sink, and what should be the best approach of the government to take on this economic crisis. How important is the role of the government and how much a government should interfere in the economy? Introduction Unemployment has been one of the major concerns for many governments; historically unemployment reached 25% in the United States during the great depression in 1933. When there are no jobs people don’t have the money to spend, and demand for products decreases.When demand decreases many companies go out of business or just hire fewer workers, while unemployment keeps growing. The government has a very powerful tool called fiscal policy to manipulate the economy and control and manage the levels of demand. Fiscal Policy Fiscal policy is based on the theories of John Maynard Keynes also known as the Keynesian economics. The theory of Keynes state that the government can infl uence the economy by manipulating the increase or decrease of taxes and at the same time the level of government spending.By controlling the level of government spending what fiscal policy can do is to change the position of the Aggregated Demand curve (AD), since Government (G) is part of the aggregated demand. At the same time the government could cut taxes putting more money into the pockets of consumers called â€Å"disposable income†, which is another way of busting the Aggregated Demand since Consumers (C) is also part of the Aggregated Demand. The Multiplier EffectI think that there is a good question that we can formulate here: If government cut taxes and raises the level of government spending, how can the economy get better if by cutting taxes the government has less coming in, and at the same time by spending more the government is has more coming out? The multiplier effect states that when a part of the Aggregated Demand (C+I+G+(X-N) is changed, any of this compon ents which usually is (G), the result is an increase even greater than what was originally impacted by the changed and by doing this the government could push out the Aggregated Demand curve according to this rule.To explain the multiplier effect a little better let’s imagine that the government has 1 million dollars to spend, and it has several choices to do so, so let’s say that they decide to construct a new bridge. They hired 10 people who are now being paid and will spend part of that money each on another 10 more individuals. They spend 80% as disposable income and basic needs and save 20%. By spending 80% they are creating revenue for somebody else, who will use it as disposable money, at the same time by saving money they are creating more resources for a bank to e able to invest. At the end the initial money the government spent is not lost is only multiply and has created jobs, it has raised the level of demand, and it has boosted the (AD). The answer to the initial question: We can guess that the government expects to boost or better the economy by spending more, because eventually this spending will result into a greater impact into the economy by the consumers (C) Obstacles Reaching the GoalsFiscal Policies have some obstacles that can make the goals very hard to reach, and it could reverse the process and create inflation if these policies are not monitored constantly. The way this could happen is if too much money is injected into the economy while taxes are still down, and the consumer demands for goods and services are lower than the production supply. The increase in economic productivity can cross over a very fine line devaluating the real value of money and pushing the prices up, hence inflation occurs.At the same time the Multiplier effect can work in reverse because the success of the multiplier effect is based on the level of consumer spending. If the consumer doesn’t want to spend any money during difficult times th ere will be no money injected into the economy and the impact will be a decrease on the aggregated output. Conclusion The government plays a very important role in the economy, the decisions the government makes has a tremendous impact in the lives of its citizens.Making smart decisions in an economy that seems very volatile and probably unpredictable is very difficult. I believe that by making tax cuts and spending which I would call (Investing) the government is making the right decisions because in the long run my generation is eager to be part of this economy and very soon become a big spender after I am done with school, after I graduate.Bibliography/ReferencesHeakal, Reem. What is Fiscal Policy? Investopedia AForbes Digital Company File under: Bonds, Economics, Retirement URL Web Site: http://www. investopedia. com/articles/04/051904. aspWikipedia: Fiscal Multiplier:URL Web site: http://en. wikipedia. org/wiki/Fiscal_multiplier Holden, Paj.Teacher of Economics:PajHoldenâ€℠¢s Channel In Youtube fiscal policy and the multiplier effect URLWeb Site: http://www. youtube. com/watch? v=0CjNlyiDAno New Law's Tax Cuts Mean Extra Cash: IRS Web Site http://www. irs. gov/newsroom/article/0,,id=109816,00. html

All About Independent Samples T Test Essay Course Hero

All About Independent Samples T Test Essay Course Hero Choosing Independent Samples T Test Essay Course Hero In any case, the objective is to compare the operation measure of the 2 groups or conditions to figure out whether there's a difference (between Amazon checkout and Ebay checkout). Using NFL jerseys is extremely common. The greater part of points should stick to each line. With personalized jerseys of the NFL, you are certain that you've got the ideal design. Things You Should Know About Independent Samples T Test Essay Course Hero First an F-test is done. Standardized tests are most widely utilized in the area of education to estimate the academic performance of students. The Key to Successful Independent Samples T Test Essay Course Hero If you've got dependent samples, knowing something (for instance, a score) about Sample A might help you predict something about Sample B. The next thing we need to do is to handle the period of the songs. The crucial value also t akes into consideration the sample sizes. One of the benefits of using Welch's test is that we are able to compare two samples with unique variances and sample size. Google has some amazing SQL-ish commands, including allowing using wildcards within queries of tables. Applied to agile software development the usage of statistics could be hard to implement because of quick iterations. Boxplots are made employing the ggplot2 package. Testing the data set to see if it's normally distributed is essential for selecting the form of significance test to conduct. Independent Samples T Test Essay Course Hero Features The primary difference is that t-tests and ANOVAs involve the usage of categorical predictors, while linear regression requires the use of continuous predictors. A standard strategy is to define a similarity measure between two objects, and after that search for any cluster of objects which are more similar to one another, in comparison to the objects in the other clust ers. Grounded theory is just one of the widely known approach of qualitative data gathering procedures. To do this, these assumptions have to be true. Inferential statistics can provide help! A fuller listing of summary statistics will be provided in a minute. Instead, statistical significance tests will need to get utilised to assess the variances. Also take a look on library named Scipy for statistics. Lies You've Been Told About Independent Samples T Test Essay Course Hero Perhaps among the most serious drawbacks of using standardized testing is joined to discrimination. Standardized tests are intended to specify a high standard and promote objectivity. Several assumptions are created for the test. There are 3 key variables in a test with a number of problems. Top Independent Samples T Test Essay Course Hero Secrets In this instance, the group of participants will buy a book from Amazon followed by buying a book from Ebay. An individual who gets a reduced test score might become discouraged from pursuing further academic success. Regardless there are 2 methods to design the test. The question of which test to choose is a rather thorough discussion and we're going to save it for one more post. Top Choices of Independent Samples T Test Essay Course Hero The crucial value considers how confident we wish to be that we have a superior assortment of values, measured through a percentage known as the confidence level. The end result is shown in the subsequent table. A non-significant result doesn't mean that there isn't any authentic biological difference. A statistically significant result doesn't necessarily indicate a true biological difference. Another kind of evidence that's often employed as an alternate to actual facts or statistics is the anecdote. Factual evidence may also be in the shape of non-numerical details. The issue with outliers is they may have a negative influence on the independent t-test, cutting back the validity of your results. Type of Independent Samples T Test Essay Course Hero You have the interest in boosting your communication skills, so start right now and see what you're able to learn. The performance improvement is surely large! The above mentioned program will generate the subsequent output. For instance, a system that models a chess player who uses the consequence of the preceding steps to enhance their performance is a system which learns with reinforcement.

Social Learning With Chimpanzees And Other Animals

Learning by observation is a type of learning in which an individual observes the behavior of others, sees the consequences of the behaviors, and then attempts to carry out the same behavior. Social learning is based on the standards of classical and operant conditioning and observational learning. It is a commonly shared belief that people have an instinctive ability to imitate the behavior of others. However, this ability is not unique to humans. Animals have also showed evidence of being able to mimic humans and other animals (Mazur, 2013). Chimpanzees, or Pan Troglodytes, have demonstrated social learning through many different experiments in different settings. Chimpanzees have shown the ability to observe the behavior of a model and reproduce the behavior. However, chimpanzees have also demonstrated the mental capacity of understanding when behaviors do not elicit a desired reaction and not repeating these behaviors under these circumstances. This paper will focus on chimpanzee s and their ability to learn new behaviors through social learning. Marshall-Pescini and Whiten (2008) discuss social learning with chimpanzees in East Africa, focusing on the task of nut-cracking. Nut-cracking is unique to wild chimpanzees who live in West Africa, so this study intended to measure whether or not chimpanzees who do not live in the wild in West Africa would demonstrate the same ability to learn nut-cracking. The study took place on Ngamba Island in Lake Victoria, Uganda at aShow MoreRelatedChimpanzees Exhibit Culture Through Social Interaction1167 Words   |  5 Pagesindividuals make up social groupings that form ideas, behaviors and materials objects that encompass what they define as culture. Culture is not only essential for survival, but for growth and communication; through interaction, observation and imitation our behavioral patterns thus create culture. Since culture is such a tool kit for survival, it does not come as a surprise that culture is apparent in animals. Animal culture refers to the theory of social interaction, through means of learning, artifactsRead MoreEssay about Chimpanzee Vs. Human530 Words   |  3 PagesDo chimpanzees exert human-like qualities? In the essay Selections from Through a Window: My Thirty Years with the Chimpanzees of Gombe, Jane Goodall explains her studies of the chimpanzees and their human-like qualities. The scientific community does not believe that chimpanzees are like humans in any way. Goodall wants to prove that chimpanzees are more than just a mindless non-human animal; in fact, she believes that chimpanzees are the closest living relatives to humans and that they are aRead More Animal Intelligence Essay780 Words   |  4 Pages Animal Intelligence Intelligence is defined as the ability to acquire and apply knowledge. Psychologists have exploited this concept in many ways to try and determine whether non-human animals are capable of intelligence. From social learning it is logical to assume that, since non-human animals are able to both acquire and use new behaviours, they must be intelligent in some way. Heyes stated that there are 6 types of behaviour which suggest intelligence. These areRead MoreIntelligence Is The Most Intelligent Of The Primates896 Words   |  4 Pagesand meanings. Through much research, scientists have discovered that there are other species with great knowledge. Species such as dolphins, primates, elephants, pigs, and birds have had their brilliance put to the test, supporting the idea that intelligence is more than having a language. Primates, our closest living relatives, are among the smartest of the animal kingdom. Two in particular, Orangutans and Chimpanzees, are considered the most intelligent of the primates. Both species have been taughtRead MoreLearning And Solving The Animal Kingdom1341 Words   |  6 PagesTeddy Miqui Psych 243 Learning and Problem Solving in the Animal Kingdom In the animal kingdom certain groups of animals have an ability to learn and use their environment around them to overcome certain obstacles. It is very rare to find animals that have the cognitive ability to solve these types of problems. However, certain animals have the ability to use tools to solve certain issues with their environment. While other animals have the ability to solve complex puzzles to get themselves outRead MoreConsciousness Is The Way Beings Have Their Own Personal Experiences1311 Words   |  6 PagesConsciousness is the way beings have their own personal experiences in their minds. In other words, how they experience every day situations in their own personal view or perspective. Ned Block (1995) explains that â€Å"phenomenal consciousness is experience; what makes a state phenomenally conscious is that there is something ‘it is like’ to be in that state.† Susan Blackmore (2012) said that consciousness was subjective; meaning consciousn ess is personal and cannot be shared with anyone else. StudyRead MoreChimpanzees and Tool Use1322 Words   |  6 PagesIntroduction: Chimpanzees are part of the non-human primate group. Though we share a common ancestor, evolution has pushed us in different directions. However this common ancestor causes humans to be curious about these creatures. As discussed in Jane Goodall’s video Among the Wild Chimpanzees we were once considered to be human because of our use of tools but once we observed these non-human primates using tools, this perception was changed forever. The question now at hand is if having the chimpanzees thatRead MoreLanguage Acquisition : The Great Apes935 Words   |  4 Pagesthat language is a primary differentiating factor between humans and other animals. While the unique structure of the human vocal tract does not allow for other animals to replicate our language in an auditory manner, recent studies have shown that species in the family Pongidae, also known as the â€Å"great apes,† are capable of using language in a visual way. Some researchers are trying to show that species such as gorillas, chimpanzees, bonobos, and orangutans are able to learn sign language and use itRead MoreAn Scientific Observations Of Modern Times1551 Words   |  7 Pagesa termite nest. The large male chimpanzee was foraging for food. As she watched, the animal through her binoculars, the chimpanzee carefully took a twig, bent it, stripped it of its leaves and finally stuck it into the nest. The chimpanzee began to spoon termites into his mouth. Jane Goodall made one of the most important scientific observations of modern times in that remote African rainforest: something other than a human had just made a serving tool! â€Å"It was hard for me to believe,† she rememberedRead MoreControlling The Fire, Egyptian Pyramids, The Invention Of Electricity Essay1324 Words   |  6 Pagesand several social and cognitive process by using a puzzle box. They compared chimpanzees, capuchins and children.The result of this study indicates that there is a positive correlation between an amount of teaching a child received and the stage they reached. This result is in the same vein with the results of the study of Castro and Toro (2013) and the result of the study of Fogarty, Strimling Laland (2011). 2. Imitation-Process Oriented Copying Imitation is defined as learning behavior by observing