ktmeng/mec huggingface dataset:
Topic: friendship

His skill is deeds, not words’ Lancey is shown to believe that as he is English and in the army he has the right to look down on other people that are not to his rank. Therefore is he shown to be arrogant and not a people’s person and when Lancey finally appears in the play he lives up to all these characteristics as he treats the Irish people as though they are stupid and insignificant. Lancey seems to represent the stereotypical Englishman that many Irish people resented and had good reasons for.
Topic: friendship

Friel perhaps introduces Lancey so that the reader understands why the Irish resented the English so much and the Irish characters would therefore receive sympathy from the reader or audience. Friel however also introduces Lieutenant Yolland who has a contrasting character to Lancey. Yolland is not arrogant like Lancey and neither is he militaristic as he is described as, ‘ A soldier by accident ‘ It is important that Friel mentions that Yolland joined the army by accident as Yolland should not have any association with the harsh,strong image of the army.
Topic: friendship

Yolland is a very romantic character and instead of brushing the Irish language and people to one side and getting on with his job, he tells the people of Baile Beag that he has fallen in love with their country and that he feels foolish, ‘ to be working here and not speak your language’ Yolland apology to the Irish shows that he feels feels guilty for intruding such a beautiful country and that he does not wish to harm or insult it’s people, just get along with them. It is clear to see how different Yolland and Lancey are and Friel does this to show that not all Englishmen were like Lancey.
Topic: friendship

He may also do this as the effective comparison shows Yolland to be caring and considerate and therefore liked by the reader so they feel a connection with Yolland and any events that happen further on in the play to Yolland with have a greater impact. Yolland is not the only character that is desperate to speak another language besides his mother tongue. Maire is another character who although she speaks Irish,Greek and Latin, realises that English is the way forward and is anxious to learn how to speak it. She says to Hugh,
Topic: friendship

‘ We should all be learning to speak English’ By directly confronting her teacher with such a comment, when she knows that he is against the English language shows that Maire is very opiniated and is not afraid of speaking her mind. Maire’s stage directions also show her to be a strong character, ‘ a strong-minded, strong-bodied woman’ Yet again Friel builds up the character through their stage directions so that their characteristics are seen more clearly as they are focused on. Maire is also a practical character and this is shown through her wanting to speak English.
Topic: friendship

She wants to speak English so that she can go work in America and get out of the fatally-flawed town. This means she wants to swap a dying life for a life of prosperity, a very practical measure. Other characters are less serious about life and are not as practical as Maire. Such characters are Doalty and Brigdet who discard the serious matters in life and instead their life seems to revolve around having fun and gossip. Doalty enters the scene, ‘ doing his imitation of the master’ This is typical of Doalty, to be messing around and causing chaos.
Topic: friendship

Bridget however is not far behind, giggling and gossiping away to the other students of the hedge school. Although on the surface, it may seem that Doalty and Bridget are only mentioned by Friel to add a more light-hearted feel to the play, they also have a more serious purpose. Through the gossip and accounts that Bridget and Doalty tell or experience, the reader is told a lot of information of events outside the hedge school. An example of this is when Bridget tells the class of an incident involving the British army. ‘ two of the soldiers’ horses were found last night at the foot of the cliffs at
Topic: friendship

Machaire Buide’ This information is essential as it highlights the conflict between the English and Irish. It is assumed by the characters in Baile Beag and the reader that the Donnelly twins were responsible for the incident involving the soldiers’ horeses. The Donnelly twins are never seen on stage but are mentioned by other characters. Friel does this so that he can assure that there will be no sympathetic feelings towards these two characters as if they appeared on stage one may feel some sort of personal attachment to the characters and their violent and aggressive image will be lost.
Topic: friendship

The Donnelly twins are active characters whereas characters such as Sarah and Jimmy Jack are very unactive characters. Jimmy Jack spends most of his time with his head up in the clouds, thinking that he is in acient Greece and spends most of his time speaking Greek or Latin. Jimmy Jack is quite a ridiculed character and it is easy to see why none of the other characters have much respect for him. At the start of Act one, Jimmy Jack tells Manus that he has been thinking late at night, of three women and asks Manus which one he would choose.
Topic: friendship

This seems a reasonabley normal request until the three women are revealed. ‘ Athene, Artemis and Helen of Troy’ Jimmy Jack is so stuck in the past that he has lost touch with reality. This is a great flaw and Jimmy Jack cannot be seen to make any progress in life and is stuck so far into the past that he is basically in his own world. Sarah although in touch with reality is also a character that makes no progress. Her stage directions state, ‘ Sarah’s speech defect is so bad that all her life she has been considered locally dumb and has accepted this’
Topic: friendship

The fact that Sarah cannot communicate with otheres means that she cannot make any progress in life. She is therefore bound to the hedge school and cannot even venture in to Baile Beag as she cannot survive properly if people cannot understand her. She is the exact opposite of a character such as Owen who is able to leave the community and become successful due to his knowledge of different languages. The only time Sarah ever speaks is to Manus and even then she can only say her own name. Sarah speaks to Manus as it seems that she is in love with him.
Topic: friendship

To be in love with a man who is going no where is life and that is lame, also shows that Sarah is doomed and will never gain success in life. The importance of Friel making the reader aware of the different relations that a character has is essential in the understanding of the character. It can show them to be weak or strong and determines part of the character. Stage directions are also extremely valuable to forming a judgement of a character as their physical appearance and values that may not come across in dialogue are emphasised and therefore the reader has a greater understanding of the character.
Topic: friendship

Friel ends act one with probably the most conclusive stage directions in the play. ‘ Manus watches Owen move confidently across the floor, taking Maire by the hand and introducing her to Yolland. Hugh is trying yo negotiate the steps. Jimmy is lost in a text. Doalty and Bridget are reliving their giggling Sarah is staring at Manus ‘ This end to the act sums up how each character should have been interpreted in Act one. Manus, wary of his brother and focusing on Maire shows him to be passive and reluctant to move on.
Topic: friendship

Hugh is seen as drunk and unable to get to where he wants in life. Jimmy Jack is lost in his own world and in turn lost touch with reality and will get no where in life. Doalty and Bridget are having fun and adding light humour to the scene. Sarah is lusting after Manus, unable to confess her feelings for him and is stuck on a man that is lame thus rendering her a failure in life. Friel adds this last stage direction to ensure that the reader or audience have a complete understanding of the characters and their relations in his play ” Translations”.
Topic: friendship

It was the summer of 2005 and I decided to work voluntarily as a financial specialist for a nonprofit organization. I was tasked to help manage the finances of a public hospital. However, my duties went beyond financial matters as I, together with 40 other volunteers, helped the elderly in a variety of chores such as cleaning their rooms and preparing their meals. I observed the elders suffering from dementia; up-to-date facilities and medicines were what they needed.
Topic: friendship

I reckoned that my help was only short term and afterwards, they will be back again to their old situations. Also, rejections caused sadness on my part as some refused to be helped. Thus, I questioned myself if there was actually a better way to be of long and lasting service to my fellowmen. Because of hopelessness and dissatisfaction, I ceased helping the needy. Nevertheless, voluntary work kept coming back to me. Then I realized that there must be something I could do other than physically and morally helping and supporting the less-fortunate, elderly, and sick.
Topic: friendship

Consequently, I began to aspire towards becoming a consultant in a nonprofit organization and giving advice to other organizations on how to effectively and efficiently utilize funds and subsidies. To achieve this aspiration, I deem an economic program best suits my career needs. Although I took up business administration in college, I know that economics is the right path to follow based on what I learned from Peter F. Drucker’s autobiography. He contended that one needs a sound education in economics in order to study and practice business administration.
Topic: friendship

Therefore, because of the book and Drucker’s life journey, I was influenced to major in economics at the University of California (UC). Moreover, economics, at its core, exists to distribute the wealth of the global village and promote justice throughout human society, which correspond to my professional goals and values in working for a nonprofit organization. I believe that UC, with its excellent program in economics, will equip me with the necessary knowledge and training for a strong foundation for future success.
Topic: friendship

Because of my experiences in voluntary works and seeing the situation of people in need, I have envisioned to create a foundation that will enable people to have the opportunity to experience long and lasting financial equality and this will further leave a precedent for running a successful management firm in today’s burgeoning globalized world. Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to you. What about this quality or accomplishment makes you proud, and how does it relate to the person you are?
Topic: friendship

Everyday is a new and exciting day; it is a chance to meet nameless faces that can be made into friends and an opportunity to strengthen old friendships, thus each day should be faced with a bright smile and positive disposition. This is how my family and friends would primarily know me – an outgoing person, always ready to socialize with others. Because of this, I am able to maintain healthy relationships at home, in school, at work, and in the community. Moreover, I am organized, focused, and hard working. This is evident in my excellent mathematical and analytical skills showcased in school.
Topic: friendship

In fact, because of my commendable scores in math, I stayed in the Dean’s Honor List from elementary to high school and currently rank in the top five percent in Santa Monica with a GPA of 3.92. In line with this, I led the math club for two years in my high school and tutored classmates for various math lessons and competitions. I believe that the mathematical and analytical abilities I have developed through my experiences will be of great help in pursuing my goal of becoming a financial specialist as well as in tutoring my classmates in UC, who want to be tutored in math for them to also take a step higher in reaching their own goals.
Topic: friendship

The theme of deception is ever-present throughout ‘Much Ado About Nothing’; the majority of the plot is based upon purposeful deception, some malevolent while others benign. The play itself, although set in Messina, Italy seems to echo the culture of Elizabethan society in which William Shakespeare lived; the importance of honour and pride at that time induced the need for the people to uphold this status through the constant deception of those around them, whether this was with appearances or words.
Topic: friendship

Shakespeare creates a world where deception is used throughout the play and on many occasions it was intended for desirable effects; deception for positive effect is known as benevolent deception. One of the first instances where the gap between appearance and reality is portrayed is in the first dialogue of the play. The messenger has come to give news of the return of the men from a battle and speaks of how Claudio was ‘doing in the figure of a lamb, the feats of a lion’.
Topic: friendship

This illustrates the gap between the appearance of Claudio and the reality of Claudio, of how he exceeds the expectations of his age by his actions on a battlefield, and demonstrates how he deceives those around him of his true capabilities. Shakespeare also uses clever word play with the use of an alliterative pattern where the sounds of ‘Figure of a Lamb’ are echoed in ‘Feats of a Lion’, which offers balance syntax to the line and is typical of Shakespearean blank verse.
Topic: friendship

Although this is an instance where Claudio is deceiving others; this is, however, not prevalent, at all, throughout the rest of the play, instead Claudio is the one who appears to be subject to the most deception due to his gullibility and short-sightedness. One example of Claudio’s foolishness is when Don John deceives him into believing that Don Pedro is wooing Hero for himself where in fact he is doing it on Claudio’s behalf; this is also ironic since at the same time Claudio is attempting to deceive Don John and Borachio that he is Benedick, they however have not fallen for it.
Topic: friendship

This quick reaction to the lies fed to him by Don John makes plain his temperament and emotion driven mentality. Moreover, the fact that at that moment in time there are three layers of deception occurring simultaneously typifies the amount of deception there is in the play. Claudio is further deceived, along with Don Pedro, by Don John when he shows them Hero’s apparent disloyalty and ‘immoral’ nature. In Act 3, Scene 2 Don John approaches Don Pedro and Claudio in order to ‘warn’ them of Hero’s disloyalty.
Topic: friendship

The second line he speaks since he entered their circle includes sibilance, ‘… leisure served, I would speak with you. ‘ which creates an image not too unlike the hissing of a snake before it attacks. There is also a lot of repetition and carefully constructed dialogue in this exchange on Don John’s part; for example, in reply to Don Pedro he says ‘ I know not that, when he knows what I know’. This repetition of ‘know’ places emphasis on knowledge, and how people’s judgments and actions differ when they know a certain thing.
Topic: friendship

Another point to be made regarding this dialogue and the theme of ‘fitting’ is when Don John comments on how it would ‘better fit your honour’ to not marry Hero, one interpretation of this phrase could include its connotations and implicit links to sex. Claudio’s ‘honour’ is in reference to his penis; a man’s penis, in ancient civilisations such as the Inca, was considered as the symbol of his stature and honour in society and this ideal is not yet lost even in the modern-age.
Topic: friendship

Don John also says how it would ‘better fit’ his ‘honour’ to change his mind, denoting how Hero’s sexual organ is not fit for his ‘honour’ since she has apparently fornicated. Instead of questioning why Don John, previously known for his wicked deeds, is so willing to help, he instead believes him with no questions further demonstrating his infuriating naivety. Furthermore, of the three consecutive deception scenes this one is considerably shorter. I believe that Shakespeare has done this with the intention to emphasise the drastic change in Don Pedro’s position; this also raises questions Don Pedro’s integrity as a leader.
Topic: friendship

A man of his position would form reasoned opinions through facts and logic however in this case he has seemed to change his opinion at a whim. This is also one of the points where Shakespeare raises questions about society; in this case he questions the power structure of society by showing how Don Pedro is so easily fooled. In contrast to the character of Claudio, Benedick is portrayed as more of a calm and reasoning character, which has meant that he is rarely deceived in the play.
Topic: friendship

This dissimilarity between the two is portrayed in Act 1 Scene 1 when Claudio states how ‘in mine eye’ Hero is the ‘sweetest lady’ that he has ever seen, speaking of an idealised love which is evident with his exaggerations; Benedick however is able to ‘see without spectacles’ signifying how he is not fooled by appearances and this becomes important later in the development of the play as Benedick eventually becomes the voice of reason among the chaos which soon plays out.
Topic: friendship

The comment that Benedick makes about how he can see clearly ‘without spectacles’ seems to be proven when Hero is shamed by the Princes; he demonstrates how he realises the truth of the situation because he believes that ‘their wisdoms be misled in this’ and that the ‘practice of it lives’ in Don John, the bastard brother of Don Pedro. Nonetheless, despite Benedick’s wisdom and astuteness he also falls victim to some benevolent deception himself.
Topic: friendship

A particularly complex example of deception occurs as Leonato, Claudio, and Don Pedro act as if Beatrice is head over heels in love with Benedick so that the eavesdropping Benedick will overhear it and believe it. Luring Benedick into this trap, Leonato ironically dismisses the idea that perhaps Beatrice hides her desire for Benedick, as he and the others disguise this love themselves.
Topic: friendship

This scene includes links to other themes including the gap between the appearance of a situation and the reality, an example of this is when Benedick states how he would think it to be a ‘gull’ but does not think so because the ‘white-bearded fellow speaks it’ indicating how he is deceived by the appearance of Leonato because he believes that ‘knavery’, which itself has connotations of youth, could not hide itself in such ‘ Another character in the Shakespeare’s play ‘Much Ado About Nothing’ who is strongly involved with the theme of deception is Don John, the Bastard brother of Don Pedro.
Topic: friendship

Don John’s character can be accurately described as Machiavellian since he deceives and manipulates others simply for personal gain. One of the most interesting lines that Don John utters is in fact his very first in the play when he is introduced to Leonato; he thanks Leonato for his hospitality and says the he is ‘not a man of many words’. This could be seen as irony since it is exactly his words that cause the slandering and public shaming of the innocent Hero.
Topic: friendship

Don John’s constant malevolent deception seems not just reserved for others since there are occasional occurrences of self-deception; during a conversation with Conrade he claims that he is a ‘plain-dealing villain’ which in itself is an oxymoron and furthermore seems a direct contradiction to his actions in which he is very far from ‘plain-dealing’, instead he deals in conspiracy, deceit and betrayal. This may be interpreted as an indication to the possible fact that Don John does not realise the extent of his actions nor the pain, strife and hurt that he causes.
Topic: friendship

This ignorance of his actions may be understood, by some, as ‘innocence’ and that he is not as malicious as his actions make him appear to be. This suggestion is further iterated in the following lines: The speech has echoes of Shylocks’ speech in Act 3 Scene 1 of the Shakespearean comedy ‘The Merchant Of Venice’; in that emotive speech by Shylock the audience was expected to feel sympathy towards Shylock, in the same way Shakespeare encourages the audience to rethink their snap judgements of Don John, perhaps not to change their opinion of him but to at least judge him fairly.
Topic: friendship

It would seem at first that Don John is simply a deceiver and is not deceived but if we were to analyse more deeply we would realise that he is self deceiving all throughout the play. There are many indications to his self-deception, such as his claim that he is nothing more than a ‘plain-dealing villain’ and again the fact that he believes that he ‘cannot hide’ what he is, furthermore, he claims that he would rather be disdained than to ‘rob love from any’ which is precisely what he does in regards to
Topic: friendship

His repeated self-deception is not caused by his own physical senses (i. e. he cannot believe his eyes or ears) but rather his own reasoning deceives him in order to protect his ego. Don John’s brother, Don Pedro the Prince of Arragon is a legitimate child and already wins over the affections of the audience; first by the fact that he is a Prince which gives a person instant respect and admiration and secondly because, in contrast to his brother, he is a child born inside wedlock and therefore is considered as a first class citizen as opposed to his brother, Don John the Bastard.
Topic: friendship

Although, his perception as this exalted being is put into question when he is involved, along with Claudio, in the public shaming of the innocent Hero. The audience, however, may tolerate this since he was a victim of Don John’s deception too and therefore wasn’t truly malicious in his deeds in contrast to his brother. Benedick himself recognises this, knowing the Prince personally he knew it was out of character and the Don Pedro’s ‘wisdoms be misled’ and that the ‘practice of it lives in John the Bastard’.
Topic: friendship

By having no parents in her life she has a kind of free reign in regards to her public behaviour and is able to act frivolously and with more controversy than her counterpart Hero. And with this free reign she uses it often to comment on Benedick’s apparent deception of others. She makes innumerable comments on how Signor Benedick of Padua is not how he appears; according to her ‘he wears his faith but as the fashion of his hat’ pointing out how he is ever changing like fashions.
Topic: friendship

Beatrice, as I mentioned before, makes many remarks regarding Benedick’s deception including in the first scene of the play when she calls him no less than a ‘stuffed man’, meaning that he is superficial and that he has nothing within him i. e. no character or verity. A further observation that I made regarding Beatrice’s regular implicit accusations of Benedick’s infidelity and deception may be interpreted as a sub-conscious confession, on her part, for the feelings for Benedick which she has hidden and with which she has deceived all by.
Topic: friendship

In conclusion, as we can see, deception, facades, foolishness and the like were nothing but the social graces of that Messinian world and this fashion is echoed in the essence of William Shakespeare’s ‘Much Ado About Nothing’. The justification for the innumerable amount of deception includes the upholding of one’s honour and status among several other reasons. Through this play William Shakespeare parents portrays how deceit is not inherently evil, but something that can be used as a means to good or bad ends.
Topic: friendship

Understand child and young person development Task 1. 1 Children and young people’s development is completed with each area being interconnected we need to look at all areas of their development in relation to particular aspects of development the sequence of children’s development for each age range Is deemed Into flee different aspects which are: ; Physical development ; Intellectual development ; Language development ; Social development ; Emotional development Physical Development ages: Birth – 6 months: Lies on back with head to one side. Grasps objects when they touch the palm of the hand.
Topic: friendship

Kicks legs and waves arms. Watches movements of own hands, plays with own hands. Turns from back to side. Holds on to and shakes small Items. 6 months to 1 year: Pushes head, neck and chest off floor with arms when on front. ; Uses whole hand In palmary grasp, passes toy from one hand to another. ; Sits alone without support. Reaches out for toys when sitting. May crawl or shuffle. Will take and hold a small brick in each hand.
Topic: friendship

Uses index and middle fingers with thumb in pincer grip to pick up small items. 1 -2 years: Stands alone and starts to walk holding on (cruising’). Picks up anything tiny room the floor using neat pincer grip. ;Pushes and pulls toys when walking. Pulls off shoes. ; Can walk downstairs with hand held. Shakes head for yes or no. Holds a crayon In preemptively tripod grasp and scribbles. Walks up and down stairs with both feet on one step. Climbs on furniture. Builds a tower of six bricks.
Topic: friendship

; Uses a spoon for self-feeding. Puts shoes on. Draws circles and dots. Starts to use preferred hand. 3 years: Stands and walks on tiptoe. Can kick a ball confidently. Turns single pages in a book. Builds bridges with blocks when shown. Years: Can aim and throw and catch a large ball. Walks backwards and on a line. Cuts round an object with scissors and copies a square. ; clothes. 5 years: Skips. ; Runs quickly. Easily dresses and undresses. Hits a ball with a bat. ; Draws a person with a head, body and legs, and a house. Catches ball. 6-7 years: Buttons and unbuttons Enjoys hopping, bike riding, roller blaming and skating. ; Can sew simple stitches. Ties and unties laces. Builds intricate models. Controls pencil in a small area and does detailed drawing. 8-12 years: Improves physical skills that have already developed.
Topic: friendship

Puberty starts around 10 for girls with a growth spurt and increase in body strength. Communication and language development ages: Becomes quiet and turns head towards sound of rattle near head. ; response to career’s talk. 6- 12 months: ; Responds differently to different tones of voice. Coos in Starts to respond to noises out of sight with correct visual response. ; Vocalizes for communication, shouts for attention. Babbles loudly and tunefully using dual syllables in long strings, for example ‘dad, ‘baby’, ‘AMA-AMA. ‘ ; Imitates adult vocal sounds, for example coughs, smacking lips .
Topic: friendship

Understands ‘no’ and ‘bye-bye’. Knows own name. Understands simple messages, for example ‘clap hands’, Where are your shoes? Responds to simple instructions, for example fetch your shoes’, ‘shut the door. 2-3 years: Developing dense of own identity, wanting to do things on their own. ; Counts to ten. Holds simple conversations. They are seeking attention from adults and starting to feel Jealous if the attention given to other people. 3 – 4 years: Asks many questions of the type: what? Why? And how? Forms short, grammatically correct sentences. ; Imitates adult speech. 8 years: Speech is fluent and correct, using descriptive language. ; Gives full name, age, birthday and address. Recognizes new words and asks the meaning of them. Produces most sounds, with some residual difficulty with some letter groups. 8- 12 years: Children are fluent speakers, readers and writers of their language. ; out load. Will know the different tenses and grammar. Intellectual development ages: Stares at career. Cries when basic needs require attention. Follows movements of large and smaller objects. Will read Very curious, easily distracted by movements. Immediately fixes sight on small objects close by. And reaches out to grasp them. Puts everything in mouth. Watches toys fall from hand within range of vision. Drops toys deliberately and watches them fall – this is called ‘casting’. By 3 years: Will be able to copy circle and crosses. Matches two or three primary colors. Paints with large brush, cuts with scissors. 4- 5 years: Names primary colors and matches ten or more colors. Can decide on lighter and heavier objects Understands, in front of, behind, next to Counts to 20 by rote. Copies square, and range of letters – some spontaneously. – 6 years: Ability to write developing is able to write some words and copy others. ; simple books. ; Increasing sophistication in drawing and painting. Can sight read ten or more words. 6-8 years: Reads Able to understand concept of conservation , for example the amount of play dough ; remains the same if you make a ball of dough into a long, thin snake. ; Developing the ability to think about several things at once. ; Enjoys games and rules. Can reason and apply logic to problems. Can transfer information from one situation and use in another. ; more creative in play. ; Reading and writing confidently.
Topic: friendship

Social and emotional behavioral development ages: ; Responds positively to main career. Imitates facial expressions. Smiles, engages and vocalizes with careers. Stares at bright shiny objects. Becoming 6-9 months: Starts to show interest in other babies, smiles. Shows fear of strangers and distress at separation from career ; . Interacts differently with various family members. Recognizes familiar and unfamiliar faces. Shows stranger anxiety. Seeks attention from parents or careers. ; More demanding and assertive, emotionally volatile. Temper tantrums may start. Unhappy at changes in routine.
Topic: friendship

Expresses rage at being told ‘no. ‘ Starting to develop object permanence. Enjoys other children’s company but reluctant to share toys. ; May show concern when another child is upset. ; Becoming emotionally stable, but still prone to mood swings. Learning to separate from career for short periods, for example while at nursery. Greater social awareness. Will play in twos or threes, sharing ideas. Friendly to other children. Plays alongside others. ; Increasing in independence, but still needs support from adults. Enjoys co-operative and dramatic play. Understands co-operation and competition.
Topic: friendship

Responds to reasoning. Being more independent and self-motivated. Becomes engrossed in activities. Concerned about being disliked. Good sense of self-awareness developed. Enjoy Volunteering helping others and taking responsibility. 6- 7 years: Able to form firm friendships. Very supportive of each other, playing complex games. Fairly independent and confident. ; Increasing sense of morality (right and wrong). Friendships become very important – mostly same sex. Concern at thoughts of others about them. Often unsure about changes in settings. They love being in groups of friends similar ages.
Topic: friendship

Development – ages 12- 19 years Adolescence, these years from puberty to adulthood, may be roughly divided into three stages: early adolescence, generally ages twelve and thirteen; middle adolescence, ages fourteen to sixteen; and late adolescence, ages seventeen to went-one. Physical development Adolescence for boys usually begins later than girls. There are specific stages of development that boys go through when developing sexual characteristics such as, His body size will increase, with the feet, arms, legs, and hands sometimes growing “faster” than the rest of the body.
Topic: friendship

Some boys may get some swelling in the area of their breasts as a result of the hormonal changes that are occurring. Their Voice changes may occur, as the voice gets deeper. Not only will hair begin to grow in the genital area, but males will also experience hair growth on their face, under their arms, and on their legs. Girls In girls, the initial puberty change is the development of breast buds, in which a small mound is formed by the elevation of the breast and papilla (nipple). The breast then continues to enlarge. There may be an increase in hair growth, not only in the pubic area, but also under the arms and on the legs.
Topic: friendship

The female’s body shape will also begin to change. There may be not only an increase in height and weight, but the hips may get wider. There may also be an increase in fat in the buttocks, legs, and stomach. Adolescent girls will also experience menstruation, or menstrual periods. Social and emotional development They may start to complain that parents prevent him or her from doing things independently. They start to have greater concerns about others and has thoughts about their purpose in life. Until now, a child’s life has revolved mainly around the family.
Topic: friendship

Adolescence has the effect of a stone dropped in water, as her social circle ripples outward to include friendships with members of the same sex, the opposite sex, different social and ethnic groups, and other adults. They become self-reliant and able to make own decisions, become more conformable around parents and can integrate both motional and physical intimacy in a relationship. Intellectual Development Most boys and girls enter adolescence still perceiving the world around them in concrete terms: Things are right or wrong, awesome or awful.
Topic: friendship

They rarely set their sights beyond the present, which explains younger teens’ inability to consider the long-term consequences of their actions. The step of development is dependent on how much direction is given with regard to helping the brain to make the assembly between knowledge and practical application in daily life. By late adolescence, many youngsters have come to appreciate subtleties of tuitions and ideas, and to project into the future. They start to take personal responsibility for employment, finances and accommodation.
Topic: friendship

Their capacity to solve complex problems and to sense what others are thinking has sharpened considerably. Language development Language development shifts in the teen years from basic grammar mastery to the use of language on a higher level. In the teen years, your child should develop the ability to use more complex syntax and to adapt her oral and written communication. A teenagers thinking ability is also developing and like practicing their new intellectual and verbal skills. Task 1. 2 All aspects of development and learning will affect one another.
Topic: friendship

A child who does not know how to share may find social interaction with other children a problem. This can affect social development, as other children will be reluctant to play with them and May avoid any interaction. If a child has speech impairment it will affect their confidence. They may not be able to understand what is going on in the classroom so their Intellectual development will be affected for example they may be behind in speech ability will have an impact on how they communicate with the other children.
Topic: friendship

A child with hearing difficulties will be delayed socially and intellectually. They may be afraid to speak out in class as their speech may sound different and they may be picked on as a result of this. They may have low confidence and low self-esteem because of this. A child who doesn’t develop emotionally for example an autistic child becomes withdrawn from those around them. Social development will be affected as they may be unable to express their feelings. Communicative development may be affected and they may have low self-esteem and confidence. Task 1. There are numbers of factors that will affect the child’s development. Background Pupils may well come from a wide range of different family environments, cultures and circumstances for example their parents may come from a foreign country and have different religious beliefs. This may affect the child as they will be taught something different at home and school may be teaching something else and this may confuse the child. There may also be a language issue as the child may speak the parent’s language at home and may have problems speaking English at school.
Topic: friendship

Health if pupils suffer from poor health or physical disability, it may restrict their development opportunities. Health can be affected by low income and a range of socio-economic factors such as access to good-quality health services and shops selling good-quality food at affordable prices. The child’s emotional development will also be impacted depending on their illness of their needs. It is important that adults in schools are aware of these situations and circumstances so that they can support them by ensuring that they are included as far as possible.
Topic: friendship

Environment Families who feel confident about their future income and finances can choose their lifestyle. They can also choose where they would like to live. Families in the higher social classes tend to live in more expensive housing areas with good facilities for travel and education. Families with lower incomes tend to live in more densely occupied housing areas. Different social class groups often live in different neighbor hoods, but there can be disadvantages to living in poor-quality or high-density. Housing. These can include noise, pollution, overcrowding, poor access to shops and other facilities. Task 1. Areas of their development may be affected for example, if a child or young person does not talk to anyone or even only speaks a few words compared to others, this may cause concern. This would socially affect the child or young person’s because they would find it hard to make friends, work in groups or even interact with adults. It would also affect their communicational development because they would find it hard to speak to people and also may find it hard to listen to instructions. Responding to a concern like this has to be done in a professional manner, this means that you should not talk to the parent/career or the child.
Topic: friendship

You would have to make a note of exactly what was seen or heard, why it was a worry to you and the date and time must be recorded to back up your evidence. Then you need to approach the class teacher with your concern. If the teacher disrespects your opinion because they are already aware of the condition, you still need to report it as it is your responsibility to discover the cause and seek help. Once it is reported, the correct person can help the child appropriately to solve the matter correctly and get the child back on track.
Topic: friendship

If a child’s problem goes without being noticed then they will be affected in many areas of their development. Task 1. 5 The Transitions experienced by most children and young people are the following: Moving away Leaving friends Friend’s moving away Puberty starting a new school boning from Juniors to High School Task 1. 6 The Transitions that only some children or young people may experience are: Illness Divorce New siblings New step parent Step children Bereavement New baby Task 1. 7 bodies change. We are faced by on-going periods of transition as things alter from how they were to how they are now.
Topic: friendship

In the novel The Color Purple, the main theme is that man we as humans often defeat our problems through the nurturing and growth of close relationships. From this, Alice Walker explores numerous themes of love and friendship between vast arrays of characters. One of the main forms that she addresses is the power of strong female friendships. Throughout the novel, Walker depicts this through the women’s needs to tell their stories of hardship, therefore giving these women their chance to survive the constant oppression and dominance forced upon them by males.
Topic: friendship

However, Celie too plays the role of mother to Shug at times. At the onset of this epistolary novel, Celie’s world revolves only around colonialism by whites and exploitation by whites and males, however at the outset of this novel, she is an independent woman free of these restrictions and oppressions, because the bond between Shug and Celie allows Celie to defeat her passive behaviour. Their love and friendship begins simply with a picture that Celie has of Shug. Although Celie has not met Shug yet, the power and sense of presence that Shug exudes in the picture gives Celie a whole new idea in life that she has never experienced before, strength of a woman. This picture also allows Celie to become emotionally attached to Shug, which also is a new concept to her, as she has lived her life without emotional connections with other people around her. Whilst falling in love with Shug, Celie is initiating a whole new start to her life, one that gives her the chance to be mothered instead of mothering.
Topic: friendship

The relationship between the two women also allows for Celie to grow not only emotionally but also sexually. Shug frequently asks Celie questions about sex and when finding that she has never enjoyed or climaxed during sex, or that she does not even know the names of her body parts amazes her. Celie is confused about sex as when Shug is sick and she is bathing her, Celie describes her “black titties” and how she “thought [she] had turned into a man”. The two women eventually make love in which Celie says, “I cry and cry and cry”, this intimacy and love for Shug allows Celie to be closer to and endure Mr. both emotionally and physically, therefore eventually leading to them having a friendship.
Topic: friendship

The theme of love and friendship is further demonstrated in the relationship between Celie and Mr. It is portrayed as questionable to a modern society, because of the constant exploitation (both physical and emotional) Celie has endured from Mr. At the outset of their relationship there was no love or friendship, Mr simply married Celie because “She’d come with her own linen. And she [could] take that cow…”. It is evident when reading the novel at the beginning that Mr treats her like slave as a white man would to a black man, he also makes her do all of the housework and raise his abusive children and forces her to have sex with him. If Celie does not conform to any of his demands, he beats her, and Celie obeys this and thinks it is her place when “Sometimes he beat me anyhow…whether I do what he say or not.” Nonetheless, as Celie grows closer to standing up for herself, and with the help of Shug, she finds years of letters from her sister Nettie, which Mr has been hiding away. The fact that Mr has deceived her in relation to her beloved sister gives Celie the courage finally to stand up to him and leave with Shug. When Mr tells Celie “You black, you pore, you ugly, you a woman. Goddamn, he say you nothing at all.” Celie replies, “Until you do right by me…everything you dream about will fail…every lick you hit me you will suffer twice.” This proves that Celie has finally realised that she can control her own life. And upon Celie leaving, Mr decides to change his erroneous ways and becomes a friend to Celie.
Topic: friendship

On the other hand, the relationship between Sofia and Harpo also helped Celie gain strength to stand above the male dominance. Celie is affected by their relationship because it demonstrates the crossing of typical gender roles. Often Harpo appears to be a feminine and passive man like when he was “crying like his heart gon break”. Yet Sofia is more dominant by “marching” like “going to war” and “working on the roof” while Harpo “hold the baby” and “give it a kiss”. Upon realizing this, Harpo has a need to prove himself as tough by eating excessively, however I believe this to be his feminine side eating for comfort to feel better about himself. The fact that Harpo is feminine, Sofia masculine, and that one feels the need to commit to a role that the other does not, proves the balance between the two, and love they have for each other.
Topic: friendship

This is further proved after Sofia leaving Harpo when “Harpo sit on the steps acting like he don’t care”. All of the words in this sentence are sharp and monosyllabic, showing that he is cut up and suppressing his true feelings. Later in the novel, as Harpo is making a net, we see a comparison to the previous sewing of the quilt between Celie and Sofia in which they were symbolically making a friendship, he is doing it because he wants to mend his errors and embrace the love again. It is also evident that Sofia still loves Harpo because of the difficulty she had when leaving, and the few significant items she took which I believe contained loving memories.
Topic: friendship

This phase is characterised with arguments and raising the question about the future of the relationship. The two people are also aware that they are heading for a breakup. If there is no sign of improvements, in other words, if no “repair” is made, in the next stage of relationship ending – the social phase, family and friends are told about the coming breakup and the social networks of both partners change accordingly. These people may take sides, offer advice and support, and help in mending any dispute between the two sides of the relationship.
Topic: friendship

Both these models of dissolution see the breakup as a series of phases that the relationship would go through before actually breaking down. In other words, it shows that dissolution is not a sudden step but a gradual process. In Lee’s model, there is more emphasis on the early stages, when there is still the possibility that the relationship could be saved, while in Duck’s model, the emphasis is on the beginning and the end. This model also has the advantage of identifying phases when things start to go wrong that can be applied to relationship counselling. Duck (1998) suggested that if a relationship is in the intrapsychic phase, repair should aim to bring back affection for a partner rather than correcting behaviour faults. However, both these models do not include the experience of breaking up.
Topic: friendship

Akert (1998) found that the more both partners were involved in the decisions about the relationship, the fewer physical symptoms they experienced. However, the model does not consider the gender differences in the disagreement leading to dissolution. Women are more likely to stress unhappiness and incompatibility as reasons for breaking up, whereas men are particularly concerned with “sexual withholding” (Brehm and Kassin 1996). Females have more desire to stay friends after the relationship has ended, while males usually want to “cut their losses” and move on (Akert 1998). Moreover, these models do not explain why the relationship breaks down – they just describe the process.
Topic: friendship

There are a number of other models and theories attempting to explain relationship dissolution. In their Rule Violation theory, Argyle and Henderson asked participants to think of a specific relationship that had lapsed and rate the extent to which failure to keep friendship rules contributed to the breakdown of the friendship. The most critical rule violations found to be: jealousy, lack of tolerance for a third-party relationship, disclosing confidences, not volunteering help when needed, publicly criticise the person, etc. This research offered insights into the factors leading to relationship breakdown.
Topic: friendship

Hays and Oxley (1986) found that the most adaptive social networks for first-year university students involved new friends who were also university students rather than old school or neighbourhood friends. They concluded that as individuals enter new life situations, they may encounter new acquaintances and therefore must continually restructure their social networks in order to fit their changing identities and life environments. The strong point of this view is that it suggests friendship dissolution is sometimes essential in individuals’ developmental process, so that they can move on in life. However, the study only looked at college students and thus only adaptation to college life, so it may have a rather limited application to other life circumstances.