My Hair and I
At some point in a woman's life, she is, if like most women, unhappy with her hair. A woman with straight hair wishes for curly ringlets. A woman with curly hair wants stick-straight locks. Thick and coarse desires to be fine and thinner. Fine and thin begs for thick hair.
I was one of those women. My hair has an energy, personality, and life of her own. I refer to my hair as "she" because, although by technical definition my hair is not a separate living being, and although I have no proof of her life to show others, I know that she not only grows and reproduces (two characteristics by which many measure life), but she responds to stimuli, shows emotions, and can reason.
For much of my life, my hair and I were diametrically opposed in appearance, personality, and temperament. On my head is a thick mane of jet-black coarse curly hair. Each hair is muscular, with enough heft and hutzpah to hold a 5-pound dumbbell. I, in contrast, am a very petite girl with the arm strength of a gnat. My hair is wild. I am demure. My hair is boisterous, I, except occasionally, am composed. My hair is an extrovert, gaining energy from those around her. I am an introvert, preferring to curl up with a good book.
For many years, I coveted anyone's hair that was anything that my hair wasn't. Despite our differences, we have come to a mutual understanding. And, now, I can say, with some confidence, that my hair and I are friends, not just forced to be together because of genetics. But I can admit this only after years of hard lessons and experience.
I can't remember the day my hair and I parted ways. We used to get along when we were young! Displayed in the ponytail fountain on top of my head, she was quite cooperative....
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...at night, I loved my hair, every single strand of it. I loved her ability to be straight or curly, sleek and sexy or fun and bouncy. I found myself brushing my hands through my hair, and she cherished the affection. I bought every hair product Pamela used in my hair, hopeful I could shape my hair myself. And, although it took a few weeks to learn Pamela's styling techniques, my hair and I quickly found a rhythm.
We realized we didn't have to be enemies. We experimented with dozens of different hairstyles, lengths, products, and appliances, and my hair was amused by all of them. As much as possible, I tried to enjoy her assets, and she tried to respect my needs. Of course, occasionally, my hair would turn her mood at an inopportune time, but I was no longer caught by surprise when this happened.
My hair and I have happily co-existed like this for many years.
The author also referred to the hair of Zeena and Mattie quite often. Zeena had only “thin strands of hair”, and she wore a “hard perpendicular bonnet” above her head. The sight imprinted in the reader’s mind is not a pleasant one. Zeena appears to be stern and rigid. On the contrary when Mattie’s hair was described, it is more appealing. Ethan remembers her “smoothed hair and a ribbon at her neck”. A ribbon is more appealing to the reader than a “hard, perpendicular bonnet.” Mattie’s hair was also described as looking like a “drift of mist on the moon”. Unlike Zeena’s uninviting hairstyle, Mattie’s hair had a soft and silky quality to it. Mattie seemed to walk about the house with a halo of light surrounding her, almost like an angel. The conflicting hairstyles of the two women represented an overall difference in personalities. Mattie was a feminine young girl, while Zeena was an old hag who made no attempt to better her appearance.
In the recent past year or two, a woman’s natural hair has become a big thing. Before, African American women, to be specific, were so disgusted by their hair. They would do anything in their power to change the “nappy” aspect of their hair to “beautiful”. They would use relaxers very so often and hot combs.
Ethnocentrism is the name given to a tendency to interpret or evaluate other cultures in terms of one's own. This tendency has been, perhaps, more prevalent in modern nations than among preliterate tribes. The citizens of a large nation, especially in the past, have been less likely to observe people in another nation or culture than have been members of small tribes who are well acquainted with the ways of their culturally diverse neighbours. Thus, the American tourist could report that Londoners drive "on the wrong side of the street" or an Englishman might find some customs on the Continent "queer" or "boorish," merely because they are different. Members of a Pueblo tribe in the American Southwest, on the other hand, might be well acquainted with cultural differences not only among other Pueblos but also in non-Pueblo tribes such as the Navajo and Apache.
Something as seemingly simple as hair can be much more complex when we take the time to think about another person’s perspective, history, values, culture, and feelings. The interaction in Seminole, Texas wasn’t just about a haircut.
Jablonsky and Chaplin states in their article that when it comes to us not having as much hair, we have looked a...
New Zealand Early Childhood Curriculum document (Nuttall, 2003, p.254). However two are predominant and stand symbiotically on the pages and in the intent of the curriculum. Bronfenbrenner’s ecological, system’s theory, which emphasises how the quality and setting of the child’s environment influences the child (Ministry of Education, 1996; Paquette, & Ryan, 2001) and Vygotsky’s ‘sociocultural theory,’ which describes learning as a social process originating in society or culture and passed through generations (UNESCO, 2004). Discussed within this essay will be a review of these theoretical perspectives illustrating their explanations for how each influences the child, how the child learns, how development is explained, and how these theories are reflected within Te Whāriki.
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
The efficient market, as one of the pillars of neoclassical finance, asserts that financial markets are efficient on information. The efficient market hypothesis suggests that there is no trading system based on currently available information that could be expected to generate excess risk-adjusted returns consistently as this information is already reflected in current prices. However, EMH has been the most controversial subject of research in the fields of financial economics during the last 40 years. “Behavioural finance, however, is now seriously challenging this premise by arguing that people are clearly not rational” (Ross, (2002)). Behavioral finance uses facts from psychology and other human sciences in order to explain human investors’ behaviors.
When one encounters a culture that has little in common with own, one may experience culture shock. This is a sense of confusion, anxiety, stress and loss one may experience. One of the barriers in effective intercultural communication is ethnocentrism. It stems from a conviction that one’s own cultural traditions and assumptions are superior to those of others. It leads to a tendency to look the world primarily from the perspective of one's own culture. It is one of the fastest ways to create a barrier that inhibits, rather than enhances communication (Jandt, 2012).
Teaching young children is becoming more complex and the demands placed on educators are increasing. By taking part in continuing education, and integrating current research and practices, educators and administrators will be better able to promote innovation and improvement in both managing, and teaching. Since early childcare educators are keenly aware of the needs of children and are able to see trends in early the child care and development system and their impact on children and families, they have a responsibility to engage in informed advocacy for children (Mevawalla & Hadley, 2012). By getting involved in the public policy-making process, they can help educate the public and build support for early childhood issues that will help improve the lives of children and families. Early childhood professionals have many important roles and responsibilities. “Teaching young children is serious work that requires high-quality, dedicated, professional teachers who see the importance of what they do and are eager to increase their effectiveness, knowledge, and skills” (Phajane, 2014, p.
Psychologists found that human beings do not behave as rationally as economists suppose. The occurring of stock market anomalies and empirical researches conducted by Babajide & Adetiloye (2012) and Bashir et al. (2013) revealed that investors are not always as rational as they are portrayed to be. These anomalies can be explained by, a new emerging area of finance, behavioral finance. To better understand investment intention, whether rational or not, psychological factors are necessary to be considered. One of the main purpose of this research is to investigate how psychological factors, particularly the motivation, mentality could possibly affect investment financial intention. The motivation will be measured in terms of the degree of risk the investor is willing to take.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and
Ethnocentrism, as stated above, means the belief that one’s own culture is above and beyond all other cultures. Although this is somewhat of a shallow definition, it still provides an adequate explanation of a very complex issue. We see ethnocentrism every single day, in all aspects of life. The United States of America is a prime example of ethnocentrism is action. The people of this country have a tendency to disregard other cultures, instead believing that American culture is the only way to go. This is not to say that this is how everyone thinks, although most people, at one time or another, have had thoughts along these lines.
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).