| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "RECIPROCITY GIFT GIVING": |
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Reciprocity And Gift Giving, 2002.
Discussion of the cultural aspects of giving gifts and reciprocating in American, Japanese, and Korean society.
3,400 words (approx. 13.6 pages), 6 sources, $ 124.95
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Abstract
This paper discusses gift giving in different cultures. The tradition of giving gifts varies in different countries. Also, when you receive gifts there is the problem of finding the right way to reciprocate. It is important to know the various cultures in different countries when it comes to gift giving and reciprocity.
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Gift Giving, 2002.
Reciprocity and gift giving in American, Japanese and Korean cultures.
3,650 words (approx. 14.6 pages), 11 sources, $ 133.95
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Abstract
This paper analyzes the relationships between reciprocity and gift giving in American, Japanese and Korean cultures.
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Gift Exchange and Reciprocity, 2001.
A look at the importance of gift exchange in various societies.
2,455 words (approx. 9.8 pages), 3 sources, $ 74.95
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Abstract
Reciprocity in societies, especially in tribal societies, holds a lot of significance. This paper focuses on the importance of mutual exchange. The author investigates this phenomenon in different societies and the significance it holds.
From the Paper
"Gift giving is a classic example of reciprocity: gifts can cement relationships, confer prestige and obligate subordinates. Marcel Mauss called gift exchange a total social phenomenon because of its many dimensions: economic, legal, religious, spiritual and moral. Gifts are also a means of sustaining long distance relationships or connections and may be benevolent, aggressive or manipulative: they can unite, antagonize or subjugate. Whether we recognize and admit it or not, there are always strings attached to gift giving which affect the way people and groups relate to each other."
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Cooperation and Reciprocity, 2008.
This paper explores the principles of cooperation and reciprocity in human interaction.
763 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
The paper explores the contradiction of human beings as innately selfish creatures, motivated by interests of self-advancement, to humans as social beings, driven to close communal organization for the pursuit of all ambitions. The paper explains how cooperation and reciprocity principles have resolved this paradox. The paper examines Robert Axelrod's 1981 work "The Evolution of Cooperation" where he shows why human beings may be motivated against the immediate gratification of self-interest. The paper explains Axelrod's theory that cooperation is a phenomenon fostered by the instinctual drive of each human being to further his or her personal priorities.
From the Paper
"Axelrod's work focused on the decision-making process which orients individuals either to cooperation or defection. Therein, the social-scientist finds reason to believe that cooperation is usually driven by motives which focused on long-term incentives. Such is to note that cooperation is rarely ever an actual divergence from human instincts of self-interest. Rather, it is an alternate path to personal advancement, which relies upon an individual's perception of a likely reciprocity in his cooperation in order to concede to its conditions. That is, a conception of personal reward must typically be seen, or at least unconsciously observed, in order to motivate an individual toward cooperation. Rather than counter-intuitive, Axelrod's work revolved around a simple theoretical model which extended from prior conceptions of human ego considerations."
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Issues in Gifted Education, 2002.
Looks at the internal and external influences on the state of being gifted, the controversies of Gifted and Talented Education (GATE) programs, and the resulting implications for instruction.
2,940 words (approx. 11.8 pages), 22 sources, APA, $ 86.95
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Abstract
This paper examines a wide range of the issues associated with gifted education. It looks at the gifted programs available, the criticisms of these programs, the difficulties faced by children deemed to be gifted, some of the factors that may affect gifted children, and some of the more promising options and strategies available for working with gifted children.
From the Paper
"Gifted education programs, often referred to as GATE (gifted and talented education), range from providing accommodations within the regular classroom to clustering all of the gifted students into a tracked program. Many are surprised to learn that gifted education programs fall under the special education umbrella. It is designed to meet the special needs of a specific group that, in spite of their innate talents, often flounder in the regular classroom. However, some argue that gifted programs siphon the top performers from the other classrooms, leaving the regular programs devoid of positive role models. The argument continues that while the gifted students receive extra funding, enriched curriculum, and the best teachers, the regular program students are stuck with watered down curriculum and low expectations. This brings us to the classic nature versus nurture question on what sets apart a gifted child from a ?regular? child. Educators must understand the internal and external influences on the state of being gifted and the resulting implications for instruction."
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Differentiation Strategies for the Gifted in Heterogeneous Classrooms, 2006.
Explores the meaning of giftedness, the theories of Gardner and Bloom in shaping gifted instruction, and ways to address the needs of gifted students in the general education classroom.
1,312 words (approx. 5.2 pages), 11 sources, APA, $ 44.95
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Abstract
This paper addresses the ideas of gifted education and how it came about, starting with Alfred Binet and Lewis Terman's IQ test theories. Giftedness is defined in terms of both academic qualities and affective/social needs. Then, Howard Gardner's Multiple Intelligences and Benjamin Bloom's revised taxonomy are defined as ways of structuring questioning and learning in the classroom. Finally, several general teaching strategies are listed and described as ways for teachers to address the needs of the gifted.
Paper Outline:
Introduction to Gifted Students
General Differentiation Models and Theories
Differentiation Techniques
Conclusion
References
From the Paper
"In any subject area, teachers can differentiate for gifted students through the use of centers. In addition to whole-class instruction for topics most students are unfamiliar with, centers provide independent activities that each student can pursue at his or her own pace. Teachers differentiated the centers with books of various levels, different prompts to reading materials, modified assessments, multiple levels of questioning, and more or less time at individual centers (Johnsen, 2003)."
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The Gifted Child Explored, 2007.
An examination of the gifted child.
1,490 words (approx. 6.0 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper presents an examination of the gifted child. The paper explores characteristics of gifted children, family structure and environment. The paper also takes a look at the differences between a gifted child and a non gifted child.
Outline:
Introduction
The Label
Characteristics of Gifted Children
Differences
Environment
Social Interaction
Education
Conclusion
From the Paper
"Consistently demonstrated characteristics of a gifted child included early verbal skills, curiosity beyond that of his or her peers, early interest in books, whether or not the child began reading early, he or she would insist on being read to often.Gifted children also demonstrate leadership skills, empathy beyond that of their peers, highly developed sense of humor and the understanding of abstract ideas at an earlier age than expected."
"The gifted label can at times place an increased pressure on the child as teachers and parents begin to expect above average performances in many areas of life. It is important to understand that a child can be gifted in one academic area while not in others, or can be gifted in many areas but not be motivated to skip grades or over achieve. Working to understand the child as an individual will allow the child to grow and develop within his or her gifted label without hurting that child's self esteem."
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Gifted Children in the Classroom, 2008.
This paper examines two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for Teaching Language Arts to Gifted Students" by Joan Franklin Smutny.
1,039 words (approx. 4.2 pages), 2 sources, APA, $ 36.95
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Abstract
The paper addresses the topic of giftedness by referring to two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for Teaching Language Arts to Gifted Students" by Joan Franklin Smutny. The paper summarizes both articles and provides a quotation from them. The paper also highlights the most salient point of the articles and relates the author's personal reflections on both articles.
Outline:
Summary
Quotations
Salient Points
Reflections
Application
From the Paper
"Gifted children are often talked about in educational circles - but how do we actually define gifted children? The article "Giftedness and the gifted: What's it all about?" offers a range of answers to that question. While the sheer breadth of the range may initially seem a little daunting, it is possible to discern sufficient commonalities that the varying definitions seem to hang together, casting light one upon the other. In addition, the checklist of general characteristics offers a quick reference for the busy teacher to identify gifted children in the classroom. This is a pragmatic article and a pragmatic approach, recommending for example that teachers do not become bogged down in the concept of intelligence. Finally, there is a useful section on the use of words that are sometimes associated with giftedness. This article shows that some of these are useful, and some are not. All in all, this is a useful article for both teachers and parents."
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Beyond Barter: A Social Commons Gift Economy, 2007.
A discussion of Beyond Barter, the Los Angeles Skills Pool, a functioning gift economy.
3,065 words (approx. 12.3 pages), 11 sources, MLA, $ 89.95
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Abstract
This paper examines why Beyond Barter, the Los Angeles Skills Pool, is a good example of a functioning gift economy. The paper points out that the organization is an example of a group offering and receiving services without using money to facilitate the transaction. The "value" of each received service is not compared to the services one contributes to the group. The paper explains that members of the pool are geographically concentrated, mainly by the constraints of service exchange, and form a community gift economy that fits the general model put forth in the theory on the subject. The paper maintains that the organization survives because it is useful and provides services to its members at a lower cost than the market. The paper concludes with an analysis of threats to the future of Beyond Barter and other gift economies.
Outline:
Introduction
What is a Gift Economy?
Why Are gift Economies such as Beyond Barter Viable?
Beyond Barter
Conclusion
From the Paper
"In The Global Idea of the Commons, Nononi defines the social commons as "access by users to social resources created by specific kinds of human labor." This includes such activities as caring of the young and elderly, household upkeep, and activities undertaken by the state, such as infrastructure and policing. Looking forward to our example, Beyond Barter allows members to trade these social services without attaching a price to each act. The end result is a community that realizes higher utility as a whole than individually, because the lack of capitalist allocation did not exclude some members from service. The positive externalities of the structure also improve welfare in the community as shown in the clean drinking water example. The trickle down of positive effects from the skills pool improves the lives of its members both financially and personally. "Besides saving a great deal of money, members enjoy meeting a lot of terrific people.... The L.A. Bargain Book's editor is in her second year as a Beyond Barter member and speaks highly of the group (Hunter)." This enthusiasm highlights a key attribute of the skills pool- member involvement and satisfaction. The pool allows members to interact with others in a more personal manner than traditional capitalism. The absence of monetary exchange personalizes the transaction."
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Working with Gifted Children, 2005.
A review of gifted children and a discussion of techniques to assist them in the classroom and at home.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This essay discusses gifted children in the classroom. According to this paper, teachers, parents and others in the past, have not understood what it means to be gifted and what activities including learning centers can be designed to help gifted students. Simple techniques can be used to guide gifted children to explore, to create, to design, and to lead other children in different parts of learning centers and/or activities. Using gifted students as mentors and using creative learning centers are two ways to help all the students in the classroom. "
From the Paper
"How would you change as a child advocator, your programming of activities and learning centers to include a child who is gifted along with all of the other children? The definition of gifted, "those who give evidence of high performance capability in areas as intellectual, creative, artistic, leadership capacity, or academic fields, and who require services or activities not ordinarily provided by the school" (Children Who Are Gifted 2002). "
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Gifts and Bartering, 2007.
This paper examines how gift giving and bartering represent two of the many ethical problems that can occur in the delivery of counseling services.
1,105 words (approx. 4.4 pages), 5 sources, APA, $ 38.95
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Abstract
This paper explains that, because gift giving and bartering can interfere with the power relationship between the counselor and client, professional organizations and licensing authorities place strict guidelines on the acceptance of gifts in these practices. The author points out that gift giving in the therapeutic environment may represent issues, such as a perceived imbalance in the professional relationship or as a tip, homage or sacrifice for professional services. The paper discusses a model for assessing a gift-giving situation and determining an appropriate response based on the interaction of therapeutic meaning and significance and ethical concerns. The paper also explains that, although bartering can be appropriate in the cases of economically deprived clients and may be used as a therapeutic tool, it can present significant therapeutic and ethical concerns due to its inherent nature to produce dual relationships.
Table of Contents:
Gifts
Bartering
From the Paper
"Most therapists do not view client's gifts of small value as an ethical problem; however, expensive and inappropriate gifts are universally viewed as an ethical problem. Despite the gift, therapists need to evaluate all gifts on a case by case basis to establish the client's potential motivations and clinical implications. The client's personality, culture, economic status, and history need to be evaluated. A client may simply offer a gift as a ritualistic gesture during a holiday or as a means to express gratitude. Such gifts usually enhance the therapeutic alliance."
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Being Gifted in Ontario, 2008.
An examination of gifted students in Ontario.
932 words (approx. 3.7 pages), 5 sources, MLA, $ 33.95
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Abstract
This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.
Outline:
Introduction
Critique
Concluding Discussion
From the Paper
"Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."
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Gifted Children, 2006.
An extensive discussion on gifted children and minority groups.
2,237 words (approx. 8.9 pages), 5 sources, MLA, $ 69.95
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Abstract
This paper begins with a general definition of gifted children. The paper focuses on the three main reasons for under-representation of children of minority groups namely, African-Americans and Hispanics. The author concludes by suggesting future research on the topic and offers an opinion on the direction such education should take.
Table of Contents:
Introduction
Vygotsky's Social-Historical Theory
Socioeconomics and Gifted Children
Referral of Minority Students to Gifted Programs Based on Ethnicity
Flaws in Identification of Gifted Minority Students
Future Research and Applied Direction
References
From the Paper
"This is an extremely fascinating topic that has far-reaching educational implications. Since 1924, only 2% of the more than 4000 articles written about gifted and talented students were about gifted students from culturally and linguistically diverse backgrounds (Elhoweris, Mutua, Alsheikh, Holloway, 2005). With alarming statistics that show the under-representation of minority groups by as much as 50% in gifted programs, further research in this area is required to fully grasp the implications of this under-representation and to make suitable policy recommendations. As the United States becomes increasingly diverse, this trend of under-representation of the brightest minority students cannot continue since it violates basic rights of these students as citizens of the United States. "
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Gifted Minority Students, 2002.
A discussion about the phenomenon of gifted and talented students among minority groups.
4,151 words (approx. 16.6 pages), 16 sources, MLA, $ 111.95
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Abstract
This paper presents a detailed examination of gifted and talented education for minority students. The writer explores the screening process for gifted and talented programs and the various problems that screening process causes when it comes to locating and educating minority students. The writer also explores the societal mindsets and the urban areas that play a part in the overlooking of minority gifted students. The bulk of the exploration is done with a literature review on previous studies, research and decisions regarding the screening and education of minority gifted students.
From the Paper
"Each day across the nation millions of students sit in classrooms and are educated. The classrooms contain a large number of students and the lessons are designed and geared to reach the largest students in each setting. This means that for the most part the lessons are aimed at the average intellect and average abilities student. Within the context of these students there are a few students in each group who are above average in ability and in intellect. These students are often recognized because of their advanced thought process, their advanced abilities and their thinking outside of the box. Students who meet a pre-set criteria in certain areas are labeled as gifted or gifted and talented. Gifted and talented screening varies across the nation but in many cases it includes standardized testing to decide who meets the criteria and who does not. The students who are screened are sometimes chosen by teachers or administrators. Other times they are located because parents have requested a screening. In recent history there has been some focus on whether or not the screening techniques pass over qualified gifted minority students. Through the use of research and studies it appears that the screening process used for the gifted and talented education criteria in American schools negatively affects minority student populations."
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?The Gift of the Magi? by O. Henry.
This paper is a personal essay and review of O. Henry?s short story, ?The Gift of the Magi?.
940 words (approx. 3.8 pages), 0 sources, $ 33.95
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Abstract
This paper explains that, to the reader, O. Henry?s short story ,?The Gift of the Magi?, is the most amazing story he has ever read; its irony and concept were beautiful and real. The author points out that this short story shows him that all you really need is the feeling of love; you don?t need gifts because they can turn around and 'bite you' in the long run. The paper relates the story of the ?The Dillinghams who are not very wealthy, but deeply in love, and who sell their treasures, her hair and his watch, to give each other a Christmas gift.
From the Paper
"So Jim walks in and stares and stares at Della, not because he is mad, but more like a shocking kind of look. You?ll never believe this. Della explains why she had done what she did, reason being she wouldn?t be able to live if she didn?t get her husband a present for Christmas. Jim was in no way mad at her, but like I said, just in shock. Jim pulls out a package of his own, and remember she bought him a chain for his wristwatch, and she cut all of her hair off for that chain, he pulls out a top of the line comb set as a gift for Della. That?s when Della realizes the look he had on his face was for a reason. The two, I feel are in disbelief and decide to just put the gifts away and continue on to eating dinner because the gifts were to valuable to just be presents for one another."
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