Social Penetration Theory ( Altman And Taylor s Theory

Social Penetration Theory Hermeet Kalsi, Ancheta Aaron, Millie, Stephanie, Lucà ­a Skinner Mission College Social Penetration Theory (Altman and Taylor’s, 1973) The Social Penetration Theory interpersonal communication was proposed by the psychologists and theorists, Altman and Taylor in 1973, with the idea of offering an explanation for the closeness or intimacy that can develop between two people. â€Å"The social penetration theory states that as relationships develop, communication moves from relatively shallow, no intimate levels to deeper, more personal ones.†(Altman and Taylor in 1973.) They also proposed that this process towards closeness, is regulated by self-disclosure that moves slowly and orderly, from superficial to intimate. Self-disclosure is voluntary communication of information about one s self to another and vice-versa and it is based on a cost-reward model. The theory is also known as the â€Å"Onion Theory† since Altman and Taylor explained self-disclosure by comparing it to the layers of an onion that has â€Å"breadth† and â€Å"depth. Breadth includes the different superficial areas of a personà ¢â‚¬â„¢s life like family, work, neighborhood, hobbies, community, etc. â€Å"Depth† is â€Å"the degree of disclosure in a specific area of an individual’s life†, going from the outside to the inside, from superficial relationship to an intimate relationship. According to Altmar and Taylor, people’s characters are like onions with many layers, meaning that in interpersonalShow MoreRelatedAnalysis Of Altman And Dalmas Taylor s Social Penetration Theory1275 Words   |  6 Pageslives. This cycle of developing, cultivating, and sustaining or ending these relationships continues everyday for our entire lives, and as a result many different theories have been developed to describe just how a complete stranger can become a lifelong friend. One in particular, Iwrin Altman and Dalmas Taylor’s social penetration theory, states that â€Å"the idea that relationships become more intimate over time when partners disclose more and more information about th emselves.† This break down ofRead MoreSocial Penetration Theory : Crazy, Love1117 Words   |  5 PagesMaggie Decena Professor McNelis September 22nd, 2017 Application of Social Penetration Theory The film Crazy, Stupid, Love depicts the dissolution of Cal Weaver’s once perfect life. High school sweethearts living in a suburban town with steady jobs and kids, Cal and his wife Emily share the illusion of a picture-perfect love story. However, when Emily reveals her act of adultery, she asks Cal for a divorce. Cal falls into a deep depression that leads him to bask in his sorrows at singles barsRead MoreSocial Penetration Theory And The Theory981 Words   |  4 Pages Social Penetration Theory Yunsik Jung Western Kentucky University Abstract Irwin Altman and Dalmas Taylor originally created the Social Penetration Theory and the theory deals with the ways in which relationships develop and progress. It explains how communication enriches the relationship of two or more individuals. The theory states that closeness develops if communication begins at relatively shallow non-intimate levels and moves in gradual and orderly fashion to deeper more personal levelsRead MoreSocial Penetration Theory : Arizona Sate University1581 Words   |  7 Pages Social Penetration Theory Conner Farquharson Arizona Sate University For a young child, telling a secret to the person he or she likes is a big deal. But the secrets that are told are minor, probably about a favorite item or candy. Not knowing at the time but social penetration theory is going on. Information about oneself is communicated to friends, loved ones, and acquaintances on a daily basis, sometimes without knowing we are revealing personal information. As weRead MoreThe Social Penetration Theory Of Interpersonal Communication814 Words   |  4 PagesThe Social Penetration Theory interpersonal communication was proposed by the psychologists and theorists, Altman and Taylor in 1973, with the idea of offering an explanation for the closeness or intimacy that can develop between two people. â€Å"The social penetration theory states that as relationships develop, communication moves from relatively shallow, no intimate levels to deeper, more personal ones.†(Altman and Taylor in 1973.) They also proposed that this process towards closenes s, is regulatedRead More Social Penetration Essay2900 Words   |  12 PagesSocial Penetration Decisions about self-disclosure - whether to reveal ones thoughts, feelings, or past experiences to another person, or the level of intimacy of such disclosure - are part of the everyday life of most persons (Derlega and Berg, 1987, p. ix). The decisions one makes on the issue of whether or not to self-disclose with others affects not only the types of relationships one will have with others and how they are perceived, but also how well they know themselves. Clearly,Read MoreThe Social Penetration Theory By Irwin Altman Dalmas Taylor1431 Words   |  6 PagesAs humans continuously create and interpret messages, studying the theory of communication provides a means of understanding how communication works, what it produces, and what alters the way it works (CITATION). In this paper I will discuss how the social penetration theory explains the development of closeness in relationships. The social penetration theory was developed in 1973 by Irwin Altman Dalmas Taylor. Social penetration is the developing intimacy within a relationship through reciprocatedRead MoreAnalyzing The Movie Divergent Essay1640 Words   |  7 Pages(Four) and Beatrice Prior use certain communication theories while interacting with one another during the film. Theories that will be covered and analyzed while using examples from the film include Social Penetration Theory by Altman and Taylor, and Symbolic Interactionism Theory by Mead and Cooley. Despite the different thoughts and different ways these scholars, there is similarity in the way that they all studied and developed these theories regarding life and human communication. BeatriceRead MoreSocial Penetration Theory By Irwin Altman And Dalmas1511 Words   |  7 Pages Irwin Altman and Dalmas introduces Social Penetration theory in chapter 8 and they explain the theory as â€Å"the idea that relationships become more intimate over time when partners disclose more and more information about themselves† (Littlejhon, 2002). This paper will showcase social media and how it relates to how individuals self-disclose in social penetration theory. A short history of social media and the direction it’s headed will also be included. Facebook, a platform has become a phenomenonRead MoreThe Effects Of Inappropriate Interpersonal Communication On Health And Social Care Settings1210 Words   |  5 Pages1.3 Review methods of dealing with inappropriate interpersonal communication between individuals in health and social care settings. I am reviewing the methods how to use interpersonal communication to deal with individuals in health and social care settings. Interpersonal communication is defined as the verbal and non-verbal interaction between two interdependent people (occasionally more). This comparatively is an easy definition suggests a variety of properties. Interpersonal communication process

Uncle Tom s Cabin, By Harriet Beecher Stowe - 1381 Words

One hundred years after Harriet Beecher Stowe published Uncle Tom’s Cabin in 1852, the poet Langston Hughes called the novel, â€Å"the most cussed and discussed book of its time.† Hughes’s observation is particularly apt in that it avoids any mention of the novel’s literary merit. George Orwell famously called it â€Å"the best bad book of the age.† Uncle Tom’s Cabin is arguably no Pride and Prejudice or Scarlet Letter. Leo Tolstoy is one of the few critics who praise it unabashedly, calling Uncle Tom’s Cabin a model of the â€Å"highest type† of art because it flowed from love of God and man. So why has it been called â€Å"a verbal earthquake, an ink-and-paper tidal wave†? How and why has it been so influential? Uncle Tom’s Cabin, or Life among the Lowly is at heart a typical nineteenth-century melodrama of cruelty, suffering, religious devotion, broken homes, and improbable reunions. The plot in brief: the slave Uncle Tom is sold away from his cabin and family on the Shelby plantation in Kentucky; he serves the St. Clare family in Louisiana, from which he is sold after the death of Eva and her father; he lands at the Legree plantation on the Red River where he is whipped to death rather than betray two runaway slaves. Meanwhile some slaves escape (Eliza on ice floes across the Ohio River) and find long-lost relatives; others kill themselves and their children. The white characters discuss politics and religion. Everybody weeps. Uncle Tom’s Cabin has been cussed and discussed since May 8,Show MoreRelatedUncle Tom s Cabin By Harriet Beecher Stowe901 Words   |  4 PagesHarriet Beecher Stowe’s Uncle Tom’s Cabin was a story that described the real life plight of an American Slave. Kentucky farmer George Shelby amassed enormous debts and faces the possibility of losing everything he owns. To settle his debts he makes the decision to sell two of his slaves, Uncle Tom and Eliza’s son Harry. Eliza is a young, beautiful quadroon girl who George Shelby’s wife took on as a daughter. Eliza overhears a conversation between George Shelby and his wife concerning the impendingRead MoreUncle Tom s Cabin By Harriet Beecher Stowe Essay1351 Words   |  6 PagesIn Uncle Tom’s Cabin, Harriet Beecher Stowe uses the character of Augustine St. Clare to play a very important role in expressing her views of abolition to the reader throughout the novel. St. Clare is, in himself, a huge co ntradiction of a character, as his way of life is supported by the same system that he despises, slavery. St. Clare professes multiple times in the book that slavery is wrong, yet he holds slaves and refuses to release them, making him a hypocrite whose morals are right, mainlyRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1295 Words   |  6 PagesUncle Tom’s Cabin, one of the best classic novels by Harriet Beecher Stowe takes place in Kentucky on Mr. Shelby’s land. In Uncle Tom’s Cabin, the author communicates to the reader the horrific actions and aftermaths of slavery. She does this by telling the story of slaves who were sold to unpleasant masters, showing slavery rips apart families and loved ones, and by showing how children - both free and slave - are affected by slavery. In Uncle Tom’s Cabin a main point to take away from the bookRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1008 Words   |  5 PagesIn the 1800’s,a horrible sin of slavery took America by storm. Africans were brought to the United States as slaves. They were sold like animals, separated from their families, and forced to work for wealthy white men. They underwent torture, famine, and verbal abuse, the sole reason for their mistreatment being their skin color. Movements were made, protests held, but what no one was expecting was a short white lady by the name of Harriet Beecher Stowe to make the change that no one had yet achievedRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1522 Words   |  7 PagesLincoln is quoted as saying, â€Å"So you’re the little woman who wrote the book that started this great war.† upon meeting Harriet Beecher Stowe for the first time. The book that the former president is referring to is Uncle Tom’s Cabin, a 1850s book about the moral wrongs of slavery. It has been said to be the most influential anti-slavery book that has ever been written. Harriet Beecher Stowe is an effective author. She uses numerous literary devices such as facile characters, character foils, and symbolismRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1357 Words   |  6 PagesUncle Tom’s cabin Uncle Tom s Cabin from the author Harriet Beecher Stowe, was first published in 1852 was a book that tackled the repulsive acts of slavery. In this paper I will discuss my overview and opinion on this book. It is clear if you have a general idea of this book you would know how to this novel ultimately inspired the civil war. As said by our 16th Abraham Lincoln when he met the author â€Å"so you’re the women who brought this Great War† Uncle Tom’s cabin has had a great influence onRead MoreUncle Tom s Cabin By Harriet Beecher Stowe975 Words   |  4 PagesThere are numerous likenesses and contrasts between the lives of the slaves from Uncle Tom s Cabin, composed by Harriet Beecher Stowe, and that of the wage slaves from Sinclair s The Jungle. Featured mutually in each books, was slavery. Along with that, both novels allocate the authors’ perspectives on the issue. In Sinclair’s book, he wrote about the lives of the wage slaves, how capitalism aff ected the wage slaves. Meanwhile, Stowe’s consisted more on a religious aspect, going in depth of howRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1019 Words   |  5 PagesUncle Tom’s Cabin by Harriet Beecher Stowe is â€Å"one of the most famous books in the world† she is considered to be the woman that started the civil war. This book presents Anti-slavery ideas using Religion, Maternity and the idea of Gender Roles to promote the idea of Anti-Slavery. Throughout Uncle Tom’s Cabin there are â€Å"slave problems†,how slavery destroys and crumble families by splitting apart mother and child along with husband and wive.Stowe argues that these slavery brings out the femininityRead MoreUncle Tom s Cabin By Harriet Beecher Stowe1760 Words   |  8 PagesHarriet Beecher Stowe was born in June 14, 1811 in Lichfield, CT and was the sixth of her family’s eleven children. Beecher’s parents taught their children that their primary life goal was to make their mark. All seven sons became ministers, Isabella (the youngest) founded the National Women’s Suffrage Association, and Harriet revealed the horrifying truths and dissolved the social injustice of slavery. During her 85 years Beecher published thirty novels, but her bestselling book Uncle Tom’s CabinRead MoreUncle Tom s Cabin By Harriet Beecher Stowe Essay1090 Words   |  5 PagesUncle Tom’s Cabin was the most popular story in the mid to late 19th century. There are nearly thousands of copies of that novel sold. The author Harriet Beecher Stowe was an amazing author and abolitionist. The purpose of her writing Uncle Tom’s Cabin is to influence other people to abolish slavery. Uncle Tom’s Cabin was based on Religion and the abolition of slavery. Uncle Tom’s Cabin was epic story in the mid 1800’s because it represents the cruelty of slavery and religious beliefs. Stowe kind

History of American Education Free Essays

string(265) " of the equal protection of the laws, with all that it could be held to require in making sure that the laws themselves were genuinely equal, was written into the Constitution and transformed from a common and weak ideal into a optimistic commitment of government\." Every human infant comes into the world devoid of the faculties characteristic of fully developed human beings. The process of growing up is the process of the development of the child’s faculties. The overwhelmingly important aspect of the growing-up process is mental, the development of mental powers, or perception and reason. We will write a custom essay sample on History of American Education or any similar topic only for you Order Now Margaret Szasz`s `Education and the American Indian: The Road to Self-Determination Since 1928 Margaret Szasz traced the evolution of federal American Indian educational policy during a critical span of time beginning with the Meriam Report in 1928 through the Kennedy Report of 1969 and the consequent passage of the Indian Education Act. These reports which resulted from intensive government sponsored studies of conditions in American Indian life, provided the impetus for important changes in Indian Administration and ultimately influenced a federal policy shift away from the earlier assimilationist ideology toward a culturally pluralistic perspective which fostered the possibility of self determination for American Indian nations. In American Indian education from 1928 to 1973 there are two types of studies that have become popular. These are historical monographs on regional or tribal education and general accounts of contemporary Indian schooling. The Meriam report suggested that education should be the primary function of the Indian bureau. It advised that Indian education be geared for all age levels and that it be tied in closely with the community. It encouraged construction of day schools to serve as community centers and proposed extensive reform of boarding schools, including the introduction of Indian culture and revision of the curriculum so that it would be adaptable to local conditions. In addition, the report attacked the physical conditions of the boarding schools, the enrollment of preadolescent children, and the inadequacy of the personnel. It recommended that salaries and standards be raised and that a professional educator be appointed Director of Education. (Margaret Connell, 1999)Utilizing archival materials, congressional records, and interviews, Margaret Szasz focuses on those systems of Indian education directly impacted by the federal government and federal policy. The assimilation programs of the Dawes Act era, the reform movements of the New Deal with the accompanying positive attitude toward Indian cultures, the economic impact of World War II and the disastrous termination measures of the early 1950s are analyzed for their effects on education in day schools and the on- and off-reservation boarding schools directed by the Bureau of Indian Affairs (BIA). She presents the emerging power of â€Å"Self-Determination† from the supportive legislation of the Kennedy/Johnson years and the setbacks of the Reagan era to the present administration, and the resulting growth of yet another genre of education for American Indian people – tribally controlled schools and colleges. Szasz closes the most recent chapter in American Indian education policy with the story of the rise and expansion of tribally controlled colleges concluding that â€Å"their commitment to community, to students, and to future leadership among tribal peoples suggests that they serve as the hope for the future for American Indians. Szasz closes the most recent chapter in American Indian education policy with the story of the rise and expansion of tribally controlled colleges concluding that â€Å"their commitment to community, to students, and to future leadership among tribal peoples suggests that they serve as the hope for the future for American Indians. † In this work Szasz has shown herself again to be the consummate researcher, presenting a sensitive but objective, comprehensive account of federal American Indian educational policy. Education in United States was segregated upon race. For the most part, African Americans received very little to no education before the civil war. In the south where slavery was legal, many states enacted laws which made it a crime for blacks to even be able to read, much less attend school alongside white classmates. After the civil war and emancipation blacks still received little help from the states themselves. The federal government under the radical republications, set up the freedman’s bureau to help educate and protect former slaves and passed several civil rights bills, but neither survived the end of reconstruction in 1877. The idea of equality in America has owed much to its proven ability to get used to varied and often argumentative environments by meaning different things to different minds, and furnishing rival interests with equally satisfying terms of moral reference. All of which throws some doubt on the undeniable character claimed by the Republic’s founders for human rights determined forever by the laws of nature. The idea of equality been able to stamp an unmistakable and lasting imprint on social institutions. The Great Awakening, within certain very marked restrictions and with correspondingly limited consequences, was probably the first such period after colonial institutions had taken a settled shape. Accordingly it is chronologically the first to appear in the pages that follow; and because it’s religious character merges with the theme of the attitude of the state towards the individual’s moral identity, giving the subject an inherent unity which bears on all other aspects of equality, two separate chapters are dedicated to that dilemma. The American Revolution and its consequences composed another period of upheaval. For all the rhetoric and invocations of principle that accompanied the election of Thomas Jefferson in 1800, and the policies of Andrew Jackson from the early campaigns for his election through his veto of the Bank bill and other pronouncements to his retirement in 1837, the administrations of these publicly dedicated reformists did little to deflect the advancing inequalities that characterized the distribution of wealth and all that followed from it. The Jacksonian affirmation could be described in terms of the comparatively new concept of equality of opportunity, an imperfectly digested notion which actually conflicted with other egalitarian precepts, held by some of Jackson’s contemporaries to be of even more urgent importance. It was only with the tremendous upheaval wrought by the Civil War, and then after more moderate policies had failed for political reasons that the principle of the equal protection of the laws, with all that it could be held to require in making sure that the laws themselves were genuinely equal, was written into the Constitution and transformed from a common and weak ideal into a optimistic commitment of government. You read "History of American Education" in category "Papers" The language of equal protection, however, soon proved to be as flexible as the blurred idea of equal prospect. Soon after achieving the modest and, as it seemed, short-lived triumphs of the Fourteenth and Fifteenth Amendments, egalitarians lost their grip on American development more completely than ever before. The idea of equality thus revealed over the two hundred years of the nation’s independent survival a tenacity which afforded a strange kind of glamour to American claims and pretensions, and a kind of explanation to the offer or threat of social justice which America had always seemed to hold out to the common people in face of the empires, monarchies, priesthoods, and social hierarchies of the Old World. This tenacity of egalitarian principles owed a great deal to the historical structure of American institutions and to the formal and constitutional beginning of the American nation; and in the same way the idea owed much of its strength to the fact that equality had entered into the language of justice in a more explicit and more public manner than in most simultaneous political systems. The movement in this course, through which equality began to define the obligations of government to the people, had its deeper origins in the nineteenth-century America, gained power to affect the character of religious, legal, and political institutions in the middle of the nineteenth century, and emerged in the higher reaches of popular thought as a successor to the idea of the Great Chain of Being. (Pole, 1979) Development of common schools 1820 – 1890 The motivation to provide a public school education for all children was twofold. First was the desire to indoctrinate them with religious teachings to assure the continued existence of a devotee and moral populace. A second motivation for providing public education was the need to educate for social, economic, democratic and national reasons. There was a common belief that the democratic representative government would fail unless the state took a real responsibility in educating the children of all people. Common schools at this point were in bad shape, they were poorly attended, and basically taught by whomever available. The direction of education at this time was influenced by the teaching methods of Prussian schools, as developed by Pestalozzi. These schools were opened through all over the state. The shift towards accountability, outcomes, and higher expectations in our schools is leading us in the right direction, although we recognize that schools face legitimate difficulties during this change process. But the response to these challenges should not be to back down on expectations for students with disabilities and those who have been perceived as unable to meet the standards. Policymakers and practitioners must remain committed to the goal of closing the achievement gap for all students. To lessen this commitment would be to return to the days and the mindset that only some students could and deserved to be taught to high standards. We now know that by setting high expectations, and helping students, teachers, administrators, and family members reach those high standards, we can close the achievement gaps for all students. The educational landscape for students with disabilities is undergoing vast changes. Thanks to the Individuals with Disabilities Education Act (IDEA) and its push for increased access to education for students with disabilities, and the No Child Left Behind Act (NCLB), with its push for improved student outcomes, educators across the U. S. are reexamining their practices to find ways to close the achievement gaps between groups of students. Students with disabilities are a focus of this attention, as schools and states labor to improve their academic outcomes. The Progressive Era 1890 – 1950 The Progressive era has long been noted as an era of national administrative expansion combined with the growth of newer progressive and egalitarian idealism. One would expect this era to be one of great expansion of the central administrative capacity in the area of education as well. Curiously, this outcome is not what we find. To explain this puzzle, we must remind ourselves of what the Federal government had already given the states to promote education rich tracts of land that came to form the endowments that states built upon during this period. By the end of the 19th century and continuing into the early 20th, the development of secondary education for the masses was well underway. Between 1890 and 1920, the US secondary school population grew from 360,000 to over 2. 5 million. Educational Equality and its future in America Justice is the first virtue of social institutions, and of the institutions which regulate schooling no less than others. Education policy, just like social policy more generally, should be guided principally by considerations of justice and only secondarily by pragmatic considerations such as what compromises must be made with existing social forces opposed to justice in order to optimize the justice of the existing institutions. The â€Å"equally good provision† for each individual child is the meaning of equality in education. Different readers will interpret â€Å"equally good provision† differently depending on their conception of what constitutes a good education. The equality consists in ensuring that social class background and racial background have no impact at all on achievement and that inequalities of achievement that have a significantly unequal impact on the life prospects of individual children are unjust. Equality led reforms might deploy choice, but they do so only in the service of equality, either because choice will directly produce greater equality or because permitting choice will allow policymakers the political freedom to implement other measures that will produce greater equality. Reference: 1. J R Pole, The pursuit of Equality in American History, University of California Press, 1979 2. Matthew Hirschland, Sven Steinmo, The federal Government and American Education, University of Colorado, Boulder, 2001 3. Margaret Connell Szasz, Education and the American Indian: The road to self-determination since 1928 How to cite History of American Education, Papers