Past, Present, and Future Paper Essay Example | Topics and Well Written Essays - 1500 words

Past, Present, and Future Paper - Essay Example In general, my major motive behind learning of this particular course of drug abuse was to develop my career as a licensed substance abuse counselor and to serve community to promote healthy living habits among the people. I feel that learning is extremely important and must be continued in order to keep our skill sharp and inculcate creativity and innovation in ourselves. Before involving in pursing course in substance abuse, my professional competencies regarding various skills such as written and oral communication, problem solving, and cooperation with the other members were moderate. Notably, I had moderate communication skills both in written as well as oral forms. In my professional life I used to involve in evaluating technical data and apply my logical and analytical problem skills in resolving work related issues. At the same time, I enjoyed taking challenges, I believed that challenges encountered in life not only test our level of competency but it also prepares me to deal with challenges that might emanate in later life. Moreover, I had fair competency with respect to the information retrieval and utilization, I often used to read of books and journals on diverse subjects that had offered me with valuable knowledge regarding information retrieval and utilization. I firmly believe that goal setting is a crucial part of my career as well as personnel development planning. Considering my strengths and weaknesses my career goal is to become a license substance abuse counselor so that I can help the drug abuse victims and their family overcomes their sufferings. I always viewed drug abuse as one of the major problems faced by the societies across the world. Thus, it made me motivated to opt for the course and develop career that would not only benefit me but also the community. When I was working with a non-profit health

Business security and globalization issues in Canada and Mexico Research Paper

Business security and globalization issues in Canada and Mexico - Research Paper Example CTA represents the trucking industry’s perspective on national and global policy, general and legal regulations that affect trucking. In Canada, 90% of items like food and consumer goods are carried by the trucking industry across the country. This industry reaches out to provide its services to almost every town, city and community of Canada. 70% of trading relation between Canada and US and 50% of trading relation between Canada and Mexico comprises of the trucking industry. In spite of the fact that few very large and public limited companies form the Canada Trucking industry, yet it is ruled by thousands of businesses of medium and small sizes and independent businesses which are operated by the owners. Most of such businesses are owned and run by Canadians. In 2000, trucking industry in Canada garnered freight revenue of $48 billion. Out of the 400,000 people employed by this industry, the number of drivers is over 260,000. (â€Å"Submission on the Canada-United States o f America Trade Relationship and the Canada-Mexico Trade Relationship†) Effects of US Security Initiatives The initiatives taken under the Smart Border Accord could challenge the ability of the Canadian carriers to participate in the trading relationship with US unless an appropriate balance in trade/security is maintained with the US. To influence the border policy decisions of US, Canada has to maintain a strong partnership with the Americans in the field of border and security efficiency. Substantial steps must be taken by both countries to tackle national security concerns as well as to ensure smooth flow of low risk commercial freight across the border. As long as border security is not addressed properly economies of both country and especially economy of Canada is bound to suffer. Investments should be made on infrastructure like tunnels and bridges to expand the crossing capacity in the Canada-US border. Both United States and Canadian governments should support the us e of FAST cards as substitute of the Transportation Workers Identity Card developed in the US. (â€Å"Submission on the Canada-United States of America Trade Relationship and the Canada-Mexico Trade Relationship†) Trucking industry in Mexico Commercial transport in Mexico is dominated by its trucking industry. Mexico’s truck fleet increased by 85% between the years 1989 and 1992 due to government’s deregulation of the industry. Till 1989, Canada’s truck fleet could run only on certain routes and could carry only certain types of cargo. This led to inefficiency within the industry. Since 1992, trucks can run over any road within the country and can carry all kinds of cargo except the dangerous and explosive ones. This has resulted in doubling the number of trucks in Mexico and due to intensified competition costs have also fallen drastically. (Nolan, 308) Canada and Mexico’s Trade with the United States Canada and the United States are the largest t rading partners of each other. Canada exports 87% of its total exports to the United States every year and the United States sells 22% of its total exports to Canada. Every day over 37,000 trucks cross the border of Canada and the United States and Canada receives 50% of all automotive exports of US. Of total trade in Canada, trucks carry 70% with US and 50% with Mexico. Mexico is the sixth largest trading p

Operational Definition and Model Building; Introduction to Scanning Assignment - 1

Operational Definition and Model Building; Introduction to Scanning - Assignment Example changes are those that are leading towards even more changes as has been seen in case of the entertainment industry as well as the ways in which the information is delivered. In this way not only the production of these packages is affected but also the ways in which they are produced and consumed. These are only some of the institutions that have been seen to be affected by the IT related innovations but here the point that needs to be emphasized is the changes in the social lives of the community citizens with an understanding towards the roles that are to be played in the society. Moreover the political lives and interactions on the political level have also changed. There have been many arguments in this regard as it has been said that with an addition in the technologies as emails, online discussions as well as the fact availability of information as these are the reason that will lead to the formation of a society that shall be more engaged, more informed as well as a participatory society in which the society members will be more inclined towards the computers as well as the internet. In this kind of society the human interest as well as beliefs is the ones that can be manipulated. These are all the changes that are to be argued in case of there pros and cons. In this case there has been no realization as to what can be the meaning deduced from these changes and if these are the positive changes or negative changes as they seem. With this it has to be seen that are the colligated changes as are seen in the community’s social lives are going to bring out any positive effect or any negative effect. As has been discussed there are some changes that are going to be shoeing there moderate effects as well as there are some changes that will have lesser effects on the social lives still there are many that can have dire consequences. In this very argument the main part of discussion can be the usage of these technologies especially the internet. The highest

Positive Relationship with Children Essay Example for Free

Positive Relationship with Children Essay 1.1. Positive relationships with children and young people are important because when children feel comfortable they separate more easily from their parents, and are more likely to participate in activities if they secure emotionally. Also when children have positive relationships they are less likely to show unwanted behaviour as we can recognise and meet their individual needs. Childrens language will also develop more quickly due to being confident to talk to us. Us as practitioners can also plan more accurately as we’ll understand childrens development and we will know their individual interests. It is also important as we will be able to respond to a Childs emotions due to their facial expressions and the way they are acting when we know them and have a bond with them. We also have to remember that we are to build professional relationships. The principles of relationship building and to keep them maintained are communicating effectively, identifying and sorting out conflicts and disagreements, being consistent and fair, showing respect and courtesy, valuing and respecting individuality, keeping promises and honouring commitments, monitoring impact of own behaviour on others, keeping confidentiality as appropriate and recognising and responding appropriately to the power base underpinning relationships. 1.2. Observation 1.3. My own effectiveness in building relationships with children or young people is that when you get to know each child individually i feel more comfortable, because i know they feel comfortable due to them knowing me and respecting them. I involve all the children in my activities no matter what the age gap unless the activitiy is un suiteable for that age group. I ensure in myself that i treat each child in the same way, as no child has higher priority than the other they all get treated fairly. I also feel like i have achieved building relationships with the children when you see them after a weekend or the next day because they smile and are excited to come to nursery again. 2.1. Positive relationships with people involved in the care of children and young people are important. Other people involved other than their family are organisational managers, carers, other visitors, colleagues from other agencies and services, external partners, official visitors, and colleagues. If we do not have positive relationships with these people involved in the childrens lives that attend nursery there is danger that information might be passed un –accurately and that it is withheld because we may not be trusted. It is important that we all work together to build trust with everyone and the benefits the child will get if we do so are children are given consistent care, childrens needs and interests are identified, plans for childrens care and education are more effective, childrens welfare can be properly monitored, and skills and ideas can be shared quickly between adults.

Impact of imaginative play on young children

Impact of imaginative play on young children Play is a fundamental aspect of early childhood. Through play, young children can begin to explore and understand the world around them from an early age, whilst simultaneously gaining a sense of enjoyment from what they are saying and doing. Piaget (1962), cited in Ariel (2002), identified four general developmental stages of play; these increase in complexity as the child matures. These stages are, in chronological order: functional play, constructive play, imaginative play and games with rules. Therefore, it can be argued that imaginative play, as part of a sequence, builds on the skills learnt and nurtured through constructive play, and prepares children for play situations involving rules and other constraints. Bodrova (2008), however, disagrees with this notion by arguing that rules must be an integral part of imaginative play. These rules are not determined by the children themselves, but by the constraints of the imaginary roles that they are playing. It is therefore possible that, in many cases, imaginative play overlaps into other types of play and incorporates more advanced and regulated thought processes than may be superficially apparent when observing what happens during imaginative play. What happens during imaginative play? Vygotsky (1986), cited in Bodrova (2008), emphasises that three elements need to be present for a play situation to be defined as imaginative: an imaginary situation, the playing of roles and the formulation of rules intrinsic to each assigned role. Singer (1994) echoes this sentiment by stressing the point that one or more children playing roles does not, in itself, constitute imaginative play: this is a misconception held by many people, including early years educators. The use of the word imaginary is, however, misleading to a certain extent. According to observations by Dockett (1998), the majority of make-believe situations do not take place in fantasy worlds with fairies and monsters; rather, they are situations drawn from the childs own memories and experiences. These can be, but are not restricted to, examples of what they have seen and heard at home and school. Another view of what constitutes imaginative play is held by Ariel (2002), who regards it as a kind of mental activity rather than a genre of external behaviour. More emphasis is placed on the thought processes required to create an imaginary situation than the words and actions involved during its enactment. These involve a child bringing mental images to life and identifying how they are being represented in real life, but also acknowledging that they are doing it for fun. It is the simultaneous combination of these thought processes that differentiate imaginative play from other types of play such as functional and constructive play. It can therefore be argued that the child must have reached a certain level of cognitive functionality to be able to think in such an ambivalent way about the way they are playing. However, no specific mention of the manipulation of and interaction with objects is made in either of these definitions. Although the use of objects is not a prerequisite of imaginative play, they can play a major part in the visualisation and representation of a fantasy (Tsao, 2002). Such objects could include, but are by no means limited to: toys, movable objects such as chairs and boxes, immovable objects such as tables and beds, and costumes. Smith (1995) discusses the way that, in imaginative play, objects can be transformed into other things to perpetuate the fantasy. However, no recognition is made of the way in which objects, once transformed, can assume different properties, such as size and shape, depending on both the imaginary situation and the type of imaginative play taking place. What types of imaginative play are there? Imaginative play is one of the general developmental stages of play. However, there are substages within this level that are dependent upon the childs mental development. Ariel (2002) identifies three stages: firstly, solitary play, where the child enacts everyday experiences; secondly, parallel play, where the child starts to introduce other characters to their experiences (although the child always plays the central role); and thirdly, sociodramatic play, which is much more structured and less self-centred. Each of these substages is assigned to different years of the childs life, although it must be stressed that these are approximations based on Ariels view of how well developed the average child should be at each stage. Furthermore, these stages appear to be discrete; it is not made clear how one level develops into the next, and what internal or external factors cause this development. In contrast, Dockett (1998) states that there are only two types of imaginative play: simple and complex. According to his observations, there must be six distinct elements present for it to be considered complex play: imitative role-play; make-believe with objects; make-believe with actions and situations; persistence; interaction; and verbal communication. There are no classifications made between these two extremes; from this, it can be concluded that, if one or more elements cannot be observed, then it is simple play. Another important point to consider is that, unlike Ariels stages of imaginative play, no clear timescale is given regarding the age and developmental stage of the child with relation to these two stages of imaginative play. However, the two elements of interaction and verbal communication suggest that more developmentally advanced forms of imaginative play can only take place when a child is involved with other children, rather than playing independently. Imaginative play can take place with or without objects or props (Singer, 1994). Singer argues that non-toy objects, such as chairs and cardboard boxes, are used more frequently in all types of imaginative play than objects defined as toys, such as dolls and model cars. The reason for this is that toys are often limited in the number of functions they can serve in the childs imagination due to their close link with reality. Taking the aforementioned model car as an example, it looks like a real car (but is obviously considerably smaller). It would be difficult to transform it into any other object or creation. Similarly, it is limited in its functionality; it can be pushed or pulled around on different surfaces, but it cannot effectively interact with other objects in general. Conversely, the simple cardboard box provides a range of possibilities for transformation and interaction, as illustrated by an observation by Singer (1994): upon seeing the box, a child calls another to say, I ts the best toy ever! Its a fort and a space shuttle, a bus, a pirate ship, a sled, a clubhouse, and a castle. What is not clarified, however, is the authors opinion on whether or not the use of toys is beneficial, both to imaginative play itself, and to developing young childrens skills and attributes. What skills and attributes can be developed as a result of imaginative play? During the early years of childrens lives, it is important that they develop a range of skills and attributes that will further their development both in and out of school. Broadly speaking, these skills and attributes fall into three categories: social, emotional and cognitive. According to Tsao (2002), childrens participation in imaginative play can facilitate their integration into peer groups through the elements of collaboration and interaction, which are in turn underpinned by verbal and non-verbal communication. This benefit is, however, dependent on the child being at the stage where they choose to play with others rather than independently. Ariel (2002) builds on this concept of collaboration in particular by arguing that children often transfer conflicts to the realm of imagination. This involves resolving personal differences that may arise during imaginative play without breaking character or leaving the confines of the imaginary situation. By doing this, the children are able to continue playing together without the risk of altercation in reality. It can be argued that this type of interaction can initiate the development of rudimentary diplomacy and empathy skills, even at a relatively early age. A different view is held by Bodrova (2008), who believes that such forms of social development, whilst important in their own right, cannot be realised without the prior building blocks of emotional development. She argues that self-esteem and self-confidence are the two emotions that benefit the most through imaginative play, and the best way to start this process is to play independently with objects and toys rather than with others. However, no distinct link is made between the stages of individual and shared play: it is unclear how these emotions, particularly self-confidence, can be developed without some form of initial interaction. Singer (1994), on the other hand, takes the view that the most important aspect of imaginative play is the way in which it brings both pleasure and a large degree of emotional satisfaction to the child or children participating in it. This serves to highlight the issue that, above all, imaginative play should be fun. Through this sense of enjoyment, children will benefit emotionally without being aware of it. It can therefore be argued that the childs need for emotional fulfilment can be a reason for, as well as a consequence of, imaginative play. Opinions are divided regarding the most significant benefit to childrens cognitive development through imaginative play. Smith (1995) and Tsao (2002) emphasise the strong link between imaginative play and creativity. Although it could be argued that this connection is self-evident, due to the intrinsically creative nature of imaginative play, it is nevertheless important to acknowledge its existence. Another important point to note is the fact that children can also develop creativity outside the medium of play by, for example, writing stories and drawing pictures. Imaginative play, while important in its own right, is simply one part of the whole process of developing creativity in children. Conversely, Singer (1994) and Ariel (2002), whilst accepting the potential benefits to childrens creative skills, believe that the development of academically related skills is a more significant consequence of imaginative play. These include, but are by no means limited to, the enhancement of vocabulary by practising new words (Singer, 1994) and the advancement of basic decision-making skills (Ariel, 2002). In imaginative play, children need to identify what objects are (especially if they have been transformed to suit the imaginary situation), what different places and characters are called, and so on. These words will be used repeatedly throughout the play episode; therefore, it is not only good practice for children to say and hear them, but it also facilitates effective verbal communication and keeps the imaginary situation going. In addition, situations frequently arise where children, whilst playing a role, need to make choices regarding, for example, how to react to something someone else has said or done, what object to use, or where to go next. As before, this decision-making process, which is often quick and well improvised, according to observations by Ariel (2002), is another essential way to keep the imaginary situation going. These skills, along with many others, can be beneficial to the childrens holistic development, not only in an imaginative play situation, but also in other areas of their lives. Are these skills and attributes transferable to other areas of the childrens lives? The skills and attributes developed in imaginative play can also be beneficial both to the development of the childs state of mind and their behaviour, particularly with regard to what is required of them as they advance through the education system. Singer (1994) holds the belief that children can sustain themselves in periods of stress with the hope generated from such imagined explorations. This stress could be caused by any of a number of contributory factors, such as an increased academic workload or an unsettled home life. However, imaginative play allows children to detach themselves from reality, albeit on a temporary basis. According to research by Ariel (2002), this time out can have a calming effect on the child, by pacifying them and providing them with ways out of their emotional entanglements. What is unclear, however, is how long this calming effect continues. The question remains of whether the use of imaginative play for this purpose of emotional detachment is a long -term solution to stress-related issues, or merely a short-term fix. Revisiting an earlier theme, Bodrova (2008) states that rules, determined by the roles played by the children, are an integral part of imaginative play. She extends this point by arguing that this following of rules can contribute to a childs readiness for formal schooling, where they will have to abide by sets of class and school rules. During their participation in imaginative play, the child has to promote their intentional behaviours and follow the directions of others so that the imaginary situation can progress. According to research by Blair (2002), cited in Bodrova (2008), the practice of this self-regulation of behaviour by playing by the rules in imaginative play often transfers itself to non-play contexts where predetermined sets of rules exist, such as formal classroom settings. The child will be more inclined to follow these new sets of rules, and their behaviour will improve as a consequence. One other important behavioural aspect, particularly with regard to younger children, is paying attention and the ability to concentrate. Generally speaking, younger children have a much shorter attention span than older children (Dockett, 1998). It is important for children to be attentive and focused when they are faced with formalised situations later on in their schooling, such as assemblies and tests. According to research by Smith (1995), participation in imaginative play focuses childrens minds on the situation in hand, and they become totally immersed in the roles they are playing. One observation by Smith (1995) was of a group of children playing castles. One child was allocated the task of sentry duty: this involved keeping watch from the top of the castle while some other children played soldiers going about their daily business inside the castle. The sentrys role was to warn the soldiers if the enemy (played by three other children) was approaching. The child playing the sentry role considered his task to be highly important, and was able to maintain a high level of concentration throughout, pretending to look in all directions and scanning the imaginary horizon. Smith (1995) argues that these higher concentration and attention levels in imaginative play will permeate into non-play contexts. However, it can be argued that this will not necessarily happen in the case of all children, because acting in an imaginary role is one matter; behaving in real-life situations is another matter entirely. Much depends on the character and personality of the child, and the behaviour expected of the child by the adults in their life. What roles can early years practitioners, parents and other adults take in imaginative play? Imaginative play can happen in any setting, both in childrens school and home lives. According to the evidence gathered so far, the same opinion is shared: it is important for adults to play some sort of role in childrens imaginative play. However, opinion is divided on the issue in two key respects: the level and timing of intervention, and the purpose of intervention. With regard to the level and timing of intervention, Singer (1994) believes that parents and practitioners should initiate imaginative play and then step back and allow the children to play on their own. In effect, the adults give the children an initial idea, and the imaginative play stems from this stimulus. This is not necessary in all cases, however, as many children will formulate their own ideas independently. Conversely, Bodrova (2008) takes the view that all children, regardless of the development of their play skills, require higher levels of adult mediation if they are to benefit from imaginative play in any social, emotional or cognitive way. As a reasonable proportion of imaginary situations are drawn from the childs past personal experiences (Dockett, 1998), one possible way to address this issue is to take an active approach by introducing the children to new experiences (Bodrova, 2008). These can include field trips to suitable locations, and child-friendly books and v ideos that relate to suitable, interesting topics. This will give children a greater knowledge base from which to draw their imaginary situations and characters, thus increasing the variety of their imaginative play. With regard to the purpose of intervention, children can be advised, if necessary, on how to construct imaginary situations and enact imaginary roles. This often takes the form of the modelling of play skills (Ariel, 2002; Tsao, 2002), such as co-operation and the invention of characters. This is particularly important if the child has shown themselves to be less advanced in these areas. This is not necessary in all cases; sometimes, childrens play skills may have developed independently and instinctively. In contrast, Smith (1995) believes that the most important reason for adult involvement in imaginative play is to facilitate the achievement of particular educational and instructional goals. He argues that imaginative play has a better chance of nurturing key life skills if the adults in the childrens lives encourage it and participate in it whenever possible. One active way for adults to participate in this developmental process is to take the child out for walks in order to teac h them about the world around them, highlighting points of interest along the way, and answering any questions the child may have about what they can see, hear and so on. This will assist in the development of key life skills such as confidence and the awareness of ones surroundings. In addition, this helps to expand the childs knowledge base through questions and simple explanations. All of these qualities will be important in the childs home and school life in the future. Further research questions In what kinds of ways can objects in imaginative play contexts assume different properties? At what age or stage of development do children engage in simple and complex play? Is it preferable to use toys and other objects in imaginative play? If so, why? If not, why not? How effective is the participation in imaginative play as a long-term solution to stress-related issues? Do any theorists believe that imaginative play should have minimal or no adult mediation or involvement? If so, who and why?

Rupert Brooke and Wilfred Owen Essay -- English Literature

Rupert Brooke and Wilfred Owen Since the threat of war in some part of the world everyday and because of the colossal impact that it has had on our lives, it doesn't seem surprising that it is a popular theme of poetry. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart; both Rupert Brooke and Wilfred Owen create this passion in excellent, but very different ways. "Anthem for Doomed Youth" by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike Brooke's poem "The Soldier", Owen portrays, not a glorified or heroic war, but a realistic war. Rupert Brooke, having not witnessed war, had attitudes showing the hysteria of war in 1914 projected to him, and knowing no different he had to believe it. The title "Anthem for Doomed Youth" has a huge sense of deliberate irony, stressing how brainless war appears to Owen. To Brooke on the other hand, war is far from pointless; it is something one does to receive admiration from their nation. Our first thought of an "Anthem" is a song of pride, love, passion and honor, but when such a word is followed by "doom", it takes away the glee and puts a feeling of misery, implying an inevitable death, in replacement. "Youth" also used in the title adds to the horror, as these are men with their whole lives in front of them. Full of solemn comparisons, it is a poem about the traditional funeral being substituted by the one that war has created. Owen writes" What passing-bells for these who die a... ...cally, ahead of his time, that war is not, by any means, right. However there is genuine optimism in Brooke's poem, to him, it was an honour to fight for his country; it was an honour to die for your country. Out of both of these sonnets my favorite has to be "Anthem for Doomed Youth" by Wilfred Owen. I like the way that he includes the reader in the sonnet from the very start. I also can relate to Owen's poem and I find it more thought provoking as I can't even begin to be in agreement to Brooke's reasoning behind "The Soldier", but this does shows me the attitude cultivated from the home front. With both of these sonnets, being so different, it brings me to a thorough understanding of both backgrounds and attitudes. The contrast between Owen and Brooke allows the reader to see the reality of the First World War from two totally different perspectives. Rupert Brooke and Wilfred Owen Essay -- English Literature Rupert Brooke and Wilfred Owen Since the threat of war in some part of the world everyday and because of the colossal impact that it has had on our lives, it doesn't seem surprising that it is a popular theme of poetry. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart; both Rupert Brooke and Wilfred Owen create this passion in excellent, but very different ways. "Anthem for Doomed Youth" by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike Brooke's poem "The Soldier", Owen portrays, not a glorified or heroic war, but a realistic war. Rupert Brooke, having not witnessed war, had attitudes showing the hysteria of war in 1914 projected to him, and knowing no different he had to believe it. The title "Anthem for Doomed Youth" has a huge sense of deliberate irony, stressing how brainless war appears to Owen. To Brooke on the other hand, war is far from pointless; it is something one does to receive admiration from their nation. Our first thought of an "Anthem" is a song of pride, love, passion and honor, but when such a word is followed by "doom", it takes away the glee and puts a feeling of misery, implying an inevitable death, in replacement. "Youth" also used in the title adds to the horror, as these are men with their whole lives in front of them. Full of solemn comparisons, it is a poem about the traditional funeral being substituted by the one that war has created. Owen writes" What passing-bells for these who die a... ...cally, ahead of his time, that war is not, by any means, right. However there is genuine optimism in Brooke's poem, to him, it was an honour to fight for his country; it was an honour to die for your country. Out of both of these sonnets my favorite has to be "Anthem for Doomed Youth" by Wilfred Owen. I like the way that he includes the reader in the sonnet from the very start. I also can relate to Owen's poem and I find it more thought provoking as I can't even begin to be in agreement to Brooke's reasoning behind "The Soldier", but this does shows me the attitude cultivated from the home front. With both of these sonnets, being so different, it brings me to a thorough understanding of both backgrounds and attitudes. The contrast between Owen and Brooke allows the reader to see the reality of the First World War from two totally different perspectives.

Student Protest movement Essay -- essays research papers

A Battle of Rights The Student Protest Movement of the 1960's was initiated by the newly empowered minds of Americas youth. The students who initiated the movement had just returned from the â€Å"Freedom Summer† as supporters of the Civil Rights Movement, registering Black voters, and they turned the principles and methods they had learned on the Freedom Rides to their own issues on campus. These students (mostly white, middle class) believed they were being held down by overbearing University rules. Student life was governed by the policy of in loco parentis, which allowed colleges to act "in place of the parents." Off campus,these young people were considered adults, but at school they were subjected to curfews, dorm visitation restrictions, close supervision, and rules against having a car or even renting an apartment. Not only were these students being treated as children in this respect, but there were also heavy restrictions put on what they could and could not discuss. Any issues, especially political, not directly related to the university were strictly prohibited. Only sandbox issues, those related to university issues were allowed on campus. This created an extremely controlled environment and severely impinged on the students rights to free speech. In reaction to such limitations, college students across the country decided to do something about it. The Student Protest Movement (SPM) began at the University of California at Berkeley in the Fall of 1964. In September of that year Berkley campus authorities declared the area directly outside of the main entrance to the school off limits for advocates of civil rights and other causes. For years the strip had been accepted as a place where students could hand out pamphlets, solicit names for petitions, and sign people up. This ban set the stage for the beginning of the SPM. On September 29, demonstrators defiantly set up tables on the Bancroft strip and refused to leave when told to do so. The next day university officials took the names of five protesters and ordered them to appear for disciplinary hearings that afternoon. Instead of five students, five hundred, led by Mario Savio, marched to Sproul Hall, the administrati... ... the spot light. Many had negative feelings towards the protests and sit-ins, arguing that they did nothing but impinge on classroom time and interfere with the students ability to carry out there education. Though the SPM may have created chaos around campus, it was well manored and non-violent. The protestors took hold of the methods used in the Civil Rights movement, knowing that violence only made situations less credible and more dificult to keep under control. They were trained to simply go limp when arrested, not to resist the officers, therefore avoiding any danger to themselves or others. The sit-ins were just that; a group of students calmly sitting around conversing and playing music, all the while getting the attention and recognition they strived for. Whether the effectiveness came for the bottom up, with student organizations gathering to approach the administration, or top down, with the administration addressing the students, the issues were recognized and discussed. Both parties had their gains and losses, and the Student Protest Movement came out on top with a memorable place in