Analysis Of The Book The I Watch - 1354 Words

From the beginning of time, art has played a momentous part in the lives of those who came before us and shaping history, and has continued to evolve to become what society needs it to be. Many, like Karen Armstrong, acknowledge the significant role art plays in a community. Throughout her essay, Homo Religiosus, she argues that art, much like religion, has the capability to allow one to temporarily forget and transcend their daily struggles, and rather focus on an ideal future. Maggie Nelson’s essay, Great to Watch, questions how society relates to the world and through what can we do so. Nelson opens her text with a discussion of Sister Helen Prejean, who proposes in her memoir, Dead Man Walking, ignorance was a major obstacle that paused social and moral progress. Prejean was convinced that exposure to a world crisis will inspire others to help make change. Nelson rejects this. Rather, Nelson challenges Armstrong’s firm belief in the power of art and claims that usi ng media and art as a platform for exposure will not spark one’s desire to create change, but instead will create a sense of estrangement and ultimately numb us from major world problems. More specifically, Prejean asserts â€Å"that if executions were made public, ‘the torture and violence would be unmasked, and we would be shamed into abolishing executions’† (Nelson, 300). In other words, the sight of such horrific violence and injustice in the world would potentially shock and motivate one into creatingShow MoreRelatedAnalysis Of The Book I Am A Mighty Watch Dog 2251 Words   |  10 PagesI am a mighty watch dog, Erich announced on these days and puffed out his chest. You women rest and I will keep my eyes out for anything dangerous that comes close. He always believed he needed to protect us. Mama smiled at her beloved son, but I could see her eyes. It was then I knew she wouldn t depend on him. As we traveled there were several villages, but we children were never allowed to approach them. Mama told us, I will go into that town to see if I can ask for some food. I willRead MoreInformation On Communication Styles And Skills1270 Words   |  6 Pages1. Introduction: In this report, I have explained that how strongly the information is conveyed in both verbal and non-verbal manner in relation to communication styles and skills, which covers deep analysis of all the relevant topics. At the starting of the report, overview of the topic is being discussed along with the biography of an individual of whose communication styles and skills are analyzed. Later on, I have discussed the purpose of the report which states the vital issues like informationRead MoreLupus Essay1106 Words   |  5 Pagesday. He really couldn’t do much in school so he drop out of school and got into a business program that allowed him to finish school over the internet. 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The theme of carrying a torch for someone refers to theRead MoreNationalism and the Imagination by Gayatri Chakravorty Spivak555 Words   |  3 Pageshas being the hardest text I have read during my theory class at Sydney College of the Arts in 2014. My task was to read and explain the text to my theory class and my lecturer Dr Adam Geczy in 8 minutes as a YouTube video. This was an almost impossible task because Spivak’s Nationalism and the Imagination is a small book of 75 pages and at Sydney College of the Arts’s library we are only able to borrow the book for 2 hours. I later found the book online as a pdf file. I have decided to leave myRead MoreThe Social And Emotional State Of Good Tv Shows1270 Words   |  6 PagesMichelle Seiler 11-25-15 Child Development #10 To watch or Not to watch? Do you know what your kids are watching on TV these days? My topic is, â€Å"What is the social and emotional state of good TV shows vs bad TV shows.† I think my topic is important because TV is very influnetly to children. There are many positive aspects of good TV shows. It can promote early reading, teach songs, and teach good values children need in life. The negative aspects of bad TV shows are that it can teach childrenRead MoreCritical Media Analysis1146 Words   |  5 PagesMicaela Flanigan February 18, 2013 Critical Media Analysis The advertisement being analyzed is from Amitron and is selling a woman’s watch. The advertisement was found in Marie Claire magazine, which is a publication for women and pertains to topics such as fashion, style, beauty, women’s issues, and health issues. Marie Claire is ranked as number 87 in circulation and 988,418 magazines were circulated as of 2012. The estimated advertising rate for Marie Claire is $79,760. The primary targetRead MoreThe Social And Emotional State Of Good Tv Shows1270 Words   |  6 PagesMichelle Seiler 11-25-15 Child Development #10 To watch or Not to watch? Do you know what your kids are watching on TV these days? My topic is, â€Å"What is the social and emotional state of good TV shows vs bad TV shows.† I think my topic is important because TV is very influnetly to children. There are many positive aspects of good TV shows. It can promote early reading, teach songs, and teach good values children need in life. The negative aspects of bad TV shows are that it can teach childrenRead More1984 Argument1249 Words   |  5 PagesGeorge Orwell’s book 1984 is a very interesting novel. The novel is set up in Airstrip One. In George Orwell’s book 1984 it has many situations. One of the many situations are that some people refer society as â€Å"Orwellian.† What does Orwellian mean? Orwellian means, of or related to the works of George Orwell ( especially his picture of his future totalitarian state.) People believe that Orwell is realistic and say his work part of our society now. George Orwell was a writer in th e twentieth centuryRead MoreTelevision Shows and Offensive Language1038 Words   |  4 PagesReality. My research question is how does watching television with offensive language affect the viewing audience when they hear offensive language outside of the television shows. Specifically my research would target high school students who watch one or more television shows with offensive language, and how acceptable they believe offensive language to be inside and outside of these shows. It is important to view the high school students, because they are the future parents and leaders of

The Mind Controls Our Brain - 1503 Words

For the last few years, with this significant progress in the field of neuroscience and the researches on brain’s study, there has been a huge modification of some statement that were considered as relevant in the past such â€Å"our brain controls our mind† but, nowadays it’s quite clear that science agrees the contrary , which is â€Å"our mind controls our brain† and this can be elucidated by the fact that statistics confirm that 75-98 % of physical, mental and behavior illnesses come from our thought life; 350 million worldwide people suffer from depression;40 million people in the U.S. suffer from anxiety and disorders and there are more deaths from suicides than from car accidents. The interesting part of such study is when the neuroplasticity†¦show more content†¦This essay will demonstrate some of these facts: It will show first that positives thoughts build healthy proteins in the brain, and secondary that negatives thoughts interfere one ’s ability to make wise decision. The impact of healthy thought is obvious. The science has proved that human brain is wired for beauty and for love (there is no room for the negative).Therefore when people are thinking and choosing, they are causing genetic expression and that means that at that appropriate time the production of proteins is happening and all these proteins grouped altogether form thought trees in the brain. A human being is also a thinking being .Every time one is thinking; he is growing a physical substance inside of the brain; he is actually changing the structure and function of his brain. So when one’s choosing to think life which is positives thoughts, he is building an extraordinary ability to determine, achieve, and maintain optimal levels of intelligent, mental health, peace, and happiness, as well as the prevention of disease in one’s body and mind. If someone through conscious mind is able to gain control of thoughts and feeling, by doing so, he gains the ability to change the programming and chemistry of his brain. There are even more encouragement pieces about the plasticity of the brain. For example, Universality believe logic and language are learned at fixed age, and someone passed that fixed age, he can’t learn. Plasticity research proves

Movement and Learning in Childhood Education †MyAssignmenthelp

Question: Discuss about the Movement and Learning in Childhood Education. Answer: Introduction The purpose of this essay is to prioritize the issue that the quality of the lives of young children should be enhanced through various initiatives and development of program dedicated for the brain development and learning purpose of the children in their early childhood. What I strongly believe is that the educators who have specialized on providing early childhood education are actually on the same page with the scholars who has provided various perspectives and learning theories for the young children. It is seen that the theories are a compilation of various ideas or notions in a collective manner that aims to describe a specific topic that is present in the domain of early childhood learning. The theories are prepared with utilizing various rational forms of generalized and abstract thought process. Apart from that, it can be said that the theories in this field are often developed by some general principles that are most of the times independent from what is being explained wi th the help of the theory. The theories regarding early childhood learning actually leaves the young children and their learning process in a way that have consequences for the ways of teaching learning and also to understand how the learning of the young children can be developed. It can be said that there are numerous courses, which are developed for the betterment of the early childhood learning (Dinehart, 2015). Some of the significant theorists in this subject hailing from the western world are Vygotsky, Skinner, Chomsky, Rogoff and many more. These philosophers or theorists theories are important in guiding and helping the professionals who educate the children in their early childhood. Had it been there inadequate theories in this field, it would have been majorly difficult to learn for the young children. It is seen that the educators who provide education to the children who are in their early childhood, they tend to develop a series of beliefs that gets passed down from one generation to another by various training and developmental programs and classroom teaching. The most important thing in this context is that the until and unless these theories provided by the theorists are tested and examined, they do not become as helpful as they might appear; though there are ample theories and beliefs that are somewhat taken for granted and they require critical evaluation (Blair Raver, 2016). In this regard, it is worth mentioning that there are a variety of theories that inform the approaches to the learning and development of the children, and those can be labeled or categorized into five chief categories. Those categories are Socio-cultural theories Critical theories Developmental theories Socio-behaviorist theories Post-structuralist theories The developmental theories were developed with the contribution of Piaget, Steiner, Gardener and Montessori. The focus of developing the developmental theory is to emphasize on the continuous and discrete stages of development of the children in their developmental early childhood (Maloney et al., 2015). In contemporary times, the educators are largely dependent on the developmental theories and they respond and plan their course of actions according to the theories in relation to their stages of development. Theorists like Vygotsky, Malaguzzi, Rogoff, Bruner and Brinfenbrenner developed the socio-cultural theories. They emphasized on the fact that learning and development takes place in the context of the communities of the children in their early childhood. The contemporary educators scaffold and transform the learning in accordance with the response to the pupils prior understanding. Habermas and Freire developed critical theories of early childhood learning. The focus of their study was on the issue that the curriculum might have various aspects hidden that can frame specific point of views and generally ignore other views. In todays world the educators tend to challenge the assumptions regarding query and curriculum that are taken for granted in early childhood education or learning (Waniganayake et al., 2018). Skinner, Pavlov and Bandura developed the socio-behaviorist theories, and they put focus on the role of experience to shape the behavior of the children in their early stages. Nowadays various activities that are directed by the educators are coupled with reinforcements and rewards. Finally, it can be said that the post structurist theories were developed by canella, Bordiu and Foucault and they knew and shed light on the fact that there are a range of forms of knowledge and thus it can be said that there are no such things like absolute truth. In contemporary times, the early childhood educators explore various ways to exploit the power relationships that are embedded in their practice that can provide privileges to a specific group of children over the others (Bredekamp, 2016). It is a matter of fact that to make sure that implementation of any programs serving for the children in their early childhood implementation of the theories mentioned above are important (Maloney et al., 2015). In this regard, it can be said that the requirements of each pre-school are unique in nature and in many cases the pupils need interventions of the educators to support and guide for the gradual progress of their education. The standards of preschool education can shed light on the development of the education plans for each student. In the public schools, the population of the learners of English language has experienced a gradual growth in last decade being comprised of various linguistic and ethnic groups (Hair et al., 2015). I believe that, the teachers and the administrators of the preschools should attain knowledge regarding all the stages of language development and utilize various theories, techniques and learning materials to teach the learners in the early childhood . I have seen that a strong connection at home, school, and in the community can build a sense of respect and appreciation among the pupils that help them to get more opportunities to learn (Waniganayake et al., 2018). It can be said that the early childhood education is rich with a range of values and beliefs over a wide range of generations of the educators and most importantly theorists. Most of the notions are also present in the contemporary times and are also followed by many educators (Dinehart, 2015). A contemporary can surely trace the long held traditions and views from the eighteenth century though process regarding the pedagogical play. These incorporates the notions of Rousseau related to the innocence and protection of the children. In contemporary times, Vygotsky understands regarding the social meditation of knowledge and learning poses a context for interaction of the adults that has become interestingly evident in approaches to early childhood education (Gehris et al., 2015). It is seen that in early childhood the development becomes a key to attain a productive and positive future life for the child as well as for the nation as the children are the future generations. I strongly believe that the early childhood stage is a critical time for the children as in that phase the foundation of the childs future gets formed. This paper shows how important early childhood is for the development of the children. It is seen that early childhood interventions generally have a significant impact on the development of a child (Elango et al., 2015). It is a fact that the rapid development of childrens brains in prenatal stage and it continues after the birth of the child. Generally a child when born seen to have 100 billions of cells in its brain and the maturation of the brain along with the neural pathways leaves an impact to determine how the central nervous system and the brain develops together at the early childhood (Bredekamp, 2016). It can be said that the envi ronmental effects on the childrens brain in not at all the sole connection among all the neural and brain to get wired. The process in which excess neurons are eliminated and synapses from the dense and immature brain continues to the time of adolescence. That is the most turbulent time of the human beings. Various results of scientific experiments seem to show that childrens brain does not receive proper stimulation at that phase and it seems to be difficult to rewire the brain later on. It is seen that in the age group of 2 to 5 the children enjoys learning new skills and they get more control in their limbs and tend to act more independently. In this time more inclination towards making choices and engaging in solving puzzles are seen among the children (Blair Raver, 2016). On the other hand, in the age group of 2 to 5 years the children seem to develop an attention span usually longer, they are seen to converse a lot, and they become more curious about the surroundings. At that point of time, the children develop motor skills easily and by talking and singing they increase their language skills. Little bit of teamwork and a developed sense of personal level of competence is also seen in the children of this age group. Conclusion Thus to conclude, in my opinion early childhood is a very important phase in the life of the children as in this particular phase the brains get developed in a rapid manner and the children gets exposed to the greater world and learns some basic skills that help them to grow and develop further. References Blair, C., Raver, C. C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention.Academic pediatrics,16(3), S30-S36. Bredekamp, S. (2016).Effective practices in early childhood education: Building a foundation. Boston: Pearson. Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and future implications.Journal of Early Childhood Literacy,15(1), 97-118. Elango, S., Garca, J. L., Heckman, J. J., Hojman, A. (2015).Early childhood education(No. w21766). National Bureau of Economic Research. Gehris, J. S., Gooze, R. A., Whitaker, R. C. (2015). Teachers' perceptions about children's movement and learning in early childhood education programmes.Child: care, health and development,41(1), 122-131. Hair, N. L., Hanson, J. L., Wolfe, B. L., Pollak, S. D. (2015). Association of child poverty, brain development, and academic achievement.JAMA pediatrics,169(9), 822-829. Maloney, E. A., Converse, B. A., Gibbs, C. R., Levine, S. C., Beilock, S. L. (2015). Jump-starting early childhood education at home: Early learning, parent motivation, and public policy.Perspectives on Psychological Science,10(6), 727-732. Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., ... Schork, N. J. (2015). Family income, parental education and brain structure in children and adolescents.Nature neuroscience,18(5), 773. Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., Shepherd, W. (2018).Leadership: Contexts and complexities in early childhood education. Oxford University Press.

Locke, Berkeley & Hume Essays (1377 words) - Epistemology

Locke, Berkeley & Hume Enlightenment began with an unparalleled confidence in human reason. The new science's success in making clear the natural world through Locke, Berkeley, and Hume affected the efforts of philosophy in two ways. The first is by locating the basis of human knowledge in the human mind and its encounter with the physical world. Second is by directing philosophy's attention to an analysis of the mind that was capable of such cognitive success. John Locke set the tone for enlightenment by affirming the foundational principle of empiricism: There is nothing in the intellect that was not previously in the senses. Locke could not accept the Cartesian rationalist belief in innate ideas. According to Locke, all knowledge of the world must ultimately rest on man's sensory experience. The mind arrives at sound conclusions through reflection after sensation. In other words the mind combines and compounds sensory impressions or ideas into more complex concepts building it's conceptual understanding. There was skepticism in the empiricist position mainly from the rationalist orientation. Locke recognized there was no guarantee that all human ideas of things genuinely resembled the external objects they were suppose to represent. He also realized he could not reduce all complex ideas, such as substance, to sensations. He did know there were three factors in the process of human knowledge: the mind, the physical object, and the perception or idea in the mind that represents that object. Locke, however, attempted a partial solution to such problems. He did this by making the distinction between primary and secondary qualities. Primary qualities produce ideas that are simply consequences of the subject's perceptual apparatus. With focusing on the Primary qualities it is thought that science can gain reliable knowledge of the material world. Locke fought off skepticism with the argument that in the end both types of qualities must be regarded as experiences of the mind. Lockes Doctrine of Representation was therefore undefendable. According to Berkley's analysis all human experience is phenomenal, limited to appearances in the mind. One's perception of nature is one's mental experience of nature, making all sense data objects for the mind and not representations of material substances. In effect while Locke had reduced all mental contents to an ultimate basis in sensation, Berkeley now further reduced all sense data to mental contents. The distinction, by Locke, between qualities that belong to the mind and qualities that belong to matter could not be sustained. Berkeley sought to overcome the contemporary tendency toward atheistic Materialism which he felt arose without just cause with modern science. The empiricist correctly aims that all knowledge rests on experience. In the end, however, Berkeley pointed out that experience is nothing more than experience. All representations, mentally, of supposed substances, materially, are as a final result ideas in the mind presuming that the existence of a material world external to the mind as an unwarranted assumption. The idea is that to be does not mean to be a material substance; rather to be means to be perceived by a mind. Through this Berkeley held that the individual mind does not subjectively determine its experience of the world. The reason that different individuals continually percieve a similar world and that a reliable order inheres in that world is that the world and its order depend on a mind that transcends individual minds and is universal (God's mind). The universal mind produces sensory ideas in individual minds according to certain regularities such as the laws of nature. Berkeley strived to preserve the empiricist orientation and solve Lockes representation problems, while also preserving a spiritual foundation for human experience. Just as Berkeley followed Locke, so did David Hume of Berkeley. Hume drove the empiricist epistemological critique to its final extreme by using Berkeley's insight only turning it in a direction more characteristic of the modern mind. Being an empiricist who grounded all human knowledge in sense experience, Hume agreed with Lockes general idea, and too with Berkeley's criticism of Lockes theory of representation, but disagreed with Berkeley's idealist solution. Behind Hume's analysis is this thought: Human experience was indeed of the phenomenal only, of sense impressions, but there was no way to ascertain what was beyond the sense impressions, spiritual or otherwise. To start