8 Nov 1942 Northwest Africa Assignment Example | Topics and Well Written Essays - 1250 words

8 Nov 1942 Northwest Africa - Assignment Example The Allies were the first immigrants from the United States to settle in North Africa. The Axis was a combination of forces, which were against the allies for instance Italy and Germany. It began as early as July 1942 when the Allies agreed on a proposal that it was very illogical for small-scale operations to take over the Northern France region. However, in the agreement, it was clear that landings must secure Vichy territories in Morocco, Algeria and Tunisia to enable them spread their influence over the Western Desert. In this sense, the Mediterranean would be free to all Allies to ship goods through Cape of Good Hope. On November 8, 1942, the Allies, due to fear made a quick attempt to take over Tunisia. They were certain the Axis would be rivals if they heard of the Torch landings. The Operation Torch landing and the frequent battles, which were against the Vichy forces made it easy for the Allies to get hold of the Axis forces and forcing them to surrender. This kind of battle happened in Tunisia the same period when North African Campaign took place. it was a battle dominated by the German and Italian forces which made use of weapons like the German Tiger which was among the 501 heavy tanks to be used in this battles. However, its success drew most of the support from the Allies who had a large soldier force and advanced weaponry. Alternatively, it referred to as the Desert war. It was the first campaign to occur and thus gave birth to the North Africa Campaign. This campaign drew its strength from the massive supply of both weaponry, soldiers and food. The Allies used this as a chance to capture the Axis thus making the Germans desperate. For instance, Erwin Rommel, a German commander had a rough time since all the fuel and other support links were disconnected. By the beginning of 1942, the U.S. Air Force Army had began building bombers and fighters just to support the campaign which it later referred to

World History Essay Example | Topics and Well Written Essays - 1250 words

World History - Essay Example vernment and representatives of the Arab governments, the Palestinian Arabs and the Jewish Agency, the White Paper was issued in 1939 by the British government declaring its intention of the future government of Palestine. The White paper also contained the Land Transfers Regulations to protect Palestinian land rights against Zionist acquisition (P4pd. 2004). The White paper further demanded conditional independence for unitary Palestinian State after ten years. In addition, it was agreed to allow 15,000 Jewish immigrants into Palestine annually for five years (Palestineremembered, 2006). Provision was also made for protection of Palestinian land rights against the Zionist acquisition. The British had made contradictory promises to both the Jews and the Palestinians and landed themselves in an untenable and difficult situation. During the World War I, Britain had promised the local Arabs through the Lawrence of Arabia, an independent Arab country covering most of the Middle East in exchange for their support (Wikipedia). Britain also promised to create a Jewish national home as per the Balfour Declaration of 1917. The Jews were fighting against the Arabs and the British while the Arabs were fighting against the Jews and the British. The Arabs attacked the British because the British failed to maintain the quotas as agreed and allowed illegal Jews to enter Palestine (Trueman, 2000). The Jews attacked the British authorities in Palestine because they believed that the quota system was grossly unfair. As a result, British were in the middle of the conflict with little control as the two other sides were involved in their own beliefs (Trueman, 2000). In an attempt to end the violence, the British placed restrictions on the Jewish immigration â€Å"in the ‘interests of the present population’ and the ‘absorptive capacity’ of the country† (Bard, 2007). The British actually partitioned the country by limiting the absorptive capacity of Palestine. They put a

Media represent females at a particular sporting event-wimbledon event Literature review

Media represent females at a particular sporting event-wimbledon event upcoming one for this year - Literature review Example Research Hypothesis The above mentioned research questions, in a broader sense will be explored and analyzed to test and validate the below mentioned research hypothesis: The media representation of females in the sporting events is biased and prejudiced. Justification for Using the Qualitative Approach to Test the Research Hypothesis The given research will exploit the qualitative methods and approaches to test the proposed research hypothesis. A qualitative approach is highly suitable for testing the proposed hypothesis owing to a variety of reasons. Not to say, that a qualitative approach towards research has its specific advantages and flaws. Qualitative research has primarily to do with the qualitative phenomena that are the phenomena that have to do with quality or kind (Newman & Benz 1998). For example, in the research under consideration, the qualitative research undertaken will have to do with the quality or kind of the media representation of women in sporting events. Quali tative research is a valid form of scientific research. Qualitative research tends to sort out answers to questions. It adheres to s systematic and predefined procedure used for testing a research hypothesis. ... the undertaken research is not only to test the proposed hypothesis but also to cull out insights that are of relevance to the future research in related disciplines. In the context of the research topic under consideration, a qualitative approach will be highly suitable in exploring the values, behaviour and attitude of media towards the representation of women in sporting events. This qualitative research will provide the research scholar with the complex textual information regarding how people experience the representation of women in sporting events and what do they think about it. Besides, it will solicit information regarding the human side of the issue under consideration (Phillimore & Goodson 2004). It will help the research scholar better understand and interpret the complicated reality pertaining to the media representation of women in sporting events and its implications for further research in varied disciplines. The nature of the research hypothesis to be tested is such that it defies all attempts to quantify or accurately measure the type and nature of media representation of women in sporting events, and hence a quantitative approach will not be suitable and appropriate (Lankshear & Knobel 2004). A qualitative approach towards the proposed research offers varied advantages over a quantitative approach. The first and foremost advantage of qualitative research is that it accords a great degree of flexibility to the research scholar (Bowling 2002). The quantitative methods are usually inflexible and are mostly not appropriate for testing the type and kind of research hypothesis under consideration. When it comes to quantitative research, the common methods it uses to collect data such as questionnaires and surveys do tend to pose the same questions to all

Dissection and graded assignment Example | Topics and Well Written Essays - 500 words

Dissection and graded - Assignment Example A progressive disorder can be dealt with if proper genetic testing is done, but at times unpreventable diseases are found out by genetic testing. In these cases there are ethical issues which may arise. An example of an ethical issue arising due to genetic testing is the chance of someone using a person’s personal information against someone which could prove to be harmful. Hence it can be clearly stated that genetic testing is a matter of privacy and individual choice. Laws passed by HIPAA and GINA protect personal information of those being tested and eradicate the chances of discrimination (Norrgard, 2008). 1. You are an epidemiologist at a county hospital. The hospital has asked you to examine the effects of antibiotics administered to patients before surgery that involves opening of the chest cavity. The time frame for administration of antibiotics to patients before surgery is 2-hour intervals for up to 24 hours. The overall objective of the study is to reduce surgical infections and deaths associated with surgery. The hospital administration has given you 15 years to complete the study. The purpose of administering antibiotics prophylactically is important prior to any surgery. The main need for this administration is to prevent any possible post-surgery infections. The possible wound infections result in extended stays of patients at hospitals. These infections develop due to microbial virulence factors, local factors, surgical techniques and systemic factors. Over the years epidemiologists at the hospital facility worked to choose the best suitable antibiotic. The antibiotic had low toxicity and low chances of allergies. The antibiotic of choice was given 30 minutes before the surgery. The concentration of the drug given was adjusted with the duration of surgery. In surgeries which involved incising the chest cavity, the antibiotic of choice was cefazolin (Holzheimer, 2001). A comparative study was carried out between the efficacies of two

Sociological Theories Essay Example for Free

Sociological Theories Essay Mills was able to shift his focus to examine how people influence others based on external social forces that shape personal experiences. Mill’s definition of the sociological imagination allowed for the ability for others to see the impact of social forces on individual’s private and public affiliations. Through Mill’s establishment of the sociological imagination, a perspective on religion could then be observed through viewing religious institutions as merely a product of social foundations (Dandaneau, 146). In Steven P. Dandaneau’s book, Taking it Big, Developing Sociological Consciousness in Postmodern Times, the analysis of chapter seven entitled, Religion and Society- Of Gods and Demons, created an assessment which viewed the nature of religion as a social institution. The arrangement of religion within a society creates a structural analysis of patterns and beliefs that are replicated through the development of social establishments and are maintained within a society by linking social institutions directly to a religious belief. †¦Structural analysis, that is, systematic thinking about how patterns of life and belief are reproduced across time and space such that social institutions- composed of roles, positions, groups, norms, values, and rituals- are created and maintained, thereby building and rebuilding society†¦Ã¢â‚¬  (Dandaneau, 145). Therefore, we can conclude that social institutions help to formulate the individual within society by establishing the roles endorsed through the institutional framework. As an outcome, institutions and the individuals within it, consequently determine the structure of a society through using religion as a collective social enterprise (Dandaneau, 146). This establishment of social enterprise requires unique customs and practices in order to maintain social cohesiveness within a specific religious institute. Each religious society is then able to formulate distinct internal divisions that allow for individuals to develop a sociological imagination within a religious society (Dandaneau, 148). Through a historical context, religion has always been a product of human existence. Various religious institutions practiced today are an outcome of recent history after the shift away from Aminism. The transformations within the human consciousness arose as a result from the combination of urbanization and modernity. Through a more urbanized and contemporary society, the growth of the human population was abundant and inevitable. As a result, religion was then used as a form of material comfort for a new, emerging, and suffering population evolving within human history (Dandaneau, 150). Religion prevails today amongst people within a particular culture because of the ability for religions to reproduce themselves based on adaptations made from the establishment of modernization (Dandaneau, 150). However, the use of religion as a means of social change does not necessarily enhance or diminish societal modifications within a structured society. The sociological imagination was an outcome presented by religion partially because of the impact of sciences and nature within the development of the scientific revolution. These imagined responses are understandable, at least on sociological grounds, because never before had humans been so influenced by the scientific revolution. † (Dandaneau, 157). This skepticism of religion was a contributor to the initial expansion of the sociological imagination presented by Mills. Through the use of the sociological imagination today, a dystopian and dying world is presented. For Mills, religion had lost its sacred substance and it s ability to inspire current members. As an outcome of this, Mills offered the â€Å"immanent critique,† which is the involvement of a group’s own principles against them, and the inspiration for them to have their own individualized ideas. â€Å"Immanent critique†¦entails using a group’s own principles against them and encouraging them to live up to their own cherished ideals†¦Ã¢â‚¬  (Dandaneau, 159). In conclusion, through the sociological imagination, Mill’s is able to determine the structure, history, and the society that prevails within a religious union. The meaning of religion within a communal setting is bound by social experiences. Despite Mill’s views that the world is dystopian and dying, he summarizes the sociological imagination is evidently an insufficient form of comfort; and that these devout experiences create a critical aspect in religious self-development through both an individual and a community perspective. â€Å"†¦Religions status and meaning for today’s world†¦is a subject that requires the sociological imagination because the sociological imagination is located at the crossroads of social structure, history, and biography. (Dandaneau, 156). In Steven P. Dandaneau’s account in chapter nine, The End of History, he analyzes an outlook presented to emphasize that our history is simply the reality in which we live in. This present reality is defined by former historical events that have contributed to creating and institutionalizing an objective and collective memory of the past. Through his concept of the sociological imagination, he demonstrates his conviction that history and biography should be linked together rather than seperated. In relation to Mill’s theory, the whole purpose of developing the sociological imagination is to simplify involvement in history making, not of history coming to an end. Through the expansion of social structure created by the sociological imagination, the media’s portrayal of historical events impacts the expansion of social change though changing perceptions within the lives of the individual. Through the changes in perception within the lives of an individual, as stated by Mills, we create â€Å"intricate connections between the patterns of their own lives and the historical level of reality. (Dandaneau, 198). Therefore, the sociological imagination cannot be reenacted through mere simulations or second hand accounts of individual experiences because of the failure to confront present humanity. In order to understand the structure of a particular society in history, we must understand the demise of the sociological imagination and how it is applied to existing histo rical accounts. Through the introduction of the industrial revolution and modernity came the introduction of time and space that was initially introduced as â€Å"clock time†(Dandaneau, 200). This mechanical means of measuring passing moments was incorporated into all social life within industrial society. â€Å"With the industrial revolution came â€Å"clock time,† which is rooted in a mechanical means of measuring passing moments and that was used to regiment work and, indeed, all social life† (Dandaneau, 200). Through this idea, the perception of time and space is historically and socially structured through being a product of culture. Through time and space in relation to history, together they represent primary media through which societies can then be regulated. â€Å"Time and space are socially organized and culturally conceived, and they represent primary media through which societies are integrated and regulated. † Through the use of history, human beings have been able to document societal structures based on the idea of learning and understanding past historical events. Through this, individuals can assume that history is continual and it affects all members within a society. As a result of absent facts about history, Mill’s finds that our society has no direction to our immediate history or current historical situations (Dandaneau, 216). This is problematic because with the end of history, â€Å"it is difficult to develop a sociological imagination within a single self-consciousness† (Dandaneau, 218). Consequently though, there are varieties of people who prevail despite the idea of the ending of history. Minority groups have a strong interest in history because they are engaged in a constant struggle for equality. Due to injustices and inequalities, minority groups look back on their history of struggles to determine solutions and to find courage to fight for individualism (Dandaneau, 219). Social and political change can be made possible through the possession of the sociological imagination through an analysis of history. Without this analysis, history will end. Unfortunately, because of inaccurate portrayals of history presented through social media, the end of history faces unpredictable challenges because our society’s institutions are both the solution and the root of postmodern societal problems. It is up to the individual who possesses the sociological imagination to make the realization that postmodern culture is merely a developed hyper reality created through the inaccurate depictions of our human history. â€Å"Through ideological distortion and as a result of its inflection through the mass media, â€Å"history† is today on life support†¦it is the task of the possessor of the sociological imagination to act as if his or her exaggeration is not yet true†¦Ã¢â‚¬  (Dandaneau, 222). In conclusion, this chapter emphasizes the necessity for access to â€Å"real historiography (reason) and the means to participate in radical social change (freedom)† rather than inaccurate representations of history through the media and other social institutions. Mill’s sociological imagination allowed him to look at history as a continuing process in order to reach the full understanding of society. Consequently, individuals within our postmodern society fail to intersect with the problem to end history because of the inability to change social institutions. As a result of this, the structure of human history is distorted through mass media. This makes the task of positioning ourselves within current history difficult because of the misrepresented comprehension about our past. â€Å"†¦The problem of the degradation of the public sphere intersects with the problem of the end of history because without a space in which to act toward and fundamentally change postmodern social institutions, a democratic history cannot be effected† (Dandaneau, 223). In chapter ten, Sociology without Society, Steven P. Dandaneau begins by reflecting that the impact of working against the sociological imagination exists for more reasons besides the degradation of public life and the loss of history. He states that â€Å"within sociology itself† (Dandaneau, 225) the sociological imagination follows the complex relationship between altering social structures and frequent individual occurrences within structured social institutions. So what exactly does this mean? The arrangement of sociology without scrutinizes that are derived from collective life and the self-consciousness of others within everyday life ends in the development of sociology without society. Sociology (according to Dandaneau’s accounts from Alan Wolfe) studies the moral basis of society; when according to his opinion, â€Å"Sociology should be a study of people as they interact and relate with other people,† and sociologists fail in this obligation to study people’s complex and morally dependent relationships with others (Dandaneau, 226). This idea of sociology without society is made even more prevalent through the works of Mill’s sociological imagination. Despite Mill’s evident transference of emotions through conveying an understanding of a society, Mills spent little time actively engaged with actual members (Dandaneau, 226). This view of society, the practice of the sociological imagination to create a civil society is â€Å"The product of a sociological perspective that attends primarily to the workings of the modern state and the capitalist market or the integration of both systems working together† (Dandaneau, 227). In postmodern times however, a civil society is thought to be maintained through moral rules learned from childhood experiences carried into adulthood (Dandaneau, 228). The sociological imagination is threatened today by any effort to suppress its pragmatic background (Dandaneau, 229). Ignoring the pragmatic background denies the importance of society itself; thus, the practice of a sociologically meaningful story derived from an accurate historical event is dowsed with the awareness of practicing sociology without society. Through this idea, Mills created a portrait of people that he describes through interactions between people within specific social settings. â€Å"He (Mills) focused attention on the relationship between these individual lives and the changing structure of American capitalist society-its class system, technological shifts, racial segregation, and the social policies that have affected all of these† (Dandaneau, 235). This type of society, and the various types of people in it, can be understood if the type of the social problem is identified. This could create a reconstruction of our social system, â€Å"†¦we stand a chance of restructuring our social systems in such a way as to eliminate the problem as it is experienced in civil society† (Dandaneau, 235). If social problems are derived from social institutions, and people have the ability to form moral bonds with others for civil societies, then it can be concluded that individuals who possess a sociological imagination have the ability for structural change. Even though Mills practiced sociology without society, he deemed it possible to retain a strong connection to people despite the lack of an empirical connection. As emphasized from a passage in chapter ten, â€Å"The possessor of the sociological imagination is as much concerned with ideas as facts; the trick is to bring them into a meaningful relation to one another†¦Ã¢â‚¬  (Dandaneau, 239). Through the possession of a sociological imagination, the division of sociological labor provides a historical totality of social and cultural experiences (Dandaneau, 239). The sociological imagination also is a form of self-consciousness that displays the complexities of the world through conceptualization. Mill’s final assertion is that civil society has â€Å"not disappeared altogether† (Dandaneau, 240) and that people must be understood for existing as moral agents, and social beings with moral rules and obligations. In closing, three questions regarding structure, human history, and varieties of people within it, are all parts of Mill’s perspective within the sociological imagination.

The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of Teaching Young Learners English Language Essay The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). Theory of language acquisition in the early age From around 1975, language acquisition is contrasted with language learning. The American applied linguist Krashen uses the word acquisition to describe learning of the second language which is analogous to the way in which a child learns naturally his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between acquisition and learning, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term learning, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 1987: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to MaÅ‚y sÅ‚ownik psychologiczny, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency: age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds. attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything. previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her. material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process. way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises. number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning. time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 30-40). The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learners who tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoņºci do skupiania uwagi i zapamiÄâ„ ¢tywania WSiP Warszawa 2005: 52-68). The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).

Locke Arguments In Support Of Private Property Philosophy Essay

Locke Arguments In Support Of Private Property Philosophy Essay What are Natural Rights? A Natural Right is a universal right that everyone has all around the world. In particular, Natural Rights is a political theory that maintains that an individual enters into society with certain basic rights and that no government can deny these rights. Us as humans were born with these natural rights. Natural rights grew out of the ancient and medieval doctrines of natural law, which is the belief that people, as creatures of nature and God, should live their lives and organize their society on the basis of rules and precepts laid down by nature or God. The concept of a natural right can be contrasted with the concept of a legal right. A legal right is specifically created by the government, while a natural right is claimed even when it Is Private Property a Natural Right? Yes! I consider Private Property a Natural Right. Private Property plays a big role within Natural Rights. Many philosophers including Locke, Marx, and Rawls each had their position on private property. This leads to the question: What is Private Property? You can not just give one definition because as I said before, many philosophers had different positions about private property on natural rights. If I had to define Private Property, I would say it is any property that is not public property, and may be under the control of a group or a single individual. It is like a claim to something that excludes others from having that same privilege. The one philosopher that I will talk about is John Locke. John Locke (29 August 1632 28 October 1704) was an English philosopher. Locke is considered the first of the British empiricist, but is equally important to social contract theory. His ideas had enormous influence on the development of epistemology and political philosophy, and he is widely regarded as one of the most influential enlightenment thinkers, classical republicans, and contributors to liberal theory. His writings influenced Voltaire and Rousseau, many Scottish Enlightenment thinkers, as well as the American Revolutionaries. Lockes theory of mind is often cited as the origin for modern conceptions of identity and the self, figuring prominently in the later works of philosophers such as David Hume, Jean Jacques Rousseau and Immanuel Kant. Locke was the first philosopher to define the self through a continuity of consciousness. He also postulated that the mind was a blank slate or tabula rasa; that is, contrary to Cartesian or Christian Philosophy, Locke maintained that people are born without innate ideas. John Lockes position on private property being a natural right is really different from that of other philosophers. Locke was a major social contract thinker who argued that all people know what to do and why they do it therefore making sense. He said that mans natural rights are life, liberty, and property. In the Second Treatise of Government by John Locke, he writes about the right to private property. In the chapter which is titled Of Property he tells how the right to private property originated, the role it plays in the state of nature, the limitations that are set on the rights of private property, the role the invention of money played in property rights and the role property rights play after the establishment of government.. In this chapter Locke makes significant points about private property. In this paper I will summarize his analysis of the right to private property, and I will give my opinion on some of the points Locke makes in his book. According to Locke, the right to private property originated when God gave the world to men. Locke makes the argument that when God created the world for man, he gave man reason to make use of the world to the best advantage of life, and convenience. What he means by that is, that God made this world for man, and when he made it he gave m an the right to use what is in this world to his benefit. Locke explains that every man has property in his own person, and that nobody has any right to that property but that person. The author states that whatsoever then he removes out of the state of nature hath provided, and left it in, he hath mixed his labour with, and joined to it something that is his own, and thereby makes it his property (Locke pg. 19). What Locke means by that statement is that once a person removes something out of its original state of nature that something becomes that persons property. After someone gains this property are there any limitations on that property? Locke believes that there are limitations on that property. Locke believes that God has given us all things richly, and that man may use those things as long as he takes what he needs. Locke believes that the purpose of government is to protect property and that society was set up to avoid civil or foreign wars that may occur over the dispute of property. Locke attempts to rationalize the right of men having unequal possessions of the earth, but fails because he does not recognize that unequal ownership of property does not allow for the basis of his argument that ownership of property is only justified if there is good and enough for others. The right to private property is the cornerstone of Lockes political theory, encapsulating how each man relates to God and to other men. Locke explains that man originally exists in a state of nature in which he needs answer only to the laws of nature. In this state of nature, men are free to do as they please, so long as they preserve peace and preserve mankind in general. Because they have a right to self-preservation, it follows that they have the right to those things that will help them to survive and be happy. God has provided us with all the materials we need to pursue those ends, but these natural resources are useless until men apply their efforts to them. For example, a field is useless until it produces food, and no field will produce food until someone farms it. Â  Locke proposes that because all men own their bodies completely, any product of their physical labour also belongs to them. Thus, when a man works on some goods or material, he becomes the owner of that goods or material. The man who farms the land and has produced food owns the land and the food that his labour created. However the restriction to private property is that, because God wants all his children to be happy, no man can take possession of something if he harms another in doing so. He cannot take possession of more than he can use, for example, because he would then be wasting materials that might otherwise be used by another person. Unfortunately, the world is afflicted by immoral men who violate these natural laws. By coming together in the social-political compact of a community that can create and enforce laws, men are guaranteed better protection of their property and other freedoms. Lockes treatment of property is generally thought to be among his most important contributions in political thought, but it is also one of the aspects of his thought that has been most heavily criticized. There are important debates over what exactly Locke was trying to accomplish with his theory. One interpretation, advanced by C.B. Macpherson, sees Locke as a defender of unrestricted capitalist accumulation. Locke used the idea of a state of nature to present his political views, Locke argued that men have rights, including those to life and property, and the Two Treatises justifies revolution in some circumstances. C.B. Macpherson marshalled various facts so as to argue that Locke defended the rationality of unlimited desire, and so capital accumulation, in a way that provided a moral basis for capitalism. What is more, he did so in the context of a broadly Marxist historiography, according to which British theorists of the seventeenth and eighteenth century adopted ideas which reflected the emergence of a capitalist economy. When historians criticise and compare theories in terms of accepted facts, they can use criteria of accuracy, comprehensiveness, consistency, fruitfulness, openness, and progressiveness. Alan Ryan has criticised Macpherson for inaccuracy. He argued that Macpherson was wrong to say Locke thought rationality was restricted to one class who went in for the acquisition of capital goods. Rather, Locke explicitly said that all adults apart from lunatics were rational enough to understand what the law of nature required of them. Ryan also has criticised Macpherson, at least implicitly, for failing to be comprehensive: Macphersons theory could not account for the many passages in the Two Treatises that Ryan used to show that Locke said things clearly contrary to Macphersons interpretation. More generally, Ryan has suggested that Macphersons errors stem from an unfruitful method. John Dunn too has criticised Macpherson for not being comprehensive: Macphersons theory took no account of Lockes religious faith, a faith which provided the unifying theme of Lockes thought. In particular, Dunn has argued that Locke could not have intended to demonstrate the overriding rationality of capital accumulation precisely because his view of rationality depended on his religious beliefs, and so for him the rationality of any action in this world necessarily would de pend on the effect of the action on ones after-life. More recently, James Tully has developed Dunns broad critique of Macpherson by interpreting the Two Treatises, within the context of Lockes religious beliefs, as an attempt to defend a self-governing community of small proprietors enjoying the security to harvest the fruits of their labours, an ideal which Tully sees as contrary to capitalism. More generally, Dunn too related Macphersons erroneous view of Locke to a faulty method. Instead, Dunn advocated, against Ryan as well as Macpherson, a method which would focus on the intentions that it makes sense to ascribe to authors in the light of what we know of the characteristic beliefs of their time. Because people can respond to criticism in a way that strengthens their theory, comparison must be a more or less continuous activity. However, our criteria of comparison suggest we should scrutinise the way in which people deflect criticisms to see if they do so in a progressive manner maintaining the openness of their theory. Thus, if Macpherson responded to the criticisms of Ryan or Dunn, or if Ryan responded to the criticisms of Dunn, we would want to know whether their revised views represented either a progressive development of their theories or a purely defensive hypothesis. For example, Neal Wood has defended an interpretation of Locke that we might regard as a revised version of Macphersons view in so far as it apparently rests on a fairly similar, broadly Marxist historiography. Wood criticises Tullys interpretation of Locke for being incomplete, and possibly inconsistent. Robert Nozick also questions the idea of mixing and in doing so, offers an alternative explanation to Levines objection. In Anarchy, State and Utopia he asks, Why isnt mixing what I own with what I dont own a way of losing what I own rather than a way of gaining what I dont? If I own a can of tomato juice and spill it in the sea so that its molecules mingle evenly throughout the sea, do I thereby come to own the sea, or have I foolishly dissipated my tomato juice? Nozick reformulates Lockes idea by saying that one does not appropriate something by mixing labour with it, but rather by labouring on it and improving it to make it more valuable. By extensions, anyone is entitled to own a thing whose value he has created. Nozick himself asks why ones entitlement should extend to the whole object rather than just to the added value ones labour has produced. However, he gives no real argument against this and instead notes that no value-added property scheme has ever been devised. Nozick suggests Someone may be made worse off by anothers appropriation in two ways: first, by losing the opportunity to improve his situation by a particular appropriation or any one; and second, by no longer being able to use freely (without appropriation) what he previously could. However, Nozicks revision does make the intuition that underlies the Lockean proviso, that the harmless appropriation of unowned things is morally defensible, more plausible than Lockes own formulation does. It does so, though, at the cost of introducing a consideration foreign to Lockes way of thinking into the very heart of his theory. Nozick, being a libertarian at heart, agrees with the essence of Lockes theory but prefers to reformulate certain areas that he thinks do not work. It is difficult to conclude whether Lockes natural right of property should be accepted since we know from history that initial acquisition of property was not done on a Lockean basis.