Aproaches to learning - Theories of learning styles and learning strategies Essay Example for Free

Aproaches to learning Theories of learning styles and learning strategies Essay Kolb (1984), in introducing the idea of the experiential learning cycle and of learning styles, defines learning as the process whereby knowledge is created through the transformation of expertise. He suggests that ideas are not fixed but are formed and modified through current and past experiences. His learning cycle consists of four stages; completing each stage is important to improve learning in the next stage : Active Experimentation (The learner actively uses the theories formed and also tries them in new situations. The latter takes him back to the start of the cycle. ) Concrete Experience (The learner is encouraged to become involved in new experiences. ) Reflective Observation (The learner reflect on his experience from different perspective. Enough time and supportive feedback is helpful in this stage. ) Abstract Conceptualisation (The learner forms ideas and logical theories. ) Of course, not everyone acts in the same way, some prefer considering all possible alternatives whilst others like trying out as much as possible. Hence, Kolb associated four learning styles with his learning cycle: the Converger, who applies ideas in a practical way, the Accommodator, who carries out plans and tasks involving him in new experiences, the Diverger, who has good imagination and ideas, and finally the Assimilator, who creates theoretical models. Kolb also points out that learning styles are not fixed personality traits but relatively stable patterns of behaviour. Based on Kolbs model Honey and Mumford (1992) developed a similar model with new terms for Kolbs learning preferences (Honey and Mumford terms in brackets): Active Experimentation (Activist) Concrete Experience (Pragmatist) Reflective Observation (Reflector) Abstract Conceptualisation (Theorist) According to Honey and Mumford four learning styles can be distinguished: the Activist, the Pragmatist, the Reflector, and the Theorist: Activists strengths: Acting quickly; interested in actually doing things Putting ideas into action Activists weaknesses Lack of planning and attention to detail Unlikely to consider many alternatives Pragmatists strengths Integrating theory and practice. Testing things out to get correct solutions Pragmatists weaknesses Lack of imagination Impatient Not interested in concepts and theories Reflectors strengths: Collecting data from variety of sources Reflecting on experiences Reflectors weaknesses: Needs a lot of time before he is able to start Dislike precise instructions Theorists strengths Creating theoretical models Paying attention to detail and systematic analysis Theorists weaknesses Overcautious Relies on logic and usually does not trust feelings Needs a stated purpose. Honey and Mumford developed a Learning Styles Questionnaire to be used as a checklist to identify ones learning preference. Kolb states the combination of all four learning forms produces the highest level of learning by allowing more powerful and adaptive forms of learning to emerge. But still, there is the danger of labelling people as theorists or pragmatists although most people exhibit more than one strong preference. To overcome this problem other theorists, e. g. Schmeck (1988) and Entwistle (1998), use the expression learning strategy which also includes personal traits. According to them people can not be labelled because they usually react flexibly on learning, depending on the expected outcome: A student may read a book about the British history because he is actually interested in or because he needs to read it to pass an exam. Either way involves learning, but in the second case the student is unlikely to take notes about facts he is interested in but those the tutor may ask. Bibliography: Bendrey, M. et al (1996), Accounting and Finance in Business. London: Continuum. Cottrell, S. (2003) The Study Skills Handbook. New York: Palgrave Macmillian. Entwistle, N. (1998) Styles of Learning and Teaching. London: David Fulton Publishers. Brown, R. and Hawksley, B. (1996) Learning skills, studying styles and profiling. Dinton: Mark Allen Publishing. Honey, P. and Mumford, A. (1992) The manual of learning styles, Maidenhead: Peter Honey Publications Ltd. Honey, P. and Mumford, A. (2000) The learning styles helpers guide. Maidenhead: Peter Honey Publications Ltd. Kolb, D. A. (1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall.

Love Cycle Essay Example for Free

Love Cycle Essay The rain starts pouring that particular early evening. Other students run towards buildings for shelter, but I do not notice the cold. How I feel is more overpowering than the disgust I would have felt for me getting soaked at any other time. My feet automatically stop right next to the bench where I have first seen her. That was what, more than a year ago, and I have not seen her for six months now. My beautiful, sweet Angie. Nothing could have prepared me for that one, fateful night when I passed by the same spot on my way home and, against the darkness of the park, I noticed a girl with her head bowed, her arms propped against the bench, and her hair covering her face. It was raining then, too, and that forlorn figure got me worried in spite of myself. So I had approached where she sat, and carefully asked, â€Å"Uhm, miss? † She did not look up. Maybe she was a stone sculpture, until I heard a hiccup. â€Å"Miss, are you OK? It’s raining and, uh, it’s kind of dark here. † The girl slowly sat upright until she was looking at me directly. I swear I heard angels singing when she trained those eyes on me. But they were sad, tear-stained eyes. I could not help thinking what possibly made such beautiful girl cry. Yes, she was beautiful even with the dark stains in her cheeks. Despite the situation, the guy in me just could not stop checking her out. She looked tall and slender. Her hair was long, almost reaching her elbow. She had these thin eyebrows, the kind I usually looked at in women. They made her eyes look bigger and God, didn’t she have the longest eyelashes. What guy wouldn’t fall for a woman who looks like her? My scrutiny halted when she muttered, almost inaudibly, â€Å"I’m OK. † Her voice sounded sweet to my ears. I have never been a picky person, except when it comes to women. I can eat anything, anyone can be my friend, but I can never just pick out one woman from the crowd and pursue her ‘til she say that sweet ‘Yes. ’ I guess maybe that’s the reason why I fell hopelessly in love with Angie. She just appeared into my life without warning, and she never sent any signal to my direction that she likes me, too. A week after that incident, I was forced to do some researching at the main library. By any choice, I would have chosen to play hoops with the guys, but my grade was on the line. Little did I know that I’d see her for the second time, in the library. The funny thing was we were obviously looking for the same thing because we reached for an old book at the same time. When we looked at each other, I found out it was her. She must have recognized me because she tentatively smiled. â€Å"Uh, go ahead,† I said, ever the gentleman. She took the book and said, â€Å"I guess there’s only this copy here. By the way, I’m Angie. You were that guy. † It made me smile because she did remember. â€Å"Yeah! I’m Skip. † When she looked puzzled, I added, â€Å"Actually it’s Steven, but I’m usually called Skip. † It was a year ago now, but I can still remember the way she smiled when we studied that book, or the way her face lit up whenever she talked. Eventually we became friends as we found out we had the same teacher but a different schedule on a subject. That friendship entitled me to see her everyday and talk with her. As days and months passed, I became more attached to Angie. Sometimes I would decline my mates’ invitation for one basketball game just so I could accompany Angie to wherever she wanted to go. I found out that I immensely enjoyed her company because we have so many things in common. We both grew up in a broken family; she lived with her father, while I grew up with my mother. The comfort we found in each other after talking about a similar experience drew us ever closer. It dawned on me one day that I have fallen in love with Angie. Every time she’s away, it creates a hollow feeling that only she can fill. Even my friends noticed the change in me. I was too afraid to let her know. The last time I pursued a girl, she turned me down even before I could ask her. I felt that it might happen the second time around with Angie. That would surely crush my heart, or any chances of her and me ending up together. More days passed. I got the shock of my life when one night, while I was at the apartment studying with my friends, she came barging into the room wearing the biggest, most beautiful smile. I was imagining her telling me, â€Å"Skip, I just found out that I could not live without you! † Instead, she told me and everyone else, â€Å"Skip! My goodness, you wouldn’t believe this! Will finally asked me! † I frowned upon hearing that name. I only met Will once or twice, and it didn’t dawn on me that he was pursuing my Angie, too. I didn’t even know if the two dated. After Angie told me about him, I felt like the world was crushing me. Would she have worn the same, big, beautiful smile if I asked her? Probably not. I died when she next announced, â€Å"Skip, he asked me. How could I not say yes? We dated a few times but we always see each other during Math II and†¦Ã¢â‚¬  I no longer heard the rest of it because I stood up and, without saying anything, locked myself in my room. I didn’t hear her knocking, nor her voice pleading me to come out and tell her what’s wrong. The erratic beating of my barely functioning heart was too loud for me to hear anything. What Angie said, it was like a dagger. After all this time, I’ve been building my courage to finally tell her how I feel. But she beat me to it, with a very cruel message. Anger, regret, and resentment rolled up until I couldn’t take it anymore. I wanted to shout, to hurt myself. But how could I rewind the time, back to the days when I was on the verge of professing to her? I never felt so bad in my life, not even the way I feel about my last unfortunate episode with a girl can compare. I have loved Angie, so much in fact that I can give up anything. I nurtured this feeling until it blossomed into full-blown love that is far from what any man can comprehend. I wanted her back. I wanted back my Angie. It was so unfair. I know I haven’t indicated that I feel something special for her, but how could she not notice? It was like telling me, in my face, that she doesn’t think I’m good enough for her. It was too much that I found myself crying into the night like I never did before. The tears just wouldn’t stop even if I reminded myself it was not a macho thing. But who cares? The woman I’ve secretly loved for so long, just fluttered away. I found out it was hard. Since that night I avoided her, ignored her calls, her messages. I was hurting so much that I didn’t want to see her. Eventually the calls and messages stopped. I barely saw her in the months that followed. If I did, she was in the company of that guy who could have been me had I dared to tell her. I tried to move on because I can see that she’s happy. I was just unsure if it would be a great idea right now to be friends with her again. So the days and months that followed, I immersed myself into studying, hanging out with my friends and signing up for other activities to help me forget. I knew there was no other way but to forget, and forget I did. So in that early evening, I sit where she sat more than one year ago. The rain was accommodating, falling endlessly and washing the tears from my eyes. I was not crying because of regret, but because of the fact that I really did move on after all. I prop my hands over the edge of the cold bench and watch as droplets of rain create ripples in the puddle of water on my feet. Suddenly, rain stops falling in the puddle but it does not stop entirely. A pair of shoes appeared just next to the bench, and I noticed that a shadow stretches over the lawn in front of me. A female voice carefully asked, â€Å"Excuse me. Are you alright? † Yeah, it’s time for me to let go. Time can heal all wounds, and rain can wash away tears. I couldn’t help smiling at the turn of two similar events: one more than a year ago, and the other, right now. With a smile I looked up into the worried face of a girl holding an umbrella towards me and I said, â€Å"Yes, I’m OK. †

David Ricardo: The Comparative Advantage

David Ricardo: The Comparative Advantage As a successful classical economist of the 1700 to 1800s, David Ricardo is known for many of his contributions to political and classical economics including the theory of comparative advantage. The theory of comparative advantage suggests that a person can have a comparative advantage at producing something if he or she can produce it at a lower cost than anyone else. On a larger scale, the comparative advantage has played a large role in free trade, and providing markets with goods and services that would have otherwise been unavailable (Library of Economics and Liberty, 2007). This report will discuss the complications and advantages of the comparative advantage, David Ricardo’s background and theories, the comparative advantages effect on the economy, the political aspect of the theory of comparative advantage, and how it has developed over time. The Comparative Advantage The Comparative Advantage has had a direct effect on international trade and voluntary trade. The theory explores how to create mutually beneficial gains through trade between countries through comparing opportunity costs. Consider the following equation for opportunity cost:, if both China and Canada produce steel and wool, but China produces steel at a lower opportunity cost than Canada (meaning that they give up less monetary assets, goods, or labour costs to produce it), and Canada produces wool at a lower opportunity cost than China, each country has a comparative advantage against one another. This is where mutually beneficial gains of each country comes into play, if Canada chooses to trade some of the wool they have produced for metal, they are gaining more metal then they would have if they had chosen to create both the wool and metal themselves (Cohen Howe, Scarcity, opportunity cost, and trade, 2010). The benefits of the comparative advantage are simple, when a person wak es up in Canada on a cold winter morning and enjoys a glass of orange juice and a cup of coffee, they are enjoying the benefits of the comparative advantage theory. This is because Canada is not able to produce cocoa beans or grow oranges, therefore countries such as Brazil and the USA have a comparative advantage, and Canada must import these goods from them. In Canada much of what makes up the gross domestic product comes from exports and imports, in fact Canada’s import 34% of their goods, and export 36% of GDP. Considering the GDP equation: it becomes apparent of the direct impact this theory has on the Canadian economy, and how it is detrimental for its continuation and growth (Cohen Howe, Globalization and Trade Policy, 2010). Although there are many clear benefits regarding the comparative advantage, there are a few complications and criticisms that must be taken into consideration. The main issues with this theory are the effects of trade on the country doing the trading, these concerns include prices of goods in the country, production levels of said goods, employment levels, who exports and imports what, consumption levels, wages and incomes and welfare effects. These issues can be affected both positively and negatively by uncontrollable forces such as technology and government and can have a direct impact on a countries GDP (Suranovic, 2007). Some other areas of concern include relative prices and exchange rates not being taken into consideration, overstating of benefits and ignora nce of costs such as transport costs and sea and air pollution, as well as the complexity of the real world in comparison to the simplistic example of two countries trading goods (Economics Online, n.d.). David Ricardo David Ricardo began as a stock broker for the London stock exchange in the late 1700s, during this time he gained great wealth that allowed him to further develop other interests such as science and economics. At the age of 27 Ricardo read The Wealth of Nations by Adam Smith, and this commenced ten years of studying and by the age of 37 David Ricardo his first published work called The High Price of Bullion, a Proof of the Depreciating Bank Notes (Spengler, 2014). Ricardo was a true believer in the quantity theory of money, which is the belief that money supply has a direct relationship with price. In 1815 Ricardo published an article called Essay on the Influence of a Low Price of Corn on the Profits of Stock, during which he expressed his opposition to Corn Laws, which at the time caused a restriction on the importation of wheat. As a result of this, Ricardo developed the idea of comparative costs, which is now known as the comparative theory or the Ricardian Model (Library of Econ omics and Liberty, 2008). In his book On the Principles of Political Policy and Taxation Ricardo suggested that by having an absolute advantage (where a country makes their own goods and does not trade) a countries profits can never increase. He advocates that foreign trade can increase profits by bringing food and necessities into the market at a lower price thereby reducing wages and increasing profits. Ricardo asserts that this theory provides advantages to all consumers, as well as producers as they gain more product but costs remain the same (Ricardo, 1817). Ricardo suggests that a country can benefit greatly from trade through the realization and optimization of their comparative, and absolute advantage goods (Suranovic, 2007). Economic Aspect The comparative theory has had ample effect on the global and Canadian economy. For the purposes of this report the focus will be on the Canadian economies effects pertaining to the comparative theory and free trade. In 1989 Canada created a Free Trade Agreement (FTA) which allowed them to trade their goods globally with other countries, five years later the North American free-trade agreement (NAFTA) was implemented to allow free trade between Canada, Mexico and the United States of America. These events have drastically reformed the Canadian economy to what it is today (Schwanen, 2013). Canada relies heavily on free trade to maintain its GDP, specifically through exports and imports. Canada has become the ideal example of how the comparative theory can benefit a country, this is because Canada has much better technology then other countries and has many resources to create its own products and services, but through free-trade Canada is able to grow economically and provide an abundance of goods to its residents. International trade has the ability to increase incomes, saving and investment, all of which have the ability to positively affect the economy. There are many determinants that must be taken into consideration when determining a countries comparative advantage, these include; resource endowments (availability of resources), human skill (such as engineers, programmers, etc.), technology, demand patterns, specialization, business practices, and government policies (Gupta, n.d.). In recent years Canadian exports and imports have been increasing steadily. Exports are comprised of all goods leaving the country such as all goods grown, produced, gathered or manufactured within said country). In 2013 the Canadian merchandise export values increased 3.6% from the previous year, and 1.5% in the last 10 years. Exports to the United States have also been steadily increasing to a current 75.8% of all exports (See Figure 1), and the total value of all exports in Canada in 2013 was $471.4 billion. Imports are comprised of all goods that have entered the country, these include any goods that have crossed boundaries. In 2013 the Canadian merchandise imports increased 2.8% from 2012, and 3.3% in the last 10 years. This data displays a clear increase in imports over exports, which has created a trade deficit in 2013(See Figure 3) (Statistics Canada, 2013). Political Aspect Political decisions have a considerable amount of power regarding the comparative theory and free-trade. These decisions include political pressures regarding trading agreements, creation and implementation of policies, export and import interests, and negotiation between countries (Grossman Helpman, 1993). In Canada, the comparative advantage lies within industries that excerpt natural resources and raw materials. These include wheat, meat, seeds, natural gas, metals, wood and paper. In order for Canada to sustain this comparative advantage it must maintain continual green development to ensure natural resources are still competitive in comparison to other countries resources. Political policies must address these concerns and ensure the prosperity of Canada’s natural resources while still maintaining a high level of exports and imports, as they directly impact the country’s gross domestic product. Canada also has a comparative advantage within the auto industry, as well as aerospace, insurance and communication industries (The Conference Board of Canada, 2013). It is detrimental to Canada’s future economic growth as well as their strengthening of the comparative advantage to ensure technological advances are being made and trade agreements with technologically inn ovative countries are being made. Technology accounts for 5% of Canada’s GDP, and must be able to compare in such a competitive global market. Political figures are responsible for determining and advising on sanctioning policies and identifying emerging businesses to strengthen Canada’s digital advantage (ICTC, 2013). Development of the Comparative Advantage Through the generations the comparative advantage has created growth and innovation in many industries, while it has had great impact on international trade and free trade, there have been hypothesis that the comparative advantage has weakened over time. A recent study named The Evolution of Comparative Advantage: Measurement and Implications suggests that countries with a comparative disadvantage have a faster economic growth than those with a comparative advantage, in both refined and unrefined countries. The study also suggests that the comparative advantage has stayed the same from the 1960s to the 2000s due to productivity levels increasing, and an increase of 15% in GDP in the 2000s that could have been higher had the comparative advantage not been weakening. Finally, the authors have reported that trade patterns have been impacted and have become more similar across countries, such as log and wood. This study suggests that there is still ample work to be done to restore the co mparative advantage and refine it to be more beneficial in today’s economy (Levchenko Zhang, 2014). Conclusion In closing, I consider David Ricardo’s theory to be innovative and well-intended, the world and country I have grown up in would not be what it is today if not for the comparative advantage and free-trade. In this report many aspects of the comparative advantage theory were discussed, what the comparative advantage theory is in regards to opportunity costs and international/free trade, as well as who benefits from the theory and what effects it has on Canada. The history of David Ricardo and his ideals for the future including the Ricardian model. The economic and political aspects and effects of the comparative advantage theory and free-trade in Canada. As well as the evolution of the comparative advantage, and its current place in economics now. Considering the increase in technology and the limited natural resources the world is currently facing, I believe it is important to work towards refining the comparative advantage to help countries better contribute to other country ’s needs, while still mutually benefitting from the trade. In the coming years it will be quite interesting to see how the world handles future innovations and changes in trade and how the Ricardian Model will contribute to those advancements. Bibliography Cohen Howe, A. J. (2010). Globalization and Trade Policy. In A. J. Cohen Howe, Economics for Life (pp. 334-335). Pearson. Cohen Howe, A. J. (2010). Scarcity, opportunity cost, and trade. In Economics for Life (p. 399). Pearson. Economics Online. (n.d.). Comparative Advantage. Retrieved from http://www.economicsonline.co.uk/Global_economics/Comparative_advantage.html Grossman Helpman, G. M. (1993). The Politics of Free Trade Agreements. Retrieved from The National Bureau of Economic Research: http://www.nber.org/papers/w4597.pdf Gupta, S. D. (n.d.). Comparative Advantage and Competitive Advantage: An Economics Perspective and a Synthesis. Retrieved from economics.ca: http://economics.ca/2009/papers/0534.pdf ICTC. (2013). Strengthening Canadas comparative advantage. Retrieved from Information and Communications Technology Council: http://www.ictc-ctic.ca/?p=9821 Levchenko Zhang, A. A. (2014). The Evolution of Comparative Advantage: Measurement and Welfare Implications. Retrieved from The National Bureau of Economic Research: http://www.nber.org/papers/w16806.pdf Library of Economics and Liberty. (2007). Comparative Advantage. Retrieved from Library of Economics and Liberty: http://www.econlib.org/library/Topics/Details/comparativeadvantage.html Library of Economics and Liberty. (2008). The Concise Encyclopedia of Economics: David Recardo . Retrieved from http://www.econlib.org/library/Enc/bios/Ricardo.html Ricardo, D. (1817). On the Principles of Political Economy and Taxation. Retrieved from Library of Economics and Liberty: http://www.econlib.org/library/Ricardo/ricP2a.html#Ch.7, On Foreign Trade, comparative advantage Schwanen, D. (2013). Free trade transformed Canadas economy. Retrieved from The Globe and Mail: http://www.theglobeandmail.com/globe-debate/free-trade-transformed-canadas-economy/article16124601/ Spengler, J. J. (2014). Encyclopedia Britannica. Retrieved from David Ricardo: http://www.britannica.com/EBchecked/topic/502193/David-Ricardo Statistics Canada. (2013). International Trade Canadian Economy . Retrieved from Industry Canada: http://www.ic.gc.ca/eic/site/cis-sic.nsf/eng/h_00029.html Suranovic, S. M. (2007). The Theory of Comparative Advantage. Retrieved from International Trade Theory and Policy: http://internationalecon.com/Trade/Tch40/T40-0.php The Conference Board of Canada. (2013). Canadas trade strengths come from natural resources and related industries. Retrieved from The Conference Board of Canada: http://www.conferenceboard.ca/press/newsrelease/12-06-19/canada_s_trade_strengths_come_from_natural_resources_and_related_industries.aspx Figures Figure 1. Top Export Destinations. An overview of total exports from Canada to other countries. Figure 2. Top Import Sources. An overview of total imports to Canada from other countries. Figure 3. Exports, Imports and Trade Balance. A comparison of exports, imports, and the trade balance (deficit) from 2004-2013.

Herpes-simplex: Type 2 :: essays research papers fc

Herpes-Simplex: Type 2 Herpes is a name that is used to describe several types of skin eruptions that are characterized by formation of blisters. The term embraces primarily two distinct disorders, herpes simplex and herpes zoster, both caused by viruses. Together, these "herpes" viruses are estimated to cause more human illnesses than any other group of viruses. Two types of herpes simplex are known. The first causes cold sores or fever blisters, which is an eruption of blisters that often occurs during the course of or after one of a variety of diseases that eventually cause fever (most commonly average colds, the flu, and pneumonia). The blisters usually appear around the mouth and on the lips (herpes labialis), about the nose, face, and ears, and in the mouth and pharynx. The causative virus has been shown to be present in the cell bodies of the facial nerve in persons who do not have blisters. It is this reservoir of latent virus that is the source of repeated attacks. Except for lotions to relieve pain, itching, or inflammation, no established treatmemt has actually been developed. The second type of the herpes simplex virus, however, is the usual cause of genital herpes. Herpes infections of the genital area have become increasingly common, going along with a rise in general of many sexually transmitted diseases. Sometimes accompanied by headache and fever, the condition usually begins with a mild itching, followed by the development of clusters of blisters that break and crust to form scabs that eventually dry up. The process may last one to three weeks. In many cases new clusters of blisters appear as others heal. When a baby is born to a woman who has active genital herpes lesions, the infant is at high risk of contracting an infection that is often fatal, so these women usually have their babies delivered by a cesarian section. Primary cases of genital herpes can be treated by a drug called acyclovir, which was approved in 1982 and in another form, that is to be taken orally rather than used in an ointment form, in 1984. It also has been proving useful against recurrent attacks. The virus can also invade the central nervous system, or CNS, especially in people who are weakened by other diseases, such as cancer, causing a severe case of encephalitis.

The Future of Print and Cyberculture Essay -- Writing Writers Technolo

The Future of Print and Cyberculture As our class learned from the last assignment in which we created a writing technology, the introduction of new technology can change the way that people operate on a day-to-day basis. Inventions like the automobile and the television, for example, have forever changed the culture in many countries. However, no invention has changed the world more than the computer. In fact it has been the computer that has made the most recent technological phenomenon, the Internet, possible. While the Internet has made obvious changes in the way people communicate, it has also changed how we perform other functions that are as fundamental to us as reading and writing. One of the issues the Internet and similar technologies have forced upon us is the switch from reading from textbooks to reading what is referred to as "hypertext" on the computer screen. Because the Internet has turned into such an extensive source of information, many people find themselves reading from the screen what they normally would have read from plain text in the past. Although this is a process that a lot of people are uncomfortable with, James Sosnoski, author of the essay Hyper-readers and their Reading Engines, believes that reading from computer screens will soon become commonplace. "Though I readily acknowledge that many persons do not like to read from their screens at this time, I assume that over a period of time, the practice will become so habitual that it will seem 'natural' - just as it now seems customary to use a computer rather than a typewriter," he said (404). Reading hypertext is different from the reading that we are accustomed to for a variety of reason s, one of which being that people tend to be more selec... ...de Web is a vast (hyper) text that we read with such increasing frequency that it has become increasingly difficult as the day wears on to dial up one’s account in order to access the Web because so many of its readers are already online," (401). Bringing publishing opportunities to the masses and having speed and convenience applied to written communication sure sounds like an enhancement to me. Works Cited: Landow, George. "Twenty Minutes into the Future, or How Are We Moving Beyond the Book?" Writing Material: Readings from Plato the Digital Age. New York: Longman, 2003. 214-226. Lesser, Wendy. "The Conversation." Writing Material: Readings from Plato the Digital Age. New York: Longman, 2003. 227-233. Sosnoski, James. "Hyper-readers and their Reading Engines." Writing Material: Readings from Plato the Digital Age. New York: Longman, 2003. 400-417

The Analysis of the Struggles of an African-American Man and a Native A

It has long been said that people turn to religion during their most desperate and loneliest moments. This theory was very evident in the lives of two very different real-world people: Black Elk and Malcolm X. Black Elk, a Lakota Sioux Indian, and Malcolm X, an African-American, had many similar experiences despite their differences in geographical location, methods, and religion. Malcolm X and Black Elk turned to Islam and the Sioux’s indigenous religion, respectively, for direction and strength to be liberated from oppression by the United States (US) Government (and the mainstream-American community) and to fight for their respective communities. Malcolm X grew up in a controversial period of racial segregation in American history, causing many African-Americans to lose faith of ever becoming equal to white Americans. X’s father was a Baptist minister; ironically, however, X grew to hate all religions. In fact, once X was sentenced to prison on the counts of larceny and breaking and entering for a maximum of ten years, his fellow inmates named him â€Å"Satan† because of his anti-religious views towards God and the Bible (Haley 171-4, 177). However, as he aspired to be a â€Å"better† person and searched for a purpose in life, his viewpoints on religion changed. In these dark moments of his life, X started to comply to requests made by his converted brothers and sister of not smoking cigarettes and not eating pork (180-1) and to get on his knees and pray to Allah (195-6). After writing a letter and receiving a letter back from Elijah Muhammad, X started to hold the notions that Islam was the origina l religion of African-Americans and that history had been â€Å"whitened† by the white man (208). Overall, X needed an explanation to ... ...ces. Malcolm X can be seen as someone who used Islam as a tool to jumpstart his career and spread his movement, but Malcolm X also practiced what he preached. Black Elk, on the other hand, found commonalities amongst his people and brought his people together to fight the wasichu in an unwinnable war. Nonetheless, both men, whose efforts’ origins traced back to colonial America, were leaders who turned to their faith for guidance in their most desperate moments in life. Works Cited Busby, Brittany, and Andrea Risjord. "Malcolm X." Introduction to Religion 100. Oxford College of Emory University. Alpha 257, Oxford, Georgia. Keynote. Haley, Alex. The Autobiography of Malcolm X. New York: Ballantine Book, 1973. 170+. Print. Neihardt, John. Black Elk Speaks. Twenty-First-Century Edition. Lincoln, Nebraska: University of Nebraska Press, 1988. 01+. Print.

Phil History

Many of us didn't know who are we and where we came from. From the quote â€Å"Nothing of me is original. I am the combined effort of everyone I've ever known†, it says that we, Filipinos don't have any original identity, our identity, like the political, social, economical, and cultural that we have today, came up from the colonization of the other country, like Spain, America, and Japan. Before the colonization of Spain, America, and Japan, Philippines said to have a vast culture In political, economical, social and cultural.In 7,107 Islands In the Philippines there are different people living with different political, economical, social and cultural approach. In pre-colonization, the system of government decentralized, meaning there is no center government to govern the other small government. The leader of the barbarian is a Data, Confederacy is a Rah, and Sultanate is a sultan. Their Judicial system Is oral, which means, whatever the law imposed by the leader It will be s poken through a messenger. They formed alliances through the process of â€Å"Sandburg†.Some lived near bodies of water, and some lived In the mountains or rest. The lifestyle of the people living near the bodies of water are fishing, boat building, pottery, farming, and so many more, while the people living in the mountains are swished, farming, hunting, gathering, etc. People living before the colonization, have a social strata, first is the imaging and data class, a ruling and warrior class. Second Is the maharaja, a wealthy class. Third Is the Tamaki or freeman, a commoner. Last Is the Labial or Roller, debt peons. People In the pre colonization have a system of writing called Babylon.They also have religion, called minims, they worship anoint/Anita, data and their priest/sees is called Babylon. The Muslims saw Misguidance and Sulk first before the Spaniards came to the Philippines and introduce their religion called Islam, where their God is Allah and prophet is Mohammed All. When the Spanish came to Philippines, their only purpose Is the g's: God, Gold and Glory. They colonize us in two ways, one is with religion and the other Is with the use of sword. Religion came to victorious. The Spaniards gave us new way to live our life; they also introduce us to their religion, which is Christianity.We, Filipinos at home set up altars in the Hispanic tradition, adorned with Catholic images, flowers and candles. During fiestas, most communities organize church services and religious processions in honor of a patron saint. Also, we inherit the holiday of the Spaniards, for January 1 – New years day, March or April – Seaman Santa also called Holy week, October 31 – November 2 – All saints day and all souls day, December 24 – Niche Buena also known as Christmas Eve, and December 25 – Christmas. They created two governments, one is the central government and the other is the local government.The central government is he aded by Governor-General, who is the commander-in-chief, head of an army and navy, he also have veto power, meaning if he seems the law is not good enough, he can nullify or cancel the law. He Is the Vice-Real Patron, and lastly, he Is the president provinces and the leader is called Lacked Mayor, Corrections, which are unified provinces, the leader is Corridors, Pueblo-towns, the leader is Gubernatorial, Cicada, the leader is Mountaintop and Barbarian, the leader is Caber. In the course of Spanish colonization in the Philippines, the friars instructed opulent Baroque-style church edifices.These structures are still found today everywhere across the country and they symbolize the cultural influence of Spain in Filipino life. The opulence of these edifices was clearly visible in the ornate facades, paintings, and sculpture, as well as in the behavioral patterns of the people and in the intricate rituals associated with Roman Catholic churches. While it is true that the Spaniards expl oited labor in the construction of the imposing Baroque-style sanctuaries for Roman Catholic worship, it is also true that these same edifices came the means by which Filipino artistic talents and inclinations were expressed.The carpenters, masons, craftsmen, and artisans were mainly Filipinos. In this way, the Roman Catholic Church and religion influenced Filipino architectural and building style, even as the rituals and festivities of the Church influenced Filipino dances, songs, paintings, and literary writings. Through these influences, the Church afforded the Filipinos abundant opportunities for both solemn rites and Joyous festivities and celebrations known as â€Å"fiestas. The services inside the Catholic hurries often spilled out into the thoroughfare in the form of colorful and pageant- filled religious processions in which the rich and the poor participated. Dining, drinking, and merrymaking often followed or accompanied such religious activities. During these feasts, Sp anish culinary specialties like â€Å"paella† which means a dish consisting of a mixture of rice, chicken and shellfish, â€Å"razor valerian† which means glutinous rice and chicken cooked in coconut milk, and â€Å"lingua† meaning sautà ©ed ox- tongue usually with mushroom sauce became part of the local table fare.The rites ND feasts served to provide relief from the drudgery of humdrum village existence, to release pent-up social and economic frustrations, or to foster community spirit and unity. With the help of the Americans, Philippines got its independence after the sacrifices they undergo under the Spaniards. After the independence, Americans redistribute the enormous land properties that were given during the Spanish period to the Catholic Church. Even though they redistribute the land, the small farmers didn't get any land because they can't prove that they are the owner of that land and they can't pay the asked price.The lands became the property of l arge landowners. American General Douglas Mac Arthur landed in Elite, one of the biggest islands in Central Island of the Philippines with 700 vessel and 174 000 army and navy. Since the American led us, the government was divided into three branches: Judiciary, system of courts that interprets and applies the law in the name of state. It also provides a mechanism for the resolution of disputes among people. Legislative, the one who make the law or pertaining to the enactment of law. Last is, Executive, the one who enforces the law or have the power to put plans, actions or laws into effect.There are also schools that were built during their time, like the agricultural schools; Philippine Normal University and University of the Philippines. Their medium of instruction was English and the teachers are called Atomies. Also, there were public schools that were open up for the education of the Filipinos. Also, during the introduced to us by the Americans and approximately three hundred thousand Filipinos become protestant. In the economical part, Americans built roads, streets, bridges, and new infrastructures that made movement of products and services more efficient.It also improved the Philippines economy by the development of new industries, increase in agricultural production. In the social part, Filipinos learned to play games, watch movies, new kinds of music introduced to us by Americans, using respectful greetings like â€Å"Magenta magma PDP' were replaced by merely saying â€Å"Good morning†, â€Å"Paganism' was replaced by kissing the cheeks of parents and elders as a sign of respect. We lost our sense of â€Å"banish. † Women wear dresses, high- heeled shoes, and a handbag, while men, Suits, polo shirts, ties and Jeans. The Japanese started when they started attacking the Pearl Habit.It is also in the Japanese time, when the Filipinos do the death march from Bataan to San Fernando Pangaea where many of Filipino died. In their occupatio n, the Japanese introduced to us duck farming, fish breeding, and other influences like removing slippers before entering the house, bonsai planting, and manufacturing farm tools and war weapons. They also taught us origami, their martial art, Judo, and tanning of deer skin. Since the Japanese where here for Just a short period of time, they didn't leave much of their culture but they change the way things are done in the Philippines. Just like strict curfews was enforced.Even though our country has an identity of our own before the coming of the colonizers, like Filipinos know how to survive and have their own ways to live, they can create things by the use of what they see in their surroundings, but we had been greatly influenced by the country that colonized us. I think that the three countries that colonized us changed our political, economical, cultural and social system of our country. I think our identity today, as Filipinos are mixed from the Spanish, Americans and Japanese influence to us. Our lifestyles that we have now came from different influences of other country to us.Today, some of the Filipinos still do â€Å"banish† in some of the provinces in the Philippines, There are many Spanish influences on Filipino culture. Thousands of Spanish words are load in most Filipino languages. We, Filipinos sometime speak Spanish, when we have simple conversation, like mesa, silly, and many other Spanish words, all over the Philippines. The traditions of the Spanish, their holidays, their religion, and even their government are also the influences of the Spaniards as they colonized our country. The influence of the Spanish, like â€Å"paganism as inkstands† still lives in us or inAmerican influence, â€Å"packaging as pissing† some of the Filipino do this as a respect to the elderly or to their parents. The way of how we dress is also influenced by Spanish and America. We wear coat and tie for going to work, Barron and flapping dress for attending marriage or baptism, and gown or dresses for attending formal parties. We also adopt their government which is the local and central government. We also adopt the system of government of America given to us, the legislative, the Judiciary and the executive. With the help of the American, the agriculture of our country has en improved.