Analysis Of The Book Blood Done Sign My Name - 918 Words

Whites didn’t just open the door up and say, ‘Yall come in, integration done come.’ ‘It didn’t happen that way in Oxford. Somebody was bruised and kicked and knocked around-you better believe it’†. The social revolution of the 1960s changed America in ways that will be debated for a long time to come. Legacies both positive and negative were a part of that revolution, along with a few stirring controversies held over. Stories of heroic acts of protest, sweeping reforms, and unresolved crimes remain with people even today. In Oxford, it seemed that the nonviolent Civil Rights Movement had accomplished almost nothing, for white Oxford had closed the gate against reform. In the book, â€Å"Blood Done Sign My Name â€Å", Tyson telling a story where an impassioned sense of justice is denied. Throughout the book Tyson accomplished three things he gave his personal story of what it was like to grow up in the south, to look at the investigati on of a brutal crime where new evidence is brought forth, then he talks about the history of the Civil Right era especially in Oxford where the murder of Henry Marrow ignited the flame among the black community. In my opinion Tim Tyson’s purpose in writing â€Å"Blood Done Sign My Name† was to bring light to the fact that Henry Marrow’s murder affected the people of Oxford directly. It also shows how Henry’s murder reflected the nationwide racial conflicts going on during this time. The book is about a boy in a small town who was brutally murderedShow MoreRelatedIn Cold Blood Literary Analysis1577 Words   |  7 PagesLiterary Analysis of In Cold Blood In Cold Blood, written by Truman Capote, is a book that encloses the true story of a family, the Clutters, whose lives were brutally ended by the barrel of a 12-gauge shotgun. 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Numerous times she says this is what God wants and so it happened. â€Å"Many times I should be ready to run against the heath en, but the Scripture would quiet me again† ( remove #15), â€Å"in my travels an Indian came to me †¦withoutRead MoreCharacter Analysis Of The Princess Bride And A Pair Of Tickets1744 Words   |  7 PagesAllison Hoeth E Rick Hutchens English 105 May 23, 2017 Three Girls and Their Quest to Find Themselves in the Face of Adversity: An Analysis of The Princess Bride, Divergent and â€Å"A Pair of Tickets† and How Vampirism and Quests make the stories what they are. Writing a story is difficult. In the stories The Princess Bride by William Goldman and â€Å"A Pair of Tickets† by Amy Tan, and the movie Divergent Directed by Neil Burger there are three very similar women who must find their path in life. 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Although Tyson’s perspective appears to support the violent strategies employed by frustrated activists, his chronicle of commonplace dialogue, murder, and reconciliation can be used as a supplementary lens of understanding through whichRead MoreEssay on Communication Leads to Successful Nursing Practice1924 Words   |  8 PagesTITLE : COMMUNICATION LEADS TO SUCCESFUL NURSING PRACTICE ( REFLECTIVE ESSAY ) In this assignment, I will reflect an incident happened during my clinical placement to develop my communication skills not just theoretically but in practical facing real life environment. There is a lot of factors that may influence nursing practice. In this essay, I will discuss the importance of communication in developing nurse-patient relationship. Communication in nursing as stated by Sheldon (2004) was, ManyRead MoreThe Jewish Exodus From Ancient Egypt2136 Words   |  9 PagesI. 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Ms. Pm s Observation - 1240 Words

I was able to assess Ms. PM’s ADLs with an interview and also by observing the patient performed some ADLs during the time, I provided care. Ms. PM was able to perform ADLs that are fundamental for self-care. She was able to use the bathroom by herself and she did not have any problems with feeding. She was not able to accomplish a great number of activities because the Dr. had recommended to rest in order to avoid any further complications of her pseudo-aneurism on her left groin after the placement of a stent on the coronary artery. Before hospitalization, Ms. PM was able to perform the routine activities of every day without needing assistance. The client is expecting to regain the ability to perform her basic ALDs. She was able before†¦show more content†¦I asked the patient if she had fallen before, but she said that she had never suffered from a fall. When the patient got up from bed to use the bathroom, she did it without difficulty or unsteadiness. She demonst rated some kind of discomfort at the time of standing due to pain however, she walked to the bathroom without assistance. After performing the test, I concluded that the Get Up and Go test was normal for this patient because no gait abnormalities were present. SHOULDER MOBILITY TEST In order to measure the shoulder function, I asked the patient to put both hands together behind her head. The patient performed the shoulder’s test without difficulty or limitations in mobility due to pain. I did not ask the patient to perform the test as indicated to avoid over stretching the abdominal area that was inflamed and red due to the pseudo-aneurism. THE MODIFIED ROMBERG TEST As a nursing student, I decided to use my clinical judgment at the time of performing this test. I did not perform the test because I did not want to jeopardize the health of the patient. This test requires to walk with the feet together with the eyes open at the beginning and then with the eyes close. 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Constructivism And Discovery Learning Education Essay Free Essays

In 1960 Bruner publishedA The Procedure of Education. This was a landmark book which led to much experimentation and a wide scope of educational plans in the 1960 ‘s. Howard Gardner and other immature research workers worked under Bruner and were much-influenced by his work. We will write a custom essay sample on Constructivism And Discovery Learning Education Essay or any similar topic only for you Order Now In the early 70 ‘s Bruner left Harvard to learn at University of Oxford for several old ages ( 1972 – 1979 ) . He returned to Harvard in 1979.A Subsequently he joined the New York University of Law, where he is a senior research chap ( at the age of 93 ) .A TheoryA Bruner was one of the establishing male parents of constructivist theory.ConstructivismA is a wide conceptual model with legion positions, and Bruner ‘s is merely one. Bruner ‘s theoretical model is based on the subject that scholars construct new thoughts or constructs based upon bing cognition. Learning is an active procedure. Aspects of the procedure include choice and transmutation of information, determination devising, bring forthing hypotheses, and doing intending from information and experiences.A Bruner ‘s theories emphasize the significance of classification in acquisition. â€Å" To comprehend is to categorise, to gestate is to categorise, to larn is to organize classs, to do determinations is to categorise. † Interpreting information and experiences by similarities and differences is a cardinal concept.A Bruner was influenced byA Piaget’sA thoughts about cognitive development in kids. During the 1940 ‘s his early work focused on the impact of demands, motives, A ; outlooks ( â€Å" mental sets † ) and their influence on perceptual experience. He besides looked at the function of schemes in the procedure of human classification, and development of human knowledge. He presented the point of position that kids are active problem-solvers and capable of researching â€Å" hard topics † . This was widely divergent from the dominant positions in instruction at the clip, but found an audience.A Four Key subjects emerged in Bruner ‘s early work: A Bruner emphasized the function of construction in larning and how it may be made cardinal in learning. Structure refers to relationships among factual elements and techniques. See the subdivision on classification, below.A He introduced the thoughts of â€Å" preparedness for larning † andA coiling course of study. Bruner believed that any topic could be taught at any phase of development in a manner that fit the kid ‘s cognitive abilities. Spiral course of study refers to the thought of revisiting basic thoughts over and over, constructing upon them and lucubrating to the degree of full apprehension and mastery.A Bruner believed that intuitive and analytical thought should both be encouraged and rewarded. He believed the intuitive accomplishments were under-emphasized and he reflected on the ability of experts in every field to do intuitive leaps.A He investigated motive for larning. He felt that ideally, involvement in the capable affair is the best stimulation for larning. Bruner did non like external competitory ends such as classs or category ranking.A Finally Bruner was strongly influenced by Vygotsky ‘s Hagiographas and began to turn away from the intrapersonal focal point he had had for acquisition, and began to follow a societal and political position of larning. Bruner argued that facets of cognitive public presentation are facilitated by linguistic communication. He stressed the importance of the societal scene in the acquisition of linguistic communication. His positions are similar to those ofA Piaget, A but he places more accent on the societal influences on development. The earliest societal scene is the mother-child couple, where kids work out the significances of vocalizations to which they are repeatedly exposed. Bruner identified several of import societal devices including joint attending, common regard, and turn-taking.A Bruner besides incorporated Darwinian thought into his basic premises about acquisition. He believed it was necessary to mention to human civilization and archpriest development in order to understand growing and development. He did, nevertheless, believe there were single differences and that no standard sequence could be found for all scholars. He considered direction as an attempt to help or determine growth.In 1996 he published The Culture of Education.. This book reflected his alterations in point of views since the 1960 ‘s. He adopted the point of position that civilization shapes the head and provides the natural stuff with which we constrict our universe and our self-conception.A Four characteristics of Bruner ‘s theory of instruction.A 1. Sensitivity to larn†¦ . This characteristic specifically states the experiences which move the scholar toward a love of larning in general, or of larning something in peculiar. Motivational, cultural, and personal factors contribute to this. Bruner emphasized societal factors and early instructors and parents ‘ influence on this. He believed acquisition and job work outing emerged out of geographic expedition. Part of the undertaking of a instructor is to keep and direct a kid ‘s self-generated explorations.A 2. Structure of cognition†¦ .it is possible to construction cognition in a manner that enables the scholar to most readily hold on the information. This is a comparative characteristic, as there are many ways to construction a organic structure of cognition and many penchants among scholars. Bruner offered considerable item about structuring knowledge.A Understanding the cardinal construction of a topic makes it more comprehendible. Bruner viewed classification as a cardinal procedure in the structuring of cognition. ( See the subdivision below on classification. ) A Detailss are better retained when placed within the competition of an ordered and structured pattern.A To bring forth cognition which is movable to other contexts, cardinal rules or forms are best suited.A The disagreement between get downing and advanced cognition in a capable country is diminished when direction centres on a construction and rules of orientation. This means that a organic structure of cognition must be in a simple adequate signifier for the scholar to understand it and it must be in a signifier recognizable to the pupil ‘s experience.A 3. Manners of representation: ocular, words, symbols.A 4. Effective sequencing- no 1 sequencing will suit every scholar, but in general, increasing trouble. Sequencing, or deficiency of it, can do larning easier or more difficult.A Form and tempo of reinforcementA Classification: A Bruner gave much attending to classification of information in the building of internal cognitive maps. He believed that perceptual experience, conceptualisation, acquisition, determination devising, and doing illations all involved categorization.A Bruner suggested a system of coding in which people form a hierarchal agreement of related classs. Each in turn higher degree of classs becomes more specific, repeating Benjamin Bloom ‘s apprehension of cognition acquisition every bit good as the related thought of instructional staging ( Bloom ‘s Taxonomy ) .A CategoriesA are â€Å" regulations † that stipulate four thing about objects.A 1. Criterial attributes – required features for inclusion of an object in a class. ( Example, for an object to be included in the class â€Å" auto † it must hold an engine, 4 wheels, and be a possible agency of transit, A 2. The 2nd regulation prescribes how the criteral properties are combined.A 3. The 3rd regulation assignees weight to assorted belongingss. ( Example, it could be a auto even if a tyre was losing, and if it was used for haling lading it would be shifted to a different class of â€Å" truck † or possibly â€Å" new wave † .A 4. The 4th regulation sets acceptance bounds on properties. Some properties can change widely, such as colour. Others are fixed. For illustration a vehicle without an engine is non a auto. Likewise, a vehicle with merely two wheels would non be included in â€Å" auto † .A There a several sorts of classs: A Identity categories – classs include objects based on their properties or features.A Equivalent classs ( supply regulations for uniting classs. Equality can be determined by affectional standards, which render objects tantamount by emotional reactions, functional standards, based on related maps ( for illustration, â€Å" auto † , â€Å" truck † , â€Å" new wave † could all be combined in an inclusive class called â€Å" motor vehicle † ) , or by formal standards, for illustration by scientific discipline, jurisprudence, or cultural understanding. For illustration, and apple is still an apple whether it is green, mature, dried, etc ( individuality ) . It is nutrient ( functional ) , and it is a member of of a botanical categorization group ( formal ) .A Coding systemsA are classs serve to acknowledge centripetal input. They are major organisational variables in higher cognitive operation. Traveling beyond immediate centripetal informations involves doing illations on the footing of related classs. Related classs form a â€Å" cryptography system. † These are hierarchal agreements of related categories.A Bruner ‘s theories introduced the thought that people interpret the universe mostly in footings of similarities and differences.A This is a important part to how persons construct their alone theoretical accounts of the world.A ApplicationA Bruner emphasized four features of effectual direction which emerged from his theoretical constructs.A 1. Personalized: direction should associate to scholars ‘ sensitivity, and facilitate involvement toward larning, A 2. Contented Structure: content should be structured so it can be most easy grasped by the learnerA 3. Sequencing: sequencing is an of import facet for presentation of materialA 4. Support: wagess and penalty should be selected and paced appropriately.A Intellectual DevelopmentA Bruner postulated three phases of rational development.A The first phase he termed â€Å" Enactive † , when a individual learns about the universe through actions on physical objects and the results of these actions.A The 2nd phase was called â€Å" Iconic † where acquisition can be obtained through utilizing theoretical accounts and pictures.A The concluding phase was â€Å" Symbolic † in which the scholar develops the capacity to believe in abstract footings. Based on this three-stage impression, Bruner recommended utilizing a combination of concrete, pictural so symbolic activities will take to more effectual learning.A Bruner, J. ( 1960 ) . The Procedure of Education. Cambridge, MA: Harvard University PressA Harley, 1995A hypertext transfer protocol: //tip.psychology.org/bruner.htmlA LeFrancois, 1972A Sahakian, 1976 The Importance of Language Language is of import for the increased ability to cover with abstract concepts.BrunerA argues thatA languageA can code stimulations and free an person from the restraints of covering merely with visual aspects, to supply a more complex yet flexible knowledge. The usage of words can help the development of the constructs they represent and can take the restraints of the â€Å" here amp ; now † construct. Basically, he sees the baby as an intelligent A ; active job convergent thinker from birth, with rational abilities fundamentally similar to those of the mature grownup. Harmonizing to Bruner the kid represents the universe to himself in three different ways. Educational Deductions of Bruner ‘s Theory For Bruner ( 1961 ) , the intent of instruction is non to leave cognition, but alternatively to ease a kid ‘s thought and job resolution accomplishments which can so be transferred to a scope of state of affairss. Specifically, instruction should besides develop symbolic thought in kids. In 1960 Bruner ‘s text, A The Procedure of EducationA was published. The chief premiss of Bruner ‘s text was that pupils are active scholars who construct their ain cognition. Bruner ( 1960 ) opposedA Piaget’sA impression of preparedness. He argued that schools waste clip seeking to fit the complexness of capable stuff to a kid ‘s cognitive phase of development. This means pupils are held back by instructors as certain subjects are deemed to hard to understand and must be taught when the instructor believes the kid has reached the appropriate province of cognitive adulthood. Bruner ( 1960 ) adopts a different position and believes a kid ( of any age ) is capable of understanding complex information: A ‘We Begin with the hypothesis that any topic can be taught efficaciously in some intellectually honorable signifier to any kid at any phase of development ‘ . ( p. 33 ) Bruner ( 1960 ) explained how this was possible through the construct of theA coiling course of study. This involved information being structured so that complex thoughts can be taught at a simplified degree foremost, and so re-visited at more complex degrees subsequently on. Therefore, topics would be taught at degrees of bit by bit increasing difficultly ( hence the coiling analogy ) . Ideally learning his manner should take to kids being able to work out jobs by themselves. Bruner ( 1961 ) proposes that scholars ‘ construct their ain cognition and make this by forming and categorising information utilizing a cryptography system. Bruner believe that the most consequence manner to develop a cryptography system is to detect it instead than being told it by the instructor. The construct ofA find learningA implies that pupils construct their ain cognition for themselves ( besides known as a constructist attack ) . The function of the instructor should non be to learn information by rote acquisition, but alternatively to ease the acquisition procedure. This means that a good instructor will plan lessons that help student detect the relationship between spots of information. To make this a instructor must give pupils the information they need, but without forming for them. The usage of the coiling course of study can help the procedure ofA find acquisition. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a kid ‘s environment, particularly the societal environment, more than Piaget did. Both agree that grownups should play an active function in helping the kid ‘s acquisition. Bruner, like Vygotksy, emphasised the societal nature of acquisition, mentioning that other people should assist a kid develop accomplishments through the procedure ofA scaffolding. The term scaffolding foremost appeared in the literature when Wood, Bruner and Ross described how coachs ‘ interacted with pre-schooler to assist them work out a block Reconstruction job ( Wood et al. , 1976 ) . The construct of staging is really similar toA Vygotsky’sA impression of theA zone of proximal development, and it non uncommon for the footings to be used interchangeably.ScaffoldingA involves helpful, structured interaction between an grownup and a kid with the purpose of assisting the kid achieve a specific end. Difference Between Bruner and Piaget Obviously there are similarities betweenA PiagetA and Bruner, but an importantdifferenceA is that Bruner ‘s manners are non related in footings of which presuppose the 1 that precedes it. Whilst sometimes one manner may rule in use, they co-exist. Bruner states that what determines the degree of rational development is the extent to which the kid has been given appropriate direction together with pattern or experience. So – the right manner of presentation and the right account will enable a kid to hold on a construct normally merely understood by an grownup. His theory stresses the function of instruction and the grownup. AlthoughA Bruner proposesA phases of cognitive development, he does n’t see them as stand foring different separate manners of idea at different points of development ( like Piaget ) . Alternatively, he sees a gradual development of cognitive accomplishments and techniques into more incorporate â€Å" grownup † cognitive techniques. Bruner viewsA symbolic representationA as important for cognitive development and since linguistic communication is our primary agencies of typifying the universe, he attaches great importance to linguistic communication in finding cognitive development. BRUNER AGREES WITH PIAGET BRUNER DISAGREES WITH PIAGET 1. Childs are PRE-ADAPTED to larn 1. Development is a CONTINUOUS PROCESS – non a series of phases 2. Childs have a NATURAL CURIOSITY 2. The development of LANGUAGE is a cause non a effect of cognitive development 3. Children ‘s COGNITIVE STRUCTURES develop over clip 3. You can SPEED-UP cognitive development. You do n’t hold to wait for the kid to be ready 4. Childs are Active participants in the acquisition procedure 4. The engagement of ADULTS and MORE KNOWLEDGEABLE PEERS makes a large difference 5. Cognitive development entails the acquisition of SYMBOLS 5. Symbolic idea does NOT REPLACE EARLIER MODES OF REPRESENTATION How to cite Constructivism And Discovery Learning Education Essay, Essay examples

Euripides Medea Essay Example For Students

Euripides Medea Essay Euripides MedeaEuripides’ Medea2.) Since Euripides’ play â€Å"Medea† is still one of the most controversial plays ever written about the evocations of women’s rights, there are many dissimilar opinions on the justification for Medea’s choice of infanticide. The two most distinct sides are, that her reasoning and her actions were completely vindicated and the other is that her reasoning and her actions were entirely erroneous and unethical. Her severe anger and turmoil caused by Jason marrying another women was overwhelming and devastated her. The only thing that she concerned herself with was to make Jason undergo the feelings of pain and suffering, even surpassed her own. Medea states that by killing her children â€Å"is the best way to wound my husband,† (line 817) and that â€Å"No compromise is possible.† (Line 819) Her first decision is to kill her children, but then when she is faced with them and their smiles she renounces her plan. At this point she says, â€Å"Why should I hurt their father with the pain they feel, and suffer twice as much pain myself?† (Line 1046-47) After she hears the news that the princess and Creon died, she realizes that because of this her children will be endangered anyway. She says, â€Å"to suffer my children to be slain by another hand less kindly to them. Force every was will have it they must die, and since this must be so, then I, their mother, shall kill them.† (Lines 1238-41) Her initial justifications for killing her children are not valid ones, which she seems to realize when she renounces her plans. However, it is hard to decide whether her final choice to murder her children is justified, because they would have been murdered anyway, but then how can a mother murder her own children. There seems like she could have done something to hide them or protect them, or was it just an excuse to kill them and hurt Jason again. I personally do not feel that her actions were justified, I think her excuses had no weight against the fact that as a mother she could murder her own children to hurt their father. They could not vote, ownproperty, or choose a husband, and had to be represented by men in all legalproceedings. In some ways, these Greek women were almost like slaves. There isa definite relationship between this subordination of women and what transpiresin the play. Jason decides that he wants to divorce Medea and marry theprincess of Corinth, casting Medea aside as if they had never been married. This sort of activity was acceptable by Greek standards, and shows thesubordinate status of the woman, who had no say in any matter like this. Even though some of Medeas actions were not typical of the averageGreek woman, she still had attitudes and emotions common among women. Forinstance, Medea speaks out against womens status in society, proclaiming thatthey have no choice of whom to marry, and that a man can rid themselves of a woman to get another whenever he wants, but a woman always has to keep hereyes on one alone. (231-247) Though it is improbable that women went aroundopenly saying things of this nature, it is likely that this attitude was sharedby most or all Greek women. Later in the play, Medea debates with herself overwhether or not to kill her children: Poor heart, let them go, have pity uponthe children. (1057). This shows Medeas motherly instincts in that she caresabout her children. She struggles to decide if she can accomplish her goal ofrevenge against Jason without killing her children because she cares for themand knows they had no part in what their father did. Unfortunately, Medeasdesire to exact revenge on Jason is greater than her love for her children, andat the end of the play she kills them. Medea was also a faithful wife to Jason.She talks about how she helped Jason in his quest for the Golden Fleece, thenhelped him escape, even killing her own brother. (476-483). The fact that shewas willing to betray her own family to be with Jason shows her loyalty to him.Therefore, her anger at Jason over him divorcing her is understandable. On the other hand, Medea shows some heroic qualities that were notcommon among Greek women. For example, Medea is willing to kill her own brotherto be with Jason. In classical Greece, women and killing were probably notcommonly linked. When she kills her brother, she shows that she is willing todo what is necessary to get the job done, in this case, to be with Jason.Secondly, she shows the courage to stand up to Jason. She believes that she hasbeen cheated and betrayed by him. By planning ways to get back at him forcheating on her, she is standing up for what she believes, which in this case isthat she was wronged by Jason, but in a larger sense, she is speaking out against the inferior status of women, which effectively allows Jason to discard Medea at will. Third, she shows that she is clever and resourceful. Ratherthan use physical force to accomplish her plans, she uses her mind instead: it is best to.. SOUTHERN VOTING BEHAVIOR Essay.make away with them by poison. (384-385) While physical strengthcan be considered a heroic quality, cleverness can be as well. She does in factpoison the princess and the king of Corinth; interestingly, however, she doesnot poison them directly. I