The Reality Of War By Ambrose Bierce - 1254 Words

â€Å"The Reality of War† Death; destruction; crawling, bloody men without jaws; and a child in the middle of it is just a glimpse of the grotesque short narrative â€Å"Chickamauga† by Ambrose Bierce. Chickamauga Creek is an area near Chattanooga, Tennessee and northwestern Georgia, plagued by war, suffering, and bloodshed from the Civil War (Bohannon). Bierce served in the Union Army during the American Civil War (Campbell). Many Americans then, and today, romanticize war with glory, heroism, and patriotism. Bierce defied literary status quo, creating graphic accounts of war, in an age of sentimentalism and melodrama (Morris). Lesser publicized were the perspectives, thoughts, and realities of the soldiers after serving and surviving in the civil†¦show more content†¦The irrational mindset of leaders and generals in the Civil War led to needless bloodshed. Once the boy comes upon the soldiers retreating from battle, he pretends to lead them onward with his sword. The fact that he is pretending to lead them is significant in and of itself. Young men are thrown into war, and move up the ranks quickly due to causalities. They are often young and inexperienced, and catapulted into roles of leadership. Not having the experience to know how to be a leader, they pretend to be the leaders in the overdramatized, delusional war tales of heroism and patriotism, just as the boy did. He even tries to play with the soldiers, as they â€Å"reminded him of the painted clown whom he had seen last summer in the circus† (Bierce, 58-59). Just as inexperienced young officers enter the war with delusions of grandeur, oblivious of the realities of war, the boy is also oblivious of the grotesque situation he has come upon. The boy eventually found his way back to his home, which he found destroyed. Many of the leaders of the Civil War led their men acr oss their own country, bruised, bloodied and battered, only to return to their own homes, which were destroyed by war, as well. The boy looks at the creeping, bloodied men, and draws a connection to circus clowns, and his father’s slaves who would â€Å"creep upon their hands and knees for his amusement† (Bierce 59). The boy thought the retreating UnionShow MoreRelatedAn Occurrence At Owl Creek Bridge By Ambrose Bierce1283 Words   |  6 Pages 1. â€Å"An Occurrence at Owl Creek Bridge† by Ambrose Bierce Theme: Time can be the perception of each person at each different event in their life In this story one of the key factors is time and how Farquhar sees it.While mere seconds for the soldiers can be hours for the man about to be hanged, time is perceived to be different for each individual, â€Å"Its recurrence was regular, but as slow as the tolling of a death knell.† The idea that time can feel slower at one point and faster at anotherRead MoreAn Occurrence At Owl Creek Bridge By Ambrose Bierce1283 Words   |  6 Pages 1. â€Å"An Occurrence at Owl Creek Bridge† by Ambrose Bierce Theme: Time can be the perception of each person at each different event in their life In this story one of the key factors is time and how Farquhar sees it.While mere seconds for the soldiers can be hours for the man about to be hanged, time is perceived to be different for each individual, â€Å"Its recurrence was regular, but as slow as the tolling of a death knell.† The idea that time can feel slower at one point and faster at another throwsRead MoreThe Occurrence At Owl Creek Bridge By Ambrose Bierce Essay1189 Words   |  5 Pagesline between Reality and Illusion In the story â€Å"The Occurrence at Owl Creek Bridge† by Ambrose Bierce Peyton Farquhar a southern planter is being hung on a railing above the Owl Creek Bridge for interfering with the railroad posted by confederate soldiers. Within minutes before his execution Farquhar begins to have vivid hallucinations about breaking free and escaping. In his story â€Å"An Occurrence at Owl Creek Bridge,† Ambrose Bierce’s theme describes the perception of illusion vs. reality and showsRead MoreAmbrose Bierce’s Experience During the Civil War and Its Influence on His Writing934 Words   |  4 PagesHeeding to the call to arms to help defend the North.,Bierce joined the Army The next four years were spent traveling the states fighting in some of the most well known battles of the Civil War . Ambrose Bierce’s experience during the Civil War where he faced the dangers of nature and man influenced his writing. After being struck in the head by a bullet during a battle, the recouperating time gave Bierce time to write calling on his actual war time memories and experiences to fuel the ideas forRead MoreAn Occurrence At Owl Creek Bridge1338 Words   |  6 PagesIllusion versus Reality Ambrose Bierce’s short story, â€Å"An Occurrence at Owl Creek Bridge,† illustrates a theme of illusion versus reality distorted by the human mind. In the story, a man named Peyton Farquhar is about to be hanged on a railroad bridge towards the end of the American Civil War. Farquhar, a Confederate citizen eager to help the Confederate States of America’s cause, ventures out towards Owl Creek Bridge at the advice of a Union scout in disguise. Unbeknownst to Farquhar, Union troopsRead MoreEssay on An Occurrence at Owl Creek Bridge, by Ambrose Bierce1215 Words   |  5 Pagesreaders to query Ambrose Bierce about the numerous point of view shifts his story takes. Ambrose Bierce’s descriptive writing style grasps the reader’s attention, unknowingly manipulating the reader throughout the entire story. This statement holds to be true as the story line develops. â€Å"An Occurrence at Owl Creek Bridge† has a variety of ups and downs throughout t he story, changing the direction and perspective through its point of view of omniscient and limited omniscient. Ambrose Bierce’s variousRead MoreAn Occurrence At Owl Creek Bridge By Ambrose Bierce Essay1484 Words   |  6 PagesJustifiably Bitter Bierce Ambrose Bierce led a relatively full but tragic life. After losing his sons Day and Leigh to suicide and alcoholism respectively, his wife left him for another man (â€Å"Ambrose Bierce†). His struggles with death and the inequity of life are evident throughout his literary works. â€Å"An Occurrence at Owl Creek Bridge† illustrates many of the power struggles that Bierce was fighting throughout much of his life. Much of the first half of the story focuses on the conflict betweenRead MoreAnalysis of An Occurrence at Owl Creek Essay1035 Words   |  5 PagesAlthough the story â€Å"An Occurrence at Owl Creek,† is ironic, there are other literary elements represented in the story. Perhaps Ambrose Bierce’s most famous works, he used imagery from his own personal experiences in the Civil War, which adds to the suspense of the short story. Imagination is a difficult word to define. The ability to have a daydream, or picture with vivid details, is what imagination could be. An imagination is key for some people, who escape real life into a fantasy world. BiercesRead MoreContrasting Themes Essay1174 Words   |  5 Pagesto keep the audience interested. Ambrose Bierce’s short story and Robert Enrico’s film adaptation entitled, â€Å"An Occurrence on Owl Creek Bridge,† is a great example of differing themes in a piece of work. In the entry, evident themes include : reality verses imagination and deception, war, death and dying, and time. Some are expressed in the film clearly, while others are hidden to the untrained eye. Bierce laid a concrete foundation for the theme of reality verses imagination. The protagonistRead MoreAmbrose Gwinnett Bierce: A Brief Biography560 Words   |  2 PagesBitter Bierce When Bierce was a child, he did not attend school because as his family grew in the number, with a total of ten members and three more soon to join, the need for farm hands increased. As a result, he received very little proper schooling and tackled a mountain of chores rather than homework. Despite his lack of schooling, Bierce grew to have a love of literature and he borrowed volumes from his father’s small personal collection (â€Å"Ambrose†). Bierce’s love of literature followed him

Socioeconomic Status Essay - 3746 Words

Socioeconomic Status and Child Development Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide variety of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources. For children, SES impacts well-being at multiple levels. One possible relationship between child development and†¦show more content†¦Mothers who worked in occupations with a variety of tasks and problem solving opportunities provided more warmth and support and a greater number of stimulating materials. Their children manifested more advanced verbal compe tence. Such findings are consistent with the classic argument of Kohn Schooler (1982): What parents experience at work, they incorporate into their styles of parenting. SES also appears to affect school attendance and number of years of schooling completed (Brooks-Gunn Duncan 1997). The impact on years completed appears to be less than the impact on school achievement. Even so, SES remains one of the most consistent predictors of early high school dropout, with evidence suggesting that it is connected both to low parental expectations and early initiation of sexual activity. There is substantial evidence that low-SES children are more likely to manifest symptoms of psychiatric disturbance and maladaptive social functioning than children from more affluent circumstances (Brooks-Gunn Duncan 1997). Among adolescents, low SES is often associated with poor adaptive functioning, an increased likelihood of depression, and delinquent behavior (McLoyd 1997). The strength of the relationship between poverty and mental disorders varies by type of disorder and race (McLoyd 1997). The relationship is most consistent with schizophrenia and personality disorder s, and reasonably consistent with mild depression. AmongShow MoreRelatedSocioeconomic Status and Health Issues1380 Words   |  5 Pages Socioeconomic status (a measurement of income, education, and occupation) measures an individuals social standing in society. Low socioeconomic status is often linked to a depravity of essential material resources and heightened psychological stress variables. The importance of researching the effects is underlined by its association to a number of adverse health effects and the increasing prevalence of poverty within many countries in the world. Recent studies have investigated the possibleRead MoreChidhood Development and Socioeconomic Status1171 Words   |  5 PagesWhites or Asian families. According to recent research, the wealthy is equal to the least fortunate of all 41 million African Americans’ in the country. This has only increased because statistics show that in the past couple of decades, America’s socioeconomic inequality has changed drastically. Part has to do with wealth; the more money you invest in your education, the better education the person will have, which usually means a better paying job. The majority in this case for holding most of the wealthRead MoreSocioeconomic Status And Children Behaviour Essay1270 Words   |  6 PagesSocioeconomic Status and Children Behaviour Introduction: In popular media its common to see children being influenced by many things around them, including what kind of environment they are grown up in. Socioeconomic status can be a huge influence on a child’s upbringing, in either a positive or negative way. A high socioeconomic status produces a better child according to most people because they have factors that include; social connections, good employment, and a happy family. These are theRead MoreSocioeconomic Status and Academic Achievement2509 Words   |  10 PagesSocioeconomic status (SES) is the social status as measured by income, education and occupation (Placeholder5). SES influences educational outcomes, for example low-income families are unlikely to have the financial resources to purchase learning materials (Aikens Barbarin, 2008) such as books or computers to create a supportive learning environment (Orr, 2003). The lack of resources ch widens the educational gap between rich and poor children (Hart, 2013; Lubie nski, 2002). Research indicates thatRead MoreEffects of Socioeconomic Status and Ethnicity on a Child1542 Words   |  7 PagesThe socioeconomic status of a family and their ethnicity has a substantial effect on their child’s early learning and determines how much their child will accomplish through life. Life events from before birth to three years old will have significant impact on brain development (Nelson, 1999). Socioeconomic status limits how much a family could provide to aid a child’s development. Middle-class families can better prepare their children with opportunities for success than families with low householdRead MoreIncome Inequality And Low Socioeconomic Status795 Words   |  4 PagesEpidemiologists and population health experts have researched and analyzed the issue of income inequality and low socioeconomic status and how it relates to one’s health conditions. Across the globe, income has a major impact on the quality of other determinants of health, such as housing, food security and other basic prerequisites for health (Mikkonen and Raphael, 2010). Socioeconomic status (SES) can impact an individual’s health through factors such as control over material resources, social and politicalRead MoreFamily Socioeconomic Status And Language Development1568 Words   |  7 Pages What different features, properties, and/or experiences in the word and with people allow infants and young children to learn and develop language? Mutual exclusivity, infant-directed speech, and a child’s socioeconomic status are all factors affecting language development in infants and young children. Children, between the ages of 3- to 4-year-olds, expect that a given entity will have only one name, that is they will not apply a new word to an object they already know which leads them to pickRead MoreSocioeconomic Determinants Of Socio Economic Status1415 Words   |  6 Pages Socioeconomic Determinants Socio-economic status (SES) is a contributing factor to the development of obesity. Looking at the association between SES and obesity, obesity is inversely associated with socioeconomic status (SES) among women, but less consistent among men (McLaren, 2007). Lower-income communities are less likely to have access to grocery stores with a wide variety of fresh produce. Low-income neighborhoods also may have fewer playgrounds, pedestrian and bike-friendly streets, parksRead MoreEssay on Helping Students With a Low Socioeconomic Status1528 Words   |  7 Pageslearning environment, preschool education, mental and emotional development, parental involvement, and dedication to learning. The issue that many young children are facing, however, is that all of these factors can be greatly influenced by the Socioeconomic Status (SES) of their family. Unfortunately, up until recently it was virtually unknown how teachers could help these â€Å"at risk† children, which caused an increa se in the likelihood of children dropping out of school or repeating a grade. However,Read MoreEssay about Effects of Socioeconomic Status on Children1367 Words   |  6 Pagesand social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not

Learning Theories of Educational Psychology †MyAssignmenthelp.com

Question: Discuss about the Learning Theories of Educational Psychology. Answer: Learning theories are defined as the conceptual frameworks that define, explain and describe the process of attaining, absorbing and retaining knowledge by the learner in a classroom. As per the learning theories of educational psychology, cognitive, emotional as well as environmental factors largely influence the learning process of the student, and there are multiple learning theories such as Behaviorism learning theory, Cognitive learning theory, Constructive learning theory and Transformative learning theory, each of which offers a new perspective regarding the learners process of acquisition of knowledge (Pritchard, 2013). This essay intends to critically analyze the distinct features of two learning theories- Behaviorism and Constructivism, and offer a comparative study of the same. Behaviorism as a learning theory adopts a psychological approach that upholds the view that any form of behavior is learnt through the interaction with the environment. According to this theory, at the time of birth, the mind of a child is similar to a tabula rasa (meaning blank slate) and it is only with the help of the right environmental influences, can a child develop his knowledge (Kolb, 2014). Consequently, the behaviorist learning theory emphasizes on the identical learning ability of each learn, given they all are exposed to the same and right environmental influences (Siemens, 2014). The Behaviorist theory was founded by B.F Skinner (1904-1990) who clearly stated that Teachers must learn how to teachthey need only to be taught more effective ways of teaching. The behaviorists believe that a child can be conditioned to learn and he will be able to learn as much as any of his other friends. His learning behavior can be controlled and influenced by operant condition or stimulus condition, and thus this theory focuses on the importance of rewards and punishment, in influencing the learning process of the learner. On the other hand, as opposed to this, the Constructivists claim that a learner tends to construct his or her own understanding and knowledge of the world and the environment, by experiencing things and reflecting on those experiences (Ertmer Newby, 2013). Hence, unlike the former theory, Constructivist approach emphasizes the importance of free learning in a student whereby he can use his existent knowledge, interpret situations, and develop his understanding through social interaction. John Dowey (1859-1952) and Piaget (1896- 1980) are considered to be the founders of the Constructive theory of learning, who denied the passive assimilation knowledge process of learners. From the above discussion, it is clearly evident that both the above stated theories adopt a different approach in explaining the factors that can increase a learners achievement. It would be interesting to draw a comparison between the two learning theories. First of all, in case of Behaviorist learning approach, the role of a learner is limited and highly passive, as he is only meant to respond to the stimuli, and participate in the learning process in fear of punishment or for being motivated by rewards (Ertmer Newby, 2013). On the other hand, it is needless to state that learning is an active process in case of Constructivism, whereby the students are being offered the full autonomy to explore new facts, interpret and construct new principles and ideas based on their existent knowledge, and develop their learning ability. With the role of the learners, the role of the teacher also largely changes in each of the two theories. The Behaviorist learning theory entrusts the duty of d esigning the learning process to the teacher whereby the teacher is supposed to create an ideal learning environment for the student to learn and shape the learners behavior by positive and negative reinforcement (Klein Mowrer, 2014). The teachers role plays an important role here as he is the one to present all the information, so that the student can demonstrate his knowledge through tests which again will be assessed by the teacher. The teacher under this learning theory is the ultimate guide and unquestionable authority who will only assist the student in the learning process. Contrary to this approach, in case of the Constructivist learning approach, the role of the teacher is limited to creating a learner-friendly environment, and encouraging the students to engage in an active, free learning process (Thomas et al., 2014). The teacher does not present all the information in the class, but rather encourages independent learning through open-ended questions as well as facilitat es extensive academic dialogue amongst the students. The teacher is much more than a mere dispenser of knowledge (Duffy Jonassen, 2013). The basic idea in the Behaviorist learning theory is conditioning of the learners mind in a way, that the learner can enhance his knowledge through positive and negative reinforcement, and trial and error methods. The learner needs to be fed with the information, assessed and given feedback and the earner can eventually lean through stimulus-response process. However, the key concept in Constructivist learning process is that a child can learn independently and analyze and critically evaluate little piece of information, provided the teacher acts as a facilitator rather than an instructor. Knowledge construction is prioritized over knowledge reproduction (Eysenck, 2013). A chief advantage of Behaviorism is that it facilitates controlled learning whereby the learners progress can be measured, and controlled through repeated assessment tests and concrete feedbacks by the teacher. This might be a drawback in the Constructive theory, as while too much autonomy provided to the students can definitely encourage academic creativity of some of the students, the comparatively weaker students may not be able to experience academic progress in absence of proper control. However, a chief advantage of the Constructive learning theory is that it helps in boosting learners creativity and allow him to offer innovative ideas, that have not been proposed earlier. In case of Behaviorist theory, a learner is not allowed to be creative enough and his knowledge remains confined to the exhaustive academic curriculum the teacher has designed for the students (Thomas, 2014). The elimination of a standardized curriculum makes the learning process far more learner-centric in c onstructive learning process, whereby the students of different intelligence feel motivated to explore new ideas. The Behaviorist theory encourages the teachers to believe that all the students can be addressed by establishing the relation between sensory stimuli and the unique corresponding response. However, Constructivist learning theory helps to serve the slow learners and learners with low intelligence level, who cannot accomplish tasks in a strict teacher centric environment. The use of innovative, student-friendly tools such as the ICT tools in the learning process help motivate the students in the Constructive learning environment, while active engagement, inquiry, problem solving, and collaboration with others aids in easy, comprehensive process of learning. References Ertmer, P. A., Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.Performance Improvement Quarterly,26(2), 43-71.Duffy, T.M. and Jonassen, D.H. eds., 2013.Constructivism and the technology of instruction: A conversation. Routledge. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Pritchard, A. (2013).Ways of learning: Learning theories and learning styles in the classroom. Routledge. Siemens, G. (2014). Connectivism: A learning theory for the digital age. Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review.Implementation Science,9(1), 54.Eysenck, H.J., 2013. Learning theory and behaviour therapy.Readings in Clinical Psychology, p.349. Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review.Implementation Science,9(1), 54.Gray, C., MacBlain, S. (2015).Learning theories in childhood. Sage.

On Not Answering the Telephone by W.Plomer free essay sample

William Plomer has written a fine article on not answering the telephone, in which he discusses the impact of telephone, typewriter and car on his mind. He used them reluctantly and was eager to avoid them as much as possible. When he often said he was not available on the telephone, people said it was inconvenient, unbelievable and foolish and called him mad. Plomer does not think that phone is essential because he can eat, breathe, sleep and play without it. It creates unnecessary anxiety, suspense and delay and is a pest and time-waster. Public Telephone Booths are unventilated and smoky and people curse you on your back for taking too much time to finish speaking. It is a nuisance since it rings while you are eating, sleeping or bathing. All telephone numbers are wrong numbers since they ring idiotically in a houses privacy. Whatever news is there would reach you anyway, even without a telephone. We will write a custom essay sample on On Not Answering the Telephone by W.Plomer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Good news has begun to seem to be travelling just as fast as ill news. Truth will out anyway. Saying Hallo to a stranger on the line is unbearable to an Englishman. Printing names on the telephone directory invites strangers and criminals to engage you in conversation. One neednt own a telephone to do so since telephone calls can be made from anywhere. Once a well-known actor said that if he was left alone to live on a desert island and allowed to take just one luxury, he would take the telephone with him, for he would be happy that it would never ring in the desert and he would not have to answer it. In spite of its usefulness, dislike of telephone is a universal thing. Closing his article, William Plomer humorously says that his business with the use of words is about to stop as he is wanted on the telephone. Plomer dislikes not only telephones, but typewriters and cars also. Typewriters ring at the end of each line. He is not mechanical-minded and does not like cleaning, oiling and mending them. Though he can type well, he enjoys the act of forming letters and words with a pen. Plomer learned to drive at the age of Seventeen in South Africa. He often drove very fast and soon the speedometer of his car was broken. Rock, mud and sand did not prevent him from driving carefully. He never injured or killed anyone. But heavy traffic and the innumerable rules and regulations to be obeyed made him bored. Though he condemns telephones, typewriters ans cars, Plomer says that he is not an escapist, crank or a simple- lifer who is trying to put the clock of modernity back. He just wishes not to be dominated by machines and avoids them wherever possible. He hates machines and the machines him. When he touches them, they tend to break down, catch fire or blow up.