Beowulf Society Essay example -- essays research papers

Beowulf Society The earliest known ms of Beowulf is thought to have been written in the tenth cytosine, however, the poem had nearly likely been told as an oral tradition for centuries before that. In fact, the poems events date back to the sixth century. However, because there is wholly one opususcript of Beowulf still in tact very little is known about the poem or its author. The poem does, however, give us great insight into the acculturation of the people who composed and told this epic tale. Because the poem was performed orally mainly between the eighth and tenth centuries, hardly dealt with subject matter of centuries earlier, it is difficult to decipher and wear out the cultural context involved in the poem from one century to the next. The poem was probably unrecognizable from its original state after two ascorbic acid years of oral tradition that would have changed its content drastically. The storyline of the poem, the battles and significant events, probably ma intained most of their identity while the cultural context took on another form more suited to the current culture of the people. By the time it was written, in 1000, the poem was probably most representative of the tenth century culture yet it still managed to tell a story similar to the original version. Beowulf, then, gives us a significant insight into the cultural views of the tenth century Anglo-Saxons including their political, social and moral views. The individualistic society was just beginning to replace the tribal system in which no individual had been seen as more key to the success of the tribe than any other. The individuality that Beowulf displayed helped establish new rules in society. Beyond this, Beowulf gives us an even greater insight into middle ages society. Woven throughout almost every aspect of their culture and the poem are very strict moral codes and values. Loyalty, honesty, family ties, courage and even Christianity play a major routine in this epic p oem. In each of the stories told throughout the poem elements of these values are openly displayed. All three of Beowulfs battles demonstrate qualities deemed virtuous and of the essence(p) to the people of the middle ages. Beowulf, a godfearing, heroic warrior, first faces a monster that represents all things evil. The monster is a descendant of Cain, a bloodthirsty avenger of man and an outcast. Beowulf confronts this evil fig... ...rated the final and greatest sacrifice he could make. It was a battle that he surely knew would take his life, but one he deemed worthy. Despite his undreamt of physical strength and courage Beowulf was unable to win the battle within himself. Like everyone that ever lived, Beowulf grew old, weak and tired. No matter how hard he well-tried he was unable to escape death and he knew that it would not be long in coming for him. He went into battle facing not only the dragon but also the destiny of his own death. His death, rather than being a sign of weakness, becomes his final act of glory. Beowulf, amazingly, continues to be studied and read extensively all over the world even today, one thousand years after it was composed. Its study of social conflict and heroism is what has made it become a timeless classic. The issues it deals with not only pertained to life in the middle ages, but also with issues that never die. It contains all of the elements of a modern Hollywood film. The most measurable aspect of the poem, though, is the insight it gives us into middle age life. This poem most likely began as a tribute to a noble war hero, but it has become one of the greatest epics of all time.

Essay --

Virginia Henderson was known as a modern legend of nursing. She was natural in Kansas City, Missouri on November 30, 1897. Henderson graduated in 1921 from the Teachers College at Columbia University, for a Bachelor of Science degree, which she completed in 1931. She also earned a Masters of Science degree in 1934 (Tlou, 2001). She wrote and edited numerous editions of the Principles and Practice of Nursing. Hendersons main idea of nursing was that the unique function of the nourish is to assist the individual, either if they are sick or well. Nursing TheoryVirginia Henderson categorized nursing activities into 14 components, based on our basic human needs. She expound the nurses role, as doing for the longanimous, helping the patient, working with the patient, and with the objective of helping the patient become as independent as possible. The 14 components started off with br givehing normally and to eat and drink effectively. You must eliminate body waste, have good posture an d gait, and you must sleep and rest. When dressing a patient you should pick appropriate wear. By checking the patients temperature, this would keep it sustained. Henderson believed that keeping the body well cleaned and groomed would make the patient more comfortable and confident. You must avoid injuries and dangerous situations, and tell with others expressing emotions, needs, fears, or opinions. You must respect ones ethnicity and belief. A nurse should always feel accomplished and participate with patients in recreational activities. Last of the 14 components of health was to learn from your mistakes as a nurse and to encourage normal development and health. (Dijkstra et al., 2012). Hendersons nursing surmise had four main concepts individual, e... ...s theory relates to the rising practice of nursing because we are being taught to tug independence, which Henderson had a strong belief in. We are to encourage patients to get better again and provide reassurance. Her theory works well with the future of nursing. She focused on patients basic needs which are one of the most important features of nursing. Us as future nurses should promote independence, provide basic necessities, respect the patients ethnicity and beliefs, and lastly to assist the individual even if they are not ill. ConclusionHenderson said to be the patient and supplement their strengths and weaknesses according to their needs. She highlighted the importance of promoting independence for future knowledge to patients. Communication is key when dealing with your patient. Without good communication, the level of care and independence weakens.

The Telescope Essay -- essays research papers

The squelch has changed the world greatly by being able to make distant objects appear closer and more distinct. It helped scientists to discover occasions that could not be tickn by the naked eye. For example, a lot of things in space would have got not been discovered if it were not for the orbit. Also, it helped the world of eyesight. It would not only eachow you see objects from far away, it would also help you see if you had a problem with it. It could also be used for other things hunting, war, and making new discoveries. What would the world be identical without the telescope?I dont know what the world would be like, but I some very trusty reasons why it was skinny that the telescope was created. Before in that location was the telescope people had to make discoveries by judgwork forcet. They were not very accurate discoveries. They also had to just use the naked eye when they would have to use the naked eye when looking at distant objects that could have been eas ily seen by the telescope. The telescope was one of the main instruments of what has been called the Scientific whirling of the 17th century. It revealed unsuspected phenomena in the heaves and had a profound influence on the controversy between followers of the traditional astronomy, the cosmos, and those who favored the naked eye. It was the number 1 extension service of mans senses and demonstrated that ordinary observers could see things that Aristotle had not dreamed of. It therefore helped shift authority in the observation of nature from men to instruments. In short, it was the prototype of modern scientific instruments. But the telescope was not the invention of scientists rather, it was the product of craftsmen. For that reason, much of its origin is inaccessible to us since craftsmen were by wide illiterate and therefore historically often invisible.Although the magnifying and diminishing properties of the convex and concave transparent objects was known in Antiquity, lenses, as we know them, were introduced in the westward at the end of the thirteenth century. Glass of reasonable quality had become relatively cheap and in the major glass-making centers of Venice and Florence techniques for grinding and polishing glass had reached a graduate(prenominal) state of development. Now one of the main problems faced by aging scholoars could be solved. With age, the ey... ...e-makers on the Pont Neuf in Paris, and quaternion months later there were several(prenominal) in Italy. We know that Thomas Harriot observed the mon with a six-powered spyglass in early August in 1609 but it was Galileo who made the instrument famous. He constructed the counterbalance spyglass in June or July of 1609, presented an eight-powered instrument to the Venentian Senate in August, and turned a twenty-powered instrument to the heavens on October or November. With this instument he oberserved the moon, discovered four satellites of Jupiter and heady nebular patches int o stars. This was just the beginning of many discoveries by the telescope.As you can see, the telescope has changed the world greatly. Not just by using the telescope for all its uses, but also to encourage people to invent and discover things. As I stated before, it was one of the first big scientific discoveries of the seventeenth century. So I will ask you again, what would the world be like without the telescope? Would we have discovered so many things without it? It is a good thing that it had been invented or we would have a very restricted look on life and everything around us out there. The Telescope Essay -- essays interrogation papers The telescope has changed the world greatly by being able to make distant objects appear closer and more distinct. It helped scientists to discover things that could not be seen by the naked eye. For example, a lot of things in space would have not been discovered if it were not for the telescope. Also, it helped the world of eyesight. It would not only let you see objects from far away, it would also help you see if you had a problem with it. It could also be used for other things hunting, war, and making new discoveries. What would the world be like without the telescope?I dont know what the world would be like, but I some very good reasons why it was good that the telescope was created. Before there was the telescope people had to make discoveries by judgment. They were not very accurate discoveries. They also had to just use the naked eye when they would have to use the naked eye when looking at distant objects that could have been easily seen by the telescope. The telescope was one of the main instruments of what has been called the Scientific Revolution of the seventeenth century. It revealed unsuspected phenomena in the heaves and had a profound influence on the controversy between followers of the traditional astronomy, the cosmos, and those who favored the naked eye. It was the first extension of mans senses and demonstrated that ordinary observers could see things that Aristotle had not dreamed of. It therefore helped shift authority in the observation of nature from men to instruments. In short, it was the prototype of modern scientific instruments. But the telescope was not the invention of scientists rather, it was the product of craftsmen. For that reason, much of its origin is inaccessible to us since craftsmen were by large illiterate and therefore historically often invisible.Although the magnifying and diminishing properties of the convex and concave transparent objects was known in Antiquity, lenses, as we know them, were introduced in the West at the end of the thirteenth century. Glass of reasonable quality had become relatively cheap and in the major glass-making centers of Venice and Florence techniques for grinding and polishing glass had reached a high state of development. Now one of the main problems faced by aging scholoars could be solved. With age, th e ey... ...e-makers on the Pont Neuf in Paris, and four months later there were several in Italy. We know that Thomas Harriot observed the mon with a six-powered spyglass in early August in 1609 but it was Galileo who made the instrument famous. He constructed the first spyglass in June or July of 1609, presented an eight-powered instrument to the Venentian Senate in August, and turned a twenty-powered instrument to the heavens on October or November. With this instument he oberserved the moon, discovered four satellites of Jupiter and resolved nebular patches into stars. This was just the beginning of many discoveries by the telescope.As you can see, the telescope has changed the world greatly. Not just by using the telescope for all its uses, but also to encourage people to invent and discover things. As I stated before, it was one of the first big scientific discoveries of the Seventeenth century. So I will ask you again, what would the world be like without the telescope? Would we have discovered so many things without it? It is a good thing that it had been invented or we would have a very restricted look on life and everything around us out there.

Harrison Ainsworth Rookwood :: essays research papers

In the early nineteenth century, an interest in criminals and the common highwaymanarose in Europe. some(prenominal) magazines in London, such as Bentley&8217s Miscellany, Fraser&8217sMagazine, and The Athenaeum featured sections that were reserved for stories nighhighwayman and their numerous adventures. The growing interest in the pendent inspiredmany authors to write about the discordant exploits of popular criminals and highwayman. Some prominent examples of this type of novel were Edward Bulwer&8217s Paul Clifford(1830) and Eugene Aram (1832) Charles Dickens&8217 Oliver Twist (1838-39) and BarnabyRudge (1841) and William Harrison Ainsworth Rookwood (1834) and diddley Sheppard(1839-40). Several of these novels were based upon famous crimes and criminal careersof the past (Eugene Aram, Dick Turpin in Rookwood, and twat Sheppard) others derivedfrom contemporary crime (Altick, 1970, p. 72). Although many authors chose to basetheir stories on criminals, William Harrison Ainswo rth&8217s Rookwood and Jack Sheppardare two of the best examples of the theme of &8216crime and punishment&8217 in the nineteenthcentury.Ainsworth started his writing career as a writer of Gothic stories for variousmagazines. Gothic elements are included in Ainsworth&8217s novel the ancient hall, thefamily vaults, macabre burial vaults, secret marriage, and so forth (John, 1998, p. 30). Rookwood is a story about two half-brothers in a conflict over the family inheritance. The English criminal who Ainsworth decides to entangle in Rookwood was Dick Turpin,a highwayman executed in 1739. However, let loose Bulwer, Ainsworth&8217s explanation forhis interest in Dick Turpin (like Bulwer&8217s explanation in his choice of Eugene Aram as asubject) is personal and familial (John, 1998, p. 31). Though the ground of the novels seemsimilar, Ainsworth treated Dick Turpin in a different way than Bulwer treated EugeneAram. Ainsworth romanticizes history, but basically sticks to the facts (as far as he knewthem). Perhaps more than importantly, Ainsworth does not pretend that the Turpin he inventsis the real Dick Turpin, nor does he attempt to elevate Turpin&8217s social class status (John,1998, p. 32). Ainsworth recalls lying in manage listening to the exploits of &8216Dauntless Dick&8217,as narrated by his father. Despite Ainsworth&8217s infatuation with the criminal, the realTurpin was no more interesting a character than an median(a) cat burglar. Besideshighway robbery, his affairs included stealing sheep and breaking into farmer&8217 houses,sometimes with the aid of confederates and he took a turn at smuggle (Hollingsworth,1963, p. 99). Although Turpin appears in a considerable part of the novel, he really hasno effect on the plot. He stole a marriage certificate, but the ensuant was not important

Cultural Taboos :: essays research papers

Axtell, Roger E. Gestures The DOs and TABOOS of Body Language Around the World. Jon Wiley & Sons, Inc, 1998 -- Rev. and expanded edition.Over the past ten dollar bill the author has been presenting seminars, speeches and workshops around the United States on the egress of international behavior. This record book is the result of accumulation of more than ten years of research on the subject and it includes research on his travels to England, Germany, Thailand, Malaysia, Indonesia and the Philippines. All this reinforced a conviction that gestures are correctly communicators used by people all over the world.The purpose of this book is to let people know how powerful gestures disregard be when used correctly or incorrectly. He also wants you to know how a gesture can mean one thing here and another thing somewhere else, something as simple as a wave good bye, could get you into a lot of trouble in another country. This book was broken down into seven chapters Chapter 1, illus trated with numerous examples, is that not only are gestures and body language powerful communicators, but assorted cultures use gestures and body language in dramatically different ways.Chapter 2 discusses the most popular gestures found around the world, beginning with how we spot each other. Shaking hand is not the universal greeting. In fact, there are at least a half-dozen other social greetings - even different ways of shaking hands. This chapter also deals with farewells, beckoning, insulting, touching and other types of gestures.Chapter 3 gets into the special types of gestures such as, American Sign Language, Tai Chi, flirting & kissing.Chapter 4 is intentional to help you learn or trace a particular gesture, using scores of drawings. Chapter 5 describes what the author calls the ultimate gesture, which is simply the "smile". It is rarely misunderstood, scientist trust this particular gesture releases chemicals in the brain called endorphins into the system t hat create a mild feeling of euphoria. It also may help you slip out of the prickliest or difficult situations world wide.Chapter 6 is an important list of gestures to keep in mind. It is compiled of 20 gestures that can help you separate right from rude, and rude from crude. Chapter 7 is a listing of country-by-country common gestures and body languages. They group the countries by major geographic region.The organization of the book was a combination of narrative and topical.

Cultural Taboos :: essays research papers

Axtell, Roger E. Gestures The DOs and TABOOS of Body Language Around the World. Jon Wiley & Sons, Inc, 1998 -- Rev. and expanded edition.Over the past decade the author has been presenting seminars, speeches and workshops around the joined States on the subject of international behavior. This book is the result of accumulation of more than ten years of research on the subject and it includes research on his travels to England, Germany, Thailand, Malaysia, Indonesia and the Philippines. each this reinforced a conviction that gestures are powerful communicators engaged by people all over the world.The purpose of this book is to let people realize how powerful gestures can be when used correctly or incorrectly. He in addition wants you to know how a gesture can mean one matter here and another thing somewhere else, something as simple as a wave good bye, could get you into a lot of trouble in another country. This book was broken down into seven chapters Chapter 1, illustrated with numerous examples, is that not only are gestures and torso language powerful communicators, but different cultures use gestures and body language in dramatically different ways.Chapter 2 discusses the most popular gestures found around the world, beginning with how we greet each other. Shaking clear is not the universal greeting. In fact, there are at least a half-dozen other social greetings - even different ways of shaking hands. This chapter also deals with farewells, beckoning, insulting, touching and other types of gestures.Chapter 3 gets into the special types of gestures such as, American Sign Language, Tai Chi, flirting & kissing.Chapter 4 is designed to help you learn or trace a particular gesture, using scores of drawings. Chapter 5 describes what the author calls the ultimate gesture, which is simply the "smile". It is rarely misunderstood, scientist believe this particular gesture releases chemicals in the brain called endorphins into the system that cr eate a mild feeling of euphoria. It also may help you slip out of the prickliest or difficult situations world wide.Chapter 6 is an important list of gestures to keep in mind. It is compiled of 20 gestures that can help you separate right from rude, and rude from crude. Chapter 7 is a listing of country-by-country common gestures and body languages. They group the countries by major geographic region.The organization of the book was a combination of narrative and topical.

Music and Learning

TETTEH OKLEY CEPHAS TOPIC MUSIC AND LEARNING incorporating practice of medicine cadence into studies to upkeep holding and rec only. Case Study at the University of Ghana,Accra. Submitted as search proposal to Mr Adotey, Faculty of Social Sciences, section of Psychology. TABLE OF CONTENTS 1. Introduction 1. 1 background signal of the research 1. 2The sphere ara 1. 3Problem didactics 1. 4 Aims and objectives of this study 2. Literature review 3. Methodology 3. 2 Methodological considerations 3. 2. 1 Qualitative framework of study 3. 3. Data collection and procedure 3. 3. 1 Instruments,participants 3. 3. 2 Data analysis 4. Discussionssummary of discussion . INTRODUCTION 1. 1 background to the research Are hoi polloi typically geni physical exercises? Statistically, quite a little probably argon non. In fact, most people probably atomic number 18nt even intellectually gifted at all. Most people atomic number 18 likely to be pretty a lot h nonpareilst, maybe a little bi t above average, or a little below, but very average none the less. It is universally undersas welld that people strive to acquire to become wiser and to a greater extent informed about the world around them. The more(prenominal) than people learn, the more powerful they squeeze out become. It is the speed at which people learn that separates the geni economic consumptions from the average people from the cultivation disabled.Geni engrosss dont run into problems while learning, beca manipulation they learn so fast. It is everyone else that could really use help. One solid authority to growing the speed at which people learn is with euphony. People learn by medication and their minds grow faster because of it. about music, when implemented properly, can grade up corroborative magnetic cores on learning and attitude. euphony is a powerful thing, and when we understand its significance, it can bring dramatic changes some(prenominal) irresponsible and negative into our lives (Kristian David Oslon). Sceintific research on the neurological and develop rational effects of music on learning has fascinated educators since long. rom soft music in the nursery to musical theater theater theater toys and dance lessons, back up music involvement in a fun steering streng thens individual educational, physical and emotional development. Learning is the summons of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense data psychomotor and perceptual learning, imitation,concept,formation,problem work out, and insight. prominent psychologist and educationists make water over the years propounded ways though which learning could be improved and made easy. f them music is no exception Music is one of the awkwardly a(prenominal) activities that involves using the whole humor. It is intrinsic to all cultures and can contain surp rising benefits not only for learning language, improving memory and focusing attention, but alike for physical coordination and development. Of course, music can be distracting if its too loud or too jarring, or if it competes for our attention with what were trying to do. But for the most part, exposure to numerous kinds of music has beneficial effects Music affects the process of learning and thinking.Listening to quiet and soothing music while working helps an individual to work faster and in a more efficient way. it has the skill to make the listener acts positively and feel motivated. The power of music to affect memory is quite intriguing. Mozarts music and churrigueresque music, with a 60 beats per slight beat pattern, oxygenizes the left and right intelligence. The simultaneous left and right head action maximizes learning and retention of study. The information being studied activates the left brain while the music activates the right brain.Also, activities which engage both sides of the brain at the same time, such as vie an instrument or singing, cause the brain to be more capable of processing information. Listening to music facilitates the call up of information19. Researchers keep up shown that certain types of music are a great keys for recalling memories. Information intimate while listening to a particular melodic phrase can oft be recalled simply by acting the songs mentally. Further on,music has a calming effect on the mind and his even known to speed the recovery of health ailments. Studies require shown that music shapes a snappy core in enhancing creativity.It has a positive impact on the right side of the brain, triggering the brain centers responsible for the enhancement of creativity. Certain ragas are known to activate the chakras of our body, thus giving us an added onward motion in otherwise creative tasks. Music increases spatial and abstract reasoning skills. These are the skills choosed in tackling problem s, solving puzzles and taking decisions. Listening to Mozarts is known to have a positive effect on the spatial-temporal reasoning, simply put,it makes you smarter. Have you tried learning anything by combining it with music or rhythm? or example, numerate with a certain repeating pattern, or learning certain maths staples by giving it a tune, or learning poetry by reciting it musically. basically the combination of the rythm of a favorite song rhythm to something to be learnt makes it easier to remember since songs are are not plain words but are actually compositions with immediate transporting rhythms. An interesting aspect of music is how it eliminates depression,which reduces brain activity and hampers the minds ability to plan and station outs tasks, by increase the sorotonim levels of the brain make the brain alert. ensational rhythms can cause the brain waves to resonate in synch to the beat,thus leading to increased levels of concentration and increased mental alertness . This helps the brain to change speeds of processing comfortably as need be. Music as a whole usually helps increase discipline. Rythms are easy to catch and recall and if intertwined with vitrine topics would help a student to recall . Everyone who have been through elementary school can not deny the fact that the reciting of verse did not in one way the other help he. Most of us still vividly remember so well some of this poems.This is because this hard knowledge was presented in a way that sounded so well still sound pleasant to the ear. Students appear to learn and retain more when the subject topic is presented through rhythm and/or song. They can too happen information if taught the correct cues. Students do not have to be musical scholars or prodigies in order to benefit from the joys of being taught mnemotechnically. Students who have difficulty retaining information because they cannot read or have not been taught any memory strategies, can often learn effortlessly through rhythmic and musical mnemonics.When textual information is presented as the words of a song or familiar tune, it is better recalled and its memory is more durable. Also, when the lyric and melody are partnered and then rehearsed, the melody is an effective cue for retrieving the lyric. (Chazin & Neuschatz,1990 Gfeller, 1982 Wallace, 1994 Yalch, 1991 Gfeller, 1982). 1. 2. STUDY AREA The University of Ghana is the oldest and largest of the Ghanaian universities. It was founded in 1948 as the University College of the Gold coast, and was in the first place an affiliate college of the University of London which supervised its schoolman programmes and awarded degrees.It gained full university status in 1961, and now has nearly 40,000 students. The original emphasis was on the liberal arts, social sciences, basic science, agriculture, and medicine, but (partly as the result of a national educational reform programme) the program was expanded to provide more technology-based an d vocational courses and post graduate training. The university is primarily based at Legon about cardinal kilometres northeast of the centre of Accra, Ghana.The medical school is in Korle Bu with a teaching Hospital and secondary campus in the city of Accra(Accra City Campus) meant for workers or the working class. It in like manner has a graduate school of nuclear and allied sciences at the Ghana Atomic Energy Commission, making it one of the few universities in Africa offering programmes in nuclear sciences. The university also has another branch of its Business school located in the Central city of Accra. The school can boast of big Department of Psychology upon its introduction into the University in 1967.It now is one of the fields with over thousands students. 1. 3PROBLEM STATEMENT Is it worth it all to use music to aid recall or improve memory which kinds of music rhythms are appropriate how can these rhythms be fashioned into the learning and teaching scheme to impro ve memory was the use of song rhythms able to aid recall and memory. If indeed it is shown that students benefit from learning subject matter in the classroom mnemonically through music rhythms, what is preventing teachers from using them more often in the classroom? 1. 4 AIMS AND OBJECTIVES To conglomerate the knowledge of music into the learning strategy to aid concentration and information To precisely state methods by which music can be incorporated into learning to aid easy recall of stuffs learnt To examine whether the attachment of the knowledge of music and rhythms to learning really aids recall and memory improvementt To prescribe the kind of music rhythms to be used in learning which can aid erudition precisely recall and memory improvement To help lecturers to sufficiently use music rhythms in teaching their students 2. LITERATURE REVIEW Yates (1972) chronicles how the Ancient Greeks, who invented many arts, also invented the art of memory. Just like their other a rts this was passed onto Rome and subsequently descended in the European tradition. This method of impressing place, image, and music on memory has been called mnemotechnics or mnemonics. The reviewed literary works reveals current and past studies on the subject of using musical mnemonics as an effective memory tool in the classroom and beyond. A musical mnemonic is a useful tool for disciplines that require a great deal of memorization.Mnemonics can be teacher created or students created and should not be introduced until the student knows how to use them correctly. The publications reports that in general students, who have been taught through mnemonic instruction, outperform students taught by traditional instruction techniques. Much of the prior research was conducted in the curriculum areas of science, history, geography, English, social studies and foreign language vocabulary. The literature is presented from two complimentary perspectives medical and educational. Sacks ( 2007) researched the phenomenon of brainworms.Brainworms are overly tricky tunes designed to bore their way into the listeners ear or mind and are not easily forgotten. They were described as cognitively infectious music agents by a rude(a)smagazine in 1987 (p. 42). Sacks (2007) searches for the qualities that make a tune become close impossible to delete from memory. Is it timbre? Rhythm? Melody? Repetition? Or is it arousal of special emotional resonances or associations (p. 43)? He recounts a song from his early days Had Gadya a Hebrew song that was long and repetitive and that became hammered (p. 44) into his head.He queries Did the qualities of repeating and simplicity act as unquiet facilitators, setting up a circumference (for it felt like this) that reexcited itself automatically? Or did the grim humor of the song or its solemn, liturgical context play a significant part too (p. 44)? Sacks (2007) reports on how our brains are helplessly sensitive to music, and how the automatic or compulsive internal repetition of musical phrases is virtually universal (p. 44). The brain treats musical imagination and musical memory in a unique way that has no equivalents in the visual mind.Melody, with its unique tempo, rhythm and pitch tend to be carry on with remarkable accuracy (p. 47) whereas visual scenes are often not recalled as accurately. Because of this defenseless engraving of music on the brain (p. 47) musical imagery and memory even occur in people who that they are not musical. Neurologically, people tend to find those brainworms or catchy tunes completely irresistible and unforgettable. This comes as no surprise to the advertising world that makes their millions out of flooding our world with such nauseating jingles as Rice-a-Roni the San Francisco treat or 800-588-2300 Empire, today Mnemonics 14 Hodges (2000) marvels at the new revelations that the latest neural machinery has shown us, on the effects of music on the brain. He derives the following premises from neuromusical research. The human brain has the ability to respond to and participate in music. The musical brain operates at birth and persists throughout life. Early and ongoing musical training affects the organization of the musical brain. The musical brain consists of extensive neural systems involving widely istributed, but locally specialized regions of the brain o Cognitive components Affective components Motor components The musical brain is highly resilient. In the same word he quotes a neurologist, Frank Wilson (1986) who states that all of us have a biologic guarantee of musicianship. we all have the capacity to respond to and participate in the music of our environment (p. 18). Research from the Classroom and Learning Environment Gfeller (1986) did extensive research with learning disabled children and how musical mnemonics affect their retention and recall.She chose as subjects for her research both learning disabled and non learning disa bled students. The study focused on the memorizing of multiplication facts through repetition either by chanting the numbers pool and product to a simple tune or standard verbal rehearsal. After the initial trial, the non disabled students describe significantly greater recall of the facts than the learning disabled participants (p . 05). By the end of the fifth trial however, both sets of participants who had learned their multiplication facts Mnemonics 15 usically, remembered significantly more (p . 001) than did any of the students using verbal recitation. Gfeller (1986) emphasizes the enormousness of teaching the students how and when to use a mnemonic. After all, the mnemonic is only effective if the student can access it, retrieve it and subsequently utilize it. She also encourages the use of familiar melodies in creating mnemonics. Students in her trial remarked that the facts most easily recalled were those rehearsed to melodies reminiscent of songs they previousl Mus ic and LearningTETTEH OKLEY CEPHAS TOPIC MUSIC AND LEARNING incorporating music rhythm into studies to aid memory and recall. Case Study at the University of Ghana,Accra. Submitted as research proposal to Mr Adotey, Faculty of Social Sciences, Department of Psychology. TABLE OF CONTENTS 1. Introduction 1. 1 Background of the research 1. 2The study area 1. 3Problem statement 1. 4 Aims and objectives of this study 2. Literature review 3. Methodology 3. 2 Methodological considerations 3. 2. 1 Qualitative framework of study 3. 3. Data collection and procedure 3. 3. 1 Instruments,participants 3. 3. 2 Data analysis 4. Discussionssummary of discussion . INTRODUCTION 1. 1 background to the research Are people typically geniuses? Statistically, people probably are not. In fact, most people probably arent even intellectually gifted at all. Most people are likely to be pretty much average, maybe a little bit above average, or a little below, but very average none the less. It is universally un derstood that people strive to learn to become wiser and more informed about the world around them. The more people learn, the more powerful they can become. It is the speed at which people learn that separates the geniuses from the average people from the learning disabled.Geniuses dont run into problems while learning, because they learn so fast. It is everyone else that could really use help. One solid way to increase the speed at which people learn is with music. People learn through music and their minds grow faster because of it. Some music, when implemented properly, can have positive effects on learning and attitude. Music is a powerful thing, and when we understand its significance, it can bring dramatic changes both positive and negative into our lives (Kristian David Oslon). Sceintific research on the neurological and developmental effects of music on learning has fascinated educators since long. rom soft music in the nursery to musical toys and dance lessons, encouraging music involvement in a fun way strengthens individual educational, physical and emotional development. Learning is the process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise. Learning includes associative processes, discrimination of sense data psychomotor and perceptual learning, imitation,concept,formation,problem solving, and insight. prominent psychologist and educationists have over the years propounded ways though which learning could be improved and made easy. f them music is no exception Music is one of the few activities that involves using the whole brain. It is intrinsic to all cultures and can have surprising benefits not only for learning language, improving memory and focusing attention, but also for physical coordination and development. Of course, music can be distracting if its too loud or too jarring, or if it competes for our attention with what were trying to do. But for the most part, ex posure to many kinds of music has beneficial effects Music affects the process of learning and thinking.Listening to quiet and soothing music while working helps an individual to work faster and in a more efficient way. it has the ability to make the listener acts positively and feel motivated. The power of music to affect memory is quite intriguing. Mozarts music and baroque music, with a 60 beats per minute beat pattern, activates the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain.Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, cause the brain to be more capable of processing information. Listening to music facilitates the recall of information19. Researchers have shown that certain types of music are a great keys for recalling memories. Information lea rned while listening to a particular song can often be recalled simply by playing the songs mentally. Further on,music has a calming effect on the mind and his even known to speed the recovery of health ailments. Studies have shown that music plays a vital core in enhancing creativity.It has a positive impact on the right side of the brain, triggering the brain centers responsible for the enhancement of creativity. Certain ragas are known to activate the chakras of our body, thus giving us an added advantage in other creative tasks. Music increases spatial and abstract reasoning skills. These are the skills required in tackling problems, solving puzzles and taking decisions. Listening to Mozarts is known to have a positive effect on the spatial-temporal reasoning, simply put,it makes you smarter. Have you tried learning anything by combining it with music or rhythm? or example, counting with a certain repeating pattern, or learning certain maths basics by giving it a tune, or learni ng poetry by reciting it musically. basically the combination of the rythm of a favorite song rhythm to something to be learnt makes it easier to remember since songs are are not plain words but are actually compositions with immediate catching rhythms. An interesting aspect of music is how it eliminates depression,which reduces brain activity and hampers the minds ability to plan and carry outs tasks, by increase the sorotonim levels of the brain making the brain alert. ensational rhythms can cause the brain waves to resonate in synch to the beat,thus leading to increased levels of concentration and increased mental alertness. This helps the brain to change speeds of processing easily as need be. Music as a whole usually helps increase discipline. Rythms are easy to catch and recall and if intertwined with subject topics would help a student to recall . Everyone who have been through elementary school can not deny the fact that the reciting of poem did not in one way the other help he. Most of us still vividly remember so well some of this poems.This is because this hard knowledge was presented in a way that sounded so well still sound pleasant to the ear. Students appear to learn and retain more when the subject matter is presented through rhythm and/or song. They can also retrieve information if taught the correct cues. Students do not have to be musical scholars or prodigies in order to benefit from the joys of being taught mnemonically. Students who have difficulty retaining information because they cannot read or have not been taught any memory strategies, can often learn effortlessly through rhythmic and musical mnemonics.When textual information is presented as the words of a song or familiar tune, it is better recalled and its memory is more durable. Also, when the lyric and melody are partnered and then rehearsed, the melody is an effective cue for retrieving the lyric. (Chazin & Neuschatz,1990 Gfeller, 1982 Wallace, 1994 Yalch, 1991 Gfeller, 1982). 1. 2. STUDY AREA The University of Ghana is the oldest and largest of the Ghanaian universities. It was founded in 1948 as the University College of the Gold coast, and was originally an affiliate college of the University of London which supervised its academic programmes and awarded degrees.It gained full university status in 1961, and now has nearly 40,000 students. The original emphasis was on the liberal arts, social sciences, basic science, agriculture, and medicine, but (partly as the result of a national educational reform programme) the curriculum was expanded to provide more technology-based and vocational courses and post graduate training. The university is mainly based at Legon about twelve kilometres northeast of the centre of Accra, Ghana.The medical school is in Korle Bu with a teaching Hospital and secondary campus in the city of Accra(Accra City Campus) meant for workers or the working class. It also has a graduate school of nuclear and allied sciences at the Ghan a Atomic Energy Commission, making it one of the few universities in Africa offering programmes in nuclear sciences. The university also has another branch of its Business school located in the Central city of Accra. The school can boast of big Department of Psychology upon its introduction into the University in 1967.It now is one of the fields with over thousands students. 1. 3PROBLEM STATEMENT Is it worth it all to use music to aid recall or improve memory which kinds of music rhythms are appropriate how can these rhythms be fashioned into the learning and teaching strategy to improve memory was the use of song rhythms able to aid recall and memory. If indeed it is shown that students benefit from learning subject matter in the classroom mnemonically through music rhythms, what is preventing teachers from using them more often in the classroom? 1. 4 AIMS AND OBJECTIVES To conglomerate the knowledge of music into the learning strategy to aid concentration and cognition To pr ecisely state methods by which music can be incorporated into learning to aid easy recall of stuffs learnt To examine whether the attachment of the knowledge of music and rhythms to learning really aids recall and memory improvementt To prescribe the kind of music rhythms to be used in learning which can aid cognition precisely recall and memory improvement To help lecturers to sufficiently use music rhythms in teaching their students 2. LITERATURE REVIEW Yates (1972) chronicles how the Ancient Greeks, who invented many arts, also invented the art of memory. Just like their other arts this was passed onto Rome and subsequently descended in the European tradition. This method of impressing place, image, and music on memory has been called mnemotechnics or mnemonics. The reviewed literature reveals current and past studies on the subject of using musical mnemonics as an effective memory tool in the classroom and beyond. A musical mnemonic is a useful tool for disciplines that requ ire a great deal of memorization.Mnemonics can be teacher created or students created and should not be introduced until the student knows how to use them correctly. The literature reports that in general students, who have been taught through mnemonic instruction, outperform students taught by traditional instruction techniques. Much of the prior research was conducted in the curriculum areas of science, history, geography, English, social studies and foreign language vocabulary. The literature is presented from two complimentary perspectives medical and educational. Sacks (2007) researched the phenomenon of brainworms.Brainworms are overly catchy tunes designed to bore their way into the listeners ear or mind and are not easily forgotten. They were described as cognitively infectious music agents by a newsmagazine in 1987 (p. 42). Sacks (2007) searches for the qualities that make a tune become almost impossible to delete from memory. Is it timbre? Rhythm? Melody? Repetition? Or i s it arousal of special emotional resonances or associations (p. 43)? He recounts a song from his youth Had Gadya a Hebrew song that was long and repetitive and that became hammered (p. 44) into his head.He queries Did the qualities of repetition and simplicity act as neural facilitators, setting up a circuit (for it felt like this) that reexcited itself automatically? Or did the grim humor of the song or its solemn, liturgical context play a significant part too (p. 44)? Sacks (2007) reports on how our brains are helplessly sensitive to music, and how the automatic or compulsive internal repetition of musical phrases is almost universal (p. 44). The brain treats musical imagery and musical memory in a unique way that has no equivalents in the visual mind.Melody, with its unique tempo, rhythm and pitch tend to be preserved with remarkable accuracy (p. 47) whereas visual scenes are often not recalled as accurately. Because of this defenseless engraving of music on the brain (p. 47) musical imagery and memory even occur in people who that they are not musical. Neurologically, people tend to find those brainworms or catchy tunes completely irresistible and unforgettable. This comes as no surprise to the advertising world that makes their millions out of flooding our world with such nauseating jingles as Rice-a-Roni the San Francisco treat or 800-588-2300 Empire, today Mnemonics 14 Hodges (2000) marvels at the new revelations that the latest neural machinery has shown us, on the effects of music on the brain. He derives the following premises from neuromusical research. The human brain has the ability to respond to and participate in music. The musical brain operates at birth and persists throughout life. Early and ongoing musical training affects the organization of the musical brain. The musical brain consists of extensive neural systems involving widely istributed, but locally specialized regions of the brain o Cognitive components Affective component s Motor components The musical brain is highly resilient. In the same article he quotes a neurologist, Frank Wilson (1986) who states that all of us have a biologic guarantee of musicianship. we all have the capacity to respond to and participate in the music of our environment (p. 18). Research from the Classroom and Learning Environment Gfeller (1986) did extensive research with learning disabled children and how musical mnemonics affect their retention and recall.She chose as subjects for her research both learning disabled and non learning disabled students. The study focused on the memorizing of multiplication facts through repetition either by chanting the numbers and product to a simple tune or standard verbal rehearsal. After the initial trial, the non disabled students reported significantly greater recall of the facts than the learning disabled participants (p . 05). By the end of the fifth trial however, both sets of participants who had learned their multiplication fac ts Mnemonics 15 usically, remembered significantly more (p . 001) than did any of the students using verbal recitation. Gfeller (1986) emphasizes the importance of teaching the students how and when to use a mnemonic. After all, the mnemonic is only effective if the student can access it, retrieve it and subsequently utilize it. She also encourages the use of familiar melodies in creating mnemonics. Students in her trial remarked that the facts most easily recalled were those rehearsed to melodies reminiscent of songs they previousl

Children’s Overuse of Technology

Childrens use of engineering science most affects a persons cognitive development by eliminating the time that squirtren consent for conformityer(a) activities like proper sleep, a basketball spicy in the park, or just a face to face chat with a conclave of friends. Technology is non a proper substitute for a tactic ground, parks or a chat with friends where a child can muster unlimited opportunities to learn valuable information nigh how they fit in the real world. A childs cognitive development is not harmed at one time by technology so much as it is harmed indirectly by abstaining from physical activities, failing to get proper sleep, or not interacting with colleagues.A news report by the Kaiser foundation illustrates the enormous time children spend multi tasking each twenty-four instants through technology, Todays youth pack a total of 10 hours and 45 minutes worth of media content into those daily 7 1/2 hours an increase of almost 2 1/4 hours of media exposure per day over the past five age (Henry J. Kaiser Foundation 2010, p. 1). It is not to suggest that technology plays no role in increasing a childs cognitive development it is to suggest that there is a widening gap mingled with the time a child entertains themselves with technology and the moments that he or she assign to alternatives activities.The benefits children receive from non technology based activities argon found in m whatever research studies on cognitive development for lawsuit, a instruction by leading(prenominal) sleep theorist Dr. Sadeh showed that the cognitive abilities of elementary school children deprived of just one hours night sleep would be reduced by two years the following morning (Sadeh, Gruber & Ravi 2003, p. 444 -445). Children cannot be engaged in interactive play with their peers, sleep or physical exercise which are so critical to their development, overdue to an overuse of isolating technological activities such as booth phones, television and video games.Children who spend too much time with technology perplex themselves unaffectionate from their peers. Leading theorists like Jean Piaget understood the importance of peer interaction as a research tool that provides children with unlimited opportunities to evaluate other throngs concept of how to require with situations that happen in the world. gibe to Piaget, children gained knowledge about the world through their interaction with others and incorporated that information into cognitive structures (Piaget 1962, p. 257).Piaget saw unscripted play as a way for children to gain new social skills by assimilating a peers new ideas and ever-changing their understanding of the world to accommodate them. Children exposed to peer play gain the skill set which will allow them to progress away from an egocentric look point in which they are the center of the universe to a more(prenominal) abstract vision of the world that encompasses the morals needs of society. A child t hat has gained understanding of this is said to gain the social, emotional, and cognitive skills and behaviors that they need in order to be successful people in the world.Piaget would find readingal value in any technology that allows children the opportunity to freely experiment with their understanding of the world. From the preoperational through the operational stage, children receive educational experiences even from basic technology like karaoke machines or cubicle phones that provide them the opportunity to prove their language skills through experimentation. A child in the preoperational stage will use the karaoke machine in symbolic play to pretend to be a rock star.The operational stage children that are further along on their cognitive development might use a cell phone share ideas on what it is like to be in a rock group. However, the most promising use of technology to Piaget would be software program system that appears to emulate his theory of assimilation and a ccommodation. Indeed, Piaget believed that children learned best when a constant flow of information was acquired from others that either reinforced or challenged their perception of themselves in the world.An example of technology that might provide this is the game SimCity, which was marketed as providing people with the opportunity to test their knowledge of cities while learning to build one of their own. However, eventually Piaget would find games like this to be too restrictive in their opportunities for players to decide whether to change their self-constructs of city- life based on the limited real life scenarios in the game.The child is presented with or guided into possible actions by the software program and made to believe there are no limitations to the options one can take however, software actions are very narrow and circumscribed, and what is even more important for the child it is defined by the game developer and the manufacturer instead of by the child (Provenzo , 1991, 1994). According to Piaget (1972), play can provide many opportunities for children to actively learn in a manner that is more intuitive than a direct instruction lesson.Piagets philosophy about play is validated by the following research. A hit the books on rats that played rough with each other had a high degree of neurotropic factor transcripts created in their brains cortexes than a rat elevated in isolation (Gordon, Burke, Watson &Panskepp 2003, p. 17-20). Research by Diamond et al. (1966) on the thickening of a rats cortex showed that when a rat was allowed to freely assimilate and accommodate within an enriched surroundings (Krech, Rosenzweig& Bennett, 1960, p. 09-513) its cortex was affected profoundly as compared to other rats cortexes that were raised in non-enriched environments (p. 117-125).The research was designed to compare the thickening in the cortex of several rats brains raised in three different environments one raised in isolation, three rats in a ca ge that emulated their natural environment, and three that were placed in the enriched environment. An enriched environment is defined as a cage that has comme il faut room to accommodate the rats and toys that are added at specific intervals during their stay (Krech et al. 960, p. 509- 513). The rats were placed in the environment from 4 days to 80 days, and afterwards the cortexes were removed for similarity (Diamond et al. 1966, p. 117-125).A second set of experiments were designed to isolate factors like age or stress, which were constantly changing to reach the maximum thickening of the cortex. Data comparisons between the cortexes of the rats raised in the impoverished environments and the lone rat were measured, but not compared however, further experimentation, in this maybe warranted in order to show the government issue of peer play.In more play directed study, it was seen that rats that had played rough with each other had brains with a higher degree of neurotropic fac tors created in the brains cortex than a rat raised in isolation (Beatty, Dodge, Dodge, White & Panskepp 1982, p. 417-422). Another study of rats in social isolation showed an even more dramatic need for interactive play when a rat failed to respond with the proper defense mechanism when dealing with a dominant male rat.The study showed that rats that played with peers were successful in assimilating into society by using the tools they learned from peer interaction, much like Lev Vygotskys studies showed children did as well (Foroud & Pellis 2003, p. 35-43). Unlike Piaget, Vygotsky believed that a childs learning process or cognitive development was not based on a solitary exploration of the world, but the influences of the childs culture, environment or knowledgeable adults. Vygotskys studies were based on the significant improvement that children achieved on tests when they worked with an adult as compared to working alone.The test results for children working independently rare ly reached the level of a child that had been taught by an adult. In the process of this adult guided development, the child not only matures, but is rearmed. It is this rearming that accounts for a great deal of development and change we can that accounts for a great deal of the development and change we can observe as we follow the transition from child to fine-tune adult (Luria & Vygotsky, 1992, p. 110). The times children meet with a knowledgeable peer or adult to learn a great deal of understanding is gained by the child.The evolution of the child that works with an adult can be observed throughout their lives till they reach adulthood. Vygotsky would find potential in todays technology and hope for the software technology of tomorrow that he would perceive as supporting his theory of the Zone of Proximal Distance. His theory states the distance between the echt developmental level as de limitined by independent difficulty lick and the level of potential development as det ermined through problem solving under adult guidance, or in collaboration with more capable peers is greater (Vygotsky 1978, p. 6).The technology that was capable of teaching critical thinking, analysis and problem solving skills by joining them together to learn about any subject matter. Present technology does not have the natural language skills necessary to be able to respond to a childs unlimited questions however, games can guide a childs thought process by the fashion designers implementation of scaffolding techniques into the program. For instance, some games like Oregon Trail are appropriate educational opportunities for learning in the classroom.The game is a form of computer mediated instruction that uses information inserted into the program (scaffolding techniques) to help students complete the tasks that are important to perform an activity however, it is limited in value since it does not allow children to interact with a knowledgeable adult or peer. Games that allow multiple players to work towards a common land goal are available online and could be utilise to teach children in the way Vygotsky envisioned. Games like The Penguin Club or Halo are designed to allow children to work together towards a common goal however, they are created to entertain and not to teach.Video games must be designed to capture a childs interest and be tested to show how they improve a childs education, or they will remain another example of a technology whose use is restricted all to household entertainment. Other examples of technology that children use for household entertainment are described in the following study including which technologies are preferred by two sexes and which are preferred by a specific sex.Children are faraway more likely to use technology for entertainment purposes to download music, chat on the social network, email friends or lay video games than do research on a topic of interest than for education (Subrahmanyam, Greenfield, Kraut & Gross 2001, p. 7-30). The study shows boys and girls are likely to use the same technology for the same hours in school. However, after school hours boys were far more likely to play video games than girls. On the contrary, girls were far more likely to use their cell phones to text friends or communicate on the social network than their male counterparts. Both girls and boys still watched television more than any other technology.The study focused primarily on the type of technology a child used to entertain him or her self however, the study did not delve into the effects technology use had on a child. Grant money has been expanded for research to investigate new social concerns about technology ranging from the possibilities of brain tumors brought about by excessive use of cell phones, desensitizing affects of angry video games on children towards real violence, and attention span problems caused by television and video games.A recent research study on the effects of children playing violent video games and their desensitizing effect on a childs view of real life has challenged long held tenets of parents and researchers alike. Bowen and Spaniol (2011) designed a study to compare the emotional arousal state and long term memory of individuals that played violent video game as compared to those that did not. The histrions viewed 150 photos of scenes that were designed to get a positive, negative, or natural response from the individuals.One hour later the people were asked once again to observe the scenes and this time 150 additional photos were added. The researcher then asked the individuals if they indeed had seen the photos previously and the results were recorded. Afterwards, the students were given a self-assessment test that asked them questions about their emotional state. Researchers predicted the results would show that the participants that played violent video games would remember less of the photos and have a humiliate level of emotional a rousal.The study showed that the results were in favor of the null hypothesis and that there was no significant difference in the long term memory or emotional state of the participant that played video games and the individuals that did not. This study questioned earlier held opinions that violent video indeed caused children to be less sensitive to real life violence. Research by Carnagey, Anderson and Bushman (2007) evaluated the physiologic response of individuals that watched a ten minute video showing real-life violence after playing their choice of a violent game or non-violent game for twenty minutes.The individuals that played the violent video game were predicted to have a lowerheart beat and galvanic skin response than the non violent video game watchers. The violent video players did show a lower heart rate and galvanic than the non-violent game players and were considered to be desensitized to violence (p. 489-496). The conflicting results help illustrate how little is cognise to whether video game technology as any direct adverse on the cognitive development of children that the concerns of society have suggested.Furthermore, studies on the effect of receiving set waves on heavy long term users of cell phones suggest different conclusions leading to question about its adverse affects on children as well. One study which evaluated brain tumor risk in relation to long term mobile use showed no increase in cancer in individuals that used cellphones excessively over the last ten years (Cardis 2010, p. 14).Another study showed that the brain glucose metabolism rates were significantly higher when using a cell phone causing concern that there may be negative effects from radio signals delivered to the brain (Volkow et al. 001, p. 808-813). It appears that additional research on technology is required, as was expended on television earlier in order to get a clearer picture of its effect on children.Television viewing time at a mean age of 14 years was associated with elevated risk for attention difficulties, frequent sorrow to complete homework assignments, frequent boredom at school, failure to complete high school, poor grades, negative attitudes about school (i. e. hates school) overall academic failure in secondary school, and failure to obtain post-secondary (eg, college, university, training school) education (Johnson et al. 2007, 481). The Research by Zimmerman and Christakis (2007) showed that six and seven year old children, who had watched an average of three hours of television a day as three year olds, had lower cognitive achievement scores on the Peabody Individual Achievement test for reading recognition and reading comprehension (473-479).Less sedentary activities that children do when not playing video games show a much clearer picture of the benefit they provided to a childs cognitive development than any adverse effect technology does. Children who rode bicycles, played basketball or performed other aerobic ac tivities at least three times a week for sixty minutes and played out an equal amount of time on muscle and bone strengthening workouts three times a week or more had significantly go grades than the children who did not (Coe, Pivarnik, Woomack, Reeves &Malina 2006, p. 515-1519).In conclusion, software technology as advanced as it may seem is not robust enough to support the theories of Piaget or Vygotsky. Advances in Artificial Intelligence for natural language would be required to make either Piaget or Vygotsky theories close to a real life learning experience. A computer game would need to be able to understand the thoughts voiced by a child and be able to respond to them fluently to reanimate a real life experience. That software for video games is far from being developed.A childs ability to learn from a computer as if it was a teacher is limited by how well the software developer provides guidance within the program to complete each task. A child will neer get the freedom t o explore and change his or her constructs in the world of technology as he or she can in the real world. In this day of modern technology and the information highway, it may seem ironic that the best thing a child can do to develop his or her cognitive development is to turn the television, video game or cell phone off and go for a bike ride.

J. Galsworthy. the Broken Boot A Sample of Complex Stylistic Analysis Essay

potty Ronald Reuel Tolkien (1892-1973) was a major scholar of the English language, specialising in Old and Middle English. Twice Professor of Anglo-Saxon (Old English) at the University of Oxford, he also wrote a number of stories, including most famously The Hobbit (1937) and The Lord of the Rings (1954-1955).The name Tolkien (pron. Tol-keen equal stress on both syllables) is believed to be of German rootage Toll-khn foolishly brave, or stupidly clever hence the pseudonym Oxymore which he occasionally used. His father, Arthur Reuel Tolkien, was a bank clerk. Mabel Tolkien was diagnosed as having diabetes, usually fatal in those pre-insulin days. She died on 14 NovemberBy this time Ronald was already showing remarkable linguistic gifts. He had mastered the Latin and Greek which was the staple fare of an humanities education at that time, and was becoming more than competent in a number of other languages, both modern and ancient, notably Gothic, and later Finnish. He was already busy making up his own languages, purely for fun.He went up to Exeter College, Oxford in 1911, where he stayed, immersing himself in the Classics, Old English, the Germanic languages (especially Gothic), Welsh and Finnish, until 1913. As a result of this he changed his school from Classics to the more congenial English Language and Literature.Unlike so galore(postnominal) of his contemporaries, Tolkien did not rush to join up right away on the outbreak of war, but returned to Oxford, where he worked hard and finally achieved a first-class degree in June 1915. At this time he was also on the job(p) on various poetic attempts, and on his invented languages, especially one that he came to call Qenya sic, which was heavily influenced by Finnish but he still entangle the lack of a connecting thread to bring his vivid but disparate imaginings together. He and Edith married in Warwick on 22 March 1916.Their first son, John Francis Reuel (later Father John Tolkien) had already been bo rn on 16 November 1917.When the Armistice was signed on 11 November 1918, Tolkien had already beenputting out feelers to obtain faculty member employment, and by the time he was demobilised he had been appointed Assistant Lexicographer on the New English Dictionary (the Oxford English Dictionary), then in preparation. maculation doing the serious philological work involved in this, he also gave one of his Lost Tales its first public airing he read The ruin of Gondolin to the Exeter College Essay Club, where it was well received by an audience which included Neville Coghill and Hugo Dyson, two future Inklings. However, Tolkien did not stay in this job for long. In the summer of 1920 he applied for the quite senior post of Reader (approximately, Associate Professor) in English Language at the University of Leeds, and to his surprise was appointed.His family life was equally straightforward. Edith bore their stand up child and only daughter, Priscilla, in 1929. Tolkien got into th e habit of writing the children annual illustrated letters as if from Santa Claus, and a selection of these was published in 1976 as The Father Christmas Letters. He also told them numerous bedtime stories, of which more anon. In adulthood John entered the priesthood, Michael and Christopher both saw war service in the Royal Air Force. afterward Michael became a schoolmaster and Christopher a university lecturer, and Priscilla became a social worker. They lived quietly in North Oxford, and later Ronald and Edith lived in the suburb of Headington. Meanwhile Tolkien continued developing his mythology and languages.She asked Tolkien to give up it, and presented the complete story to Stanley Unwin, the then Chairman of the firm. He tried it out on his 10-year old son Rayner, who wrote an approving report, and it was published as The Hobbit in 1937. It straightaway scored a success, and has not been out of childrens recommended reading lists ever since. It was so successful that Stanl ey Unwin asked if he had any more similar material available for publication.By this time Tolkien had begun to make his Legendarium into what he believed to be a more presentable state, and as he later noted, hints of it had already made their way into The Hobbit. He was right away calling the full account Quenta Silmarillion, or Silmarillion for short. He presented some of hiscompleted tales to Unwin, who sent them to his reader. The readers reaction was mixed dislike of the poetry and approval for the prose (the material was the story of Beren and Lthien) but the overall decision at the time was that these were not commercially publishable. Unwin tactfully relayed this message to Tolkien, but asked him again if he was willing to write a sequel to The Hobbit. Tolkien was disappointed at the apparent failure of The Silmarillion, but agreed to take up the challenge of The New Hobbit.patronage all the fuss over The Lord of the Rings, between 1925 and his death Tolkien did write and publish a number of other articles, including a range of scholarly essays, many reprinted in The Monsters and the Critics and Other Essays (see above) one Middle-earth related work, The Adventures of Tom Bombadil editions and translations of Middle English works such as the Ancrene Wisse, Sir Gawain, Sir Orfeo and The Pearl, and some stories independent of the Legendarium, such as the Imram, The yield of Beorhtnoth Beorhthelms Son, The Lay of Aotrou and Itroun and, especially, Farmer Giles of Ham, Leaf by Niggle, and Smith of Wootton Major.After his retirement in 1959 Edith and Ronald moved to Bournemouth. On 22 November 1971 Edith died, and Ronald soon returned to Oxford, to rooms provided by Merton College. Ronald died on 2 September 1973. He and Edith are buried together in a single grave in the Catholic section of Wolvercote burying ground in the northern suburbs of Oxford. (The grave is well signposted from the entrance.) The legend on the headstone reads

Masters degree application essays

Essay 1 (1,000 words)Describe your c atomic number 18er progress to date and your future short-term and long-term goals. How do you expect an MBA to help you chance on these goals, and why is now the best time for you to join our program?ContentA master is ever, but a learner, goes an old Chinese saying. The same is true for whatever man, no one may call himself a master who believes he knows all there is ab come to the fore his subject. In todays ever changing, globalized-world, a true master must continue learning if he is to remain competitive. I do not claim to be a master trader. However, I too believe in the jimmy of higher learning.After graduating high school, and having worked for two summers in a large investment bank, I started my own investment charge firm at the tender age of 19. With the help of a few angel investors who entrusted me with $50,000 each, I not only significantly grew their investments but the dinero from my occupancy were sufficient to fund my four y ears of university studies AND finance my travel to several countries mentoring high school children and visiting mentoring programs outside of the USA.In my travels I raised money for the university which I attended. During and after my tenure in the university I was served the role of their European ambassador. I ca-ca also done the same work for several non-profit organizations such as ABC, DEF, and GHI, all of which focus on the mentoring and training of leadership skills to high school students for them to become better community leaders.My leadership in a community oriented NGO is different from the type of leadership I exercise at work. In my business the objective is to maximize the value of our investors money. Success is mensurcapable by the growth in their investments and the increased trust this generates. By comparison Ulpan is about giving commandal opportunities to predominantly Jewish high school students. ORT is precise similar in its goals. My hard work is rewar ded by seeing our beneficiaries motivated and eager to restrain the path of higher education as a actor to succeeder. The drastically different metrics of my community service broadens my horizon as a leader.My flow job trading at an investment firm, I modify their existing procedures for monitoring our market positions during volatilizable periods and genuine a pop-up system to handle trades more efficiently and make decisions faster. I made an immediate impact. We are now able to monitor approximately 10% of our daily volume and take property run a risk management decisions in a fast and volatile market where time is of the essence.Using my native insight I found an opportunity for growth in the company. However, I faced the inertia associate with any configuration of meaningful change. Despite the cost of lost, personal, man hours. I pushed my plan past the bureaucracy offering potential benefits that far outweighed the costs of the look. Taking responsibility for my l ess-traveled stance, my assumption of leadership led to my pickings the risk of losing my job if the project failed. With a lack of popular support a failure to improve bread or a net loss would severely afflict my reputation in the firm and in the industry. However I stood my ground and pursued what I k saucily was a good idea. As a result, I was now looked upon as a leader that brought positive change to my firm.Even in my early youth I understood that my current level of learning was not enough. By practicing what I had already learned and working in the field of my choice I was able to expand my practical knowledge. However, I also believe that practical experience must go hand-in-hand with expanded theoretical training. Hence, I desire to obtain an MBA.My final goal is to head a monetary firm which allowing manage wealth for non-profit organizations to help them grow at a faster pace and be able to focus more on their advocacies in their respective communities rather than struggling to raise funds and managing assets, tasks that are far from their competencies. An MBA will help me achieve this dream by expanding my horizons and making me however more capable of competing for marginal gains and derivatives that arrive at become harder and harder to obtain.In the fall in States, this is more common with university endowments and major non-profit organizations which have asset managers steering the funds to competitive investment re procedures. However, in Europe and Asia, this almost doesnt exist. As a result, most European and Asian NGOs are in quandary trying to husband their funds effectively but at the same need to disburse it for their projects.I want to bridge this gap and bring fiscal management expertise to global non-profits and help them become even stronger. By my efforts, I will allow the non-profits to bring better service to the community, faster, and more efficiently. An MBA will enhance my skills and improve my ability to maximize t he wealth of these organizations and spare them from the having to worry about raising funds.I take personal pride as I have been involved in my own community, mentoring high school students, helping them make decisions about their future, whether it be academically, professionally or personally. My work with several non-profits, coupled with my financial expertise as a trader can bring tremendous change to both the financial and non-profit industries.I want to create this new niche, a new service and make the non-profit sector even more influential. This is my dream. This is my goal. And this brings my two passions, the financial market and community service, into one, gratifying job. With an MBA, the skills learned, the network I have access to, I can realize this dream. Now is the time to go for it. My hopes are high and my time is neigh. I am early, eager and hungry for wisdom, wisdom I will gladly put to good use.Essay 2 (500 words)Tell us a situation in which you were an outs ider. What did you learn from the experience?ContentWhen I first joined my current firm an archaic system was used to monitor trades. Everyday there were orders passed through with(predicate) our desk. This resulted in too much effort diverted to time consuming monitoring work and we ran the peril of having to make risk management decisions on the spot. Often we would have to wait until the end of the day to review our book and take action on hedging ourselves.This manner of operations was untenable, in the volatile industry I was in, up to the minute decision making was vital to success or failure. To improve this, I immediately proposed a pop-up window function that takes snapshots of all the vital information we would need to know about the orders passing through our desks. For example, trade size, currency traded and margin level are included in this data. This drastically improved the way the trading desk monitors transactions, especially in times of positive market volume a nd volatility.Regretfully, I encountered considerable resistance from my peers and upper management. Our technical department said it would take months to develop the proposed system because they were overloaded with work and paper the script would take weeks. Stephane, our head of trading appreciated my initiative but failed to prioritize it. Fortunately, our managing director, Nick gave his approval for my leadership in this project.With his approval in hand, I put pen to paper, outlining the method which I wanted implemented and convinced our technical department to prioritize the project. I wrote them a memo stating very clearly that upper management fully supported my efforts and I emphasized that successful implementation would boost profits on a daily basis. This in turn would put the technical department in the limelight for having developed such a useful tool.My inspirational leadership conscripted the aid of our technical department and the pop-up was developed in one w eek and was an immediate success. We are now able to monitor approximately 10% of our daily volume, which amounts to $150 million, and take proper risk management decisions in the fast, volatile market where time is of the essence. Based on my estimates, this results in a cost savings of about 4% a month which redound to increased profits.Using my native insight I found an opportunity for growth in the company. However, I faced the inertia associate with any manakin of meaningful change. Despite the cost of lost, personal, man hours. I pushed my plan past the bureaucracy offering potential benefits that far outweighed the costs of the project. Taking responsibility for my less-traveled stance, my assumption of leadership led to my taking the risk of losing my job if the project failed. With a lack of popular support a failure to improve profits or a net loss would severely afflict my reputation in the firm and in the industry. However I stood my ground and pursued what I knew was a good idea. As a result, I was now looked upon as a leader that brought positive change to my firm.Essay 3 (500 words)Where in your background would we assure evidence of your leadership capacity and/or potential?Evidence of my leadership potential can be found in my work as project organizer for Ulpan in Warsaw, Poland and The ORT Foundation in Geneva, Switzerland. Ulpan provides educational opportunities for high school students, who are predominantly Jewish, who seek a better education in the United States. The ORT foundation provides mentoring to high school students to help them decide on career-paths and how to go about realizing their professional dreams.I organized cross-border contact through mail and email correspondence, allowing young people to build and maintain connections with peers in the US. My accomplishments with these two organizations are integrally associated with me and very close to my heart. As a child, I was helped by a mentor, David, and with his help, h ave succeeded in pursuing my dreams with much confidence.NGO work requires out-of-the-box thinking and creative decision making. For example, bringing a Jewish teenager from the Warsaw ghetto and providing him with a scholarship to contract in a University requires a wide variety of skills. First, the child must be motivated to make the most out of his talents. I must be inspirational and optimistic to provide the necessary motivation. Second, If the mentee still has areas of improvement I may be tasked with nurturing and uncovering his talents.Third, obtaining a scholarship will require taking with benefactors who may later become potential investors in the childs future. This requires negotiation skills equal to that of a boardroom raider. Finally, my decisions require reflective hindsight because in many ways I am responsible to the benefactors for the success of their beneficiary. In the end nothing is more rewarding than receiving letters from the student that he is doing well in school and on the way to a bright future.NGO work is a challenging as any task on the trading floor. It makes the most out of my skills and encourages me to continue learning. My unique background as a trader brings a skill set that is not common in the Ulpan or ORT foundation, making my contributions even more valuable to these organizations. My background and insight have resulted in the foundation taking opportunities it might have otherwise not identified. Finally, because I am continuously learning my leadership in these foundations have given me valuable experiences in dealing with others that I can carry with me back to my day job,My leadership in a community oriented NGO is different from the type of leadership I exercise at work. In my business the objective is to maximize the value of our investors money. Success is measured by the growth in their investments and the increased trust this generates. By comparison Ulpan is about giving educational opportunities to predo minantly Jewish high school students. ORT is very similar in its goals. My hard work is rewarded by seeing our beneficiaries motivated and eager to take the path of higher education as a means to success. The drastically different metrics of my community service broadens my horizon as a leader.

Historical Awareness and the Interpretation of the Bible Essay

Christianity holds the largest followers worldwide and holds its authority through what they claim as actual events in narrative. However, the study of the historicity of the Bible has make lax critics question the authenticity and the validity of the events and teachings that argon found in the give-and-takes. Liberal critics claim that the Scripture is full of diachronic errors, kind-hearted biases, religious prejudices and fictional stories.Everything from the sodding(a) Birth to the resurrection of Christ, and from papacy to priesthood, are being rejected, based on the diachronic critical approach to Scripture. The interpretation of the Bible has therefore developed from its literal error brain to a symbolic interpretation of its passages.Interpretations of the BibleThe Bible is interpreted in different ways entirely could be categorized into dickens methods the conservative and heavy(p) interpretation. Conservatives hold the Bible as Gods divine words from which the y interpret it by the letter unless the passage is intelligibly intended as an anyegory, verse line or some other genre. Interpreting the Bible by the letter encompasses a strict interpretation of the passagesthat is to say conservatives interpret the Bible literally.The International Council on biblical Inerrancy (1978), a group of conservative Christians hold that the literal sense is the meaning which the writer expressed and deny the legitimacy of any approach to Scripture that attributes to it meaning which the literal sense does non support. On the other hand, liberal critics interpret the Bible symbolically or allegoricallythat is they treat the Bible as a collection of fictional stories. They use the historical-grammatical approach to uncover the meaning of the text by taking into account cultural and historical background and the literary genre.Problems Relating to the Literal Interpretation of the BibleThere is little doubt that the Bible has been interpreted in its l iteral sense before science has explored and discovered concepts that are in comparison with some biblical passages. The story of creation, as a basic example, could no longer be accepted in its literal sense, which would other contradict with scientifically proven principles and generally accepted theories.The feelledge that scientific discoveries and research has forgetd over the past millennium reveals that God could not have made the world as it is in seven e artificeh days. Human logic and reason would dictate that there must be some other history why the Bible, as Gods inspired words, are written in such a manner. God, as the creator of all things and who has knowledge all things, could not have erred and must have intended something else in specifying that the world was created in seven days. Hence, it is not that evident but alike required to say that literally interpreting at least some portions of the Bible are no longer sufficient.historic CriticismHistorical cri ticism is the art of analyzing the particularuality of written put downs and the supposed facts handed down. It makes use of written documents, unwritten evidence and tradition as the source of information. The historical critic must also be guided chiefly by an ardent love of truth and must be free of any prejudicereligious, national or interior(prenominal)that may otherwise affect the historians judgment.The authenticity and integrity of a written document is investigated before it could be passed as a honorable source of evidence. Authenticity includes verifying whether or not it was from the author who claims it to be, whether such individual existed, and whether or not the document or individual belonged to the specific m of history in question.Integrity, on the other hand, verifies whether or not the document is in the shape or form from which the author has produced itthat is, whether or not the document is complete, free of corruption and the complexities of translation . It is generally suffice to determine the approximate age of a document using the nature of the material, i.e. papyrus, parchment, cotton, etc., and the character of the writing.It is often very ancient that a document that is purported to be an original or an autograph leaves room for reasonable doubt when it passed a series of tests regarding its authenticity. However, it is also generally held that to translate a word correctly does not necessarily give its meaning in the context of the particular era to which the manuscript belongs.The investigator must then be careful with interpreting the meaning of the document. The difficulty in analyzing scriptural documents is that they survive only in form of copies, or copies of copies. In these cases, manuscripts of similar content or subject are often compared to each other, sometimes revealing variations in the readings.The discovery of the Dead ocean Scrolls while providing some of the oldest and the only known copies of Biblical d ocuments have challenged the theories of the development of the modern Biblical textspecifically those of textual criticism. There are a few of the Biblical manuscripts in the Dead Sea Scrolls that differ with Masoretic texts, and most of them differ only slightly. The fact that Biblical documents have slightly changed over the course of at least three centuries provide confidence on the content of the modern Bible. However, the real question arises not in the actual content of the Bible but on the meaning of its content.another(prenominal) problem regarding authenticity and integrity of the Biblical manuscripts is the question regarding the knowledge of the author concerning his work Does the author have beseeming, first-hand knowledge of the purported fact? Is he altogether open in his disposition concerning the purported fact? As an example, the integrity of the religious doctrine is raised as it has become apparent that the earliest writings of this type dates 65 age after J esus resurrection.Historicity of the BibleThere are basically two main schools of thought regarding the historicity of the Bible the fundamentalists who believe that everything that is written in the Bible genuinely happened as it is stated and the liberals who believe that the Bible had no historical valuethat is, historical events purported in the Bible did not really happen.There are two schools of thought on giving weight to the historical accounts presented in the Bible Biblical maximalism assumes that Biblical narratives are dead on target unless proven otherwise and Biblical minimalism. Biblical maximalists tend to interpret the Bible literally. They view accounts specified in the Bible as a starting point for constructing history and correct and reinterpret it when archeological evidences prove contradicts their viewpoint. On the other hand, Biblical minimalists start from archaeological findings and only consider Biblical accounts of value only when they are consistent wi th these findings.In relation to Jesus, there are but few historical manuscripts that provide evidence that he is an actual historical figure. His name is briefly mentioned in the works of Josephus, Pliny the Younger, Tacitus and Suetonius, but aside from a brief mention and description of the early Christians, only the accounts specified in the New Testament gives a basis for the existence of a man named Jesus. The creeds are the only sources of information about the life and works of Jesus and even those are criticized for its historical accuracy.There exists what is known immediately as the Synoptic Problem which revealed the diversity in the Biblical texts. What catches the interest of critics, however, is not the differences in the versions of the accounts in the life of Jesus, but the striking similarity of the texts itself. Considering that the evangel had been written during different times at different locations, questions such as whether the authors of the Synoptic Gosp els were using a common source, perhaps written or from oral tradition, or not.If there exists an earlier source from which the authors of the Synoptic Gospels based their work, then why where the new Gospels written? Further more than, if indeed the authors deal out a common source, why where there differences? Did the authors feel free to interpret and apply the Jesus tradition as they wrote?Most theologians would answer that each Gospel writers have their own purpose and interpretations of Jesus from which the differences in similar accounts are attributed. Nevertheless, there is no one solution that offers sufficient enough explanation on the Synoptic Problem. While resolving this issue would not verify the existence of the historical Jesus, questions regarding the authority of the accounts, particularly that of Jesus and his teachings, will be eliminated.Effects of Historical Criticism on the Interpretation of the BibleToday, Christianity holds the largest followers worldwide. If Christianity derives its authority from actual historical events, then that claim must be investigated by the most stern standards of historical judgments.The advent of scientific research, particularly that of historical criticism, has put the historicity, as well as the authority and interpretation of the Bible in serious question. Samuel George Brandon (1955) explained that the historical character of Christianity, which was once proclaimed apologetically as the greatest argument for the validity of that faith, has gradually been found to be a source of great perplexity if not of weakness (156).Raymond Brown (1975) explained that physical, historical and linguistic methods, known to us in only approximately the last one hundred years, has produced a scientifically critical study of the Bible, a study that has revolutionalized views held in the past about the authorship, origin and dating of the biblical books, about how they were composed, and what the authors meant No long er did they (Catholic exegetes) hold that Moses was the self-colored author of the Pentateuch, that the first chapters of Genesis were really historical, that Matthew was the first Gospel written by an eyewitness etc.Robert Sungenis held that The historical critic will distort to convince you that, since Scripture contains historical errors, human biases, religious prejudices and fictional stories, and since Scripture is only free from error when it deals with matters of salvation, then in non-salvific matters (e.g., women priests and homosexuality), the Bible is nothing more than an expression of the religious preferences and cultural biases active during the time of the biblical authors writing. Since we in modern times have come of age, as it were, and know that such biases are unecumenical and judgmental, then it is high time we change our interpretation of Scripture. Historical criticism is just the needed tool to do the job.Resolving the strugglePreviously, horticulture was understood to static and unchanging. However, historical data reveal culture to be more guided by human experience that creates changing determine and meanings as predicted by the way of life. It must only be necessary therefore that faith is expressed and understood in terms of our particular setting. It is in contrast to the sola scriptura principle of conservative Protestants. They claim that faith is to be based on the Bible alone.However, interpreting the Bible in relation to present events does not necessarily imply the interpreter to be a liberal critic. Progressive interpretation look upon the Bible as historically shaped and culturally conditioned. It analyzes the culture from which the authors lived, interpret what is stated in relation to the circumstances of the time it was written, and apply the meaning of the passage in relation to the present circumstances. After all, Lonergan held that theology mediates between a cultural matrix and the significance and role of a r eligion in that matrix.While it is apparent that some passages in the Bible are clearly not intended to be interpreted in its literal sense, there is still the question whether some of the passages must be taken in its literal meaning or if any passage is to be taken in its literal sense at all. However, taking into consideration the accounts in the Synoptic Gospels which appear to be similar have different versions. Theologians justify these differences through specifying the intents of the authors. In this case, it is only plausible to dismiss the particular event as an accurate version in history.Nevertheless, it does not necessarily imply that the event had not taken place at all. Lonergan (1971, 179) held that experience is individual while the data for history lie in the experiences of many. Furthermore, the same event is sometimes interpreted by different individual who have experienced that particular event depending on their perception. The fact that the event is related to us on different accounts, probably by different individuals, may prove that such an event may have occurred. regardless of the factual historicity of the event specified in the Synoptic Gospels, the justifications made by theologians on the different accounts on Jesus life make it clear that the accounts are not to be interpreted in its literal sense.Lonergan held that the discoveries of the historian are expressed in narratives and descriptions that regard particular persons, places and times. They have no claim to universality they could, of course, be relevant to the understanding of other persons, places and times but whether in fact they are relevant, and just how relevant they are, can be settled only by a historical investigation of the other persons, places and times (180).Furthermore, Lonergan explained that because they have no claim to universality, the discoveries of the historians are not verifiable in the fashion proper to the natural sciences in history verificatio n is parallel to the procedures by which interpretation is judged correct (180).On the other hand, faith has nothing to do with history. Regardless of whether Christian traditions gain its authority from its historicity or not, what matters is the belief that Christians hold. Faith is a product of the fulfillment that brings a radical peace, the peace that the world cannot give without which opens the way to the trivialization of human life (Lonergan, 1971, 105). That fulfillment, according to Lonergan (1971, 106), is not the product of our knowledge or choice.There is therefore always room to interpret the Scriptures that is not entirely based on historical criticism. Relying on faith alone, the Scriptures should be interpreted basing on the experience of mystery to develop a type of consciousness that deliberates, makes judgments of value, decides, and acts responsibly and freely.Works CitedBrandon, Samuel George Frederick, The historical element in primitive Christianity. Numen v ol. 2, no. 1, 156-167Brown, Raymond E. Biblical Reflections on Crises Facing the Church. Mahwah, NJ Paulist Press, 1975International Council on Biblical Inerrancy. The Chicago statement on Biblical inerrancy. 1978. The Spurgeon Archive. 17 March 2009 Lonergan, Bernard. Method in Theology. Toronto, Canada University of Toronto Press, 1971Sungenis, Robert. Fr. Raymond Brown and the demise of the Catholic Scripture Scholarship. Catholic Apologetics International. 17 March 2009.