Education System in Desperate need of Change Essay Example for Free

Education System in Desperate need of Change Essay Sir William Haley once said, â€Å"Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it†. If students were guaranteed to leave school with knowing of what they don’t know and the desire to continue learning, the method of learning will be correct. Today’s education system does not give students the opportunity to enjoy what they are learning. The banking method, where students are empty vessels which educators must deposit knowledge into, deprives them of creativity and the desire to learn. No child is given the chance to shine and be unique. Students today are simply being placed on a conveyer belt, sorted, and then labeled according to their so called intelligence. We need an education system that provides a slower learning method, a method where you focus on what is being learned instead of zipping through it, and the freedom to make mistakes as this will electrify and stimulate students to fulfill their potential. We must recognize students as individuals and keep in mind their diverse backgrounds. In â€Å"Lives on the Boundary,† Rose states, â€Å"The canon has intended to push to the margins much of the literature of our nation: from American Indian songs and chants to immigrant fiction to working-class narratives† (100). The messages that are received from the text are crucial. The students need to be able to relate to what they have before them. One of the problems with today’s education system is we are given material to read, memorize, and expected to repeat it back at the snap of a finger. But without the ability to relate and connect with the material, the learning doesn’t take place. Everything that is read or being said is just going through one ear and out the other. By adding relatable texts, you add life to learning. In â€Å"Learning in the Key of Life,† Jon Spayde states, â€Å"people cannot learn what they do not love† (69). When students are reading or learning about a subject they love, they are inspired and motivated to learn more. This alone can benefit the learning process for students. It becomes much easier to grasp concepts learned in class. Today’s education system does not allow all students to thrive in their own way. It is fast paced with limited space for creativeness. We are given large amounts of information at a time and attempt to move as quickly as possible through all that we can. There is never â€Å"time† to stay longer on a topic. The instructors try their hardest to keep the pace, but this way of teaching does not benefit any student. In â€Å"Learning in the Key of Life†, Jon Spayde states, â€Å"†¦we are focusing far too much of our energy and resources on fast knowledge, ignoring all the richness and meaning slow knowledge adds to our lives† (68). When the focus is on just getting through the material, we are skipping over the value and richness of slow knowledge. Instead of zipping through a lesson because it needs to be done by a certain day to move onto the next, the focus needs to be on what is being learned than making a time requirement. Spayde also states, â€Å"You can figure out what you can do pretty quickly, but the ethical understanding of what you ought to do comes slowly†. We need to adopt the slow learning method, without it we are missing out on more than we think. There is so much more to learning than getting through the material, the purpose of it is to benefit and gain from it. With slow knowledge we will achieve this. One of the most important changes that needs to be done is the view on mistakes. In the article, â€Å"How to Make Mistakes,† Dennett states, â€Å"Mistakes are not just golden opportunities for learning; they are, in an important sense, the only opportunity for learning something truly new†. When fear is being put into a student to never make a mistake, their education is stunted. They lose the ability to explore and take the chance of being wrong because they are repeatedly punished for being incorrect. When a mistake is made, students will learn where they went wrong and will then grow from it. The key to progress is making mistakes. The reason we are in school is to learn, but with this opportunity taken away from students their ability to learn is ripped from their grasp. Daniel C. Dennett also states, â€Å"You should seek out opportunities to make grand mistakes, just so you can then recover from them†. Instead of using all of their energy to attempt to be perfect and run from being inaccurate, every student should look for every opportunity to be wrong. Without errors, the students can not accomplish much. If you look at Todays’ education system is in desperate need of change. No student is given the opportunity to show what they are fully capable of. Instead they are told what they can do. They are simply labeled and placed where they â€Å"should be†. But when students begin to pursue their mistakes and soak in the richness of slow knowledge, they will begin to truly learn. Maria Montessori once said, â€Å"If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of mans future. For what is the use of transmitting knowledge if the individuals total development lags behind? †. If many students are having difficulty learning in the method we have created ages ago, why not change it? The time is now and there is no time to waste. We must refocus this outdated system to insure that the students will have a secure future and keep the standard of living that we have today.

Ethical Implications of Chemical, Biological and Nuclear Warfare Essay

Ethical Implications of Chemical, Biological and Nuclear Warfare Thesis As current problems of terrorism and the war on Iraq, chemical, biological and nuclear warfare (CBW) issues are important and relevant. CBW agents are dangerous, uncontrollable and undifferentiating weapons of mass destructions. Chemical, biological and nuclear weapons are capable of mass destruction aimed at killing masses of people. Using CBW agents comes with many ethical dilemmas and consequential side-effects. Chemical, biological, and nuclear weapons are designed to yield a great number of deaths. Regarding the ethical use of CBW, while looking at the larger context of war, one must determine the value of life. As backed by Virtues Ethics, this mass killing caused by CBW is unethical and unjustified. Introduction News of chemical, biological and nuclear weapons seem to plague today's newspapers. Taking a glance at headlines, one would read about current issues regarding Iraqi disarmament of weapons of mass destruction, Russian government intentional use of a gas that killed rebels and hostages, and terrorist threats on the United States. Chemical and biological warfare (CBW) is not a new problem in the war against terror; it was a danger to communities centuries ago. There are many accounts of deliberate use of biological or chemical agents during war. Some of these earliest accounts mentioned are found in the 6th century BCE when the Assyrians poisoned enemy wells with rye ergot, a fungus disease. Also at that time Solon of Athens used the purgative herb hellebore, during siege of Krissa. The Bible describes the ten plagues of blood, frogs, gnats, flies, livestock, boils, hail, locusts, darkness and the slaying of the f... ...ns Disarmament Yearbook. (2002). United Nations: New York: United Nations. Hersh, Seymor M. (1968). Chemical and Biological Warfare. Indiana: Bobbs-Merill. McCormick, Dr. Matt. Immanuel Kant-Metaphysics. Retrieved November 18, 2002, from University of Tennessee at Martin web site: http://www.utm.edu/research/iep/k/kantmeta.htm Reuters. On anniversary of Japanese subway attack, many fear cult resurgence. Retrieved November 18, 2002, from CNN web site: http://www.cnn.com/WORLD/asiapcf/9903/20/japan.cult/index.html Rose, Steven. (1968). CBW: Chemical and Biological Warfare. Boston: Beacon Press. SIPRI (Stockholm International Peace Research Institute). (1977). Weapons of Mass Destruction and the Environment. New York: Crane, Russak & Company. Solomon, Brian. (1999). Chemical and Biological Warfare. New York: H.W. Wilson.

Writing and Hortatory Exposition

?APTER I. INTRODUCTIONA. ProblemDiscussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed.Discussion is not limited to controversial issues – although polarized views may make it easier to teach completing a for-and-against ‘skeleton’ to bring issues from another area of the curriculum into literacy learning) Expository text is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader Analytical exposition is one of classified type and to present arguments for supporting the issued thesis, analytical will end with a re-iterat Hortatory exposition is a text which represent the attempt of writer to have the addressee do something or act in certain way, and also hortatory will try to persuade the reader how should or not do concerning the writer’s idea.B. Solving Problem Remember that is large enough a bout the paper about discussion text and expository text, so that the writer limits to discuss this paper below:1. What is definition of discussion text?2. What this general structure of discussion texts?3. What this Language feature of discussion texts?4. What is definition of expository texts?5. What is different between analytical exposition and hortatory exposition?C. Propose of Discussion 1. We can explain about discussion text2. We can define about structure of discussion text3. We can define about expository text4. We can differ between analytical exposition and hortatory expositionCAPTER IIDISCUSSION DISCUSSION TEXS AND EXPOSITORY TEXS A. DISCUSSION TEXS1. Definition and purpose of discussion texts Discussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed. One important point to keep in mind for the author is to try to use words that clearly show what they are talking abo ut rather than blatantly telling the reader what is being discussed. Discussion texts generally make use of formal and impersonal language to demonstrate objectivity.They can sometimes combine other modes of communication (visual images, diagrams) with written text in order to present the range of viewpoints and the evidence for them. Discussion is not limited to controversial issues – although polarized views may make it easier to teach completing a for-and-against ‘skeleton’ to bring issues from another area of the curriculum into literacy learning). In contrast, critically evaluative responses to a text may lead to a discussion of subtleties within it. The purpose of this texts is to discussion presents differing opinion, viewpoint or perspectives on an issue, enabling the leader to explore different ideas before making an informed decision.2. Structure of discussion texts. There are four parts of discussion texts, such as:a. A statement of position supplying necessary background information. In this case, a discussion begins with a brief introduction describing the situation. This Introduction recognizes that there are two foints of view.b. Arguments for an supporting evidence. In this case, the next view paragraphs elaborate the arguments for the issue, based on researching, surveying or interviewing people.c. Arguments against and supporting evidence. In this case, the next set of paragraphs describes the arguments against the issue, based on researching, surveying or interviewing people.Each paragraph should be clearly structured with a topic sentence supported by details. The supporting material could be reported speech reflecting comments. Specialist who has responded to the issue, or supporting evidence from research or surveys. Thinking and action verbs are used to persuasively establish and evaluate each argument.d. A Recommendation or conclusions. In this case, the discussion ended by presenting a personal point of view before concluding. A recommendation or conclusions sometimes sums up both side of the argument if they are fairly balanced or can recommend one arguments over the other if the evidence is overwhelming.3. Language feature of discussion texts. There some language features of discussion texts are often used but not always such as:a. Use of Simple present tenseb. Use of Generic participants. Example: people; scientists; smokersc. Use of Logical connectives to link argument.Example: therefore, howeverd. Use of general nouns to make specific statement Example: Machines, cars and many othere. Use of Emotive languagef. Use of relating verbs. Example: is,g. Use of thinking verbs that express a personal point of view. Example: consider, contemplateh. Use of conjunctions to link clauses. Example: but, and, while, when. And many others.i. Use of detailed noun group. Example:j. Use of varying degrees of certainty ( modality ) Example:k. Use of adverbs of manner. Example: honestly, badly and many others .l. Use of abstract and terminology.m. Use of saying verbs to quote.n. Use of quote and reported speech. Example: Mr white, when interviewed said†¦Ã¢â‚¬ ¦o. Use of factual adjectivep. Use of adjective expressing an opinion Example: horrifying advantageq. Use of comparative adjective Example: significant, more significant, most significant From the language features above it’s easy for us to make or understand about discussion texts.4. Here some examples of discussion texts Convenience or Care? When something issued by someone, we say it has been consumed.We as consumers use many things, both natural and processed. We consume more of the Earth’s resources than other animals do and, as a result, we cause problems for the environment. Like all animals, we need clean air and water, food and shelter for survival. Unlike other animals, however, we have certain â€Å"want†. These are items that are not necessary for our survival, but that we want because they make our lives easier or more enjoyable. Environments claims that a great deal of waste is created by both the production and the consumption of these items or product. Disposable products, such a pens, take away food containers, plates, shavers and cutlery, are made using the Earth’s resources.When these products are thrown away, the resources are lost. Another example of waste is the unnecessary packaging on many products. The material is often not recycled and used again. Throwing thing away also increases pollution. The amount of disposable plastic litter that ends up in waterways is a serious problem. When this waste reaches the oceans, it can kill marine life. Industrialist counters these arguments with their own point of view. They claim that consumer’s expect to be able to purchase food which is attractively presented, prepackaged to extent its life and easy to store. In a busy society, convenience is a priority. Products which make life easier, era in demand.Indus trialist argues that they cater to this perceived need. Packaging is also big business and provides jobs for many people who might otherwise be unemployed and a burden to society. Environmentalist declares that for thousands of year, people survived perfectly well with re-usable products. However, people of the twenty-first century have become used to wing in a ‘thrown-away’ society. It is up to each one of us to dispose of waste products carefully, recycle as much as possible and to reduce the stress on our environment. Think when buying pre-packaged goods and consider whether the same products can be bought without the extra wrappings. Let’s make the best of what we have.5. EXPOSITORY TEXTExpository text is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in elementary schools, middle schoo ls, high schools, colleges and universities. A well-written exposition remains focused on its topic and lists events in chronological order.There are two kinds of expository texts, such as: 1. Analytical Exposition TextA. Definitions Exposition is a text that elaborates the writer’s idea about phenomenon surrounding.Its social function is to persuade the reader that the idea is important matter or to persuade the reader or listener that something is the case. Analytical exposition is one of classified type and to present arguments for supporting the issued thesis, analytical will end with a re-iteration. And also will try to influence the reader by presenting some argument to prove that the writer’ idea is important.B. General structure of Analytical Exposition This places the writer’s position on the essay. From the generic structure, what make big different isa)Thesis is introducing the topic and indicating the writer’s position, it’s mean that p re-conclusive paragraph states the writer’s point of view about the topic discussed. Writer has show himself in clear position of the discussed topic.b)Argument 1 is explaining the argument to support the writer’s position, it’s presenting arguments in analytical exposition text is as important as giving conflict plot in narrative text. The series of argument will strengthen the thesis stated before.c)Argument 2 is explaining the other arguments the writer’s position.d)Reiteration is restating the writer’s position, the end paragraph actually is restating the thesis. It’s something like conclusive paragraph from the previous arguments.C. Significant Lexica grammatical Featuresa)Use of simple present tenseb)Use of relational processesc)Use of internal conjunction to state argumentd)Reasoning through causal conjunction or nominalization.D. Example of analytical exposition Is smoking well for us?Before we are going to smoke, it is better to loo k at the fact. About 50 thousands people die every year in Britain as direct result of smoking. This is seven times as many die in road accidents. Nearly a quarter of smokers die because of diseases caused by smoking. Ninety percent of lung cancers are caused by smoking. If we smoke five cigarettes a day, we are six times more likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a day, the risk is nineteen greater.Ninety five percent of people who suffer of bronchitis are people who are smoking. Smoking are two and half times more likely to die of heart disease than non smokers. Additionally, children of smoker are more likely to develop bronchitis and pneumonia. In one hour in smoky room, non smoker breathes as substance causing cancer as if he had smoked fifteen cigarettes. Smoking is really good for tobacco companies because they do make much money from smoking habit. Smoking however is not good for every body else. From the example above, we can determin e that in this pre-conclusive paragraph states the writer’s point of view about the topic discussed. The writer has show himself in clear position of the discussed topic.Paragraph 1 is the thesis of this analytical exposition text. It states the fact of the very fatal impact of the smoking habit. Clearly the writer wants to say that smoking is not a good habit. In the paragraph 2 and 3 are the detail arguments presented in a reporting fact to support that smoking is not good even for smokers themselves. Furthermore, people who don’t smoke but they are in smoky area have the bad effect too from the smoking habit. The last paragraph of this example of analytical exposition points again that smoking is not good for smokers and people around smokers. However smoking is very good for cigarette companies. 2. Expository Hortatory Exposition.a.Definition of hortatory exposition Hortatory exposition is a text which represent the attempt of writer to have the addressee do someth ing or act in certain way, and also hortatory will try to persuade the reader how should or not do concerning the writer’s idea.b. General structure of hortatory expositionThere are three structure of Hortatory Exposition such as:a)Thesis is similar to tentative conclusion which needs to be proven by certain fact and argument. In the end it can be true or false.b)Arguments is the phase which thy to examine and support that the thesis stated above is true.c)Recommendation, this is what should or should not be done in the hortatory text.This recommendation is differentiating from analytical exposition. c. Language Feature of Hortatory Expositiona)Focusing on the writerb)Using abstract noun are policy, advantage many other.c)Using action verbd)Using thinking verbe)Using modal adverb are certainly, surely and many other.f)Using temporal connective words are like important, valuable, and trustworthy and many others.g)Using passive voiceh)Using simple present tense.d. Example of Ho rtatory Exposition Why Should Wearing a Helmet When Motorcycling We often hear lots of stories from road regarding people talking spill on motorcycle when they are riding without using helmet. Mostly the riders badly end up in mess.Wearing a fitted protective helmet offers many benefits which reduces the negative aspects of riding. First and the most important is that wearing the correct helmet can save a rider’s life, physical ability, family pain, and money. The recommended designs of motorcycle helmets can provide total protection. They not only protect riders from getting a worse road injured accident but also from flying bugs, such as rain, sleet, mud and other potential projectiles. Second, wearing a helmet can gives the raiders a matter of style. Helmets give the opportunity for rider to express the image they may want to project when riding on they way. This benefit may not be important to some people, but to other, it means a lot of and important.By choosing the most appropriate helmet from all of the various styles, such as beanie, Shorty, German, and many others, wearing a helmet which can projecting an image is an inherent crucial part of motorcycling and help riders feel more confident when riding on the road. However, what most important is wearing helmet when riding is a matter of using it property. Bikers should use the helmets which are fixed to their head. It is really not good if they places simply the helmets on the head without setting them property. The bikers should fasten the helmet correctly to their head in order to get safe and comfort. From the example of above, we can understand that in the first paragraph is thesis. the importance of wearing helmet which is stated in the first paragraph†. The second paragraph is argumentative because of wearing helmet gives a total protection and giving a chance in imaging self form of argumentative. The last paragraph is form of recommendation, we can know from bikers should wear hel met property to get the benefit. ?CAPTER III CONCLUTIONDiscussion text is discuss about problem or issue with give two viewpoint from those issue and also give conclusions or recommendation from issue that was pointed. The purpose of this texts is to discussion presents differing opinion, viewpoint or perspectives on an issue, enabling the leader to explore different ideas before making an informed decision.Expository text is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in elementary schools, middle schools, high schools, colleges and universities. Analytical exposition is one classified type as hortatory exposition in text genre. Both analytical exposition and hortatory exposition present arguments for supporting the issued thesis. What makes them different from one to each other is the last stage of the te xt, which the analytical exposition will end with a re-iteration. In the other hand, hortatory will close the essay with a recommendation.

Definition Of Schizophreni Schizophrenia - 967 Words

Clinical Application Paper Schizophrenia LaTonya Mason Fortis College, Orange Park 06/15/2016 Mrs. Dossous Definition of Schizophrenia Schizophrenia is a long-term mental disorder of a type involving a breakdown in the relation between thought, emotion, and behavior, leading to faulty perception, inappropriate actions and feelings, withdrawal from reality and personal relationships into fantasy and delusion, and a sense of mental fragmentation (Merriam-Webster s Learner s Dictionary). A psychotic disorder characterized by loss of contact with the environment, by noticeable deterioration in the level of functioning in everyday life, and by disintegration of personality expressed as disorder of feeling, thought (as delusions), perception (as hallucinations), and behavior, called also dementia praecox, compare paranoid schizophrenia, contradictory or antagonistic qualities or attitudes ,both parties†¦have exhibited schizophrenia over the desired outcome — Elizabeth Drew(Merriam-Webster s Learner s