Discussion on education

Forces on education Medieval tradition Medieval tradition was characterized by cheerless institutions where only grammar and religion were taught. Monasteries and cathedral schools were the chief institutions where learning took place. Medieval tradition was characterized by theology and a great number of people within the society were not taken care of in terms of education. This type of learning however provided a different dimension of life as compared to traditional ways and helped in the establishment of medieval learning institutions.Advertising We will write a custom essay sample on Discussion on education specifically for you for only $16.05 $11/page Learn More It was further characterized by teaching strong belief in religion and superstitions (Pulliam and Van Patten, 2007, p.20). An example is the introduction of teachings of Thomas Aquinas which provided scholars in various fields hence considered an improvement from the middle age education s ystem. The Renaissance The Renaissance began in Italy in the 14th century before spreading all over Europe. It is defined as the rebirth of learning. This type of education focussed on the ideals expressed within the books found in the ancient Greece. It shifted learning from religious point of view to secular. Also this system allowed all ages to be taught from children to youths with the curriculum based on the study of Greek and Roman literature. It led to the inclusion of physical education within the curriculum as a subject. This era saw the development of social structure, economics, and philosophy within the education sector which led to emergence of great interest in books by the majority. It made the culture of reading interesting and popular within the society (Pulliam and Van Patten, 2007, p. 21). Scientific Thinking Scientific thinking is considered to have set the stage for the study of development. This is because it focused on the importance of what researchers choose to study and give the appropriate way of conducting the study (Shavelson and Towne, 2002). Scientific thinking as applied to education helps in providing methods that assist in analyzing educational practices. It challenged the traditional beliefs and brought about the age of reason. A good example is the Leonardo da Vinci who shifted students focus towards the importance of learning through making observations and practising experiments (Pulliam and Van Patten, 2007, pp. 21). Religious Revolutions Religious reformation is characterized by religious movements that created impact by reforming the entire humanity. An example can be drawn from Martin Luther’s Ninety-Five theses that affected every culture within the institutions establishing the call for total freedom in the present world.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this stage emphasis was placed on written word which was aimed at capturing minds of the majority. These revolutions saw the emergence of educational programs that gave students ability to read Bibles in their own languages. Education was meant for all irrespective of status, those destined to joining government institutions were granted special education (Pulliam and Van Patten, 2007, pp.22-23). Progressivism Theory of Education This is the education theory that puts a lot of emphasis on improvement of an individual and the society in general. The theory believes that for people to live in happiness and develop the society, happiness must form the core of development. It basically believes in the use of scientific evidences to draw conclusions and provide solutions. This theory is established on the fact that schools form part of reforms on the social and institution reform. This theory sought to abolish formalism and authoritarian methods used in schools (Pounds, 1992). It asserted that there is possibility of human beings improving th e society through science and natural intelligence. The belief that people are equal and no one is greater than the other could be used in education to enhance political reforms. This theory understands the level of contribution of women and the minority within the society. A good example of progressives are people like Theodore Roosevelt who contributed to American reformation by believing that federal government had the obligation of addressing problems of modernity (Pulliam and Van Patten, 2007, p. 47). How to increase motivation Motivation is associated with somebody’s emotions. It is often the key point needed for achievement of results. To increase motivation first of all the student must establish a goal and work on smaller portions of that goal. It is also advisable to work things out till completion, never to procrastinate on issues. Have somebody account for the tasks accomplished and always seek help when necessary (Hutchins, 1954). Stages of learning The various s tages of learning include; Novice which involves having brief ideas and concepts, then there is advanced stage which involves coping with real life experiences, then followed by being competent which involves having diversified knowledge on specific areas, then proficient stage that involves solving problems based on diverse experiences and finally there is the expert stage which involves full internalization of working processes and gaining more through relating to others. What counts in the contemporary society are the results based on evidence which gives new dimension for solving problems. References Hutchins, R. (1954). Great books: The Foundation of a Liberal Education. New YorkAdvertising We will write a custom essay sample on Discussion on education specifically for you for only $16.05 $11/page Learn More Pounds, R., (1992). The development of Education in Western culture. New York: Random House Pulliam, J. and Van Patten, J., (2007). History of education in America. Pearson Education, Inc New York This essay on Discussion on education was written and submitted by user Xzavier Donaldson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Battle of Flamborough Head in the American Revolution

Battle of Flamborough Head in the American Revolution The Battle of Flamborough Head was fought September 23, 1779, between Bonhomme Richard and HMS Serapis and was part of the American Revolution (1775-1783). Sailing from France in August 1779 with a small squadron, noted American naval commander Commodore John Paul Jones sought to circle the British Isles with the goal of wreaking havoc on British merchant shipping. In late September, Jones ships encountered a British convoy in the vicinity of Flamborough Head off the east coast of England. Attacking, the Americans succeeded in capturing two British warships, the frigate HMS Serapis (44 guns) and the sloop-of-war HMS Countess of Scarborough (22), after a protracted and bitter fight. Though the battle ultimately cost Jones his flagship, Bonhomme Richard (42), the victory cemented his place as one of the preeminent American naval commanders of the war and greatly embarrassed the Royal Navy. John Paul Jones A native of Scotland, John Paul Jones served a merchant captain in the years before the American Revolution. Accepting a commission in the Continental Navy in 1775, he was appointed as first lieutenant aboard USS Alfred (30).  Serving in this role during the expedition to New Providence (Nassau) in March 1776, he later assumed command of the sloop USS Providence (12). Proving an able commerce raider, Jones received command of the new sloop-of-war USS Ranger (18) in 1777.  Directed to sail for European waters, he had orders to assist the American cause in any way possible. Arriving in France, Jones elected to raid British waters in 1778 and embarked on campaign that saw the capture of several merchant vessels, an attack on the port of Whitehaven, and the capture of the sloop-of-war HMS Drake (14). Returning to France, Jones was celebrated as as hero for his capture of the British warship. Promised a new, larger ship, Jones soon encountered problems with the American commissioners as well as the French admiralty. A New Ship On February 4, 1779, he received a converted East Indiaman named Duc de Duras from the French government.  Though less than ideal, Jones commenced adapting the vessel into a 42-gun warship which he dubbed Bonhomme Richard in honor of American Minister to France Benjamin Franklins Poor Richards Almanac. On August 14, 1779, Jones departed Lorient, France with a small squadron of American and French warships. Flying his commodores pennant from Bonhomme Richard, he intended to circle the British Isles in a clockwise fashion with the goal of attacking British commerce and diverting attention from French operations in the Channel. Commodore John Paul Jones. Hulton Archive / Stringer/ Hulton Archive/ Getty Images A Troubled Cruise During the early days of the cruise, the squadron captured several merchantmen, but issues arose with Captain Pierre Landais, commander of Jones second largest ship, the 36-gun frigate Alliance. A Frenchman, Landais had traveled to America hoping to be a naval version of the Marquis de Lafayette. He was rewarded with a captains commission in the Continental Navy, but now resented serving under Jones. Following an argument on August 24, Landais announced he would no longer follow orders. As a result, Alliance frequently departed and returned to the squadron at its commanders whim. After an absence of two weeks, Landais rejoined Jones near Flamborough Head at dawn on September 23. The return of Alliance raised Jones strength to four ships as he also had the frigate Pallas (32) and the small brigantine Vengeance (12). Fleets Commanders Americans French Commodore John Paul JonesCaptain Pierre LandaisBonhomme Richard (42 guns), Alliance (36), Pallas (32), Vengeance (12) Royal Navy Captain Richard PearsonHMS Serapis (44), HMS Countess of Scarborough (22) The Squadrons Approach Around 3:00 PM, lookouts reported sighting a large group of ships to the north. Based on intelligence reports, Jones correctly believed this to be a large convoy of over 40 ships returning from the Baltic guarded by the frigate HMS Serapis (44) and the sloop-of-war HMS Countess of Scarborough (22). Piling on sail, Jones ships turned to chase.  Spotting the threat to the south, Captain Richard Pearson of Serapis, ordered the convoy to make for the safety of Scarborough and placed his vessel in a position to block the approaching Americans.  After  Countess of Scarborough had successfully guided the convoy some distance away, Pearson recalled his consort and maintained his position between the convoy and approaching enemy.  Ã‚   First Shots Due to light winds, Jones squadron did not near the enemy until after 6:00 PM.  Though Jones had ordered his ships to form a line of battle, Landais veered Alliance from the formation and pulled Countess of Scarborough away from Serapis.  Around 7:00 PM, Bonhomme Richard rounded Serapis port quarter and after an exchange of questions with Pearson, Jones opened fire with his starboard guns. This was followed by Landais attacking  Countess of Scarborough.  This engagement proved brief as the French captain quickly disengaged from the smaller ship.  This allowed  Countess of Scarboroughs commander, Captain Thomas Piercy, to move to Serapis aid.   A Bold Maneuver Alert to this danger, Captain Denis Cottineau of Pallas intercepted Piercy allowing  Bonhomme Richard to continue engaging Serapis. Alliance did not enter the fray and remained apart from the action. Aboard Bonhomme Richard, the situation quickly deteriorated when two of the ships heavy 18-pdr guns burst in the opening salvo. In addition to damaging the ship and killing many of the guns crew, this led to the other 18-pdrs being taken out of service for fear that they were unsafe. Using its greater maneuverability and heavier guns, Serapis raked and pounded Jones ship. With Bonhomme Richard becoming increasingly unresponsive to its helm, Jones realized his only hope was to board Serapis. Maneuvering closer to the British ship, he found his moment when Serapis jib-boom became entangled the rigging of Bonhomme Richards mizzen mast. As the two ships came together, the crew of Bonhomme Richard quickly bound the vessels together with grappling hooks. The Tide Turns They were further secured when Serapis spare anchor became caught on American ships stern. The ships continued firing into each other as both sides marines sniped at opposing crew and officers. An American attempt to board Serapis was repulsed, as was a British attempt to take Bonhomme Richard. After two hours of fighting, Alliance appeared on the scene. Believing the frigates arrival would turn the tide, Jones was shocked when Landais began indiscriminately firing into both ships. Aloft, Midshipman Nathaniel Fanning and his party in the main fighting top succeeded in eliminating their counterparts on Serapis. Moving along the two ships yardarms, Fanning and his men were able to cross over to Serapis. From their new position aboard the British ship, they were able to drive Serapis crew from their stations using hand grenades and musket fire. With his men falling back, Pearson was forced to finally surrender his ship to Jones. Across the water, Pallas succeeded in taking Countess of Scarborough after a prolonged fight. During the battle, Jones was famously reputed to have exclaimed I have not yet begun to fight! in response to Pearsons demand that he surrender his ship. Aftermath Impact Following the battle, Jones re-concentrated his squadron and began efforts to save the badly damaged Bonhomme Richard. By September 25, it was clear that the flagship could not be saved and Jones transferred to Serapis. After several days of repairs, the newly taken prize was able to get underway and Jones sailed for Texel Roads in the Netherlands. Evading the British, his squadron arrived on October 3. Landais was relieved of his command shortly thereafter. One of the greatest prizes taken by the Continental Navy, Serapis was soon transferred to the French for political reasons. The battle proved a major embarrassment for the Royal Navy and cemented Jones place in American naval history.

The Role of Critical Period in Second Dialect Acquisition Essay

The Role of Critical Period in Second Dialect Acquisition - Essay Example At the time there had been enough discovery of a number of feral children to support this hypothesis. However, other variables were problematic, as these same children had been neglected, deprived and usually abused. Many were half starved and most had suffered isolation. With all these factors involved it was difficult to limit the variables in order to establish cause and effect. Later, other linguists tried to tie this theory also to second language acquisition with varying contradictory results. Finally, neurobiologists did manage to identify a portion of the brain that seems not to develop if a â€Å"second† language is not acquired by a certain pivotal age, generally coinciding with puberty. However, just what exactly is meant by a second language is not cast in stone. Does Latin qualify? What about children’s code language for play? Do other jargon sets qualify, such as mathematics terminology, psychology vocabulary or academic English? What about a second dialect sufficiently different from the mainstream language? Little or no research has been done with these languages as the â€Å"second language† acquired, so it is still unanswerable. However, it is this researcher’s suggestion that perhaps any sufficiently large complex symbolic system will fill this void. However, in the case of a dialect, if the first language is a di alect of the mainstream language, is there a critical period beyond which it becomes problematic for the learning of the mainstream language? Lenneberg first hypothesized the existence of a critical period for language learning in 1967, and it was supported by the case study of Genie, who had little or no exposure to language until age sixteen. He hypothesized that â€Å"language acquisition is impossible before two due to maturational factors, and after puberty because of the loss of ‘cerebral plasticity’ caused by the completion of the development of cerebral dominance, or lateralized specialization of