Haptic Technology - Feeling the Future Essay Example for Free

Haptic Technology Feeling the Future Essay What is haptic technology? It’s the technology relating to or based on the sense of touch. We see it every day with our touch screen phones. It is needed to interact with your phone, computer, keyboard, mouse, car, gaming system and more! It can also be used in medicine, robotics, art, design, electronics, toys, and more! Where is the technology feeling to go? What is haptic feedback? What is haptic feedback? Haptic feedback the shake of your gaming console’s remote, the vibration of your phone, clicking of the keyboard and mouse. the interaction of touch and response (Figure 1). How does this correlate with human memory?   Memory has several categories. There is long-term memory, short-term and sensory memory. Each one plays an important part of overall memory. â€Å"They all cooperate in the process of memorization, and can be seen as three necessary steps in forming a lasting memory† (Mastin, 2012). Haptic technology uses sensory memory. What is sensory memory?   According to Mastin, sensory memory is the shortest-term element of memory. â€Å"It is the ability to retain impressions of sensory information after the original stimuli have ended. It acts as a kind of buffer for stimuli received through the five senses of sight, hearing, smell, taste and touch† (Mastin, 2012). Touch is the key word in haptic technology. How will this technology change the way we interact with computer? The interactions of computer and humans are known as human-computer-interface (HCI). Human-computer-interface (HCI) developers and engineers goals are to improve the user’s overall experience. This can be accomplished by creating a lasting memory for the end user and a good feeling of using the technology known as haptic technology. What is HCI? HCI is the study on how to better improve the interaction between human and computers. For example Human Machine Symbiosis Laboratory Department of Biomedical Informatics Arizona State University conducted a study on the Psychology of Haptics, Haptic User Interfaces and Human Motion Analysis. Their main goal for the haptic user interface study is to design effective and efficient interfaces; in psychology of haptics study they focused on the role of haptic modality in formation and retention of memory and categorization; and in the human motion study they concentrated on gesture analysis. Human computer interaction (HCI) has emerged as a focal area of both computer science research and development, and of applied social, behavioral and psychological research† (Kahol, 2010). The research team in Arizona State University focused on memory and categorization controlled experiments using mechanisms of haptic memory and categorization. They also explored whether individuals who were blind and sighted can abstract a haptic prototype from a study set; the nature of haptic space through multidimensional scaling; and haptics in early detection of Alzheimer’s disease (AD). The Arizona State University research team are concerned with design, development and testing of tactile and force feedback devices and its associated software(s). â€Å"These devices have widespread applications such as surgical simulations, medical and procedural training, scientific visualizations, assistive and rehabilitative devices for individuals who have physical or neurological disorders and assistive devices for individuals who are blind† (Kathol, 2010). The human motion research field is guided towards understanding human motion through gesture analysis. The research team from Arizona State University has developed novel gesture segmentation and gesture recognition tools for understanding and modeling human motion. They plan to develop scalable gesture segmentation and gesture recognition tools. They plan to apply the models to generic human motion as well as specialized human motion as in dance and in various scenarios such as surveillance, human computer interfaces and 3D Dance motion. Once these devices are implemented, they must remain consistent. Why you ask? Image a medical procedural being done on you. The doctor is located in different part of the world and is using new technology which allows him to operate remotely, but wait. The controls he is using are not consistent with the standard controls accepted in the USA. Will you risk your life on this doctors questionable HCI? I know I wouldn’t. Designing the right HCI is key to any successful implementation of new technology. What are some design factors to consider in the implementation of HCI and where does the future of HCI feel to go? Figure 2 User-Centric Design (SAP, 2013) One possible design process we can use is UCD. What is is UCD? User-centered design (UCD) is a design methodology and process that focuses on the needs of end users, limitations of end users, preferences of end users, and business objectives (USABILITY, 2013). The UCD has several components: plan, research, design, adapt, and measure (Figure 2). â€Å"Plan – In the Plan phase, the team determines all of the UCD activities and ensures that the necessary resources are available. Research – Before you can design a product, it is imperative that you have a clear understanding of the users goals and tasks, the market needs, and related work. Design – In the design phase, you define your system from the users perspective. Initially, this phase takes the form of use cases and an object action model, which describes the tasks that the system will support. From these tasks you create UI designs, beginning with rough sketches and ending with detailed UI design specifications. Adapt – The adapt phase acknowledges that even the best conceived designs often need to be adapted when development begins coding. This adaptation can occur as a result of unforeseen limitations in the target technology, new requirements, or missing functionality in the initial design. Measure – When the product is released, it is possible to measure its usability quantitatively. These tests measure a products effectiveness, efficiency, and satisfaction† (SAP, 2013) HCI FUTURE Microsoft researchers wrote Being Human Human Computer Interaction in the Year 2020. In the paper they state: â€Å"HCI needs to extend its methods and approaches so as to focus more clearly on human values. This will require a more sensitive view about the role, function and consequences of design, just as it will force HCI to be more inventive. HCI will need to form new partnerships with other disciplines, too, and for this to happen HCI practitioners will need to be sympathetic to the tools and techniques of other trades. Finally, HCI will need to re-examine and reflect on its basic terms and concepts. Outdated notions of the ‘user’, the ‘computer’ and ‘interaction’ are hardly sufficient to encompass all that HCI will need to attend to† (Microsoft, 2008).

Attitudes Towards Women In World War II Essay Example for Free

Attitudes Towards Women In World War II Essay 1. Source C is written by a Historian, this means that she will have had a long time to gather together her facts, and write using a variety of sources. This will give the source more depth, and it could also include information from more than one source. However, it is written by a woman, who is commenting on the history of women, so it could therefore be slightly bias. This woman could be writing to prove a point, or get recognition for women (i. e. for a feminist movement). On the other hand, source D was a speech made by the Deputy Prime minister of Britain in 1942. It is highly likely that this speech would have been used as a form of propaganda in Britain to keep the moral of women up during the war. They needed to do this to encourage the women to sign up to work in the factories, as the men were away fighting on the battlefields. It is evident in the tone of the source that the government were falsely praising the women to keep them happy. It was a very dull job, and they were trying to make the work they did sound positive, preformed with dead accuracy by girls.. It is evident that in source C the author is analysing the source, and giving her opinion. Such derogatory remarks. It seems that she is giving a very opposed opinion to the magazine article she is commenting on, and all the information that this gives the reader is her opinion of they way women were portrayed at that time. Despite the fact that we do get some quotes from the source she is analysing, we are only given the selection she chooses, and she has chosen those particular parts to back up her opinion. It does appear that women were depicted during the Second World War as empty-headed frivolous creatures. However, this is only part of the source, and we cannot get the full picture, as the author has picked out certain parts to back up her opinion. The original might depict a different opinion, but we are unable to find that, as we are not given that here in source C. Source D gives us the impression that women were viewed as very skilled, and they could pick up things very quickly, precise engineering jobs would have made a skilled turners hair stand on end are preformed with dead accuracy by girls who had no industrial experience. However this seems very strange, because the general opinion by men during the Second World War was that women were un-skilled and should stay in the home, so it appears that the government were lying to women (i.e. propaganda) so that they could fill in the jobs for men when they were away. The speech was made at the peak of the war, and it would have been crucial that they had enough women to work in the factories. To summarise, I think that source C is more useful as evidence about attitudes towards women in the First World War, as it depicts a more realistic view of what people thought at the time. Women were viewed as insignificant, and more concerned about how they looked. Although it is a bias opinion from a female historian trying to back up her views, it does seem a more historically accurate. Source D could not be used as an accurate view, as it is government propaganda, purposely being used to keep the moral of women high. 2. Source G is being used as an advertisement for Female wardens, and Mrs Peeks pudding. It also seems to be being used to make men more comfortable with their wifes going into service. It appears to be a form of propaganda; therefore, it is less reliable as a source of information. The first window in the cartoon strip shows a man sitting at the table with his wife eating a meal. In most situations this would not be the case, as men were usually sent away to fight. This does appear to make the advert less accurate. This source shows that men only thought women were useful for putting the meal on the table, or at least it was their duty to do so. The husband in the first caption states cold dinner again! as if it was his wifes duty to provide him with a hot meal every night. The following caption quotes the wife saying oh dear, Ill have to resign from the post, I just cant get Jim a hot meal at night. Here we see that the woman is hanging on by every word that the man tells her, as if he was superior to her. This very much depicts the attitude that men had to their wives at that time. The last box on the cartoon strip quotes the man saying I guess youve resigned your job? here we find the man expecting the woman to drop everything that she does, so that she may be of service to him. The woman replies, Mrs Peek is looking after your dinner. Again we find the man being superior to the woman. I think that overall this source depicts well the attitude of men towards women in the Second World War. The man expects the woman to drop everything so that she may be of service to him, and that her job does not mean any thing, and the woman seems to agree with it as she knows no other. The only thing that makes the source less reliable is that it seems to be a form of propaganda. 3. When World War II came around, every man In Britain was encouraged to sign up to the forces, and fight for their country, or join some line of service. Originally only men had been asked to sign up, and it was out of the question to ask women to, as they had no skills in work, they were just useful around the home. However, it had not occurred to them that there was going to be a shortage of people to work on the farms, and in the factories when the men had left to go and fight. The government were left with no other option than get the women to fill in the spaces; the women were conductors on the buses taking over until the men came home again (source F) Before the war women had fought hard for equal rites, and when the war started it seemed like a great opportunity had opened up. Most women were happy to start with, but then they were treat badly, and they were most definitely not treat with the same respect men were. The people in the country were very resentful, they didnt make it easy for you, we werent really welcome. It was hard work for the women, they had been put into hard jobs with no training, but they seemed to manage it, preformed with dead accuracy by girls who had no industrial training. It was a new experience for women, and they had been launched straight into it unexpectedly. Before the war a lot of women were happy not to work, but due to the war, they were forced to sign up. This came as a shock to a lot of women. Source J is evidence of this, it shows a copy of an official government announcement to women stating: there must no longer be any doubt in anybodys mind that every available woman in Britain will have to serve to win this war. It wasnt a decision they could make themselves any more, it was a duty to their country. Despite all of the new opportunities that had been given to women, after the war the men started coming back, and they took back their jobs too. The end o this war brought many unheard and undreamt changes. All of the opportunities they had been given had been taken away from them, and it became clear to women that they had only been there to fill in the gaps when the men were away fighting. At first, the war seemed a great opportunity for women to get recognition, and they thought that they had eventually earned what they were fighting for. However they soon realised that they were just there to fill in the space of the men, and when the men got back, they were pushed out of the jobs. It did bring about changes for them at first, but only during the war. When the war was over, everything went back as it had originally been, however, it had made people realise that women were actually capable of doing the work that the men did, and it opened a lot of paths for the future.

Napoleons Farwell Address Speech Analysis -- essays research papers

Napoleon’s Farewell Address To The Old Guard A truly dramatic moment in history occurred on April 20, 1814, as Napoleon Bonaparte, Emperor of France and would-be ruler of Europe said goodbye to the Old Guard after his failed invasion of Russia and defeat by the Allies. By that time, Napoleon had ruled France and surrounding countries for twenty years. Originally an officer in the French Army, he had risen to become Emperor among the political chaos following the French Revolution in which the old ruling French kings and nobility had been destroyed. Napoleon built a 500,000 strong Army, which used modern tactics and improvisation in battle to sweep across Europe and acquire an Empire for France. But in 1812, the seemingly invincible Napoleon made the fateful decision to invade Russia. He advanced deep into that vast country, eventually reaching Moscow in September. He found Moscow had been burned by the Russians and could not support the hungry French Army over the long winter. Thus Napoleon was forced to begin a long retreat, and saw his army decimated to a mere 20,000 men by the severe Russian winter and chaos in the ranks. England, Austria, and Prussia then formed an alliance with Russia against Napoleon, who rebuilt his armies and won several minor victories over the Allies, but was soundly defeated in a three-day battle at Leipzig. On March 30, 1814, Paris was captured by the Allies. Napoleon then lost the support of most of his generals and was forced to abdicate on Apr...

Rates Of Reaction :: Papers

Rates Of Reaction Aim: To find out the effect of acid concentration in dilute hydrochloric acid and magnesium ribbon, and how much hydrogen gas is given off. Prediction: I predict that as the concentration of the hydrochloric acid increases the time taken for magnesium ribbon to dissolve will decrease. Apparatus: Saturated test tube Rubber bung Bowl water Magnesium ribbon Concentrated hydrochloric acid Plastic tube Stopwatch Conical flask Measuring cylinder The concentration of the acid is going to be my only variable. It will vary the time taken for the magnesium ribbon to dissolve into the acid. Other things that I will be using are not going to be varied these are volume of hydrochloric acid and magnesium ribbon. The magnesium ribbon dissolves into the hydrochloric acid because then it collides with the particles inside the hydrochloric acid. Activation energy is minimum amount of energy required for a reaction to take place. For each of the concentrations I use the activation energy will be different. If the activation energy is high then only a small amount of particles will have enough energy to react but if the activation energy is low then a lot more particles can react. The reaction will also be exothermic because it will be giving off heat and hydrogen gas. A change in concentration is a change in the number of particles in a volume. If we increase the volume the particles will collide more because they are crowded. Factors: The factors that could affect the rate of reaction are as follows: Concentration of Acid This could affect the rate of reaction because the higher that concentration of the acid the more particles there are so there is more collision per second. Temperature: If the starting temperature of the acid is different each time then the speed at which the atoms will collide will increase or decrease depending on what the temperature is.

Learning Styles Theory Essay

Learning styles theory originated in the 1970’s and is based around the idea that people have preferences about how they like to learn. Theorists believe that each individual has a particular learning style that is best suited to them and allows them to collect and process information successfully in order to learn. The principle idea is that these learning style differ from one individual to the next and theorists argue that school teachers should incorporate these learning styles into their lessons so that student is catered for and everyone can learn effectively. Many educationalists believe that differences in learning styles are responsible for some student difficulties, for example, if a student is taught in a style they do not prefer they may not learn as successfully as those students being taught in their preferred style. David Kolb is one of the main researchers who studied learning strategies and processes and put forward his idea of experimental learning. Kolb stated that; â€Å"Learning is the process whereby knowledge is created through the transformation of experience.† (David A Kolb, 1984) Kolb’s experimental learning model draws on the ‘Lewin Cycle of Adult learning’ and proposes that there are four stages which follow on from each other to complete the learning cycle. Kolb’s model suggests that in order for learning to be effective that an individual must include the four stages; Concrete Experience, Abstract Conceptualization, Reflective Observation and Active Experimentation, in their learning process. He believed that this would result in the individual finding that they had strengths and weaknesses in particular stages and their preferred learning style derived from this. Kolb stated that there are four instrumental learning styles which follow on from th e four previous stages, these are; the diverging learning style, the assimilating, the converging and the accommodating learning styles. Kolb’s theory was generally widely accepted however recent critics have found it unreliable. Two management development specialists named Peter Honey and Alan Mumford further developed Kolb’s theory and created a questionnaire designed to find out a person’s preferred learning style. The questionnaire asks a series of questions which help the individual to identify their preferred learning habits. The answers to these questions are scored and the person then falls into one of four categories which is the learning style best suited to them based on the answers they have given. Honey and Mumford put forward four main learning styles; Reflectors, theorists, pragmatists and activists, each with their own characteristics. Reflectors prefer to learn through activities which allow them to observe, think and review situations. They like to collect data and mind map. Theorists prefer to think problems through step by step using lectures, systems, case studies etc. Quite often they are perfectionists. Pragmatists enjoy applying new ideas and techniques to actual practise to test their use. They prefer learning through lab work, field work and observations rather than lectures or lengthy discussions. They are practical and like concepts which can be applied to their own jobs. Activists enjoy new things and like challenges. They prefer to learn through activities role-playing, problem sol ving and small group discussions. They are unlikely to prepare for their learning or to review it afterwards. This was Honey and Mumford’s interpretation of learning styles theory however other theorists have different opinions. Neil Fleming’s VAK model of learning styles is one of the most popular interpretations. Fleming developed an inventory designed to help students learn more about their individual learning preferences. Fleming’s VAK model identified three learning styles; Visual, Auditory and Kinaesthetic. According to this theory most people have a preferred learning style however some people may prefer to learn using a mixture of all three styles. As with the previous theories each style within the VAK model has individual characteristics based on their learning preferences. Visual learners learn best through seeing. They think in pictures and have intense mental images. They like to learn using maps, charts, pictures or videos. They tend to have visual skills in activities such as reading, writing, puzzle building, interpreting charts and graphs, and painting a nd have a good sense of direction. Auditory learners like to learn through listening. They tend to think in words rather than pictures and learn best through lectures, discussions, talking things through and hearing other people’s opinions. Auditory learners tend to have highly developed auditory skills and are generally good at speaking and presenting. They demonstrate these skills through speaking, listening, storytelling, explaining, understanding the syntax and meaning of words, remembering information and analysing language usage. Kinaesthetic learners learn best through moving, touching and doing. They find it hard to sit still for long periods of time although they have a good sense of balance and hand-eye co-ordination. They process and learn information through interacting with objects and materials. They demonstrate their kinaesthetic skills via physical co-ordination, athletic ability and hands on experimentation, body language, acting and building. A classroom is a good environment in which to put the learning styles theory into practise as there are a number of students in one place each with individual preferences on how they like to learn. There are various methods and activities for each learning style t hat can be used to help the student learn effectively in a way that is suited to their particular preference. For example, when tailoring a lesson to suit a visual learner graphics could be used to reinforce learning. Colour coding could be used to organise class note and highlight key points in the text. Encouraging the student to take notes would also help to embed the learning. Visual learners may also find it useful to illustrate ideas and use flow charts and diagrams when note taking. To cater for an auditory learner during a lesson it would be useful to put across ideas or points by reading them aloud to the class or by getting a student to read out passages etc. to the rest of the group. The teacher may also want to read out significant information which they want to be remembered. Verbal analogies and storytelling could also be used to further emphasize issues and points. The use of tunes and rhymes as mnemonic devices would also be helpful to auditory learners. For kinaesthetic learners to learn successfully they could be encouraged to make models or role-play in relation to the lesson in order to physically experience their learning. The student could translate the information they are being taught into diagrams, flow charts etc. in order to help them learn and remember the lesson more successfully or they could count out a list of items to be recalled on their fingers. Kinaesthetic learners should also be urged to skim through material for key points before reading it in detail. As kinaesthetic learners enjoy learning through movement they could be asked to memorize information whilst performing a physical task, for example, whilst running on the spot or hopping on one foot. All of these techniques could be used to help a student develop their visual, auditory or kinaesthetic learning strengths. The same principles could also be applied to the learning styles from the other models in the learning styles theory. To put this theory into practise I have chosen a subject and a topic from within that subject to teach to a group of my fellow students. I have chosen to look at social psychology and from that I am going to teach the topic of Conformity. I will deliver the lesson using various methods and techniques to cater for the visual, auditory and kinaesthetic learners in the group. The topic of conformity can be broken down and taught accordingly to each of the three styles. To deliver the lesson to the visual learners in the group I plan to teach key terms such as group norms, group pressure and majority influence by writing them and their meanings on the whiteboard at the front of the classroom where they can be clearly seen. I will then ask the student to take down what I have written. I want to teach the students about different research studies that have been conducted on conformity. I will use a projector screen to show a PowerPoint presentation with numerous pictures and graphics detailing the experiments carried out by Sherif (1935) and Asch (1951). To finish my lesson to the visual learners I will show them a documentary film on conformity called ‘The Power of the Situation’. These methods of delivery should help the visual learners of the group to learn to the best of their ability according to the VAK model. To teach conformity to the auditory learners I will again adopt methods which I believe are best suited to their learning preferences. This time instead of writing the key terms on the whiteboard I will state them verbally and then ask the students to have small group discussions on them where they can listen to each other’s opinions and views. After they have completed this I will ask each group to give me examples of majority influence, group pressure, conformity etc. aloud for all the class to hear. I then plan to move on to teach the research studies, I will give a talk on the studies conducted by Asch and Sherif and encourage the students to ask me questions throughout. To end the lesson I will talk about Kelman (1958) and his views on conformity. I am also going to give the class written notes on Kelman and ask the students to read out different sections of the text to the rest of the group. These techniques should ensure a successful learning experience to the auditory learners in the class. Again I will apply the principles of Fleming’s VAK model to teach the conformity lesson to the kinaesthet ic learners of the group. I will teach the key terms by talking about them and asking the students to take notes as I speak. I will then give the students a physical task to test their knowledge of the key terms by asking them to recall the terms and their meanings whilst jumping up and down. I believe this will be effective as kinaesthetic learners prefer to learn using movements. I may also ask them to do various role-plays depicting examples of situations where conformity has occurred. To teach the research studies to this group I will ask them to repeat the studies as closely as possible and record the results they find. To end the lesson to the kinaesthetic group I will ask them to go through their notes and highlight important points and facts. I believe teaching the topic this way will cover all three styles of the VAK model. Already we can see how the principles of the learning styles theory can be applied in the classroom but the question remains; do learning styles really exist and is it possible and realistic for teachers to teach students in this way? After some research I have found relatively little empirical evidence supporting the theory. On the other hand I have found many arguments which discredit the theory. I am now going to review some of the cases for and against the learning styles theory and try to draw a conclusion. According to the learning styles theory it has the ability to help learners identify their strengths and weaknesses and therefore enable them to develop a more efficient learning process. An extensive literally review of learning styles, cognitive styles, Howard Gardiners multiple intelligences and an information processing model from school psychology was undertaken by Dr Erica Warren and she put forward the idea that there are twelve different learning styles – visual, auditory, kinaesthetic, tactile, sequential, simultaneous, reflective, interactive, direct experience, indirect experience and rhythmic melodic learning. Dr Warren claims that there is no right or wrong way to learn and that all learning styles can easily be accommodated in the classroom without having to teach in twelve different ways. She states that some teaching methods are multi-sensory and meet the preferences of all the different types of learners. Although Dr Warren’s argument seems plausible and is well researched again there is little statistical evidence to substantiate it. This is the same case for the rest of the learning styles theories such as Kolb’s and Fleming’s. This may be because results on testing these theories have been largely based upon answers to questionnaires which rely on the participant’s ability to be precise and objective often leading to doubts regarding validity. Although the reliability of learning styles theory has been discredited to an extent in recent years it is widely acknowledged that people do gather and process information in diverse ways and that a greater understanding of these styles and preferences will help teachers employ a wider range of teaching techniques providing an effective learning experience for most students. Granted this idea may have some logic it is quite unrealistic to teach in a way that caters to all learning styles fully due to time and financial restraints within schooling systems. According to cognitive psychologist Daniel Willingham there is no scientific evidence whatsoever in support of learning style theory. He claims they do not exist. He argues several valid points about the theory claiming that something closely related to the theory is correct but not the actual theory itself. The theory asserts that students learn via methods such as visual, auditory or kinaesthetic etc. but Willingham points out th at this is incorrect. However memories are stored this way by the brain. Willingham also claims that it is not possible for an individual to learn exclusively by their preferred style. For example, a student may prefer to learn through auditory methods but if a teacher is trying to teach shapes it cannot be done via auditory methods as the shapes must be looked to gain a proper sense of them, therefore the student must be able to adopt a variety of different learning styles depending on what is being taught. This suggests that indeed it is not a good idea for teachers to teach relying solely on the learning styles theory. Willingham also talks about a useful experiment used to test out this theory carried out by many people. Two lists of words are given to one visual learner and one auditory learner. First the list is given to the learner via a visual slideshow presentation and then the list is played aloud through a speaker. If the learning styles theory were correct one would assume that the auditory learner would learn best from hearing the words and that the visual learner would learn best from the visual presentation however when put to the test this is not th e results that are found. This is because the learners only encode the visual and auditory characteristics to their visual or auditory memory stores without actually attaching meaning to it. Even though learning styles theory may seem logical and correct when studied in depth the fact is that there is very little empirical evidence to substantiate it. Overall it may be construed that although students may prefer to learn in a particular way they are fully capable of learning in other methods without their performance being adversely affected. Bibliography http://www.simplypsychology.org/learning-kolb.html http://topdocumentaryfilms.com/the-power-of-the-situation/ http://journeytoexcellence.org.uk/resourcesa @font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto Regular'),local('Roboto-Regular'),url(//fonts.gstatic.com/s/roboto/v18/KFOmCnqEu92Fr1Mu72xKOzY.woff2)format('woff2');unicode-range:U+0460-052F,U+1C80-1C88,U+20B4,U+2DE0-2DFF,U+A640-A69F,U+FE2E-FE2F;}@font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto Regular'),local('Roboto-Regular'),url(//fonts.gstatic.com/s/roboto/v18/KFOmCnqEu92Fr1Mu5mxKOzY.woff2)format('woff2');unicode-range:U+0400-045F,U+0490-0491,U+04B0-04B1,U+2116;}@font-face{font-family:'Roboto';font-style:normal;font-weight:400;src:local('Roboto 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(1997) How to manage your learning environment, Peter Honey Publications The Learning Styles Questionnaire: by Peter Honey and Alan Mumford, Maidenhead, 2001

Personal Story

Daniel Roomer PDP. 7 â€Å"Every man and woman is born into the world to do something unique and something distinctive and if he or she does not do it, It will never be done. † Benjamin E Mays. This is the essence of this whole story. The understanding of such a philosophy eluded me as did it many people of my age at the time; some are not introduced to this concept until they are far into their adulthood. I had been born and raised Into a Christian household with no real father figure for most of my life, although I saw him frequently he was never around enough to really raise me maybe a few bits and pieces of advice and teachings.The real parenting came from my sister mother and grandmother. My mother had a lot of work to do considering she was a lone parent of two and had my Grandmother come live with us from Nicaragua (Central America) a few years prior to my birth and could barely pronounce â€Å"hello†. Because of my mother's long work hours I didn't see her much and the Job of a nurturing loving mother really fell upon my Grandma. Now this doesn't mean my mom didn't love me or TLD show It she Just wasn't as present as my grandmother was because my grandma didn't work and took care of me all day.For thirteen years f my life I was shown love and care by this Incredible woman. Like I said before I grew up in a Christian house hold and my grandmother, mother and sister all had a pretty good understanding and very inclined spirituality so they took it upon themselves to teach me who God was and why he was important and so Important to our everyday lives. I had never questioned what they taught me I just received and didn't think much of It. I was a typical church boy, going to church listening to what the teachers In Sunday school had to say, waking up every morning at eight to get ready, try to live by hat was taught to me etc. Etc. It was never really hard Just do as you were told and keep your mouth shut so it can all be over quicker. Granted I never consciously thought this way but as a child you know you Just want to live In the moment. As you start to reach the age where life starts to show it's struggles and now it's not mommy and daddy making the decisions as much for you, you begin to put forth the things you have learned over the course of you relatively short existence so far.For me that began at about 11 or 12 years old. I began to be a little preacher showing there kids who God was and why he was important just like my family had shown me and considering that I read the bible on my own I had a level of wisdom about the bible, life, history and in general Just overall that most kids didn't possess at my age. In my seventh grade year when I was 12 my grandmother had become very weak. She wasn't the once strong, fun, larger than life grandmother that I was used to having around.Although I knew so much I still wanted to preserve the innocence of a child and expected this to be like all the cartoons I had grown up watching; where nothing ever bad truly happened to the good guys and those around him. I visited my grandmother in the hospital on a regular basis and I began to see how real this situation had become in my life. My grandmother showed misery and sadness in her eyes whenever she had to be seen in her pitiful state, she was skinnier than she had ever been in her life, and was completely drained of the energy she once had.The visits continued for a few months and she had undergone two surgeries. I had now learned what cancer was and what this evil was doing to my grandmother. I was 13 now and one morning during school it hit me that my ornamented wasn't going to make it I had flashbacks of some of the happiest memories I could think of with her. That same day when walking home I saw my sisters, moms, and dads car in the front yard and I thought nothing of it. As I walked into the house I noticed solemn, saddened faces. My father sat me down on my mother's bed and looked me directly in my eyes and told me that my grandmother didn't make it.It didn't take long for the tears to stream down my face and then began wailing frantically as if one of my appendages had been ripped from my body. The news didn't bode well and my grades slipped drastically. I was a vessel of grief wearing fake smiles and laughs Just to avoid anyone asking me what was wrong and the images of my grandmother would rush back to fill my mind. It was at this point where I came to question everything I was ever taught about this God my family, friends, and teachers were so fond of. , the product of my families teachings was now shattered left to rebuild myself how I saw fit. I had always known what the people around me wanted me to follow or what they wanted me to be and in return I blindly followed what they said. Predestined by birth to fulfill what they anted me to do. I wondered, was everything they told me Just crap? Is there really a God who sent his son to die for me so the inhabitants on thi s earth could be saved? Do I really want to do what I'm doing now? If there is such a God why would he take away my source of love?All these questions and more filled my head and now I would search what I would truly follow and what I would do with myself. I started to do my research on religion and other belief systems. I researched many western eastern belief systems, their history, stories, purposes, etc. Etc. Hopefully ending something that would explain why my grandmother died, what happened to her and why did it have to happen to me now. Nothing was helping if anything it made me angrier and resentful toward these principles god's or god these people impossible to actually fulfill as a human being.My impatience grew and months and months of studying brought no results. My grandma died and there was no positive showing itself from it. After a while it Just seemed as if there was no hope, that crap like this Just happens for no reason and no benefit comes from living life with t he fear of this God. Religion throughout history only seemed to result in the demise of man and was a tool of destruction used by those in power. After a few more weeks passed by I recalled the many times I would see my grandmother writing notes in her bible and notebooks, watching preaching's on T.V. And always seeming to enjoy her time this way. To me it seemed strange that it brought so much Joy to my Grandmother to do these things I wondered if it was because she never found out she was being lied to or that she had seen something I had failed to find. I continued my studies but this time on Christianity. I had taken the time to study it through the historical aspect and the perspectives of many and had concluded that it was a broken philosophy but now I would try a different approach.I took my grandmother's bilingual bible and began to read it and study it this time and use her example of what she did with it. During this time my identity began to take form and the pieces were reassembling to make something new. I learned from the stories and teachings of this book combined with the historical knowledge I had of this bible, I could see how a lot of it made sense. It still didn't get e exactly what I needed but it was a start. I still wondered, why a God who did such wonderful things would allow for me to lose someone so essential in my life.I continued onward and started catching onto a very important theme, the relief from suffering. Soon combined with other themes I had learned in the bible it finally hit me. I was a selfish Jerk who failed to realize what was going on cause I was too busy worrying for myself. This God truly loved my grandmother more than I ever did. She had been suffering for so long with so much pain and I still wanted her to be around. I had never Hough that she had gone to heaven to rest and to leave the pain of humanity behind.I found how religion was a manmade tool and that my grandmother had never followed a religion but she foll owed a God willing to die for her on the cross. Man and God can never mix and the guy who can tell me what's going on in the world 2000 + years before my existence is the guy I should be following. I had come to grips with why my grandma died when she did. I was old enough to make my own decisions and wise enough to execute to decisions. With all the knowledge I had learned I finally could have a better understanding of those around me and What God wants me to do with those around me.Although my grandma died her love for me did not and it would guide me and show me how to share the love she demonstrated to me with other people. God never left me, he had his own way to In the end I had made my own identity and now could fulfill my own unique purpose in the world the only thing left was for me to decide to do it. I have chosen to do so and my something unique I was born to do is now coming to fruition. The struggles that come in life always serve a purpose no matter how painful. The c hoice is yours to allow it to hinder or you or push you forward.

The Philosophy Of Human Beings - 2101 Words

From the beginning in the history of human beings, we have wondered what special purpose we have and how we can find it. We have also questioned, if we can choose our own purpose. The new generations say that we can choose our purpose in life rather than finding it, as the classical view tells us. The argument tells us whether or not we choose our own special purpose. The answer is yes. We can choose our own purpose. As a justification, as humans can spend our whole life asking ourselves, which is the true purpose in our lives but many times we have tried to find it with no luck, but in some cases some people have express that their purpose comes near the time we pass on. It’s hard to decipher our purpose thinking that God gave it to us to discover it. There are three philosophical views that talk about our life’s purpose; the Judeo-Christian, rationalism, and existentialism views. The rationalism view is closest to the idea of us finding what our purpose is. The purp ose of a human life is a topic of continuous debate, while many people argue that our purpose in life is God given, it should rather be seen as something to discover along the way. Judeo Christian view is a view of philosophy that is divided from the Old Testament (Judaism and Christianity). This view talks about that we are created in the image of God. The Judeo Christian view also explains that without no soul all the reasoning would be useless without a soul or spirit. There are many religions that explainShow MoreRelated Being and Humans in Heideggers Letter on Humanism and in his Contributions to Philosophy3073 Words   |  13 PagesBeing and Humans in Heideggers Letter on Humanism and in his Contributions to Philosophy ABSTRACT: Heideggers main question, the question of Being concerning human facticity, struggles to uncover the original ground to which humans belong, a ground from which modern society tends to uproot itself through the dominance of calculative and representational thinking. What is most dangerous for Heidegger about this process is that the original ground of humans and beings in general might be coveredRead MoreGadamer’s On the Natural Inclination of Human Beings Toward Philosophy follows an idea that a1100 Words   |  5 PagesGadamer’s On the Natural Inclination of Human Beings Toward Philosophy follows an idea that a desire for knowledge, in researching philosophy and sciences, can be related to Platos thaumazein, the idea of wonder. The specifically human function of thinking starts, not routinely or in merriment, but at †¦a point where something strikes us as alien because it runs counter to habitual expectation. (Gadamer 143) The fascination and wondermen t towards ideas Gadamer claims, †¦comes to me above all inRead MoreEthical Theory And The Classical And Modern Answers1181 Words   |  5 Pagesof human beings? This is the decisive fundamental question dealing with ethical theory. It brings into question what humans really are. 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Individuals have different thoughts, values reasons and method of communication suchRead MoreThe Philosophy of Ubuntu695 Words   |  3 Pagesher school work. As Mary’s Teacher I will use African Philosophy to show how she can be helped and assisted in her situation. I will explain the Central Ethical Idea in African Philosophy which is UBUNTU. I will then show how UBUNTU Principles can be used by the community .therefore my solution o the problem will be to teach and to show he Community (class)the importance of Embodying the principles of African Philosophy. African Philosophy can be defined as a response to the problems and troublesRead MoreEssay on The Relevance of Philosophy in Every Day Life789 Words   |  4 Pagesentire world does not exist; everything people knew was not real, and humans are nothing but an electromagnetic pulse. In other words, we might be living in a mind of another superior, and practically do not necessarily exist. 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Jean-Jacques Rousseau’s philosophies were publishedRead MorePhilosophy Is The Ultimate Love For Wisdom1524 Words   |  7 PagesIn this essay I will try to explain what philosophy is by presenting the point of view of five different philosophers. At first sight trying to find a definition for what philosophy is seem hard but luckily, the answer is already contained in the word itself. In Greek, philo means love and Sophia means wisdom. Therefore, philosophy is the ultimate love for wisdom. It is a process of reflection and makes the attempt of thinking in critical and rational dimensions on the most important questions ofRead MoreWith Age, We Question Our Lives836 Words   |  3 Pagesbecomes more complex and not being able to find answers leaves as in despair. We even ask questions such as â€Å"What is my purpose in life? Is it worth living with all the hardships we encounter?† Then we come along reading the works of other people who provides their own insights ab out life and some may make sense, some might make us angry and sometimes it makes life even more confusing. Many readers would find Camus difficult to understand especially his philosophy. Camus rejected himself as aRead MoreExplain The Six Chief Characteristics Of Philosophy1269 Words   |  6 Pagesbehind philosophy is to seek the deepest, and most detailed truth behind everything in the universe. Many different concepts such as relativism attempt to disprove the truth that philosophy attempts to pursue. To understand what it means for philosophy to pursue truth, we must first understand the nature of philosophy, or what philosophy really is. To understand the nature of philosophy, we must look at the six chief characteristics of philosophy. The six chief characteristics of philosophy will help

Social Influences And Its Impact On Society - 1874 Words

Social influences play a significant role in the way in which we respond to situations and how societies as a whole conform to the political rules and regulations. Social influences and pressures also mean that society has to conform to authority figures and follow their orders. Examples of this is taking orders from your boss at work or taking instructions off police constables. This social ranking is not only present in today s society but also can be seen historically. One of the most significant examples of conforming to the demands of an authority figure was witnessed in Second World War, where 45 million people were slaughtered on command (Milgram cited in Dixon). Stanley Milgram was intrigued by this and explored this level of†¦show more content†¦Around 45 million innocent people were slaughtered by soldiers on the command of higher authority figures. Milgram was interested in how thoughts likes this of a single person could be so influential s and powerful that he was able to get thousands of people to obey his orders to commit such horrific acts on innocent people. Milgram s study was specifically focused on destructive obedience focusing on the events that took place in the Second World War to try and establish some form of understanding as to how and why this level of command and obedience took place. Milgram looked in depth on how he could conduct an experiment in which would display the social influences of obedience and how this relates to an authority figure. His experiment consisted of 40 participants in which they had to administer electrics shocks to a victim. The victim was not actually shocked but his standardized responses were to ensure that his actions and responses were as if he were being shocked. A simulated shock generator was used, which the levels of the voltage of electricity was clearly marked, reading from 15 to 450 volts. The participant was ordered to shock the victim every time they gave the wrong answer to a question. The experimenter was there to command the participant to administer the shocks to victims, increasing the voltage every time. Milgram set the boundary that if they continued to the voltage level marked danger serve