The Confucian Ideal Person an Introspective on Virtue and Goodness

Nature vs Nurture in Language Acquistion Essays

Nature vs Nurture in Language Acquistion Essays Nature vs Nurture in Language Acquistion Essay Nature vs Nurture in Language Acquistion Essay Many consider the use of a complex language as a uniquely human feature (maybe with the exception of some whale species). Furthermore, we are able to learn this complex skill quite quickly. The average child has a vocabulary of six-thousand words by the time it turns five years old. It is this ability of language acquisition that is a particularly interesting field in the nature-nurture debate. Is language acquisition and development innate or taught? This debate about nature versus nurture in language acquisition has drawn heated testimony from both sides. Nature? The idea that language acquisition is an innate ability is called ‘nativism’. People supporting this view believe that the human brain is prewired for language acquisition and use. Linguist Noam Chomsky is a strong proponent of this perspective. He has spent a lot of time on developing a theory of grammar that is called universal grammar. Basically, it states that underlying all the different languages there are some basic principles. The nativists consider this universal grammar too complex to be acquirable through environmental stimuli (nurture). The proponents of this innateness believe that the human brain developed certain brain structures for language acquisition and use as a result of Darwinian evolution and the ‘survival of the fittest’ tenet. The innate knowledge of language is also called the language faculty. Chomsky considers this language faculty as a biologically autonomous system in the brain that has an initial state which is genetically determined. The fact that every known human culture developed some sort of language suggests that there is a genetic basis for the ability to construct and produce language. Furthermore all human languages seem to have some characteristics in common. They all have large vocabularies of words whose meaning is mediated through a phonological system, they all have a grammatical system that governs the way in which words are combined and they change through time by adding new words and losing old ones. Or Nurture? The second position concerning nature and nurture in language acquisition is defined by the premise that language is a consequence of our large brains with the ability to learn many things and the fact that we are extremely social beings. This is called ‘empiricism’. One the most prominent proponents of this approach is psychologist B. F. Skinner, who believes that humans are capable of language because we have the time, the opportunity and the brain capacity that is required to learn it. Empiricists explain the universal presence of language in human cultures otherwise. They state that the beneficial quality of language is responsible for the ubiquitous distribution. People who came in contact with it, adopted it because of its beneficial effects and in this way, language spread across the earth. Lastly, they claim that the ability of the human brain to understand and produce language can also be a consequence of neuronal connections that are made in early childhood. When a baby makes a certain sound that is followed by an action of a parent, there will be a neuronal connection in his brain that will be excited. After a lot of repetitions this will lead to a neural path which connects a sound with a meaning. Or a little bit of both? Is it truly nature versus nurture in language acquisition, or is it nature and nurture? Many aspects of human behavior can be explained by a collaboration of genetic and environmental aspects. Maybe this is also true for language acquisition. Perhaps some genetic features, such as our large brain or nutritional requirements have predestined us in some way to develop vocal communication, which in turn has grown to a full language as a consequence of environmental factors, such as upbringing, social system or the use of symbols. References Bates, E. (1999). On the Nature and Nurture of Language. In R. Levi-Montalcini, D. Baltimore, R. Dulbecco, amp; F. Jacob (Series Eds. ) amp; E. Bizzi, P. Calissano, amp; V. Volterra (Vol. Eds. ), Frontiere della biologia [Frontiers of biology]. The brain of homo sapiens Rome: Giovanni Trecanni. Duke University: Exploring the Mind: duke. edu/~pk10/language/psych. htm National Science Foundation: nsf. gov/news/special_reports/linguistics/learn. jsp Read more: brighthub. com/science/genetics/articles/82090. aspx#ixzz19LHeXAmf Nature vs. Nurture: The Miracle of Language by Malia Knezek Or if I would delight my private hours/ With music or with poem, where so soon/ As in our native language can I find/ That solace? - John Milton THE CONTROVERSY Why do some children build towers with blocks, cry when they scrape their knees, and shout, Choo-choo mine! when a sibling takes away their favorite toy train? Why are some children able to perform entire piano concertos or master complex mathematical concepts, while others cannot even learn to communicate in the normal way? In short, why do humans behave the way they do? With the exception of identical twins, each new human being receives a novel combination of genes divided among forty-six chromosomes. Undoubtedly, this genetic mate rial provides the basis for growth and development and, in doing so, places certain restrictions on the new infant. If the limiting action of genes seems disputable, think of how many people you know who grow to heights of more than twenty feet tall, live longer than two hundred years, or can run faster than a cheetah. My guess would be not many! Controversy does arise, however, when one tries to examine the extent of genetic influence on human behavior. Just how many of our abilities and shortcomings are innate in nature, and how many are acquired through our interactions with the environment? This debate has been going on for centuries, and popular attitudes have varied greatly throughout this time. At one extreme, we have John Lockes idea of tabula rasa, which proposes that the minds of newborn infants are blank slates that will be differentiated and altered only through sensory experience. Modern biological determinism represents the other extreme. In its strictest form, this ideology suggests that behaviors are inherent and innate, resulting from the expression of genes. Most intellectuals subscribe to a view somewhere between these two extremes, on the gradient of a controversy that is still a hot topic of debate in many intellectual fields. LANGUAGE One particularly interesting field within the nature-nurture debate that has drawn heated testimony from both sides is language acquisition. How much of our ability to produce and comprehend language is programmed into our genes, and how much do we acquire only with environmental stimulus? Obviously, language cannot be completely genetic. Humans speak a wide variety of different languages, and very young children of any race or ethnic background can learn to speak and understand any of these if exposed to appropriate models at the proper time in development. Similarly, children cannot learn to speak a public language without this critical exposure. However, all humans use language in one form or another, and psychologists and linguists have noted many cross-lingual universals both in how children acquire language and in the inherent characteristics of the languages themselves. Therefore, as is the case with most aspects of human behavior, the truth most likely lies in some combination of nature and nurture. The ability to use language is a very important part of human cognition. In fact, some would argue that it is this ability which distinguishes us from other animals. Regardless of ones view of the capability of animals to use language or language-like symbols, the fact that humans have language abilities far superior to those of other animals cannot be ignored. Despite the ubiquity of human linguistic ability, pinning down exactly how language helps us and how we use it is not at all a straightforward task. One obvious use for public language is to communicate one? s thoughts to other people. In fact, this may seem like the only, or at least the most important, use of our linguistic abilities. However, both Howard Gardner and Andy Clark stress other uses. Gardner, for example, lists four discrete uses for public language in his Frames of Mind: The Theory of Multiple Intelligences: 1. People use language to induce action in other people. Examples of this might include a child asking a parent to hand him a toy that is on a high shelf or a boss sending a memo out to his employees asking them to hand in budget drafts by next Wednesday. . Language can be used as a tool by one individual to help that individual remember things. In this way, language expands cognitive abilities that are already present in the human brain. For example, a child may not be able to remember how many days are in December or May, but by learning the rhyme that begins, Thirty days hath September? he will easily be able to store these facts in memory. Wearing nametags at a conference and making oral or written shopping lists are other examples of using language to aid memory. 3. The third use of language involves the transfer of explanations or knowledge from one person to another. For example, the parent teaching his child how to tie his shoes and the professor giving a lecture on ionic bonding are both using language to share their knowledge with another person. It is this use that can lead to cultural evolution, which will be discussed later in this paper. 4. The fourth discrete use of language is to talk about language itself, or as Gardner states, to use language to reflect upon language, to engage in ? metalinguistic? analysis (78). A child asking his father what the word wish means and a linguist examining the syntactic rules of various languages are both using this type of metalinguistic analysis. Gardner acknowledges the wide variety of ways in which we use language, but he believes that they all fit into one of these four categories (78). In his book entitled Being There: Putting Brain, Body, and World Together Again, Andy Clark agrees that language is not solely a tool for communicating thoughts or ideas. He describes the uses of language in more general terms than Gardner. To borrow a fitting analogy from Clark? book, language is a tool built for use by humans, just as is a pair of scissors. Just as scissors enable us to exploit our basic manipulative capapcities to fulfill new ends, language enables us to exploit our basic cognitive capacities of pattern recognition and transformation in ways that reach out to new behavioral and intellectual horizons (193-194). In other words, scissors take the manipulat ing abilities of human hands and use them to produce a skill that normally could not be accomplished by a human being: namely, cutting a fairly straight line through a piece of paper. Like these scissors, public language takes human abilities that already existthis time cognitive rather than manipulative in natureand expounds upon these to give this human-plus-tool combination abilities that were not achievable by the human (or the tool) alone (Clark 193-194). The use of language as an aid to memory, which Gardner lists as one of the four main uses, is an example of this type of ability-enhancement, as is the existence of technical vocabularies in such disciplines as math and physics. Can you magine, for example, trying to calculate the correct trajectory angle at which to launch a space shuttle without having words to express such concepts as trajectory, angle, force, velocity, etc.? Such a feat would be near impossible. Thus, there is general agreement on the importance of language in human cognition, and even in the different ways we use this necessary skill. The ability to use language sets humans apart from other animals and accounts, at least partly, for the uniqueness of our cognitive profile. We would definitely be a very different species were it not for this awesome skill. The question now is: How did we develop this unique ability? THE ISSUES Howard Gardner, along with Noam Chomsky and many others, believes that parts of the brain have evolved over time specifically for the purpose of producing and understanding language. Thinkers such as Andy Clark and Jean Piaget, on the other hand, believe that public language utilizes brain structures and psychological functions that were already present before the development of this important tool. In the first (nature) school of thought, linguistic abilities have developed over time as a result of Darwinian evolution. In the conflicting ideology (a nurture position), there is no innate linguistic ability; and linguistic evolution occurs as a result of learning and cultural evolution, which will be explained in greater detail below, rather than through natural selection. The beliefs do overlap; and oftentimes the proponents of one side argue against what they suppose the other side would believe, when in fact the other side subscribes to no such ideology. For example, the nature proponents argue that human brains are biologically different from the brains of other animals; and that at least part of this diference is due to innate, inherited differences in genes. However, they really need not spend time arguing for this point because the nurture proponents do not, in actuality, disagree with the fact. They also believe that genetic factors are responsible for some of the differences between the brains of humans and those of other animals. The disagreement lies only in how different our brains are from those of other animals, and how much of this difference can be attributed to genetic variances. Similarly, both sides agree that language draws from and influences other thought processes. However, there is a controversy centered around the extent of this interaction. Nature proponents see language as a very autonomous ability, while nurture proponents tend to see it as more inseparable from other, general cognitive abilities. (For more information on how language influences thought, please see Something to Talk About by Brian Skotko. Do the only disagreements, then, center around questions of degree and extent? It seems, upon cursory examination of the arguments, that the two schools of thought agree on almost all basic tenets of language use, and disagree only on the exact recipe for combining these tenets. This is not the case, however, as true disagreement does exist on some fundamental issues. First of all, Chomsky, Gardner, and others of similar ideologies believe that infants are born with a significant prewired knowledge of how languages work and how they do not work. Views within this group vary slightly, but they all hold to this basic tenet and cite ample evidence in defense of this view. These proponents of the innateness of linguistic ability also believe that the genetic basis for language came about as the result of Darwinian evolution and by an extension of the survival of the fittest argument. Again, individual views vary slightly, but all supporters of this school of thought see language as a product of Darwinian evolution (Gardner 90-91). On the other hand, Piaget, Clark, and others see the newborn as possesing only a few basic cognitive abilities. The more specific abilities we see in the developing child, they argue, are due to interactions with the environment and are independent of any inheritable code found in the genes. They place language skills in this category, and so they disagree completely with Chomsky? s assertion that humans inherit certain linguistic knowledge (Gardner 80). In addition, proponents of the Nurture ideology view public language as a tool constructed by people for use by people, and they believe its development is due to cultural evolution, a completely different mechanism for change (Clark 200-213). Perhaps it is worth taking a few moments to describe the differences between Darwinian evolution and cultural evolution. Most people are familiar with the tenets of Darwinian evolution as proposed by Charles Darwin in his Origin of the Species, and as expanded upon by numerous scientists since then. In this type of evolution, natural selection or survival of the fittest results in actual changes in the gene frequency of a species. These changes are innate and inheritable, passed down from one generation to the next by means of biological reproduction. This type of evolution is very slow, and even minor changes in a species tend to take thousands or even millions of years to occur. Cultural evolution, like Darwinian evolution, brings about changes within the human species. However, these changes occur at a much faster rate and by different mechanisms. Whereas traits in Darwinian evolution are passed from one generation to the next through genes only, without regard to what progress one generation has made or what it has learned during its lifetime, traits in cultural or Lamarckian evo lution are passed on through language from one generation to the next. This means that progress made by one generation can be selectively passed on to the next, which does not occur with random genetic mutations. The focus and ease of transfer characteristic of cultural evolution lead to changes that takes place at such a fast rate that the effects of Darwinian evolution, in comparison, are practically negligible. As scientist Stephen Jay Gould remarks, While the gene for sickle-cell anemia declines in frequency among black Americans, we have invented the railroad, the automobile, radio and television, the atom bomb, the computer, the airplane and spaceship. Clearly, cultural evolution is a distinct process from Darwinian evolution and accounts for many changes in human behavior (324). Nurture advocates in the language debate believe that humans invented language as they did computers through the process of cultural evolution. Again, subscribers to this school of thought have gathered much evidence in support of their theories. Indeed, determining which of these two theories better describes human linguistic ability will require careful examination of the arguements and evidence, and even after such examination will nonetheless prove to be a difficult task. THE LANGUAGE FACULTY As mentioned before, linguist Noam Chomsky suggests that humans are born with an innate knowledge of language, and he calls this knowledge the language faculty. He invisions this language faculty as a biologically autonomous system in the brain that has an initial state which is genetically determined, like. . . the kidney, the circulatory system, and so on (13). Chomsky supports his claim with several lines of evidence. For one thing, he argues that all humans (except, of course, those suffering from a language-related pathology) understand certain ambiguities of language the same way. For example, take the expression brown house, which could be expressed in another language as well as English. Upon hearing this expression, any human would have certain understandings that were not expressed with language explicitly. For example, even children realize that this expression contains two separate words with separate meanings, quite a feat when considering that the spoken phenomes generally run together. When spoken in English, a listener will know that the two words contain the same vowel sound. More surprisingly, when this phrase is spoken in any language, the listener will understand that the speaker is referring to a house that is brown on the outside. This is remarkable, because houses can just as easily have brown interiors, but listeners never have to ask which surface (inner or outer) the color is naming (Chomsky 20-21). Chomsky argues that this type of linguistic knowledge must be innate since every healthy human makes the same assumptions. He also suggests that knowledge such as that described above must exist in the language faculty in the brain. Linguist M. Y. Liberman describes other characteristics found in every spoken human language. First, all of these languages have very large vocabularies consisting of words whose articulatory/acoustic definition is mediated by a phonological system. Second, all languages have a grammatical system that governs the way in which these words are combined to express meaning. Third, all languages change throughout time with new words being added and old ones being dropped or changed continuously (qtd. in Studdert-Kennedy 8). Anthropologist Donald E. Brown describes even more detailed aspects of language that all humans share. First, in any given language words can exist that are the equivalent of good, wide, and deep. In some languages, opposite words (bad, narrow, and shallow) exist also. In others, however, the opposites are formed with a negating word and the original juxtaposed (not good, not wide, not deep). The surprising finding is that in no language does the negation go the other way (not bad to express good, etc. ). Does this happen because the expression of such concepts as good, wide, and deep lies n the language faculty and is innate in all humans? Chomsky would say that it does. He would also cite other universals listed by Brown, including the fact that all languages contain nouns, verbs, and possessive formations, as well as the fact that poetry around the world has lines that last about three seconds in between pauses, as evidence of a language faculty genetically present in all human brains (Brown 132). Anothe r fact that Chomsky believes supports his theory of the language faculty involves comparing humans to other species. Not only do we have a linguistic ability much superior to that of other animals, but the rules we have regarding language and symbols in general cannot be found in any other species (Chomsky 13). For example, if one were to teach a chimpanzee signs that meant brown house, he would not have all the innate knowledge described above which is present in all humans. In addition, this process would involve much teaching and learning before a chimp could learn these signs; whereas humans acquire such knowledge with little or no conscious effort taking place. This brings us to another fact that provides strong evidence for Chomskys theory: that all normal children acquire language in the same way. Chomsky prefers the term language acquisition rather than language learning, because he sees this process as a maturation of the language faculty (much like the growth of a heart or kidney) rather than a learning process (Chomsky 13). Gardner also describes this very process in his chapter on linguistic intelligence. Infants begin babbling not too long after birth, and the sounds produced during this period contain the basic sounds they hear spoken around them as well as phenomes not present in their native tongue. This is strong evidence for an innate language faculty. By the time the child turns two years old, he or she will speak single words in the native language, and soon thereafter, will begin to form very simple, twos may include drink milk, byebye Daddy, and doggy run. By the age of three, these two-word utterances grow in length and complexity, so that the three-year-old child can utter sentences of several words long, even including questions, negations, and clauses. These sentences often have grammatical errors (which can be explained by overgeneralization and remain consistent throughout speakers of a single language), such as in the example, I no watch T. V. no more. By the time the child is four or five years old, he no longer makes these grammatical mistakes; and he can speak wit h considerable fluency in ways that closely approximate adult syntax (Gardner 79). Three aspects of this form of language acquisition are of interest in light of Chomskys theory. That all children follow this development regardless of the language they speak supports Chomskys claim of an inate language organ that is maturing through this process. Secondly, during the babbling stage, babies produce phenomes they have never heard, from a variety of different languages spoken around the world. Chomsky believes that this is due to the fact that the language faculty already contains knowledge of all the sounds that can be produced in any natural spoken language, more evidence for extensive innate language knowledge. Third, normally-developed four-year-olds are already able to come up with appealing figures of speech (comparing a foot falling asleep to bubbling ginger ale); tell short stories? alter their speech register depending upon whether they are addressing adults, peers, or toddlers younger than themselves, and even engage in simple metalinguistic banter. The latter includes asking such questions as What does X mean? and Should I say X or Y? These feats are truly remarkable, and as of yet no machine or computer program has even come close to reproducing them (Gardner 80). According to Chomsky, young children would not be able to accomplish such feats without the aid of an innate knowledge system based on language. The biology of the brain can also support Chomskys theory. Almost all right-handed humans have language centers located in the left hemisphere of the brain. This left hemisphere is larger and structurally different from the right hemisphere, an asymmetry that can be traced to the Neanderthal man, but is not seen in monkeys (Gardner 90). There are several specialized regions in the left hemisphere that are used for various language tasks, such as Brocas area for producing language and Wernickes area for comprehending language spoken by others. Lesions to various regions of the brain cause very distinctive aphasias, or language problems; and the same area causes the same aphasia across the species. For more information on the neurobiology of language and the specific aphasias, please see Bora Lees paper entitled The evidence gleaned from studies f aphasic patients supports Chomskys theory by pinpointing various areas of the brain that seem to be a part of this innate language faculty. The final evidence for Chomskys view of language comes from evolutionary studies. As mentioned earlier, brain asymmetry linked to the language faculty has been found to exist in Neanderthal man, which means they date back thirty thousand to one hundred thousand years. There is also evidence that this asymmetry may exist even in the gre at apes, although evidence is not conclusive. Either way, the structural brain regions needed for language have been present in the species long before recorded history, which suggests a gradual evolution of intellectual capacities (Gardner 90). Many intellectuals on the nature side of the language debate believe that this could explain how humans acquired their language abilities through gradual evolution. Chomsky, however, has a different view. He believes that our language capabilities could not have evolved gradually; and, instead, he proposes that the entire language faculty came in one evolutionary step (Gardner 91). Regardless of their views on the specifics of evolution, all nature advocates believe that human lingual ability results from an innate, inherited language faculty through which lingual information is passed on from one generation to the next. LANGUAGE AS AN ARTIFACT Those who believe that language is learned through intellectual processes common to all learning and who do not believe in an innate language faculty explain the evidence presented above in another way. According to proponents of the nurture theory, humans are much more advanced than other animals because they are able to use language, rather than the other way around. The mechanisms that make this possible will be explained in the next few pages. One major type of evidence that Chomsky and others who believe in an innate language faculty often cite is the universal characteristics of language itself and of language acquisition in humans. But does the fact that all humans exhibit a certain behavior really prove that that behavior is due to the genetic code of the human? As Donald E. Brown explains in his book entitled Human Universals, this is not necessarily the case. [U]niversals form a heterogeneous set. A great many, for example, seem to be inherent in human nature. Some are cultural conventions that have come to have universal distribution (4). To understand how a behavior exhibited by all humans can be due to culture rather than genetics, consider the example of cooking food. All humans cook their food, but there is no cooking gene that genetically programs us to do this. Rather, cooking was discovered by some human and found to be so beneficial that every human who came in contact with the procedure adopted it. In this way, cooking spread across the earth and became a universal, even without a genetic basis. Could the universals found in language be explained in the same way? Language certainly seems to be beneficial enough to have spread this way from human to human and culture to culture. However, this does not explain why we have special parts of the brain dedicated to language or why humans can communicate through language while other animals cannot. In order to understand how a culturally based model of language could account for these facts, it is important to examine how new models are being used to explain the brain and human behavior. The brain, above all else, is an organ whose purpose is to manipulate the behavior of the body in an environment to secure survival. This is true of all species from the snail to the human. It has been shown experimentally that experience causes structural and chemical changes at the synapses between neurons which means that learning takes place in the connections between neurons. If, for example, a dog finds that jumping over a fence allows him to eat some meat barbecuing in the neighbors yard, and if this behavior gets this reward several times, then the connections between his neurons will strengthen in the path that goes from smelling meet to jumping the fence. If, however, the dog tries to jump the fence one day and gets shocked by an electrical wire, the weights of connections will become weaker. If this happens several times, then the neuronal path between smelling meat and jumping the fence will have a strong inhibitory connection, so that the dog no longer performs this behavior. How does this relate to a human brain producing and understanding language? Well, suppose a baby finds that if he produces the sound wa-wa he will receive a drink of water. The neuronal connections between his feeling of thirst and his speaking the sound wa-wa will be strongly excitatory, and he will have learned to communicate. If, however, his mother decides to break him from the habit of baby-talk and only gives him water when he pronounces the entire word water, then the connections between thirst and wa-wa will become inhibitory and a new neural path, between thirst and water, will become more excitatory. This still does not explain why so many people have the same assumptions when hearing the phrase brown house or why language functions are so specific to regions of our brains. To understand these phenomena, one must realize that humans use language as a tool that alters the nature of the computational tasks involved in various kinds of problem solving (Clark 193). To return to the scissors analogy from before, humans created scissors in order to increase the scope of our manual skills to include cutting straight lines. Similarly, we created language to increase the scope of our mental abilities. Just as scissors have one part for manipulating the environment (the blades) and one for making them easier to hold (the handles), language also performs a double function. Not only must language be able to cause changes in the environment (or in our own thinking, such as when we write a grocery list to remember what we need to buy), but the language we use must also fit the intellectual abilities we already have. Thus, language as a tool would not be helpful if it demanded more of our intellect than it provided in benefits. Because of this fact, language is constantly evolving in two directionsto better express our ideas and manipulate the world and to better fit the structures and functions of our various brain regions (Clark 193-194). If, for example, the area in the left hemisphere that we call Brocas area was already well-adapted to finding structure and rules in a random input of stimulus, then this area would naturally be where the grammatical structure of language is stored; and a lesion to this area would then make it hard for the subject to produce gramatically meaningful speech. This could explain the assymetry of the brain and the cases of aphasia that show the brains specificity. Just because all humans have a Brocas area that houses the faculties for producing grammatical speech does not necessarily mean that Brocas area evolved for this purpose. What about the fact that other animals do not have similar language capabilities? Obviously, if you place a snail (or even a monkey) in a situation where it comes in contact with many models of human speech, it will still not learn to use language. This obviously involves ome innate difference between humans and other animals, which means that we have genes that are different from those of other animals. However, the difference could just lie in our vocal tracts and our hearing ability. Chances are that this is not the case since other animals do not use any other form of language (i. e. sign language) even though they have the physiological capabilities. Most likely, there are some differences between human brai ns and those of other animals, though the differences need not be nearly as pronounced as Chomsky and others believe they are. As explained above, the language tool that we have invented gives us many mental capabilities we would not have otherwise, including thinking about thinking. Thus, a tiny evolutionary difference in our brain could have given us the ability to invent language, an artifact that may make possible not only higher-order thinking exhibited by humans, but perhaps even the consciousness that we so dearly treasure (Clark 208-209). So all we can say for sure is that language, like so many other aspects of human behavior, has proven to be the product of nature and nurture working together. This amazing human ability to communicate through language is both the result and the cause of our uniqueness as human beings. Language is a tool indeed: Simple enough for a child to effortly grasp, yet so complex that we may never completely understand just how genetics and experience interact to produce this most integral human trait. Brown, Donald E. Human Universals. New York: McGraw-Hill, Inc. , 1991. Chomsky, Noam. Powers and Prospects: Reflections on Human Nature and the Socail Order. Boston: South End Press, 1996. Clark, Andy. Being There: Putting Brain, Body, and World Together Again. Cambridge, Mass. : The MIT Press, 1997. Gardner, Howard. Frames of Mind: the Theory of Multiple Intelligences. New York: Harper Collins, 1983. Gould, Stephen Jay. The Mismeasure of Man. New York: W. W. Norton amp; Company, 1981. Studdert-Kennedy, Michael, ed. Psychobiology of Language. Cambridge, Mass: The MIT Press, 1983. Almost all human beings acquire a language (and sometimes more than one), to the level of native competency, before age 5. How do children accomplish this remarkable feat in such a short amount of ime? Which aspects of language acquisition are biologically programmed into the human brain and which are based on experience? Do adults learn language differently from children? Researchers have long debated the answers to these questions, but there is one thing they agree on: language acquisition is a complex process. Most researchers agree that children acquire language through interplay of biology and environ mental factors. A challenge for linguists is to figure out how nature and nurture come together to influence language learning. Emphasis on NatureSome researchers theorize that children are born with an innate biological â€Å"device† for understanding the principles and organization common to all languages. According to this theory, the brain’s â€Å"language module† gets programmed to follow the specific grammar of the language a child is exposed to early in life. Yet the language rules and grammar children use in their speech often exceed the input to which they are exposed. What accounts for this discrepancy? That is where the theory of universal grammar comes in. This theory posits that all languages have the same basic structural foundation. While children are not genetically â€Å"hard-wired† to speak a particular language like Dutch or Japanese, universal grammar lets them learn the rules and patterns of these languages- including those they were never explicitly taught. Some linguists believe that universal grammar and its interaction with the rest of the brain is the design mechanism that allows children to become fluent in any language during the first few years of life. In fact, childhood may be a critical period for the acquisition of language capabilities. Some scientists claim that if a person does not acquire any language before the teen-aged years, they will never do so in a functional sense. Children may also have a heightened ability, compared to adults, to learn second languagesespecially in natural settings. Adults, however, may have some advantages in the conscious study of a second language in a classroom setting. Emphasis on Experience and UsageNot all linguists believe that the innate capacities are most important in language learning. Some researchers place greater emphasis on the influence of usage and experience in language acquisition. They argue that adults play an important role in language acquisition by speaking to children- often in a slow, grammatical and repetitious way. In turn, children discern patterns in the language and experiment with speech gradually- uttering single words at first and eventually stringing them together to construct abstract expressions. At first glance, this may seem reminiscent of how language is traditionally taught in classrooms. But most scientists think children and adults learn language differently. While they may not do it as quickly and easily as children seem to, adults can learn to speak new languages proficiently. However, few would be mistaken for a native speaker of the non-native tongue. Childhood may be a critical period for mastering certain aspects of language such as proper pronunciation. What factors account for the different language learning capabilities of adults and children? Researchers suggest accumulated experience and knowledge could change the brain over time, altering the way language information is organized and/or processed. Why Further Study is NeededWhile our understanding of language acquisition is incomplete, this pursuit is well worth the effort, according to NSF program officer Joan Maling. We still don’t understand how a child learns its first language, why some children have language disorders or how children and adults learn a second language,† she says. â€Å"And we still don’t understand what happens when a stroke or a disease such as Alzheimer’s seems to wipe out a person’s knowledge of language. † Unraveling the process of language acquisition promises not only to help scientists answer these questions, but to explain fundamental features of learning and the human brain. By Nicole Mahoney

Write a paragraph for each questions using your own word Essay - 5

Write a paragraph for each questions using your own word - Essay Example This implies that the existence of nature is proof enough of the existence of God. And since every human on this planet is exposed to nature it can only be the mind’s irrationality that can deny such an existence. The answer to why God does not protect us from evil lies in the concept of the purpose of this universe’s creation. Surely, evil exists. But this universe and this life as we know it is a test. If God were to use us as puppets making us do whatever He wants us to do, there would have been no reason behind the universe’s creation, again referring to the teleological argument; even human artifacts have a purpose (Palley 325). And there is no point of testing your own puppet. And we should protect our children from evil because we are not ‘perfect’. A ‘perfect’ being will do the job completely leaving no room for any evil to enter. But, we in all our imperfection can only try. We can’t turn our children into puppets even if we intend to. Not everything is black and white. And so in this question too we see shades of grey. Their views can be considered atheistic because of the insignificance with which they consider this phenomenon. But, it is the way of expression that they are talking about and not the existence of God. So it can be concluded that these thinkers are merely atheistic in their concept of expression. Palley, William. Natural Theology; or, Evidences of the Existence and Attributes of the Deity. 12th. Philadelphia: Philadelphia : Printed for John Morgan, No. 51, South Second-Street by H. Maxwell, no. 25, North Second-Street,

Consensus Between Violence And Argument Essay Example | Topics and Well Written Essays - 1250 words

Consensus Between Violence And Argument - Essay Example Eristic dialogue covers argumentation, a social debate where victory over an antagonist is the primary goal. This art of right argument protects their self-interest incoherent dialogue and in the process of dialogue. The art of argumentation is used in law, in trials when preparing arguments for court presentation and in the testing legitimacy of evidence.Right argument comprises identifying premises where conclusions are derived, the establishment of â€Å"burden of proof† to determine the person who made an initial claim and identifying goals of contributors in dialogue. At the end of an argument, a valid conclusion must be given with good reason explaining the same. A good argument must be built with two premises and one concluding remark. Argumentation is good in a situation where evidence does not exist especially in handling scientific, epistemic, nature, and moral where science cannot apply. Violence is good in handling dispute like border disputes, insurgency, and host ility.In politics, some kinds of argumentation are morally wrong, and some kinds of violence are morally right. Argumentation is never a solution in many nations since it only works when there is peace in the nation, and no other nation wants to attack the nation in question. Argumentation is morally upright only if the nations under conflict also handle disputes through argumentation. If the nations under disagreement handle the dispute in different angles, then violence is morally right for a nation to defend itself from intrusion.

How can the behavioural, physical and symbolic manifestations of the Essay - 1

How can the behavioural, physical and symbolic manifestations of the cultural web inform the strategic development of organizations - Essay Example Similarly in the same way one thinks Scotland when they hear bagpipes or see a kilt some organizations have specific cultures which are inherently tied to their business practice in the economic and literal sense. Various international companies have distinguished themselves by their organizational culture and in cases when this is well managed; it has proven to be as invaluable as any well though business strategy. A firm like Google is recognized for its easy going operations culture in which the employees have are allowed a free reign to exploit their creativity without the convectional strictness in many similar firms. Others like apple Inc. have also established themselves as creativity hubs with creativity and self-expression being given the forefront, this for this such companies have been ranked among the best places to work and their overall performance proves that their easy going corporate culture can indeed be very profitable. This paper seeks to examine how the behaviora l, physical and symbolic manifestations of the cultural web inform the strategic development of organizations by using Google as an example in the context of which various elements of organizational culture and their perceived impacts will be discoursed on different theoretical grounds. Admittedly, this topic is hardly new and in the past few decades, much as been written about the underlying connection between organization strategy and organization culture, managers have all along being urged to link the gap so as to manage their organizations’ cultural context (Johnson 1992, p.28). Nevertheless, a lot of these discourses have been fundamentally theoretical and while there are elements of reality in them, they are very general and rarely provide practical directions especially in view given the diversity of organization and their

History Of Reggae Music

History Of Reggae Music Reggae is a music genre first developed in Jamaica in the late 1960s. While sometimes used in a broader sense to refer to most types of Jamaican music the term reggae more properly denotes a particular music style that originated following on the development of ska and rock steady Reggae is based on a rhythmic style characterized by accents on the off beat, known as the skank. Reggae is normally slower than ska but faster than rock steady. Reggae usually accents the second and fourth beat in each bar, with the rhythm guitar also either emphasizing the third beat or holding the chord on the second beat until the fourth is played. It is mainly this third beat, its speed and the use of complex bass lines that differentiated reggae from rock steady, although later styles incorporated these innovations separately. The unprecedented explosion of creativity in Jamaica after that time is yet unexplained. Of course the whole population still sings Gospel on Sunday, and in this poor country, all the music that one can hear on the dance floors and the sound systems stays the main form of culture. Singers, DJs and producers are leaders and teachers. Like in Brazil and Africa (of which reggae takes most of its inspiration), the whole country is vibrating with music 24hours. Nevertheless, this passion for sound and beat dont explain it all. More is to come. The frantic side of the first reggae tunes disappears and in the beginning of the 70s, the One Drop style (that is commonly called Roots Reggae) starts to settle. This irresistible style with its fundamental simplicity, originality and essentiality, goes back to the African roots. Albums are always more creative and hundreds of fantastic artists take on the stage: Burning Spear, Jimmy Cliff Reggae is the heartbeat of Jamaica a brand of reggae music as strongly identified with the island as RB is with Detroit or jazz with new reggae Orleans. Its a major factor in the Jamaican economy, at no time better demonstrated than during Reggae Sunsplash and Reggae Sumfest (enormous annual reggae festivals), when almost one-quarter million visitors arrive from overseas to dance and sway in delirious union to the soulful, syncopated beat on the tiny island. In life outside music, ambiguity is not necessarily a positive attribute it is often a sign of indecision and, in politics, a lack of firm direction but in the world of sound, ambiguity becomes a virtue by offering many different possibility to proceed. Through music, in fact, even suffering can be pleasurable (Barenboim, 2009). According to Barenboim, music as just to escape of their problems, they use music like as a guide to do things and to do this things with pleasure and maybe better. The music, when you listen to it even if you are in bad mood and you do not feel good you can feel satisfied. Your favorite music can inspire you to do things on a good way. We connect reggae music to travel. Caribbean country, Jamaica is also very popular destination for many people. Thanks to combination of natural and cultural diversity, the country has turned into successful tourist destination. Jamaica is famous with its beaches, favorable climate and friendly local inhabitants. The people who like to travel to place like this are the reggae fans, fans of Bob Marley and all the Rastafarians. Bob Marley is one of the most popular musicians in the world, and number one in this kind of music. The reason all these people travel to Jamaica is maybe because they can find some kind of escape from their job, life and problems by getting high and listening music. Jamaicans just like Holland are with open mind about the Marijuana plants and smoking of weed. Thats and reggae music are the main reasons so many people to visit Jamaica. Connections between reggae and Jamaican culture are many. Jamaicans are deeply linked with reggae music and with the Rastafarians they all believe in one god called JAH. We can also relate reggae culture with Jamaicans because of the colors green, yellow and red. Jamaicans are Latinos and they like to have dread-locks which are so usual for them. Music semiology (semiotics), the semiology of music, is the study of signs as they pertain to music on a variety of levels. Following Roman Jakobson, V. Kofi Agawu adopts the idea of musical semiosis being introversive or extroversive-that is, musical signs within a text and without. Topics or various musical conventions such as horn calls, dance forms, and styles. This means the music itself has variety of levels or with another words different style. Every style is unique by itself and has something different and something not ordinary which makes him unique. The thing which makes the reggae music unique is the way of singing and how the performers are singing about good things with slow and calm sounds which makes you relax and chill. With that music the people can escape from their everyday life and to feel better. You can not feel any kind of aggression like from some another kind of music all what you can feel pleasure and happiness. That is why two of the most popular reggae songs like no woman no cry.. And ..everything gonna be all right.. Give us message which reggae fans like at most typically for that kind of music. This message refers to happiness, no worries, no stress. Reggae Aesthetics By definition the musical aesthetics is concentrated on the quality and study of the beauty and enjoyment of music. Aesthetics is a sub-discipline of philosophy. It is often thought that music has the ability to affect our emotions, intellect, and psychology; lyrics can assuage our loneliness or incite our passions. (http://en.wikipedia.org/wiki/Aesthetics_of_music ) Anyone seriously interested in understanding contemporary Jamaican live and literature must encounter reggae as a cultural phenomenon that has engaged the spiritual, political, social, erotic, and racial dynamic of Jamaican society. ÂÂ  Understanding reggaes role in the word today is to understanding the complexity and reality of the popular culture in the late twentieth century. Reggae is a good way to examine the cultural, political and social development of Caribbean society. It is important to show that reggae influences Caribbean literature and represents complex aesthetic force. Reggae artists are known as one of the most astute poets and polemicists always striving to unshackle themselves from the capitalist colonial powers of the day. Reggae Development The music industry is always changing due to the interests of the listeners and the influences of many kinds of music genres and creativities. The same with how music evolves into different style because of collaboration of different styles of music. It is repeating how ska and rocksteady developed into reggae; musicians are creating different style of reggae and spreading the beats and rhythm through the whole world. These are some highlights of the development of reggae music: Inner Circle: Pioneer of Jamaican reggae into US television Inner Circle is a Jamaican reggae group. The group was formed in 1968 by the brothers Ian and Roger Lewis in Jamaica. With Jacob Miller as their frontman and lead singer the band was one of the most popular in Jamaica during the 70s, and one of few reggae bands that performed live. They are responsible for the 1987 song Bad Boys, which serves as the theme song for Fox Networks long-running television program COPS. However, at first they covered soul and hits from the United States, and then also a few reggae songs, predominantly from Bob Marley. Come back hits such as Sweat A La La Long UB 40: British Pop Reggae Band in 1978 More than any other artists of their time, Britains UB40 have proven the power of pop-influenced reggae music. With worldwide sales topping 30 million albums during their career, the UB40 story demonstrates just how far people can go by staying true to their roots. UB40 grew up in the heart of Birmingham, one of Englands most ethnically diverse cities. The summer of 1978 saw the eight band members drawn together by their love of the Jamaican reggae vibes. UB40s breakthrough in America arrived in the form of 1983s Labor Of Love, and its single Red, Red Wine. The song topped the British singles charts in 1983 and five years later landed UB40 with their first #1 smash hit in the U.S.of Autumn 1984. They were touring America and Canada in the first half of 1985, the group celebrated another hit single in July 1985 with I Got You Babe. Peter Andre: One hit wonder from the down under Peter became the first Australian male artist to debut at No. 1 in the UK, with Flava. Peter scooped two awards at the year end Smash Hits Poll Winners Party. Soon followed a total of 3 Top Five hits, including two No.1 hits in the UK and a total of 11 top ten hits worldwide. Peters most successful release to date, came with the release of Mysterious Girl which sold over 2 million copies worldwide, making it the highest selling single of 1996. Flava and I feel You followed consecutively, both debuting at number 1. Big Mountain: American mainstream reggae in mid 90s Much like UB40, American reggae band Big Mountain brought a very commercialized version of Jamaican Music to the American mainstream when their cover of Peter Frampton Baby, I Love Your Way reached the Top Ten in early 1994. To the bands credit, though, their three albums contain reggae roots music combined with only several RB-ish covers, and the lineup includes two Jamaicans with excellent credentials: rhythm guitarist Tony Chin and drummer Santa Davis, both of whom played with the Peter Tosh band and the Soul Syndicate. Shaggy: The most commercial reggae genre in the 90s was dancehall reggae Emerging in the early 90s, Shaggy was the biggest crossover success in dancehall reggae. Not only did he become the genres most commercially potent artist in the international market, he was also more than just a typical flash in the pan, managing to sustain a career over the course of several highly popular albums. Perhaps in part because he wasnt based in he never really needed to have it both ways: virtually ignoring the hardcore dancehall crowd, his music was unabashedly geared toward good times, a friendly persona, and catchy party anthems. He wasnt shy about lifting hooks wholesale from pop hits of the past, a chart-ready blueprint similar to that of hip-hop stars like Puff Daddy, but he also had fairly eclectic tastes, giving his records a musical variety lacking from other dancehall stars. As a result, he became one of the scant few reggae artists to top the album and pop singles charts in America, not to mention numerous other countries where hes had even greater success. Sean Paul: The rise of Dance Hall into Rap Hip Hop Reggae Paul released his debut single, Baby Girl, with producer Jeremy Harding in 1996; it proved a significant success, leading to further Jamaican hits like Nah Get No Bly (One More Try), Deport Them, Excite Me, Infiltrate, and Hackle Mi. In 1999, Sean Paul started to make inroads to American audiences; he was first commissioned to collaborate with fellow dancehall hitmaker Mr. Vegas on a production for rapper DMX; titled Here Comes the Boom, the song was included in director Hype Williams film Belly. Also that year, Paul scored a Top Ten hit on the Billboard rap charts with Hot Gal Today. Unfortunately, Paul had a very public falling out with Mr. Vegas over the packaging of the latters remix of Hot Gal Today; still, it didnt slow Pauls career momentum, as he played the Summer Jam 2000 in New York City, the center of his American popularity. That fall, Paul released his first album on VP Records; the sprawling Stage One collected many of Pauls previous hit singles and compilation cuts, pl us a few brand-new tracks. 2002s Dutty Rock and 2005s The Trinity were extremely successful. Both albums peaked in the Top Ten of the album chart and featured a handful of mainstream smashes. Daddy Yankee: Reggae Ton Pioneer and Entrepreneur In the early 1990s, hip hop was overshadowed by Spanish reggae coming in from Panama and rather than make a decision for one type of music over another, Yankee and like-minded friends began to rap over the popular dancehall music, creating a new musical fusion that over time was named reggaeton. While hip hop and rap were still underground movements in Puerto Rico, there was one club where the new fusion was welcome called The Noise. Yankee started hanging out with the rappers and DJs at the club, and there he met the DJ/producer Playero, who gave him his start, featuring the budding artist on the 1992 album Playero 37, and who helped him with his full-length debut album, No Mercy, that was released in 1995. No Mercy did not receive much recognition, and Yankee continued recording as a guest artist on several other albums. Gasolina made it to the top of Billboards Hot 100 and even today may well be the single that non-Latinos associate with reggaeton, the albums phenomenal success within the Latino community was Lo Que Paso, Paso. Hermeneutics of Reggae Hermeneutics is the study of interpretation theory, and can be either the art of interpretation, or the theory and practice of interpretation. In sociology, hermeneutics means the interpretation and understanding of social events by analyzing their meanings to the human participants and their culture. It enjoyed prominence during the sixties and seventies, and differs from other interpretative schools of sociology in that it emphasizes the importance of the context as well as the form of any given social behavior. The central principle of hermeneutics is that it is only possible to grasp the meaning of an action or statement by relating it to the whole discourse or world-view from which it originates: for instance, why would people dance along to reggae music while he would probably not familiar with reggae. Roger Savage, author of Hermeneutics and Music said that peoples roles of judgment and imagination play both in our experiences of music and its critical interpretation, and reevaluates our current understandings of musics transformative power. There fore Reggae has been created and always related as music with beats of happiness. The message in the music itself is about leaving the worries behind and enjoys the life in a relaxing way. This beats and message has been delivered through the whole world in so many years before. It is not anymore related to Jamaica or Caribbean but it is now own by the world. Bob Marley, Marijuana leaf and the Jamaican flag colors are just becoming a symbol of the Reggae history and knowledge to where it came from. Reggae is interpreted as the music of happiness. The experiences of reggae music and the party scenes have been created, especially through the 90s when dancehall reggae was born and developed to it is today. People always like to feel happy. Reggae is infectiously inviting people to dance along the beat and become a guilty pleasure for some people. Reggae is not anymore about third world country and culture, not about marijuana smokers, not about Rastafarian anymore. Wherever the reggae beats are played, class, race and nationality are no longer exist.

The Discovery of DNA’s Molecular Structure :: Science Genetics Papers

Theoretical models for the molecular structure of DNA can be likened to scientific theories. DNA’s structure was determined largely because scientists scrutinized the relationship between theory (a particular theoretical model of DNA) and observation (x-ray crystallographic patterns, or bonding patterns between bases and sugar-phosphate groups, for example). Inductivists, falsificationists, Kuhn, and Feyerabend all have different accounts of how scientists have related theory to observation. These accounts are important because, not only do they delineate frameworks scientists use to develop their theories, but because these frameworks subsequently became important in developing a theory for the molecular structure of DNA. The inductivist account of science recognizes five steps that are essential to scientific progress, and consequently, the discovery of the molecular structure of DNA. First, scientists compile a large body of facts from observation and experiment. Using the principle of induction, these facts can, often with severe logical difficulties, be generalized to form the basis for a theory or law. Then, once a theory has been developed, scientists can use the theory as part of a valid logical argument to make new predictions or explanations of phenomena. According to Chalmers, the inductivist account has â€Å"a certain appeal† to it, namely, that all of scientific progress can be seen as the result of a linear, highly structured inductive scientific method (54). â€Å"Its attraction lies in the fact that it does seem to capture in a formal way some of the commonly held intuitions about the special characteristics of scientific knowledge, namely its objectivity, its reliability, and its usefulness† (57). An inductivist account of the discovery of DNA’s molecular structure might proceed in the following way. First, early molecular biologists compiled a large body of facts from observation and experiment, such as Rosalind Franklin’s findings on the structure of DNA based on her x-ray crystallography work. From these facts, a theory of DNA structure was developed. Watson demonstrates, in The Double Helix how one aspect of DNA structure was determined from factual experimental observations. In the b-model of DNA, †¦the meridional reflection at 3.4 A was much stronger than any other reflection. This could only mean that the 3.4 A-thick purine and pyrimidine bases were stacked on top of each other in a direction perpendicular to the helical axis. In addition we could feel sure from both electron-microscope and X-ray evidence that the helix diameter was about 20 A (110).

The History Boys

â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys How does Bennet use dramatic comedy to offer criticism of contemporary attitudes to education in The History Boys? In this essay I am going to explain how Alan Bennet uses dramatic comedy to criticise the contemporary attitudes towards education in the History Boys. The contemporary attitudes that are criticised are Utilitarianism, Humanism and Pragmatism. He does this by using a range of satirical devices. Satire is the use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.It is usually used to comment on society by observing their way of thinking and they way they behave. The History Boys is a satire because throughout the book each attitude is being criticised through the characters; The Headmaster, Hector, Irwin and The Boys. All attitudes are shown to be in disagreement with each other as they all have a different view on education. The first attitude towa rds education Bennet presents us with is the Utilitarian attitude. This is where you only consider what will be best for a group of people and not just the individual.At the start of the novel Bennet introduces us to the character of the Headmaster who criticises the utilitarian attitude towards education in Thatcher’s Britain. This is shown to us in the opening scene of the play which was set in the staff room and he headmaster was discussing the boy’s A Level results with their history teacher, Mrs Lintott (Dorothy). â€Å"Their A Levels are very good†. The fact that ‘very good’ is in italics and is emphasised upon by the headmaster suggests to the readers that he is taking pleasure for himself from what the boys have achieved.By showing this Bennet has led the audience to acknowledge that the headmaster takes pleasure in others success even though he appears utilitarian. As we continue into the scene with Mrs Lintott and the Headmaster, we are sh own that the headmaster praises her for her part in helping the boys to pass however it could be argued that he is patronising her at the same time by talking down to her. This is shown when he says â€Å"Thanks to you Dorothy†.Mrs Lintott suggests that they should continue with the way they are teaching in order to achieve better results however the Headmaster interrupts her by saying â€Å"yes yes† and continues to listing what he would like to happen. This is shown when he says â€Å"I am thinking league tables, open scholarships and reports to the Governors†. The fact that the headmaster lists what he wants portrays him, to the audience, as being a selfish character, he does not want what’s good for the boys but he wants things that will make him look good. The constant use of â€Å"I want† also backs up the idea of him being selfish.However he also talks about the boys doing themselves justice, this could make us as readers question whether he does genuinely care about the boys future or whether it is an act. This is shown when he says â€Å"I want them to do themselves justice I want them to do you justice†. Overall the audience could argue that in this scene, because there are differences between both the headmaster and Mrs Lintott there is a form of juxtaposition between them as the headmaster mocks Mrs Lintott’s attitude towards education which shows us that he does not care about what the boys achieve as individuals, he cares about what they achieve as a group.This therefore represents how Bennet has shown the Headmaster to criticise the Utilitarian view towards education. The second attitude towards education Bennet presents us with is the Humanism attitude. This is system of thought that centres on humans and their values, capacities, and worth. Bennet introduces us to the character of Hector. Within the very first page, Hector’s impression of education is set, where he refers to his subject a s â€Å"useless knowledge† and â€Å"A waste of time†.This immediately suggests to the reader Hector’s general apathy towards the subject, and, seeming to mock Houseman goes on to quote, â€Å"all knowledge is useful whether or not it serves the slightest human use†. However, as we learn that Hector is a man of â€Å"studied eccentricity†, and Bennett later goes on to write in the stage directions, â€Å"an elaborate pantomime, all this† it could be assumed that Hector’s views of education differ from those he presents within the first scene.It is soon revealed that Hector’s idea of education is â€Å"the pursuit of knowledge for its own sake† –showing that he is not opposed to teaching; he instead wishes to, as Timms puts it, make the boys â€Å"more rounded human beings†. This, then, gives context to Hector’s referring to General studies as â€Å"bread eaten in secret†: his teachings are not to help the boys’ progressive school careers (â€Å"forget about Oxford and Cambridge†), but to provide the boys with something more personal and lifelong.For instance, when Timms tells Hector that he doesn’t understand  poetry, Hector calms him by saying that he, himself, doesn’t always understand poetry, but to â€Å"know it now and understand it whenever†, going on to say, â€Å"We’re making your deathbeds here, boys†. Hector’s approach is a clear substitute and â€Å"antidote† to Irwin’s direct and driven approach. The third and final attitude towards education Bennet presents us with is the Pragmatism attitude. This is basically where things are dealt with realistically rather than theoretically. Irwin first arrives at the school as the boys are about to start studying for their entrance exams to Oxford and Cambridge University.He is immediately give the important job of teaching the boys just because he s ays he went to Oxford University. This is shown when the Headmaster says to Irwin â€Å"Well you were at Cambridge† and Irwin replies saying â€Å"Oxford, Jesus. † At this point it could be argued that this is Bennett’s way of demonstrating how where you learn can sometimes be worth more than what you learn, which supports the Pragmatic view towards education it The History Boys. The first time we see Irwin it is in the future when he is acting as a spin doctor for the Government, he is in a wheelchair which acts as a narrative hook to the end of the play.He is telling the members of government how to act and what their attitude should be like and he is trying to convince them to agree with the idea of getting rid of the system of trial by jury. This leads on to Bennet showing us that Irwin has a different style of teaching to hectors, he does not educate the boys, but he teaches them how to write essays and how to pass their exams. This is how Bennett shows tha t the education system has change so that young people are not being educated as well as they should be, they’re just being taught how to pass and nothing the might find useful later on in life.â€Å"You can write down, Rudge that I must not write down every word that teacher says. † This quotation is said by Irwin and it shows us that Irwin is saying to the boys until they don’t write down what they have learnt in their own words then they won’t understand anything and they won’t be able to be independent and do as well when it comes to doing their exams. This clearly shows that Irwin’s method of educating the boys is clearly different to the other teachers.However other characters such as Hector seem to feel that Irwin is trying to replace his as the boys favourite teacher as they become fonder of Irwin they don’t seem to be as fond of Hector as they were before Irwin arrived. In contradiction to Hector, the Headmaster is fond of Ir win as he seems to think that Irwin will be the best thing for the boys and the school’s position on the League Tables. This is shown when the headmaster says â€Å"Get me scholarships, Irwin, pull us up the table. † The boys as a group show a suitably irrelevant attitude towards education. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own.

Problems of Internet Addiction Disorder

Problems of Internet Addiction Disorder Brain Damage Internet addiction has many negative impacts on one’s life. The two major effects are brain damage and reduction in cognitive capabilities. Various researches have shown that individuals are better in reasoning and handling matters that require good cognitive abilities before they get addicted to the Internet.Advertising We will write a custom essay sample on Problems of Internet Addiction Disorder specifically for you for only $16.05 $11/page Learn More Addiction to the Internet comes with a reduction in this ability since the Internet prevents one from thinking as it provides almost all the answers to their questions. Individuals tend to go ahead and search everything on the websites, including the simple tasks they used to handle on their own before getting addicted to the Internet. Another possible cause of a reduction in the brain capabilities is the kind of the materials that one is exposed to on the Internet. Exposure to sexual mat erials makes one spend most of their time thinking about sex. According to the use and disuse law in science, it is only normal that the brain develops in the direction of use. In terms of sex and matters related to it, the individual addicted to pornographic sites on the Internet will therefore be way too good in sexual matters. This, however, comes with a negative impact as far as thinking about other life issues is concerned. It is common knowledge that one may be seated in an exam room and, instead of thinking about the solutions to the questions, the mind is wandering as he/she is thinking of the last scenes seen on the Internet. The person also spends time thinking about when he/she will be free to use the Internet again. Some even go as far as escaping activities that could develop their cognitive abilities just to have a glimpse of the funny internet scenes (Young, Caught in the Net 34). Violence The victim’s tendency to be violent increases since once an individual i s addicted to the Internet, he/she becomes exposed to violent materials in the form of games and movies. In most cases, it occurs because they lose the ability to reason and handle matters using dialogue. Thus, they think that using their muscles to iron out issues is better and much easier than sitting down to discuss them with anybody. A dialogue and other diplomatic means of solving conflicts are seen as a waste of time by those addicted to the Internet. The major reason behind this is that they will want to spend most of their time on their addiction rather than on other life issues, such as solving disputes between them and other human beings. Some persons become violent because of the violent movies or pictures that they download from the Internet (Block 306). Almost every new action movie or picture downloaded from the Internet teaches the addicted individual a fighting skill. Unfortunately, most of these individuals are not professional wrestlers and they have nowhere to pra ctice, and the only available area to apply their skills is on fellow human beings who have no idea of what is going on in the lives of the addicted.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More They also find satisfaction from winning such violent wars as their victims do not possess the same skills. This motivates them and makes them watch more violent movies on the Internet to learn more fighting techniques. At the end of it all, they lose themselves in violence, as they develop high levels of violent behaviors leading to isolation, since people tend to avoid their company (Watts 88). Loss of Self-control An individual addicted to the Internet loses self-control and other social abilities. Self- control is all about being able to use your brain to say No to some things and Yes to others. Unfortunately, those addicted to the Internet lose this capability as they are not in a position to differentiate between what is good and bad in their lives (Damasio 42). Furthermore, addiction to the Internet comes with other addictions, such as pornographic materials, drugs, and masturbation. Once an individual has many addictions, he/she has no room to ponder on whether to be into actions related to the addictions or not. A simple thought related to such persons addictions, or mentioning of the act related to their addiction, comes with a strong urge forcing them to repeat the act. This is indeed degradation of the social ability of individuals and their ability to control their lives. Eventually, they end up losing their lives in the addictions. The levels of violence are likely to go up, as analyzed in the previous paragraph, which has to do with temperamental issues. At times in life, all that is required of an individual is to control their tempers. This will prevent one from indulging in regrettable actions, but those addicted to the Internet resort to other means of s olving temper related issues. They only consider violence the best option to exercise in all circumstances. This is the reason individuals addicted to the Internet become more violent every day. If it happens that one loses their temper at the lowest agitation, they will therefore lose friends, and this will definitely impact their lives negatively (Martin 72). Social Isolation Social isolation is also a major negative impact of being addicted to the Internet. Individuals are good in socializing before they get addicted to the Internet. There is usually a balance between social life and other life matters. This, however, comes to an end immediately after one becomes an Internet addict (Pinker 32). Individuals addicted to the Internet will want to spend most of the time alone in closed rooms away from distraction as they want to give all their concentration to their addiction, since having friends around them may not give them a chance to give undivided attention to the Internet scen es.Advertising We will write a custom essay sample on Problems of Internet Addiction Disorder specifically for you for only $16.05 $11/page Learn More Friends tend to engage them in conversations that require concentration while they are using the Internet, yet they want to have all the time to surf the Internet. Thus, they develop poor relations with their friends, as they are not willing to follow the conversations with them and, in most cases, they take a lot of time to answer questions that are necessary to keep the conversations going. When they finally answer the questions, the answers are usually wrong or kill the conversation, and with time, friends and family members lose interest in conversing with the individuals. The temper and violence issues also have a great impact on the individual’s social life. Nobody will enjoy staying around a person who punches them from time to time. All persons enjoy their peace and staying around calm people w ho can handle their tempers. Unfortunately, this is not the case with the individuals addicted to the Internet. Loss of Interest in Life The Internet is a major issue in the lives of the addicted. They will spend a good amount of hours staring at Internet sites, reading funny materials, or watching silly movies. Addicted individuals will want to sacrifice every aspect of their lives just to have time to go through the Internet. Sleep becomes a thing of the past for these individuals. They go to bed with their laptops or Internet-enabled phones. All they do is chatting over the Internet with people they do not even know. When caught up with sleep, they go out of bed to wash their faces. They do their best not to fall asleep easily, thus having more time to chat with their so called â€Å"friends†. For married couples, addiction may cause breakups or even divorces in extreme cases (Young, Internet Addiction 7). This happens when one partner finds it difficult to stay around the addicted. For instance, an addicted individual will laugh in the middle of the night just because of an interesting chat or scene on the Internet. They end up waking up their partners in marriage, and with time, their partners will want to sleep alone in separate beds just to have some sleep. This way, the sexual contact, or even the romance, that is meant to keep a couple together disappears. The addicted individual may find sexual satisfaction from the Internet pornographic scenes forgetting that they have partners who need them. This is another reason as to why married individuals end up cheating on their partners. It is common sense that if one cannot get what they want from their partners, they will look for it elsewhere. Eating is also a thing of the past for individuals addicted to the Internet since they eat less quantities of food, and with time, they become emaciated and lose their strength. A truly internet addiction is a vice that kills all the other aspects of one†™s life (Dijik 46). Solutions to Internet Addiction Feasible solutions refer to methods that can be used to solve the problem and that will provide a desirable outcome. These solutions are;support from family members and rehabilitation of the addicted individuals. Family members, friends, and other people in the lives of the addicted have a big role to play to help them out.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Family members and friends can create social events that make the addicted forget about the Internet for some time (Wallace 39). They can take them for swimming, mountain climbing, or enjoyable picnics. It is always advisable to replace bad addictions with good addictions like jogging, playing chess, or scrabble. Such activities will see the addicted spend less time on the Internet, and later on, they will be out of their trap. Rehabilitation centers can also be attended by individuals who really want to overcome their addictions. At the centers, they will be taken through therapies that are likely to reduce their level of addiction (Welch 99). They may be treated with the help of music play lists, positive games, or even lessons that discourage them from using the Internet. The use of mobile phones that are not Internet enabled is another way of fighting the addiction. This means that the individuals will only use the Internet when they get to cyber cafes or their computers. Indeed , Internet addiction is a vice that can take away an individual’s life, if not done away with at early stages, and thus dealing with it is a worthy endeavor. Counseling is also another step that can be taken to ensure that the addicts are saved from their obsession. This process involves getting a psychiatrist to talk to the addicted individuals so as to understand why they prefer the Internet compared to the normal social life. Sometimes, people end up being addicted to the Internet due to unsolved psychological issues that can be dealt with by the psychiatrist. Block, Jerald. Issues for DSM-V: Internet addiction  American Journal of  Psychiatry  165.1 (2008): 306–307. Print. Damasio, Antonio. The Feeling of What Happens: Body and Emotion in the Making of  Consciousness. New York, NY: Mariner Books, 2000. Print. Martin Paul.  Sex, Drugs Chocolate: The Science of Pleasure. London, UK: Fourth Estate, 2008. Print. Pinker, Steven. How the Mind Works. New York, NY: Brilliance Publishers, 2012. Print. Van Dijik, Jose. The Culture of Connectivity: A Critical History of Social Media. Oxford, UK: Oxford University Press, 2013. Print. Wallace, Paul. The Psychology of the Internet, London, UK: Cambridge University Press, 2009. Print. Watts, Duncan. Six Degrees: The Science of a Connected Age. London, UK: Vintage, 2009. Print. Welch, Edward. Addictions: a Banquet in the Grave. Phillipsburg, Pennsylvania: P R Publishing, 2010. Print. Young, Kimberly. Caught in the Net: How to Recognize the Signs of Internet  Addiction. London, UK: Routledge, 2011. Print. Young, Kimberly. â€Å"Internet Addiction: Symptoms, Evaluation, and Treatment.†Ã‚  Professional Resource Press 17.1 (2006):1-35. Print.