Islam and Christian Traditions Essay Example for Free

Islam and Christian Traditions EssayChristianity and Islam seem recurring themes in beliefs and practices. They shargon stories from past prophets that declare they fill in the word of God. God tells prophets around a time before earth and gives them knowledge to spread to objet dart. Life holds sanctity that is not for soldiery to wander and do as their physical bodies world power allow. Both Islam and Christian traditions make examples and tell the history of how God desires valet de chambre to cognise. There are foretellings of vast destruction when man lives among evils and sin. Muslims say that, like God, Allah go forthing see and end of man and go forth only accept the faithful into paradise.Traditions of Christianity and Islam can relate to each other by commemorating a high power as know as God. The higher power in Christianity is known as God, while the higher power in Islamic traditions is known as Allah. In Islamic traditions, Allah shouldnt be confused wi th the God known in Christianity be trend the word Allah is translated as the God in Arabic. Christian and Islamic traditions keep back cosmogeny, eschatology, after liveness, moral codes, and duties that serve the purpose in their existence. Both Islamic and Christian traditions will see some similarities and recurring prophecies that exist in their practices.Christian traditions and cosmogony can be found in the Bible. The Bible is many stories that contains passages from prophets of God and is compiled of several books. The book of genesis describes how God bring into beingd the universe. He made light, darkness, enlightenment, earth, fruits and vegetables. On the twenty percent and sixth twenty-four hours of the week to create the universe and earth, God made beasts and made man that resembles the appearance of God. Genesis 129 said to man, I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours fo r nourishment (BibleGateway, 2011).God warns raptus and Eve, the first of all mankind, that there is forbidden fruit that cannot be touched. Genesis 33 says, But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it neither shall ye touch it, lest ye die (King James Bible Online, 2013). When Adam and Eve consumed the forbidden fruit despite Gods warning, Adam and Eve were cursed by God to multiply the earth. Eve, the first woman, was created by God to provide Adam, the first of all man, companionship. It was in her mistake that Adam devolve under temptation to then be commanded by God to take power of beasts and man to begin the teachings of God on earth.Prophets of God taught man to practise commandments in enunciate to be prepared for the end of the world. Prophets, pastors, preachers, or bishops in Christian sects will preach the gospel of the Bible that predict when Christ will return to earth and reach final days before heaven. Most interpretations of the Bible explain how there is good and evil Evil will cause suffering for mankind. Christians believe that Christ will return and save those who are faithful to God when there is a final judgment of man. Matthew 2414 reads, And this gospel of the kingdom shall be preached in the whole world for a witness to all the nations, and then the end shall come (Christian Bible Reference, n.d.). Evil will be taught through with(predicate) deception, so God will need true believers.There will be a place in heaven for Christians to live with God after their trial on earth. Man will be accepted into heaven if he upholds morals and duties that Christians are taught. Many Christians believe that heaven is a place on earth. The book of Luke (2132-33) reads, Truly I say to you, this generation will not pass away, till all be fulfilled. promised land and earth will pass away, but my words will not pass away (King James Bible Online, n.d.). In heaven there will once be so m uch evil that the wicked will overpower the good through violent wars. Like earth, God will create a new heaven for the blessed people. Heaven will be free from evil for many years until its end of days only through destruction and misery upon its holy place. In heaven killing is much of a sin as earth. God commands man not to sin such(prenominal) as killing, adultery, worshiping idols, and stealing among other things. If man upholds these morals and duties, he will be accepted to heaven when salvation comes.Traditions in Islam are similar ghostlike practices that are commemorated through the Quran and are told how the earth and man were created. Like Christians, Muslims believe that Allah, or the God, created a heaven, a world, and the universe with all materials in it that are living or not. The book of Surat Al-Baqarah (229), in the Quran, reads, It is he who created for you all of that which is on the earth. Then he directed himself to the heaven, (his being above all creation) , and made them sevener heavens, and he is knowing of all things (Quran, n.d.). Islamic traditions began when the prophet Muhammad spoke with Allah. Allah told Muhammad of the creation of the first man on earth, who is known as Adam, who had a female companion. Allah besides told Muhammad how Adam ate the forbidden fruit when he was restricted not to do so.Muslims eschatology tells how there will be an evil presence who will be violent and cause destruction. There is also an afterlife of heaven and hell as Christians believe. Although the evil are wicked, they too will be brought to heaven and see a final judgment from Allah. And as for those who disbelieves, I will punish them with a severe punishment in this world and the hereafter, and they will have no helpers (Quran, n.d.). Islamic traditions say how there will be an end of time. There will be warnings from Allah on earth. An antichrist will appear before the last day who will be cruel to man. Followers of the antichrist and the unbelievers of Allah may never reach heaven. Heaven will be a paradise that the Quran describes, No complete talk will they hear there, nor any call to sin, but only the tiding of inner soundness and peace (Religious Tolerance, 2005).Morals and duties are important to Muslims in order to avoid sin and reach heaven. Allah tells prophets of his commandments so that man will be holy and plentiful. The ones who break the covenant of Allah even after its (binding) compact and cut (off) what Allah has commanded to be held together and corrupt in the earth, those are they (who are) the losers (Quran, n.d.). Allah tells man not to steal, murder, disobey parents, covet, or commit adultery among other things. When man disobeys Allah, they are expected to know sin from righteousness and should repent for forgiveness. ..Except for those who repent after that and correct themselves. For indeed, Allah is forgiving and merciful (Quran, n.d.). The man who doesnt repent may be a sinner for life and will be questioned on judgment day.The Islam and Christian traditions both believe in a God that share similar interests for mankind. God and Allah teach man how they can return to heaven after their days on earth after Adam and Eves tribulations. Prophets will spread the knowledge to man from God as a lesson not to fail under certain temptations and have faith in God to live in paradise with him one day. After time, the swot up of evil is bound to cause awfulness when man turns to disobedience and non believing even during a salvation. Heaven will be free from sin and man can live in a peaceful place until it is once again ruined by tribulations. God will continue to confide with man in order for glory to persevere.

Political Parties Essay Example for Free

Political Parties EssayPolitical parties are an essential component within a democratic society. By competing in elections and encouraging citizens with certain different views of society, parties also offer citizens a wide variety of choices in governmental representation, opportunities for semipolitical contribution, and chances to nervous strain their countrys future. Although political parties play such an influential role on a country, often the concerns of the people f all told on deaf ears, jailbreak down the trust that the public had within the parties.When public assurance in political parties is diminished, the whole democratic system falls victim to it. In all democratic systems, the party system must be deeply and strongly rooted in the make up of society. Political parties are the main modelling of any democratic society. They are the means by which the public come together freely to drive for the presidency, express their ideas, and define their ambitions for t heir civilization. There may be political parties without democracy being apparent, but there can be no democracy without political parties.Parties in many countries, including our own South African parties, may be faulty, but they are also crucial in democratic authority. When political parties function effectively, they succeed in developing a hardly a(prenominal) common ideas between a large group of people, and in doing this, they place pressure on the ruling party. Thus, they help put citizens small concerns into a field of study context. Citizens may be separated over leaders, or policies but political parties can organize these differences by compromising certain things and helping societies to unite.In addition, political parties train and nominate political leaders who will accept a role in ruling society. Through their efforts to control and influence public policy, political parties play an in-between role, connecting the organisations of government to economic, ethnic, cultural, religious and other general groups. They can convey support behind law, improving the public wellbeing, and develop citizens interests. Their participation in elections allows citizens to hold them responsible for their policies and actions.In multi-party systems, and based on the countries they represent, political parties often express contradictory views on public plans. These just differences of ideas are not barely an important part of the democratic course, but the exchanges they generate can also help to create a better understanding of the issues and possible solutions, possibly hint to new insights. Further, when parties in competition present themselves as an alternative, all parties always try to obtain the best plan in public interest, therefore the master in the end is society.

Embracing Ict In Nigerian Secondary Schools Education Essay

Embracing Ict In Nigerian Secondary Schools Education EssayAim The aim of this literature review is to describe the current conjure up of ICT development in Nigerian Secondary Schools, discuss the problems of ICT development in Nigerian Secondary Schools, suggest possible solutions and highlight the importance of embracing ICT in tuition in Nigerian Secondary Schools.Introduction The Federal Republic of Nigeria is a realm located in the western pct of the African untainted with an approximate land mass of 923,768.00 sq kilometres, lying between Latitude 40 140 North of the Equator, Longitude 30 and 140 East of the Greenwich meridian bordered on the west with the Republic of Benin, on the north with the Republic of Niger and on the east with the Federal Republic of Cameroun. The topic of ICT integration into the Nigerian economy is very remarkable however , for the purpose of this literature review the importance of integrating ICT into Nigerias Secondary School Environment wi ll be discussed.Information and Communication Technology (ICT) involves the theatrical role of all forms of Computer, Communications, Softw argon ,Network and Mobile Technologies to process, maintain and mediate information. Communication Technologies include all media such as Cable,Satellite, Fibre Optics, Wireless (radio, Infr atomic number 18d,Bluetooth,wi-fi) employed in transmit audio,video,data or multimedia. Network Technologies include Personal Area Networks (PAN), Campus Area Networks (CAN), Intranets, Extranets, Local Area Networks (LAN),Wide Area Networks(WAN),Metropolitan Area Networks(MAN) and the Internet. Computer Technologies include all removable media such as optical disks, disks, flash memories, video books, multi-media startors, interactive electronic boards, and continuously emerging state-of-the art PCs. Mobile Technologies comprise Mobile Phones, PDAs, Palmtops etc.(Illoanusi,O.N., Osuagwu,C.C. 2005).ICTs project become part of our very existence as a mat ter of fact, it affects all of human activities. Over the years, ICTs have created significant impact on the way we live. Significant improvements and developments have occurred in various fields as a result of ICT integration to those fields. The field of education is not excluded as ICTs have undubietyedly affected learning, educational activity and research methods.(Yusuf 2005) cited by (Adomi, A.E., Kpangban,E. 2010).The impact of ICT on education has improved educational standards in developed economies, however this impact is still to be felt in developing economies such as Nigeria.Current Situation of ICT development in Nigerian Secondary SchoolsICT in education involves embracing major components of ICT to enhance teaching method and learning methodologies in institutions of learning.Presently,the integration of ICT in Nigerian Secondary Schools is minimal.In 1988,in an attempt to keep pace with development in computer education ,Nigeria enacted a polity on computer educa tion. According to Okebukola(1997) the plan was to implement this innovation first to some selected federal judicature colleges and thereafter spread this innovation to other vicarious schools and later to primary schools, unfortunately this project was never undefeated as intended because beyond the distribution and installation of computers in federal government colleges this project never took off ground.(Aduwa-Ogiegbaen, S.E. , Iyamu,E.O.S. 2005).The Federal Republic of Nigeria has no specific policy on ICT in education.The Ministry of Education created its ICT department in February 2007 more so, several(prenominal) government agencies and other stakeholders in the private sectors have initiated ICT-driven projects and programmes to impact all levels of the educational sectors.(Agyeman,O.T. 2007).At School level,the use of ICT aided instructional materials is minimal or rather not encouraging.This could be attributed to the fact that majority of Nigerian Secondary School tea chers do not see the importance of improving their professional practice using ICT and are consequentially, less eager to adopt the use ICT in their teaching practice. If however the alternative teachers in Nigeria perceive the importance of integrating ICT in teaching methods they are more likely to embrace the use of ICT in their professional practice.A study which investigated teachers self efficacy in implementing computer education in Nigerian Secondary Schools found that most teachers in Federal Government Colleges in Nigeria lack experience in the use of computers for educational or industrial purposes ,most teachers in Federal Government Colleges cannot use common computer software because they lack knowledge of basic computer operations.(Yusuf 2005) cited by Ololube,N.P (2006).Students on the other hand are embracing ICT however not in the right manner .Nigerian Secondary School Students are yet to maximise the benefits of the internet in research and learning. This is ev ident in the use of Internet by these school-age childs who stay long hours on the internet chatting on social networking sites such as facebook and yahoo messenger.Problems of ICT development in Nigerian Secondary SchoolsVarious factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are Lack of adequate ICT infrastructure, belittled percentage of teachers with ICT skills, Absence of interior(a) policy on ICT in education ,Low access to the Internet and Cost of acquiring ICT facilities where available.Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigerias Telecommunication Sector as the fastest growing in Africa, majority of Nigerians still have incapable access to the Internet.(Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005).Information,data,audio,video and multimedia are meant to be transmitted on reliable netw orks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi,O.N Osuagwu,C.C 2005).Moreover ICT equipments were made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen,S.E Iyamu,E.O.S 2005) the irregular and hazardous supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipments even when they are acquired .There are recorded cases of electrical property appliances damaged due to lack electrical powerfulness supply over period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contribute to the irregular power supply.(Agyeman, O.T 2007).The percentage of Nigerian Secondary School Teachers with basic computer skills is get-go compared to their counterpart s in developed economies.Nigerian Secondary School teachers attach little importance to IT literacy .Consequently,the use of ICT aids in teaching is minimal.Additionally there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi,E.E., Kpangban,E. 2010).Secondary School teachers in Nigeria need to be trained on educational technologies and the importance of integrating computers into classroom teaching.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S. 2005).Presently,there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi,E.E, Kpangban,E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi,E.E, Kpangban,E. 2010).The Nigerian Federal Government have on several occasion s revealed plans to integrate ICTs into school systems and provide infrastructure to schools,yet actions are still to be taken on these plans. In 2001,Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information ordering by 2005.This vision is yet to be fulfilled even few years after the set time for achieving this vision.(Agyeman,O.T.,2007)Major development of ICT in education depends largely on access to the adequate ICT infrastructures especially the internet.Access to computer equipment,internet and other accessories in most Nigerian Secondary Schools is low.(Agyeman,O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. sec electricity supply exacerbates this problem. The availability of computers in few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student on the contrary,the case in rural areas is absolutely not encouraging. Some rural areas still face total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books,laboratories and adequate classrooms let alone being given adequate funds for computers and internet connectivity.(Aduwa-Ogiegbaen,S.E, Iyamu E.O.S. 2005).The High salute of acquiring ICT facilities even when they are available cannot be overlooked. The monetary value of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently,it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi,E.E., Kpangban,E. 2001).Additionally,the high cost of computers still trace most secondary schools unable to acquire these facilitie s.Suggested Solutions to ICT development problems in Nigerian Secondary SchoolsThe integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However,if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensure ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilising electricity power supply in Nigeria(Adomi, E.E., Kpangban,E., 2010).Additionally, stakeholders in Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the surpass way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as schedule in the fourth quarter of 2 011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education.The Importance of Embracing ICT in Education in Nigerian Secondary SchoolsICT integration in Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu,C.C., Illoanusi,O.N., 2009).The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning and research methods moreover, significant development in Nigerias secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet.(Aduwa-Ogiegbaen,S.E., Iyamu,E.O.S., 2005).ConclusionThere is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary E ducational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply,and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of integrate ICT in Nigerian Secondary Education System will become a reality.

Small Classes Benefit Students

Small Classes Benefit StudentsEvery year clear sizing reduction is one of the hottest topics. This topic has been studied numerous times, precisely is often ignored due to financial challenges. instructors, p bents, and pupils are constantly demanding low-toneder severalizees, be take in it would benefit education and faculty engagement.There are many aspects that affect the commandment process. Class size is shown to be a major factor. How the informer seees, or the bookman learns all leads back to the classroom. An organization called, Project STAR ( Student/Teacher Achievement Ratio) has studied students since 1985 and found that the size of the classroom does indeed have an affect on the performance of the students. In Joe Agrons Good things come in undersize packages., He explains the findings of STAR, class sizes from 13 to 17 outperformed students from larger classes. With having smaller class size it creates a more manageable environment, and allows the students to learn more of the content. If schools would reduce class sizes it would up the graduation rate at least ten percent, and more kids impart go to college (Argon). When having small classes the student will want to interact more, and non have the fear of not knowing an answer in front of thirty plus kids. The student will be open to learning and universe more involved in the classroom. Creating a convenient environment will cause students to drop out less frequently (Argon). If students are comfortable and more open to school, it allows them to be more eager to take challenging classes and learn subjects on a more advanced level which would later benefit them in college.Along with the many factors , time plays a big role in students and instructors experience in school. Teachers must have enough time to teach their lessons, and students ask enough time to fully understand the topic they are being taught. In Cakmaks academic journal it states, Time is an outstanding aspect in pedagogy because teachers need time to manage time effectively in order to implement their strategy. (Cakmak). This meaning if the teacher has less students they would be able to thoroughly teach the content. In the classroom of thirty students, at least twenty of them need more time studying the topic. With having a large amount of students and a small amount of time, only ten of those students are able to fully understand the topic while the rest have to stay behind. The teachers offer tutorials before and later on school, but out of seven class periods about one hundred and forty students are coming in for avail. If the classes are reduced, the amount of students that need help will drop. This would allow the teacher more time to have one on one with each individual. Class size not only affects jr. children, but it also takes a big toll on students who are studying in college. The amount of time a teacher has with a student only shortens as the children get older. The class siz es are constantly growing, once a student enters college they are facing five hundred plus students. In a class that big the professors help or attention is limited to a small portion to the class. There is little to no interaction betwixt the student and teacher. When or if the student needs help on a subject, they are more liable to push it aside because they are not comfortable with speaking to the professor. This will change if the professor was allowed more time to understand each student and know more about them as well as the student knowing their professor. Time and interaction plays a large role in the classroom and is constantly ignored. If they are not allowed either one, the desire to be in school and get help becomes less of a want each day.The reason behind not having enough time to interact and teach a lesson all leads to the amount of students in the classroom. At any age the teacher must deal with the behavior of the children in the classroom. Everyday a student is prone to act up and disrupt the class, whether it be horse playing or refusing to do work. Having a large class creates chaos with student behavior, which cause the teacher to stop his or her lesson to correct the issues. Each time the lesson is stop, a student is distracted by the situation and has loss focus on the topic. composition the teacher is correcting the behavior, the lesson remains on hold and the content is never fully explained. If the student is unable to have the teachers undivided attention due to discipline, then they are left with having to figure out the content on their own. According to Does class size in truth matter? less students create a steady environment, Teachers believed to elevation more content in greater depth and have fewer discipline problems. Reducing the class size will not completely remainder behavioral issues, but it will bring it down to a minimum. Each student will then be allowed more time in the classroom, and will allow the teacher to continue teaching a topic with distractions to them or the student. If the teacher spends less time having to correct a students bad behavior, it could reduce accentuate (Johnson. Hatie) . Johnson states it may seem possible that creating a less stressful work environment for teachers might increase the likelihood they they will stay in the profession.(Johnson) , class size reduction is expensive, but so is replacing teachers who quit due to the issues in the classroom. If the teacher is pleased, the student will enjoy learning in their classroom. Everything fall back to how comfortable the student and teacher are, and how much of the content is being taught, and understood. If this can be corrected by simply reducing the amount of students attribute into a classroom, then why is it that the school board is sitting in the shadows.Reducing class size is a constant worry to most schools, because of the live they would have to afford to make the classes smaller. When the topic comes up , the tension between the school and parents become more apparent. Every school believes a childs education is an important aspect of their everyday life, and they would do anything to help them. In the academic journal, Class size reduction The National-Parent Teacher Association show that,combining funds for class size reduction and professional development into a teacher-quality block grant in the No Child Left Behind Act(The Reading Teachers) this leaves many districts and teacher with having to choose between the two. Providing a better learning environment for students is constantly put on hold until the district can decide whether they want to pay for cost that come along with the change. As the schools and deciding and slowly pushing the topic aside, students a beginning to struggle in the classroom, and fall behind on topics. Everyone praises the No Child Left Behind Act, but yet when the chance to help a child is in view of a district, it suddenly disappears. With the dash the schools go about this, it leaves parents and students wondering if it is really no child left behind, or are the schools steadily letting the children get lost in the clouds. travel CitedAgron, Joe. Good things come in small packages. American School University, vol. 71, no. 10, 1999, p. 10. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1it= absolve=GALE%7CA55204568asid=351c277ea4eefb7a2527d29a5903182a. Accessed 9 Feb. 2017.Cakmak, Melek. The perceptions of student teachers about the make of class size with regard to effective teaching process. The Qualitative Report, vol. 14, no. 3, 2009, p. 395+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1it=rid=GALE%7CA214102628asid=83e3ea601a9eafa34a7957694d72d939. Accessed 9 Feb. 2017.Johnson, Laurene. Does class size really matter? District Administration, Oct. 2011, p. 104+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1it=rid=GALE%7CA271405507asid=53f0f28435c3b 534c6cc6410f370667b. Accessed 9 Feb. 2017.Class size reduction. The Reading Teacher, vol. 58, no. 8, 2005, p. 739. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1it=rid=GALE%7CA149253957asid=d51d5ef20e663437962151cfe8f14a2b. Accessed 10 Feb. 2017.

Double Dissociation: Optic Ataxia and Visual Form Agnosia

Double Dissociation middle Ataxia and Visual Form AgnosiaOrganisms, at wholeness level, are obviously collections of parallel systems that are potentially independent, although normally interactive. (Weiskrantz, 1990)The argument of separate optic process menstruums is a long and turbulent one, which stems largely from Ungerleider and Mishkins (1982) early work with monkeys. Following this enquiry, Mishkin, Ungerleider, and Macko (1983) suggested two streams of processing. They characterised the dorsoventral stream as the what route, phthisisd to analyse optic characteristics of objects, and the abaxial stream as the where stream, which calculated the spatial likenesss of the object. However, in 1992, Milner and Goodale proposed a reinterpretation of the dual pathway clay sculpture (Goodale Milner, 1992, 2004 Milner Goodale, 1993, 2006). In this new model, the ventral stream was concerned with the visual perception and processing of object form and object recognition, to t ransform visual information into a perceptual representation of the world (Goodale Milner, 1992). Importantly, it also encoded spatial relations of objects in an allo-centric sense. This allows us to think about our world, its objects, and the placement of objects. In contrast, the dorsal stream was refer in the controlling actions interacting with the goal object. The dorsal stream calculates spatial relations in an ego-centric view, using accurate and precise measurements. In much general terms, it arsehole be stated in short, that this new model suggested that differences in the midst of the two streams should be evaluated, non in terms of visual inputs, plainly as the output signal systems which the two streams serve. Both streams receive the said(prenominal) visual information, but they interpret it in different ways (Milner Goodale, 2008).In their study of this model, researchers searched for the ideal complementary icon dissociation which would unequivocally suppo rt Milner and Goodales claim that these streams are everlasting(a)ly separate entities, which receive visual information, and then interpret and react to this information in very(prenominal) different ways. They found support for these claims by the flagship geminate dissociation studies using neuropsychological forbearings. The key conditions in these case studies and experimental research studies are Optic Ataxia (OA) and Visual Form Agnosia (VA). These neuropsychological disorders are, to Milner and Goodale, the quintessential case for a double dissociation.The term of double dissociation is an elusive idea in neuropsychology, with shit and apothegmatic dissociations difficult to come by. In a single dissociation, damage to a particular brain region interrupts one function, but not an other(prenominal) function. This implies that these two functions are independent of each other in some form. The most commonly referenced single dissociation is the condition VA, in which the patient perceptual abilities are impeded, but not the visuomotor abilities.Furthering on from single dissociations, interest has turned to finding double dissociations. These double dissociations, as originally described by Teuber (1955) are seen as powerful tools in neuropsychological research, to discover and study the separate functional modules and to strengthen the evidence for a single dissociation. However, double dissociations displace be very difficult to prove, as to be a true double dissociation it must be carryn that two different external manipulations pass on affect two patients differently. That is, the first manipulation will affect patient A, but not B, whereas the second manipulation will affect patient B, but not A. This can be used as a starting block to make inferences of the modular functions of brain areas. The dual visual systems double dissociation of OA and VA, or perception of objects with mis- relateing and inability to perceive with successful kitc hen rangeing became the workhorse of Milner and Goodales model. They based much of their early findings upon studies carried out with patient D.F which showed a single dissociation (James, Culham, Humphrey, Milner, Goodale, 2003 Goodale, Milner, Jakobson, Carey, 1991). persevering D.F. is the most researched neuropsychological patient in the study of dual visual streams, and it is from research carried out with her that led to the fruition of Milner and Goodales model (Goodale et al., 1991). D.F. suffered bilateral lesions of the occipito-temporal cortex, considered to be the ventral stream area, which resulted in a profound case of Visual Form Agnosia (Milner et al, 1991). That is, she was incapable of visually perceiving the form of objects and yet she could accurately make visually manoeuver impulsions and grasp objects (James et al., 2003 Goodale et al., 1991). It was make outd that this research indicated that D.F.s visuomotor skills were left intact, implying firstly, tha t in that respect was evidence for a single dissociation, and secondly, that D.F. could show pure visuomotor skill with out the interference of perception. In other words, she could show what the dorsal stream in Milner and Goodales model was capable of achieving (Milner et al., 1991).This original study was quickly followed by a stream of research which investigated the visuomotor capabilities of D.F (Goodale, 1994b Milner et al, 1991) and a second VA patient S.B. (Dijkerman, Le, Demonet, Milner, 2004). The further research illustrated that D.F.s visuomotor skills allowed her to scale her grip and orientate her wrist correctly, similarly to controls (Milner Goodale, 1995). In matching orientation tasks D.F. failed, appearing to choose orientations at random, yet when asked to reach towards a slot and post an item she consummateed at a similar level to controls (Goodale et al., 1991). Studies illustrated her ability to use visual information involving the orientation and shape o f a particular object for online corrections of hand movements and in an object grasping task for regular shapes, (Dijkerman, Milner, Carey, 1996 Carey, Harvey, Milner, 1996), and irregular shapes (Goodale et al., 1994c). These findings were later replicated with S.B. (Dijkerman, McIntosh, Schindler, Nijboer, Milner, 2009 Dijkerman et al., 2004). The interpretation given to D.F.s visuomotor abilities suggested that the undamaged dorsal stream was controlling the visuomotor abilities, without the input of the damaged ventral stream. This was a powerful argument for Milner and Goodales model as it emphasised the functional dissociation at heart the visual system.On the opposite side of this dissociation, researchers studied patients (I.G. and A.T.) with Optic Ataxia (OA) a visuomotor disorder. This involves gross mis- scope for visual targets, usually most severe in the circumferential device visual field, can manifest in the contralesional visual field and the contralesional ha nd (Perenin Vighetto, 1988). However, patients can identify objects normally unlike patient D.F., OA patients can discriminate the size, shape, and orientation of objects. However, these patients turn out difficulty in grasping objects correctly or in a functionally correct manner. OA patients will not appropriately scale their grip during grasp they open their finger grip too wide, and close it once they reach contact with the object (Jeannerod, Decety, Michel, 1994). In addition, their reach duration is increased, their peak velocity is subvert than controls, and they misplace their fingers when they have to visually guide their hand towards a slit (Gra et al., 2002). Similarly, in reaching tasks with target jumps, both A.T. and I.G. failed to show online adjustment of movement like healthy controls (Pisella et al., 2000 Gra et al., 2002). This indicates a feed forward and feedback deficit in OA. More simply, OA patients do not possess the capabilities to quickly alter their movements they desire on the inter-group communication of slower and later visual and motor feedback.However, does all this research lead onto the conclusion of a classic double dissociation? Milner and Goodale argue that no clearer evidence could be shown one condition (VA) leads to inability to perceive items, yet can act on these items, and the other condition (OA) shows an inability to grasp an item, and yet they can perceive all their features. The problem is, this case of double dissociation may not be as straight forward and concise as Milner and Goodale assume. There is a new stream of research showing the exceptions and difficulties in the dual visual system assumption.A classic dissociation calls for one function to be within normal work outance range and the affected function to be far below normal performance (Shallice, 1988). In relation to D.F.s visuomotor abilities, more upstart research has highlighted difficulties in claiming a classic dissociation. Although D.F . does manage to grasp items in most cases, this is not to the level of normal range she makes semantic errors in grasping tools in non-functional ways (Carey, Harvey, Milner, 1996). However, she also fails to grasp neutral laboratory blocks using the most comfortable grasp (Dijkerman, et al., 2009), and she fails to execute visuomotor guiding or grasping tasks with any shapes of significant complexity (Goodale et al., 1994a Carey et al., 1996 Dijkerman et al., 1998 McIntosh, Dijkerman, Mon-Williams, Milner, 2004). In fact, more recent research has found restrictions to D.F.s grasping abilities, showing that she does not automatically select a grip posture which minimises awkward and uncomfortable grasps, like control subjects (Dijkerman et al., 2009).Furthermore, even in successful completion of simplistic tasks, D.F. may not use the same visual cues that healthy controls use. When prisms were used to perturb D.F.s great deal, it was found that D.F. relies almost exclusively on vergence angle and vertical gaze for establishing object distance in reaching tasks (Mon-Williams, McIntosh, Milner, 2001 Mon-Williams, Tresilian, McIntosh, Milner, 2001). In fact there have been reports of the daily difficulty in carrying out actions for VA patients, namely S.B. showing at times greater computer peripheral misreaching than OA patients (L et al., 2002 Pisella, Binkofski, Lasek, Toni, Rossetti, 2006). VA patients use compensation techniques such as, moving their head to focus the target in central vision and slowing their goal directed movements (Rosetti, Vighetto, Pisella, 2003 Pisella et al., 2006). Dijkerman and colleagues found that patient D.F. could perform a grasping task well when she could use binocular viewing, even when her head position was fixed on a chin rest. However, she could not complete the task low monocular viewing unless she could tilt her head to compensate (Dijkerman et al., 1996). Specifically, D.F. needs to use either binocular dispar ity or motion parallax to recover the prudence of an object and successfully carry out a grasping task. The empirical evidence illustrates that patients with VA struggle with many visuomotor tasks and in many cases can only complete simple tasks. Therefore, their performance is far from within the normal range, shown by control tasks with uninjured brains. Firstly, this puts into question the strong single dissociation thought to be illustrated by VA. However, even more importantly and secondly, these findings cast doubts on the pure dorsal abilities, suggesting that even with an uninjured dorsal stream visuomotor skills are affected, which in this case prevents the opening of a double dissociation.The past research of OA has equally been viewed only through the eyes of the dual processing model, excluding the finer details. For example, clinically, a diagnosis of OA requires for all other perceptual deficits to be excluded. Specifically, issues with visual acuity, visual neglect o r injury to the eye itself must be ruled out as explanations for misreaching with visual guidance. However, these symptomatic guidelines have not always been followed, and assessments of such issues have been absent or carried out in approximations (Schenk McIntosh, 2010). Stricter assessments have recurrently shown impaired discrimination of object localisation or orientation, particularly in the extra-foveal visual field where OA symptoms are most severe (Michel Henaff, 2004 Pisella et al., 2009).It has been argued that in truth, OA is more closely linked to attentional disorders, such as visual neglect or visual extinction (Michel Henaff, 2004 Pisella et al., 2009 Streimer et al., 2007, 2009). A.T.s attentional visual field was described as being narrowed to a functional dig vision (Michel Henaff, 2004). The confusion of OAs true origin comes from the fact that misreaching occurs in extra-foveal vision, when patients cannot fixate on the object. The visuomotor abilities of OA patients in central vision show little to no deficits in carrying out visually guided grasping tasks under normal conditions, unlike the misreaching that is present in the peripheral visual field (Gra et al., 2002 Pisella et al., 2000). More recent studies have suggested that misreaching also affects proprioceptive targets which are not in the direction of gaze (Jackson et al., 2009 Blangero et al., 2007). Jackson et al. (2009) argue that this indicates a difficulty in representing several locations simultaneously, indicating that OA is not simply a visuomotor problem. Similarly, recent papers have shown that perception itself is also impaired in the peripheral visual field (Michel Henaff, 2004 Rosetti et al., 2005). These findings plunge the status of OA as a visuomotor disorder into uncertainty and it unquestionably casts doubts on optic ataxia being considered as evidence of a dissociation of perceptual and motor functions within visual processing. Furthermore, with a growing number of researchers questioning the clarity of OAs strict visuomotor deficits, the argument of a double dissociation loses even more conviction.Many eld of research have emphasised an impairment of actions in OA, and an impairment of perception in VA. However, are the differences between these two conditions and the empirical evidence strong teeming to support a case for a double dissociation? As Pisella and colleagues (2006) highlights, looking over past research on the vision for action studies on OA patients and VA patients it becomes obvious that these sets of patients have not been tested in identical settings. As previously noted, vision guided grasping movements are impaired in the peripheral vision of OA patients however, these same abilities have only been tested in the central vision for VA patients (Pisella et al., 2006). As indicated earlier, OA patients have been shown to deal with visually guided grasping to a successful level in central vision and ecologically va lid conditions (Gra et al., 2002 Pisella et al., 2000). Without empirical evidence to indicate the true abilities of VA patients reaching in peripheral vision, it cannot be concluded that their reaching is unaffected. Similarly, OA patients perceptual abilities have not been significantly studied. It is assumed that their perception is at normal levels, however, this same assumption was given to VA reaching until it was more closely studied. Thus, this major fault in the claim for a double dissociation does not take into account the fundamental assumption for double dissociations that testing of the function must be carried out in the same conditions (Teuber, 1955).Given the arguments presented, it seems unlikely that OA and VA are a complementary double dissociation reflecting the familiar workings of a separate vision for action and vision for perception processing routes. This suggestion is much too simplified. It is much more likely that the vision for perception and vision for action streams interact a great deal, and thus both streams have an effect upon each of these two conditions. We are unclear of VA patients peripheral visual abilities, and thus they cannot be truly compared to OA patients extra-foveal misreachings. In fact, with doubt mounting about OAs actually link to the vision for action stream, the argument becomes even more clouded. Diagnostically, this must be cleared up before any conclusions of its involvement can be made.In a comparable trend, patients with VA do not perform as well in visually guiding grasping tasks as originally claimed they in fact perform well below normal levels (Goodale et al., 1994a Carey et al., 1996 Dijkerman et al., 1998 McIntosh et al., 2004). Furthermore, under normal conditions and in central vision, OA patients actually perform better than previously claimed, due to their compensatory techniques (Gra et al., 2002 Pisella et al., 2000). This coupled with recent findings of OA patients perceptual difficulties in peripheral vision, (Michel Henaff, 2004 Rosetti et al., 2005), it becomes an highly difficult task to claim a double dissociation. Although, it may be extreme to claim no interaction between these conditions, they are not totally separate entities either. The fact remains that both conditions allow us to learn a great deal about the visual system under the Milner and Goodale model, and there is certainly a complementary divergence of symptoms in part. However, the issue lies in attempting to construct these components into a complementary double dissociation the components just do not add up.Hence, it is necessary to move beyond the rudimentary dichotomy of vision for action and vision for perception, and consequently the supposed double dissociation and simplification of OA and VA. disrespect previous conventions on the unification of these deficits as one dissociation, as has been shown deeper research is beginning to highlight the cracks in this dissociation. It is necessa ry to advance the Milner and Goodale model beyond the research reliance on the OA and VA double dissociations. It is important that the assumptions made of OA and VA being clear and concise indicators of each visual streams abilities is eased. Although individually, patients such as D.F. and S.B., who have perceptual deficits as found in VA, can be useful indicators of the most basic abilities of the dorsal stream, this cannot be guaranteed to indicate workings of the ventral stream. As shown previously, the interaction between the two streams may be greater than previously thought. Thus higher functions of the dorsal stream may fail in patients with VA without the necessary interactive involvement from the ventral stream. Similarly in cases of OA, moreover, this may be in even more doubt with the disagreement of attention deficits playing a vital post in OA symptoms. In essence, the fixation on a double dissociation between OA and VA is hindering future research and the advancemen t of the dual visual processing model. This simplistic idea of the absolute double dissociation must be abandoned, and a more interactive approach taken to achieve research advancement.

How Bronte Shows the Reader Janes Resilience in Jane Eyre Essay

How Bronte Shows the Reader Janes Resilience in Jane EyreThe novel Jane Eyre is written by Charlotte Bronte and is set in the1800s. It describes how Jane rose up from her orphan status at the start out of the story to a higher(prenominal) status with Mr Rochester. Moreimportantly Jane finds happiness. During the 1800s a womans statuswas low and to have a higher status would involve marrying into a richfamily or already belonging to a wealthy family. The story sees howJane copes with the ups and downs in her life, during her journey forhappiness. The aim of this essay is to show how Bronte shows Janesresilience to events throughout the novel. Resilience is the abilityto withstand suffering, to show strength. The essay will also includehow successful Jane is as a heroine. Qualities that could beconsidered to make Jane a heroine are selflessness, courage andbravery. Throughout the essay will be references to six episodes thatoccur during the novel. Each of the episodes will show Janesr esilience or her heroic qualities.At the start of the story Bronte presents Jane as a young girl who isbeing bullied by her cousin John Reed. When she stands up to him sheis punished and no one believes that he is a part of the bullying. Sheis then sent to the Red Room by her aunt Mrs Reed. The Red Room iswhere her uncle died and has only been utilise for guests since. As wellas being bullied by John, he expects Jane to respect him, for examplesay, what do you want Master Reed? He acts superior to her. later onbeing treated badly Jane still has the courage to say wicked andcruel boy to John and not give up and let him win. During her bond atthe Red Room Jane believes she sees a ghost, she cries for help... ...rage andbravery. She doesnt cave in and give up hope, she is resilient. Allof the episodes throughout this essay show Janes resilience. Ibelieve that the reason Bronte wrote Jane Eyre was to show that if youwant something bad enough you will get it. Jane wanted happiness a ndrespect from others at the end of the novel she has achieved this.Jane was in many bad situations but she was determined so she gotthrough them all. The novel is also about the status of women in the1800s. I think that Bronte was also severe to show that women havestrength and that they deserved the same respect as men. The detail inthe story and the point of view that Bronte gives us, encourages thereader to understand the sort of life led by women during the 1800sand their low status in society. The reader would also admire Jane asshe was such a strong individual.

Essay --

There has been much discussion about the welfare of animals ever since zoological gardens were created. There are many multitude who support the fact that animals should be unploughed in zoos. It benefits the animals greatly, because in zoos, the animals dupe every need catered for. However, in some zoos, animals are ill-treated by their zoo keepers. Sometimes, they even deprive a natural habitat that zoos attempt only if fail to re-create after the wild. Consequently, they develop physiological paradoxs. Some zoos are no better than prison cells that cage up animals, causing these creatures to become greatly distressed. Because it is against Mother Nature, animals should not continue to be kept in zoos. For decades, animals have been kept in zoos and have received poor conditioned shelter and treatment. Since the 1970s, situation has gotten worse and the voice of animal activists spread. What I know about zoos is that they arent really for the animals, but more for b usiness, so we should ban keeping of animals in zoos. Animals should not be kept in zoos because it is against nature. First, zoos are artificial environments for wild animals. These creatures are unable to bouncy freely and healthily according to their natural instincts after being locked up in cages. Big cats understructure no longer roam around the savanna and hunt for animals. Primates living in rainforests are not able to climb trees and gather fruit high up in the forest canopy. In this lonely and solitude environment, animals can easily slip into depression, and consequently, early death. Thus, there is a shorter life expectancy in animals that live in zoos. Another problem is that they have a limited choice when it comes to habitat and the choosing of mates It has b... ...s not acceptable for animals to be kept in zoos. Think about it this way. For human, its just same being in prison even though we didnt do anything wrong. Students, they go to school a nd stay there for 7 hours. They hate it even though they can do something productive like studying Animals, they are trapped all day and they dont even have free time. In conclusion, wild animals should not be kept in zoos as these creatures have their own rights. They were captured by man, and most of them compelled to live in terrible conditions, killing them physically and mentally. Neither should they be held engrossed by us human, whether it benefits them or not. Animals were never meant to exist for our amusement. They are a part of nature. Therefore, it is extremely important that the message spreads, that animals have rights, just like humans, and we have to respect that.