Thursday, 29 October 2015

11:41 - No comments

The Twisted Staff and the Pink Ribbon

In one of my latest English courses, I was required to write a critical essay for a short story of my choice. Bellow is my essay. I Analyzed Nathaniel Hawthorne's story "Young Goodman Brown". I hope you enjoy my ideas.


 The Twisted Staff and the Pink Ribbon
 It is common for great literature to include a crisis of faith. A character will begin a story believing one thing, and possibly end up believing something else entirely. Goodman Brown goes through a crisis of his faith in the short story “Young Goodman Brown”, by Nathanial Hawthorne. The story has many themes, but one poignant theme is Goodman Brown’s loss of faith. The story begins at sunset, as Brown sets off on a journey to the forest to participate in dark rituals. Brown is conflicted in his own beliefs as a result of his puritan upbringing. He desires to be pure, yet he sets off to participate in satanic rituals. Hawthorne uses symbolism and imagery to portray Brown’s crisis of and eventual loss of faith in the goodness of humanity.
Before Brown sets off on his journey, he has a touching moment with his wife Faith. She desires for Brown to remain with her instead of embarking on his journey. Brown sees her as a beacon of purity and goodness. The name Faith is a symbol Brown’s view of her. Faith wears in her hair a pink ribbon. According to Darren Abel, in his essay “Black Glove and Pink Ribbon: Hawthorne’s Metonymic Symbols,” the pink ribbon is a “badge of feminine innocence” (Abel 7). Brown believes that he can participate in evil practices and still make it heaven because of his wife’s purity. Brown believes “she’s a blessed angel on earth; and after this one night I’ll cling to her skirts and follow her to heaven” (Hawthorne 1). Brown’s own faith in others is directly reliable to how he views the purity of his wife. In a crucial point in the story, Brown is about to turn back and head home to his wife. While alone in the forest he hears in the distance the sounds of the rituals. He thinks he hears the voice of his wife. It is at that point that Brown notices “something fluttered lightly down through the air and caught on the branch of a tree. The young man seized it, and beheld a pink ribbon” (Hawthorne 7). The ribbon falling from the sky represents Brown’s fallen faith.
In comparison to the pink ribbon, Hawthorne also uses the twisted staff carried by Brown’s traveling companion as a powerful symbol. The staff itself represents temptations from the devil. The staff has snake qualities that are noticed by Brown: “his snake-like staff actually seemed to wriggle” (Hawthorne 4). Hawthorne personifies the staff. He describes it like a living devilish creature; “he threw it down at her feet, where, perhaps, it assumed life, being one of the rods which its owner had formerly lent to the Egyptian magi” (Hawthorne 5). By continuously describing the staff like a snake, the reader is able to clearly identify its symbolic meaning. The staff is offered to Brown on a couple of occasions while traveling through the forest, thus strengthening the symbol of temptation. Brown resists taking the staff throughout the story, until he feels that his wife is no longer the pure symbol she once was.
Hawthorne doesn’t just use symbolism to portray his theme. He also uses the imagery of the forest to share with the reader Brown’s inner feelings and fears. Brown looses his faith in humanity by the end of the story. The forest that Brown finds himself in after his supposed resistant to the devil is cold and damp. Joan Easterly discusses the imagery in the forest in comparison to Brown’s feelings in her essay “Lachrymal Imagery In Hawthorne’s ‘Young Goodman Brown.” Easterly claims “Hawthorne emphasizes Brown’s lack of positive emotions and implies his regression into emotional sterility by the cold, damp forest” (Easterly 4). The details of the forest are symbolic the Brown’s own inward feelings. The cold represents Brown lack of compassion toward others. He alone has resisted the devil. Instead of mourning for the supposed wickedness of his community, he becomes bitter and resentful. Like the forest, he is unyielding, cold, and dark. Easterly comments, “Young Goodman Brown, leaning against the cold rock after the witch-meeting vanishes, is reproached by his creator because he shows no compassion for the weaknesses he sees in others, no remorse for his own sin, and no sorrow for his loss of faith” (Easterly 1).  Easterly points out clearly the comparison between the forest and Brown.
A crisis of faith is common in literature. Many times a reader will question whether the protagonist will find faith or lose it. Young Goodman Brown looses his faith; not only in his wife, but also in the community he lives him. Hawthorne excellently uses imagery and symbolism to represent Brown’s loss of faith. From the pink ribbon to the twisted staff, Hawthorne creates a rich world of symbols for the reader to ponder on.

Works Cited
Hawthorne, Nathanial, “Young Goodman Brown”.
Easterly, Joan Elizabeth. "Lachrymal Imagery in Hawthorne's "Young Goodman Brown"." Studies in Short Fiction 28.3 (1991): 339. ProQuest. Web. 1 Oct. 2     015.

 Abel, Darrel. "Black Glove and Pink Ribbon: Hawthorne’s Metonymic Symbols”. New England Quarterly 42.2 (1969): 163. ProQuest. Web. 1 Oct. 2015.
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 Next week I will post my research paper titled "Early Readers and Academic Success".

Saturday, 4 April 2015

19:16 - No comments

It Takes a Community

It Takes a Community

In Canada, there is an organization called “Block Parent Canada” (www.blockparent.ca). It is a volunteer base program where community members can apply to be a block parent. A potential block parent must go through a rigorous security check. Once approved, a block parent is given a sign to put up in their window, indicating to children in the area where they can go for help. Growing up, I noticed block parent signs in many of the windows in my neighbourhood. The signs felt like a security blanket as I ventured out into the world. I knew that if something went wrong, help was always within a safe distance. During my childhood years communities worked together to raise children in a safe, yet active environment.

Looking at communities today, there is a different picture. I haven’t seen a block parent sign in years. Parks are almost empty, unless there is a nearby sporting event. There is either no parent supervision, or parents are following their children around leaving no room for exploration. Many parents today are afraid to send their children to outside. Sometimes parents are busy, and unable to take their children outside to play. With the many possible dangers in a community (abductions, bullying, and childhood injuries), it is less scary to keep children at home.

Children need to have the opportunity to explore. But what can be done to ensure the safety of our children, and ensure that they develop to their full potential? I suggest we bring back community parenting, by maximizing the resources available. Having a parental support system has many benefits. It helps with cognitive development, increases the safety of the children, reduces family stress, and increases the likelihood of intervention with abuse or neglect. It is time for us to work together again to raise the children today into happy, independent, well-adjusted and socially capable adults.

Communities and Child Safety

When a child walks out the door, he or she needs to feel safe and secure, even unaccompanied by an adult. This can only be done when a community is working together. When my oldest son started walking to school by himself for the first time, many of my friends watched out for him. Teachers from his school also kept an eye out for him. If he didn’t arrive on schedule I received a phone call. He felt safe as he developed the necessary independence that gives him confidence today. His security was only possible because of the involvement of others who supported me in my efforts to raise my children.

The world today seems more dangerous than when I was a child. It is common to see horrific acts of violence reported on the nightly news. It is no wonder that parents today are hesitant to allow their developing child the freedom to roam. They fear that their child will be subjected to malicious acts if their child goes outside by themselves. The dangers in today’s world are real. Children are getting bullied, abducted, molested, and murdered. A child that is supervised by a community is safer than a child monitored only by their parents. The following quote discusses the importance of support in a community. "Support, particularly within the community, may buffer parents from the stressors of neighbourhood violence, disorder, poverty, and material hardship, and consequently, mitigate the negative effects of parental well-being, on child outcomes" (Bornstein,& Bradley, 2003, p.214). Communities need to work together with parents to look out for the well-being of the children.

Looking back to my oldest son’s early middle childhood years, I recognize the impact other community members had on my son’s safety. Just like many parents, I was fearful when he expressed his desire to walk to school by himself. I could see his school from multiple windows in my home. Yet, I feared the many dangers to him from our house to the school; the traffic, strangers (since we were relatively new in town), and older children. The first time he walked to school, I tried to sneak behind him and follow him to school. Of course I was discovered. Disappointment appeared on his face when he noticed me sneaking behind him. I knew that I would have to find a different way to ensure his safety, and I couldn’t do it alone. After a discussion with his teacher, we came up with a community plan for his safety. When he would leave for school, I would watch him from my window. Others who lived on the street between our house and the school watched out for him as well. His teacher also waited for him at the school. She notified me if he took too long. Other teachers in the school watched out for his progress while he made the journey. The involvement of the community helped secure the safety of my child as he ventured out into the world for the first time.

Children can also discover the world while playing in playgrounds. It is a great way for children to be physically active while discovering the world around them. Yet, there are dangers at parks too. There is the risk of falling and causing serious injury. Older children who regulate at parks can be a risk too, if they decide to pick on the younger children. Community involvement can help make parks a safer place for children to play. Parents are not always available to take children to the park when the child desires to go. This is where support for the community can help. Adults or older teenagers who accompany a child can also look out for the other children present. When I was a teenager, I was playing outside with a few friends. A girl came by on her bike, and had a major crash. She broke her wrist falling off her bike. She was in too much pain to make it home herself, so my friends and I made sure she got home and taken care of. I remember the gratitude her mother expressed to me and my friends for supporting her daughter during her time of need. The girl on her bike was safer because of community support. A child can explore the growing world around them in safety because of the many capable adults looking out for their well-being. It is when extended family, neighbours, other parents, and teachers work together that children are most protected from dangers.

Children need to be monitored, especially when they are younger. A.T. O’Keefe states in the section “Parenting”, in the book Child Development, “A number of studies have shown that less monitoring and supervision of children’s activities is associated with delinquent and antisocial behavior” (O’Keefe, 2002, p.297). Monitoring children helps them develop a moral compass. They are taught social skills, and the ability to know the difference between right and wrong. Having a community involved help ensure that children are monitored properly.

Children that are monitored by other adults are better protected from abuse and maltreatment. It is hard to tell what is going on behind closed doors. There are children who are being maltreated, and no one knows about it. It is a child’s basic right to feel safe and protected. It is a community’s responsibility to ensure a child’s basic rights are followed. In a community that is working together, a child who is being maltreated is most likely to receive help. Help is more readily available for the family too. I don’t mean reporting to social services every time a child is playing alone at the park. I mean when there are obvious signs of maltreatment or abuse. Such signs are; repeated injuries, developmental delay, and lack of joy seeing a caregiver. While some of these signs may present something else, (developmental delays might be a symptom of a neurological disorder), but when these signs are present together there might be a problem. Communities that work together, can get help for the child and family sooner rather than later.

Communities and Child Development

Ensuring the safety of a child playing outside will benefit that child’s development. Children need to explore the world around them in a safe environment. "Studies comparing patterns of play and creative play – important means of cognitive, social and emotional development – in green versus built spaces are consistent with the notion that green space support healthy child development" (Spencer, & Blades, 2006, p.129). According to Spencer and Blades, children need to play outdoors for their cognitive, social and emotional well-being. When children play out in nature, they learn about the world around them. They gain confidence with themselves and develop good self-esteem. Community members need to work together to ensure that children get enough “green space”; thus ensuring proper child development.

Children thrive when included in a community. The younger a child is included, the better it is for a child’s development. In the article “The Task, Challenges, and Obstacles of Parenting”, P.R. Rasmussen discusses child development and social interaction. He states “the simple fact is that we humans are social creatures and our ability to function in the world depends on our ability to cooperate with others” (Rasmussen, 2014, p.92). Humanity thrives on its ability to cohabitate with others. Children thrive when in direct contact with other’s in their community. Rasmussen also states "Children are born with the capacity for social interest, but that quality must be taught. If not taught, the child is likely to develop with only self-bounded interests and ambitions, which are exceptionally maladaptive as a result of the social conflicts created by self-boundedness (i.e., concern for the self with little to no regard for others)" (Rasmussen, 2014, p.92). If a child isn’t taught how to interact with others, that child becomes self-involved and the ability to interact with others is hindered. What better way to teach social interaction then by collaborating in a community. During a study of child care in an Israelite Kibbutz, Sharone L. Maital and Marc H. Bornstein stated, "interrelations among the subsystems (physical and social conditions of settings, child-care practices, and shared beliefs about child rearing) reinforce homeostasis and cultural agreement" (Maital, & Bornstein, 2003, p.276). When a child sees adults working together, children learn to work together.

Another benefit of community child rearing is the cognitive development of the child. Social interaction is crucial to brain development. As a child grows, their social interaction help develop parts of their brain. In the textbook on child development Developing Person Through Childhood & Adolescence with Updates on DSM-5, Kathleen Berger summarizes “Cohort, culture, socioeconomic status affect each person’s development…developing infants, children, and adults watch what other people do and, neurologically, experience it themselves” (Berger, 1986/2014, p.21). When a community interacts and works together, children learn to work together themselves, which enhances cognitive development.

While brain develop is enhanced, social parenting also helps teach and reinforce good values. In the book Does it Take a Village by A. Booth and A.C Crouter, the authors discuss community parenting. They state “when parents know the parents of their children’s friends, they have the potential to observe the child’s actions in different circumstances, talk to each other about the child, compare notes, and establish norms" (Booth, & Crouter, 1999, p.9). By discussing their children’s social interactions together, parents in a community are able to more effectively teach their children good values. That child will know that their parents and their friend’s parents are united in their efforts. Children will less likely rebel in other homes when they understand that parents are collaborating together.

Children also need multiple positive role models to help develop good values and self-esteem. G. Carlo, M. McGinley, R. Hayes, C. Batenhorst, and J Wilkinson discuss positive role models in the article, “Parenting Styles or Practices? Parenting, Sympathy, and Prosocial Behaviors among Adolescence”. They state “children who are exposed to models of prosocial behavior will be more likely to emulate those acts” (Carlo et al, 2007, p.149). A good role model could be a friend’s parent, neighbor, teacher, principle, or local church leader. My oldest son recently started Junior High. The vice principle of his new school has taken the time to develop a relationship with him. My son looks up to his vice principle and works hard to impress him. Having a positive role model has helped my son adjust to a new school environment, encouraged hard work, and develop a healthy self-image.

How children feel about themselves will affect how they interact with others. Rasmussen also states “The greatest joys and the greatest threats inherent to the human experience emerge from and in relationship with others” (Rasmussen, 2014, p.91). For children to gain the benefit of community rearing, adults must make the experience positive. Adults arguing over techniques, or gossiping about the failures of others take away the joy children get from social interactions. But when adults are working together in harmony, the children are happier. Parent’s want their children to grow up well-adjusted and socially capable. This goal seems to be impossible with the growing amount of behavioral disorders and mental stresses that children go through. Living in a community where everyone is working together for their children’s benefit can bring the hope of successful parenting a reality.

Children need to me nourished in social settings for success as an adult. In the article “Milestones of Development” by D.F Bjorklund, and J.M. Bering, the benefits of social interaction is discussed. The author’s stated “Children inherit not only a species-typical genome (DNA), but also a species-typical environment, which begins prenatally and continues after birth as infants around the world are nurtured by adults in social settings” (Bjorklund, & Bering, 2002, p.272). Children are better able to reach important developmental milestones if they are exposed to numerous social setting. Community rearing opens up social interactions throughout the community.

Communities and Family Stress

Stress reduction is also a major benefit to community rearing. Parenting is one of the most important, critical and stressful jobs. Being responsible for the well-being of another person (or multiple people) is difficult. It can be stressful being a parent, especially with more than one child. A lot of that stress comes from the everyday messes that come from children. After our third child was born, I mentioned to my husband that if felt impossible to keep the house clean. While I was cleaning one room, another was being messed up by our children. I felt stresses out a lot during that time. Hutterite colonies follow the community rearing process. Childhood rearing is a colony effort through institutions like German school, Sunday school, and baptism classes. "The communal social system of Hutterite society involves several features that ease considerably the woman’s burden of having to take care of a large family" (Schludermann, & Schludermann, 1971, p.170). The community institutions are to support the parents and reduce stress in the colony. Families are normally large in Hutterite colonies, and the support from the entire colony helps in stress reduction. We don’t have to live in a Hutterite colony to reduce family stress. Communities can support each other in the efforts to raise children.

Those Opposed to Community Child Rearing

There are parents who do not want community involvement while they raise their children. Many good parents believe it is their right and responsibility to raise their own children. Many might feel that being involved in community rearing would mean that they are not taking responsibility for raising their children. Child rearing is to be done by the parents. The final decisions are to be made by the parents. Community rearing doesn’t change that fact. Instead, the community comes together to support the decisions of the parents, and help where needed. I recall a time when my oldest son was in grade one. I met with his teacher to see how best we can help him adjust to being a full time student. His teacher gave me a list of ideas and options. We discussed the options together, and I made the decision on how to proceed. Before the teacher would make any changes to the plan, she would contact me first. We collaborated together to figure out the best method for my child, but the decision was left to me. That is the idea of community rearing. It is adults in a community working together for the benefit of the children, not adults taking over the parental responsibilities from the parents.

Others might be concerned that parents will assume others are watching out for their children, and thus unintentionally neglect their children. This is also another misunderstanding of what it really means to be involved in community rearing. Community members should be contacted before a child sets out on their own. Communication between parents and other adults needs to be active and ongoing. An example of this would be when children are playing at the park. Before the children leave the house, the parents can contact other adults, informing them that their child is playing at the park. The parents could then ask for other adults to watch out for the children too. Active communication and parent involvement is crucial to the success of community child rearing.

Parents might find it difficult to communicate with other adults with different parenting techniques. There is more than one way to raise a child. People are unique and can have their own ideas on what is best for a child. That is why some parents might be hesitant to be involved in community child rearing. Adults might disagree on how to raise the children in the community. That is a valid argument. Ideally adults will know how to disagree peacefully, but that is not always the case. There is no perfect solution to adult disagreements, but community rearing is still possible. If the adults in the community recognise that the parents are the main source of child rearing, and take the role of supporter, fewer arguments will occur. Parents are at the forefront. They make the decisions, they choose the style, and the community supports them where possible.

Conclusion

Looking back at my own childhood, I learned many social skills while playing at the park by myself. I learned how to share (taking turns on the swing), and I learned how to deal with difficult people. I was able to explore and develop safely because I knew there were people I could call on all around me. I knew that if I were ever in trouble, there was a block parent I could turn to. My neighbours and friends parents looked out for me as well as my own parents. My childhood was rich because of the community I lived in.

Yet, today parents are afraid to send their children outside. Parents want what is best for their children. They want them to be safe, happy and healthy. For a parent who wants raise their child to be happy, healthy, independent and socially capable, it is beneficial to use the support and resources in a community.

It is time to start working together again. It is time to get out of our parenting bubbles, and open up to the communities around us. Parents, use community resources to help teach your children valuable skills they will need for the future. Let you children play outside without you. Talk to your neighbours, friends, and the parents of your children’s friends. Come up with a safety plan so that your children can explore their community in safety. Neighbours and teachers, make yourself available to support the parents in your community. Encourage parent involvement in school and community activities. It takes a community to raise a child. Let’s work together and bring up tomorrows adults in today’s community.




References

Berger, K.S. (1986/2014). Developing person through childhood & adolescence with updates on

DSM-5. Worth Publishers


Bjorklund, D. F., & Bering, J. M. (2002). Milestones of Development. In N. J. Salkind

(Ed.), Child Development (pp. 272-275). New York: Macmillan Reference USA.


Booth, A., & Crouter, A. C. (1999). Does it take a village? : community effects on children,

adolescents, and families. Mahwah, N.J.: Lawrence Erlbaum.

Bornstein, M. H., & Bradley, R. H. (2003). Socioeconomic status, parenting, and child

development. Mahwah, N.J.: Lawrence Erlbaum Associates.

Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or

practices? parenting, sympathy, and prosocial behaviors among adolescents. The Journal

of Genetic Psychology, 168(2), 147-76. Retrieved from

http://search.proquest.com/docview/228539106?accountid=9817

Maital, S. L., & Bornstein, M. H. (2003). The ecology of collaborative child rearing: A systems

approach to child care on the kibbutz. Ethos, 31(2), 274-306.

O'Keeffe, A. T. (2002). Parenting. In N. J. Salkind (Ed.), Child Development (pp. 295

300). New York: Macmillan Reference USA. Retrieved from

http://go.galegroup.com.byui.idm.oclc.org/ps/i.do?id=GALE%7CCX34010002

7&v=2.1&u=byuidaho&it=r&p=GVRL&sw=w&asid=80bbb91f1bb0555e65d32

b2d68f5491

Rasmussen, P. R. (2014). The Task, Challenges, and Obstacles of Parenting. Journal Of

Individual Psychology, 70(2), 90-113.

Schludermann, S., & Schludermann, E. (1971). Maternal child rearing attitudes in Hutterite

communal society. The Journal Of Psychology: Interdisciplinary And Applied, 79(2),

169-177. doi:10.1080/00223980.1971.9921308

Taylor, A. F., Kuo, F. E., Spencer, C., & Blades, M. (2006). Is contact with nature important for

healthy child development? State of the evidence. Children and their environments:Learning, using and 

designing spaces, 124.

Tuesday, 10 March 2015

07:22 - No comments

Education in a Technical World

I was attending my oldest son’s parent teacher interviews the other day. I walked into the school gymnasium, and each teacher sat at a table with a laptop in front of them. While each subject was different, I noticed one common factor. The use of technology was a common tool used by each teacher. His English teacher has her class use laptops for their writing assignments, while his science teacher uses an online note taking service. The way my children learn now is so different than when I was their age. Is one way better? Is technology a hindrance or benefit to learning?

Nicolas Carr attempts to answer this question in his essay “Is Google Making Us Stupid”. Before the time of Google searches, Carr was able to easily devote his attention to large essays. Today’s technology is constantly flashing before our eyes. If information isn’t delivered in a flashy way, people easily lose interest. He states,"My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski" (p.90). Carr believes that the easy access to knowledge and the flashy advertisements from the web has remapped our brains to expect easy access. According to Carr, technology is a hindrance to learning.

Another essay titled “Social Learning” by David Weinberger discusses technology and gaining information. Weinberger has also noticed a change in the way people today take in information. He compares the encyclopedia Britannica to the web base articles published in Wikipedia. Britannica’s articles are submitted by experts, and put through a rigorous peer reviewed process. Before an article is published, credibility for the information must be proven. On the other hand, Wikipedia will allow an article to be published by an anonymous writer, and edited by the users. Weinberger states “just about every industry that creates or distributes content—ideas, information, or creativity in any form—exerts control over how that content is organized” (p.530). Exerting control over how the information is received allows the publisher to check the quality of the information. The peer reviewed process may take longer, but the information is more credible, which supports the possibility that technology has become a hindrance to the gaining of knowledge.

The differences of opinions between both authors become obvious in Weinberger’s essay. Carr clearly takes the stand that technology has changed our brains, and has made it harder to take information in at a slower pace. On the other hand, Weinberger describes the benefits of sites such as Wikipedia. Wikipedia allows the user to become involved in the process of information. Information is readily becoming available like never before. He states, "The trust we place in the Britannica enables us to be passive knower’s: You merely have to look a topic up to find out about it. But Wikipedia provides the metadata surrounding an article—edits, discussions, warning, links to other edits by the contributors—because it expects the reader to be actively involved, alert to the signs" (p.536). According to Weinberger, being actively involved in the learning process is better than passively taking the information in. While Carr believes technology has become a hindrance, on the other hand Weinberger noticed the benefits to learning through technology.

Technology can be a hindrance to learning. The use of technology can alter a person’s brain to the point of making learning difficult. This is especially apparent in the abuse of technology. A child who has spent too much time playing video games and watching television will most likely struggle in school. When doing research on the internet, it is easy to find irrelevant or incorrect information on a topic. I have seen technology get in the way of learning in my own life. Before I learned how to correctly search for information on the internet, I had to waste time sifting through the vast amounts of information available. Many times the information was irrelevant or even incorrect. I was beginning to agree with Carr. I felt that Google was making me stupid.

The abuse of technology is real, and can be a real problem to a person’s ability to learn. Everything we read and view is programmed into our brains. If too much time is spent on video games and television, the ability to learn is hindered. The images can overpower the valuable information that is already there. That is a prime example of how technology can hinder learning.

While I recognize the negative effects of technology, I also understand the benefits that technology has made to my own education. I am on online student at Brigham Young University - Idaho. My entire degree is based on the current technology available today. Technology can be a hindrance when used incorrectly, but if used properly, technology can help advance a person’s knowledge. The ability to learn today has become much easier than 20 years ago, or even 50 years ago. Even since I was in elementary school, the ability to get information has exploded. As a young child to a teenager, I remember spending hours in the library trying to get the research needed for a single paper. It was a long, slow and aggravating process. Today, I can use resources such as “Google Scholar”, “ProQuest”, and many other legitimate online encyclopedia’s. Information is at my fingertips. In my recent science class, I was required to find a scientific study on an area of interest. Through the use of “Google Scholar” I found numerous peer reviewed studies on the effects of sleep and academic performance. Research that would have taken me days before, took me hours while in the comfort of my own home.

Studying online has benefited my learning because I have young children at home. It is not possible for me to leave home, travel the forty-five minutes to the nearest university, and get my degree. Before the use of technology, getting a degree seemed an impossible task to me. I use the internet everyday as I log in to my classes. Many of my textbooks are downloaded onto my tablet. There are countless information videos that have been published on YouTube that have been beneficial to my classes. I have learned more, and have understood better than before the use of such advanced technology.

There is something that needs to be understood. The use of technology must not replace the work a person must put in to get the most out of learning. Even though so much information is available to me, I will not learn if I do not put in the work. Technology doesn’t magically place the information in my brain where I can access it whenever or wherever I want. Hard work and effort must be put in. That is the point that Carr and Weinberger are both trying to make. Carr noticed that his brain was beginning to think differently because of the many stimuli from the internet as he did his work research. Weinberger recognised the work that the masses had to go through to make the most out of sites like Wikipedia.

It is obvious that learning for my children is different than what I experienced. Technology is used in most subjects now, where computers for me were used only during computer class. The constant use of technology has rewired the way our brains learn. It makes sense that with technological advances, the way we learn needs to evolve. Technology can be a hindrance if it is not used appropriately. Careful thought on how we use technology for learning, and how we allow our children to use it, will help optimize learning. Thanks to technology, information is at our finger tips like never before. That is why I know that technology can be a benefit, if used right. 
 
Reference

Carr, N. (2008/2012). Is Google Making Us Stupid. In R. Seamons (Ed.) The way of wisdom (56-62). Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu

Weinberger, D. (2007 /2012). Social Knowing. In R. Seamons (Ed.) The way of wisdom (129-147). Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu

Saturday, 7 March 2015

17:51 - No comments

Why Mark a Book

The time has come. The next book in a favorite series has been published. It is time to head to the bookstore, and purchased the long awaited book. Excitement has mounted as you walk into the book store, find the book, buy it, and bring it home. According to Mortimer J Adler in his essay “How to Mark a Book”, that is only the first step towards owning a book. How else could a person own a book, someone might ask? Adler argues ownership of a book comes from a reader who absorbs the book by marking it up; becoming part of it. The prospect of writing in a beloved novel might be horrifying to a book lover, feeling that marking the pages vandalizes a work of art. In his essay, Adler effectively uses logos, ethos, and pathos in his effort to persuade his readers that writing in the book is in fact the opposite. In fact, by writing in the margins, the empty spaces, and throughout the book, a reader expresses the love felt for the words inside the pages.

Adler begins his essay with the assertion that all his readers know to “read between the lines” (p.1). He claims that it is just as important to “write between the lines” (p.1). Marking a book is the most effective form of reading, according to Adler. He uses logic to explain the two ways a person can own a book. “The first is the property right you establish by paying for it” (p.1). Adler claims “full ownership comes only when you have made it apart of yourself” (p.2).

Adler uses facts to stress the need to mark in books. He states that “First, it keeps you awake” (p.2). Active reading is thinking. Adler states that “the marked through book, is the thought through book” (p.2). Reading must be active, or else it is just merely passing time. Writing in a book, “brings the words more sharply into your mind and preserves them better in your memory” (p.2). He uses loges effectively by listing the devices that could be used to mark in a book. He lists seven ways to effectively mark a book; underlining, vertical lines, stars or asterisks, numbers in the margin, numbers of other pages, circling key words, and writing in the margin .

Adler made an excellent comparison to his point. He compared owning a book like purchasing a beefsteak. He states “You buy a beefsteak and transfer it from the butcher’s icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream” (p.1). This makes a great appeal to logic. Adler also compares a book to a score of music. “No great musician confuses a symphony with the printed sheets of music” (p.2). A musician will mark the score and take notes, in doing so become part of the music, he or she plays.

Adler also effectively uses ethos to persuade his readers. His credentials gives him a valid claim to his thesis. He was the founder of the Great Books foundation, and also edited Encyclopedia Britannica. He promoted good literature most of his adult life. Adler also supports the ethos of his paper by reinforcing etiquette towards borrowed books. He states “You shouldn’t mark up a book which isn’t yours” (p.1). Alder makes it clear that a person should only mark in a book that he or she already owns, thus proving his credibility to his claim. He continues to persuade his readers by encouraging them to purchase their own books instead of borrowing. “If you decide that I am right about the usefulness of marking books, you will have to buy them” (p.1). He leaves the decision to the reader to decide if it is worth buying the book in the first place.

He continues his persuasion by supplying evidence. Adler uses the example of President Hutchins, of the University of Chicago to prove the usefulness of note taking in books. Adler comments “He invariably reads with a pencil” (p.2). His example gives evidence of others following his philosophy, and thus Adler once again strengthens his ethos. Adler even gives an alternative form to mark up books for the anti-book marker. He suggests “using a scratch pad slightly smaller than the page-size of the book—so that the edges of the sheets won’t protrude” (p.4). He recognized the opposing view, but in a way that strengthened his own thesis, Adler uses ethos to persuade effectively.

Of all the persuasive methods used, Adler’s essay used pathos the best. For someone who loves books, they might be hesitant to mark up a book, feeling that it will mutilate and destroy the beloved piece. Adler’s choice of words stirs in the reader a love of literature. He claims “that marking up a book is not an act of mutilation but of love” (p.1). He helps the reader to understand that if you truly love a book, mark it up. It stirs in the reader a feeling of realization that their misguided reverence for books needs to be clarified. He even speaks about the false reverence for the written word. He states, “confusion about what it means to own a book leads people to a false reverence for paper, binding, and type—a respect for the physical thing—the craft of the printer rather than the genius of the author” (p.1). To truly be reverent of a masterpiece, the reader must make notes, consume the piece and become part of it.

Adler speaks of books with a “soul” (p.2). This choice of words stirs in the reader the feeling that literature is alive. This is an excellent use of pathos to persuade the reader. By comparing literature to a musical score, Adler once again uses pathos to make his point. “No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini’s score of the C-minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores—marks them up again and again each time he returns to study them—is the reason why you should mark your books” (p.2). Adler stirs up feelings of ownership towards a book to stress his thesis. Like a great conductor of a symphony, a reader needs to become part of the book, just as the book becomes part of the reader, by marking it up.

The time has come to consume the newly purchased novel. With a pencil in hand, the process begins. According to Adler, to consume a book it must be marked up. In his essay “How to Mark a Book”, Adler effectively uses logic, credibility and emotion to persuade his readers that a book needs to be marked in. He wants his readers to not only read between the lines of literature, but to also write between the lines. It’s time to pick up a pencil and get reading.
Reference

Adler, M. (n.d/2012). How to Mark a Book. In R. Seamons (Ed.) The way of wisdom (1-2).

Rexburg, ID: BYU–Idaho. Retrieved from http://ilearn.byui.edu



Thursday, 4 December 2014

19:30 - No comments

David, Jonathan and Saul

There are three main characters that are discussed in 1 Samuel 18-26. Their names are Jonathan, Saul and David. Each were connected to each other in one way or another, yet they displayed different characteristics. Here is a table listing some character traits that each man possessed.

David:
  • Wise
  • Loyal
  • Compassionate
  • Courageous
  • Has Faith
  • Obedient
  • Kind











Jonathan:
  • Loyal
  • Courageous
  • Obedient
  • Kind
  • Noble
  • Supportive
  • Compassionate











Saul:
  • Jealous
  • Suspicious
  • Angry
  • Fearful
  • Without Faith
  • Disobedient
  • Murderous







The story of Jonathan and David of true friendship. Even though Jonathan and David were potential rivals for the kingdom, they both were devoted to each other. Jonathan recognized that his own father has lost favor with the Lord because of disobedience, and that David was to be anointed the next King. 1 Samuel 18:3 states “Jonathan and David made a covenant, because he loved him as his own soul.” Their bond was that of brothers bound by love and respect for each other. Even after King Saul sought the life of David, Jonathan remained true to his beloved friend, and David in returned vowed not to seek revenge on Saul’s family once David became King.

In contrast, the relationship with Saul was not so pleasant. Saul became jealous of David popularity with the people. He felt threatened, and bitter. He sought to kill David on more than one occasion. In comparison, David refused to harm Saul in any way. There were two times when David had found Saul asleep, and had the opportunity to kill Saul. It must have been tempting to do it, because Saul was hunting him down. But David recognized that even though Saul had lost the support of God, he was still anointed as King. David recognized that it was God’s job to remove Saul from the throne, not his.

Today we have the “Lord’s anointed”. He is our prophet, seer and revelator. He was chosen, prepared and called by God. He speaks to us under the direction of the Lord. It is God’s job to remove him from that seat, no one else. We must support, sustain, love and respect him just as Jonathan did for David. Our anointed leader today is President Thomas S Monson. By supporting and sustaining our prophet, we recognize that he speaks to us for the Lord, and that he is truly called of God.

Saturday, 29 November 2014

11:10 - No comments

Go To Sleep

My latest English assignment was a research paper. I was given a social issue, and I was to determine the best solution. My topic was sleep deprivation. I learned a lot during this assignment, and it has given me more motivation to "Go To Sleep". I hope you enjoy

Go To Sleep

The time is 3:00am, and the average teenager is in bed. She is finding it hard to settle the thoughts in her head. She is thinking about the outcome of her favorite television show, while she anticipates a response to her last text message to her best friend. Just as she is finally about to drift off to sleep, her phone goes off. She answers the phone, talks for a few minutes and hangs up. Even though the conversation was brief, the damage has been done. She is unable to get to sleep for the third time this week. There are many factors that cause someone to struggle finding rest. Media overload, depression, stress, aging and brain development all contribute to how well a person sleeps at night. But why is sleep deprivation such a large problem? Sleep deprived individuals are at a higher risk of obesity, cardiovascular disease, and diabetes. Sleep deprivation is also a safety risk for a community. The ability to think clearly is diminished, which leads to bad decisions and impaired driving. What is to be done? The solution is up to each individual who struggles with sleep. Bedtime routines need to be modified so that individuals can prepare for restful sleep. Once individuals take control of bedtime, health and community safety will improve.

How does sleep deprivation impact a person’s health? Jolanta Orzel-Gryglewska, who works at the University of Gdańsk in Poland, wrote a paper titled “Consequences of Sleep Deprivation”. She states “sleeplessness also relates to the changes in the immune response” (p.1). When a person is sleep deprived, the immune system responds slower to illnesses in the body. With the immune system slower to respond it is easier to become sick. Other health risks are obesity, diabetes and heart disease. Orzel-Grylewska also stated, “Among the sleep deprived individuals, the risk of gaining weight by 5 kg increased by 35% and the risk of obesity by 27% in comparison with the individuals having optimum sleep time” (Consequences of Sleep Deprivation, p.6). There are other ways sleep deprivation can be a health risk to individuals. Sleep deprivation in teens “often results in risk-taking behavior” (Sleepy Teens, Melanoma, the Thrill of a Thriller, and More, video, 2012). The section of the brain that is in responsible for executive decisions (the prefrontal cortex), is already underdeveloped in teenagers. Combine an undeveloped prefrontal cortex and sleep deprivation, and the results tend to lead to bad judgement and dangerous decisions. This increases the risk of fatal accidents. Sleep deprivation is hazardous to one’s health.

Sleep deprivation is not only a health hazard, but also a community problem. Brain efficiency is affected with lack of sleep. “Cognitive performance deteriorates during extended wakefulness and circadian phase misalignment” (Effects of Partial and Acute Total Sleep Deprivation on Performance across Cognitive Domains, Individuals and Circadian Phase, Lo, June C; Groeger, John A; Santhi, Nayantara; Arbon, Emma L; Lazar, Alpar S; Hasan, Sibah; Schantz, Malcolm von; Archer, Simon N; Dijk, Derk-Jan, p.1). The brain slows down, and response time decreases. Imagine a sleep deprived individual behind the wheel of a car, bus, and truck or operating heavy machinery. With response times slower, the risk of fatal accidents increases. One might think that driving while sleep deprived is no big deal. But in “Consequences of Sleep Deprivation”, Orzel-Gryglewska observes that “the impairment of performance which is caused by 20-25 hours of sleeplessness is comparable to that after ethanol intoxication at the level of 0.10% blood alcohol concentration” (p.1). Being sleep deprived is just as dangerous as driving under the influence of drugs and alcohol. Sleepy workers can lead to tragedies like the Union Carbide chemical plant incident in Bhopal, India, the nuclear tragedies at Three Mile Island and Chernobyl, and the Exxon Valdez oil tanker being grounded (NCSDR, 1994; Moss and Sills, 1981; United States Senate Committee on Energy and National Resources, 1986; USNRC, 1987; Dinges et al., 1989). All those tragedies were linked to sleep deprivation in the workers, which lead to costly clean up and environmental decay. Sleep deprivation is a community health and environmental issue that needs to be resolved.

What is the solution to the sleep deprivation epidemic? While this issue is a community concern, the solution is to be faced by individuals. Doctors can prescribed sleeping aides as a way to help rectify this issue. Yet, sleep aides are not effective without making changes to a person’s nightly routine. Others have used the method of resynchronizing a person’s sleep pattern, especially for those working in shifts. This is done by adjusting sleeping patterns during off work times so the brain can associate certain activities with bed time. A person becomes tired after repeated practice of a regular bedtime routine. By itself, these ideas are less effective unless it is implemented together.

The best solution to this problem is to not only change a person’s sleep pattern, but to also remove sleep distractions from a sleep area. To be ready for sleep, a person must have the right amount of daylight exposure. In “Clinical Manual for Evaluation and Treatment of Sleep Disorders” the authors discuss how light at the right time can help bring sleep back to a person. “Light is a major synchronizer of circadian rhythms, and it has become apparent that, as in most other organisms, circadian rhythms in humans can be reset by appropriately timed exposure to bright light” (Reite, Weissberg, Ruddy. p.35 2008). Having light in the day, and darkness at night is key to proper sleep. By turning off the television or other media devices early enough the brain will begin to associate the lack of light to bed time. After the bright light stimulants are removed, a person can begin the bed time routine, “this may include quiet, pleasant activities such as reading a story, as well as activities required to prepare for bed, such as changing into pyjamas and brushing teeth” (Neuroscience Research Progress : Sleep Deprivation : Causes, Effects and Treatment, Fulke, Vaughan, 2009 p. 35). A person must also use softer light while preparing for bed. By turning off most lights in a room except for a lamb or candle will help a body begin to feel ready to rest. By implementing these changes to a person’s day, sleep will be within reach, and benefit a community as a whole.

Take a look again at the teenager mentioned earlier. Once again it is 3:00am. There is a teenager sleeping soundly in her bed. The lights and her phone are turned off. For the past few days, she has been developing a strict bed time routine. She has her homework done by 8:00pm, and has turned off the television by 9:00pm. Then she begins her nightly routine. She goes for a walk around the block to stretch her leg muscles after being in the sitting position all day. She has brushed and flossed her teeth, and washed her face and put on her comfortable pajamas. On a stressful day, she has a warm bath to relax her nerves. It’s still early, so she takes out her favorite novel. After she is done reading, she turns off her phone and the lights in her room. She begins breathing deeply and slowly, and soon is off to sleep. Her health has begun to improve, and she has more energy in the day. While sleep deprivations causes numerous health issues and tragedies, proper sleep can improve the health of an individual and the safety of a community. It’s time to go to sleep.

Reference

Lo, J. C., Groeger, J. A., Santhi, N., Arbon, E. L., Lazar, A. S., Hasan, S., . . . Dijk, D. (2012).

Effects of partial and acute total sleep deprivation on performance across cognitive

domains, individuals and circadian phase. PLoS One, 7(9)

doi:http://dx.doi.org/10.1371/journal.pone.0045987

Orzel-Gryglewska, J. (2010). CONSEQUENCES OF SLEEP DEPRIVATION. International

Journal of Occupational Medicine and Environmental Health, 23(1), 95-114. Retrieved

from http://search.proquest.com/docview/218398743?accountid=9817

Sleepy teens, melanoma, the thrill of a thriller, and more: Tonic (series 2) [Video file]. (2012).

In Films On Demand. Retrieved November 13, 2014, from

http://digital.films.com/PortalPlaylists.aspx?aid=6510&xtid=49576

Fulke, P., & Vaughan, S. (2009). Neuroscience Research Progress : Sleep Deprivation : Causes,

Effects and Treatment. Hauppauge, NY, USA: Nova Science Publishers, Inc.. Retrieved

from http://www.ebrary.com

Reite, M., Weissberg, M., & Ruddy, J. R. (2008). Clinical Manual for Evaluation and Treatment

of Sleep Disorders. Arlington, VA, USA: American Psychiatric Publishing. Retrieved

from http://www.ebrary.com

Moss TH, Sills DL, 1981. The Three Mile Island Nuclear Accident: Lessons and Implications .

New York: New York Academy of Sciences.

United States Senate Committee on Energy and National Resources. 1986. The Chernobyl

Accident. Washington, DC: Government Printing Office.

USNRC (United States Nuclear Regulatory Commission). 1987. Report on the Accident at the

Chernobyl Nuclear Power Station. NU-REG 1250. Washington, DC: Government

Printing Office.

Dinges DF, Graeber RC, Carskadon MA, Czeisler CA, Dement WC. 1989. Attending to

inattention. Science 245(4916):342.



10:14 - No comments

Ruth

During the time of Ruth and Naomi, the land of Judah was peaceful compared to the Northern lands that were constantly at war with the Canaanites, Ammonites and Midianites. Yet, they people in Judah had to constantly battle the climate in the area. There were many famines that plagued the land, which is why Elimelech, Naomi and her two sons left Judah and came to Moab. There Naomi’s two sons married two Moabite women: Orpah, and Ruth.

Ruth faced many trials. After ten years of being married to Naomi’s son, he passed away and she was left a widow. Her father in-law died, as well as her brother in-law. In a short time she lost many members of her family. After the death of her husband, Ruth’s mother in law Naomi was preparing to leave too. Ruth who was left without her husband was about to lose her mother in law aswell. Her sister in-law also left. Ruth was able to convince Naomi to take Ruth with her, but as to do so, Ruth had to leave her own land and family.

I have felt the pain of losing someone to an untimely death. One friend of mine died while serving his mission in Guatemala, and another friend died in a tragic motorcycle accident. My husband was with our friend who died in the motorcycle accident. I felt pained not only because of the loss of my friend, but also for my husband who witnessed the accident. While the pain we felt was strong and real, we were able to heal because of the gospel light in our lives

I think Ruth was motivated to go with Naomi because of the light of the gospel that was with Naomi. Ruth needed comfort and she recognized the light of the gospel in Naomi. In spite of that light it would have been hard for Ruth to leave her land and family behind. Ruth’s testimony of the truth must have given her strength the face an unknown land, and people.

Once Ruth was in Judah with Naomi, Ruth began gleaning, or rather gathering left over stalks of grain. Ruth did this to help provide food for both herself and Naomi. Boaz, who was a relative of Naomi was impressed by Ruth’s hard work and devotion to Naomi.

Even though Ruth face tragedy and trials, Ruth face them with work and devotion. She did not give into despair and grief, but instead moved forward with her life and took care of Naomi. In my own trials, I can follow the example of Ruth. When tragedy hits life, I can face them with hope, work and devotion, and begin to move forward with my life.

Being devoted to the Lord requires sacrifice. One of the biggest sacrifices I had to make was to sacrifice certain selfish desires. I am required to sacrifice what I desire to do, so that I can serve others the way the Lord wants me too. There are times when I sacrifice well, and others times when I need to work at it more. When I give up personal media time to serve a friend in need, the feeling I get was given me joy. Having joy was been the blessing of my sacrifice.

I feel that Boaz was so kind to Ruth, because he recognized her devotion to Naomi, and the Lord. How could a righteous man not respect such love and devotion?

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