Quotes From President Andrew Jackson

Like most presidents, Andrew Jackson had speechwriters, and as a result, many of his speeches were elegant, brief, and rather low-key, despite some of the chaos of his presidency. Andrew Jacksons election to the United States presidency in 1828 was seen as the rise of the common man. According to the election rules of the day, he lost the election of 1824 to John Quincy Adams, although in fact Jackson had won the popular vote, and tied Adams in ​the electoral college, but lost in the House of Representatives. Once Jackson became president, he was one of the first to truly utilize the power of the presidency. He was known for following his own strong opinions and vetoing more bills than all presidents before him. His enemies called him King Andrew. Many quotations on the internet are attributed to Jackson, but lack citations to give context or meaning to the quotation. The following list includes quotes with the sources where possible--and a handful without. Verifiable Quotes: Presidential Speeches Verifiable quotations are those that can be found in specific speeches or publications of President Jackson. In a free government, the demand for moral qualities should be made superior to that of talents. (from a rough draft of his Inaugural Address) It will be my sincere and constant desire to observe toward the Indian tribes within our limits a just and liberal policy, and to give that humane and considerate attention to their rights and their wants which is consistent with the habits of our Government and the feelings of our people. (from Jacksons First Inaugural Address, March 4, 1829) Without union, our independence and liberty would never have been achieved; without union, they never can be maintained. (Second Inaugural Address, March 4, 1833) There are no necessary evils in government. Its evils exist only in its abuses. (message to the U.S. Senate regarding his veto of a proposed Bank of the United States, July 10, 1832) Verifiable Quotes: Proclamations The individual who refuses to defend his rights when called by his Government deserves to be a slave, and must be punished as an enemy of his country and friend to her foe. (Proclamation before he became president, declaring martial law in New Orleans during the War of 1812, December 2, 1814) The moment we engage in confederations, or alliances with any nation we may from that time date the downfall of our republic. (Warning to John C. Calhoun who had announced to Congress that he was going to be attending a conference in Panama to improve relations and discuss the possibility of Northern intervention in Latin America, in 1828) The wisdom of man never yet contrived a system of taxation that would operate with perfect equality. (Proclamation to the People of South Carolina, written by Edward Livingston and issued by Jackson on December 10, 1832, at the height of the Nullification Crisis) Unverified Quotations These quotations have some evidence that they may have been used by Jackson, but cannot be verified. Any man worth his salt will stick up for what he believes right, but it takes a slightly better man to acknowledge instantly and without reservation that he is in error. (also attributed to General Peyton C. March) One man with courage makes a majority. (This is an old adage which was written by the 16th-century Scottish reformer John Knox, that may or may not have also been quoted by Jackson) This quotation appears on the Internet as attributed to Jackson but without a citation, and it doesnt sound like Jacksons political voice. It could have been something he said in a private letter: I can say with truth that mine is a situation of dignified slavery. Sources Dirck BR. 2007. The Executive Branch of Federal Government: People, Process, and Politics. Sacramento: ABC-CLIO.Farwell B. 2001. The Encyclopedia of Nineteenth-Century Land Warfare: An Illustrated World View. New York: W.W. Norton and Company.Keyes R. 2006. The Quote Verifier: Who Said What, Where, and When. New York: St. Martins Griffin.Northrup CC, and Prange Turney EC. 2003. Encyclopedia of Tariffs and Trade in U.S. History. Volume II Debating the Westport, Connecticut: Greenwood Publishing Group.issues : selected primary documents.

Analysis Of Voltaire s Candide - 1385 Words

Describe the author’s style In Candide. Voltaire utilizes an expedient account stride that sections fleetly from scene to scene. duologue to activity. what s more, from area to area as the account advances. He other than utilizes references to the chronicled setting in which the book was composed. like Christopher Columbus and the new universe. epidemics and illnesses. what s more, El Dorado and insinuates the 7 Year s War. providing non simply a political yet adjacent to societal foundation to the story. This adds to his voice and assumptions which are displayed through a portion of the conventions that the characters guarantee they cling to. Through duologue and a portion of the moves that the characters make. he can coordinate†¦show more content†¦However, to state precisely if there are more individuals in a single state who ought to be secured up than another is something past the limits of my faltering fear. All I know is that by and enormous the general population we are presently flying out to see are arranged to be truly glooming ( p. 69 ) . In this outline. Voltaire references Canada. seeing on the pilgrim fight in North America at the stature of the Seven Years War and how he considered the fought and vague boondocks section a misuse of a war over a couple of square units of nation. He includes some entertaining mitigation when Martin includes that they are individuals who arranged to be truly miserable . exemplifying the English individuals. He brings to illume his philosophical examination through the request that characters inquire. especially the steady what sort of a universe is this? kind of request that Candide. the central character. has a bowed for inquisitive. Memorable quotations â€Å"Thus expelled from the earthly Eden. Candide wandered for a long clip. non cognizing where he was traveling. crying. raising his eyes to the Eden. so turning them often in the way of the most beautiful of palaces. incorporating the most beautiful of baron’s girls ; he fell asleep eventually in the center of a field. with no supper. between two furrows ; the snow fell in big flakes† â€Å"Candide obeyed her without inquiryShow MoreRelatedAnalysis Of Voltaire s Candide 941 Words   |  4 PagesIn Candide, Voltaire introduces many different characters, some which represent the implementation of mockery and sarcasm. The role of Pangloss in particular embodies this portrayal of satire towards the Enlightenment. Voltaire uses his book to reflect his own critical view of the time period, mostly against those who were reluctant to change their methods of thinking. Much of this judgment is through the commentary of Pangloss, Candide’s tutor and the Baron’s philosopher, who seems to always haveRead MoreAnalysis Of Voltaire s Candide 964 Words   |  4 PagesCandide is a French satire that was first published in 1759 by Voltaire, who was a philosopher during the Enlightenment Age. It is a story about a young man, Candide, who is a follower of Leibnizian optimism. Candide witnesses and experiences many hardships in the world that puts his life at risk an d tests the strength of his beliefs. During Candide’s many adventures, he faces many historical events that Voltaire uses to simplify subtle philosophies and cultural traditions, by highlighting theirRead MoreAnalysis Of Voltaire s Candide Essay1570 Words   |  7 PagesDavid E. Rojas Professor Ellen Cain History 1102, Section 201 25 September 2012 Voltaire. Candide. New York: Dover Publication, Inc, 1991. â€Å"Things cannot be otherwise than as they are; for all being created for an end, all is necessarily for the best end.† (p. 1) Of all the great things to come out of the enlightenment era Candide by Voltaire is perhaps the most interesting and entertaining in my opinion. In fact it so happens that it is one of the most popular and read classics of the time, oneRead MoreCommentary and Analysis of Voltaire ´s Candide536 Words   |  2 Pages Candide Voltaire’s Candide is a satirical fiction that was meant as both an insult and a criticism to the wealthy nobility and the Catholic Church. Voltaire, major voice during the Enlightenment period, had a wide spread influence from England and France to Russia. Candide was massively circulated throughout Europe. Voltaire used Candide to offer his opinion of what was wrong with society: being that the wealthy were ungrateful, selfish people and the church was a ruthless, maniacal super powerRead MoreVoltaires Use Of Distortion1620 Words   |  7 Pagesand Satire (H) Sept. 20, 2017 Candide Essay Prompt: In questioning the value of literary realism, Flannery O Connor writes: I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see. Following your study of Candide, write an essay in which you examine Voltaire’s use of distortion; how is he using it and to what extent does he succeed in â€Å"mak[ing] people see†? In other words, how did Voltaire incorporate distortion in orderRead More Literary Analysis of the Enlightenment Period and Romanticism1461 Words   |  6 PagesThere were similarities as well as very notable differences between the two. There were also two prominent voices that gained notoriety during each of these two periods. Voltaire is considered to be the pioneer of the power of reason and Rousseau is looked upon as a legendary figure of Nineteenth Century Romanticism. This analysis will evaluate the two eras, both writers and a literary piece. The Enlightenment Era gave way to an age of reasoning. During this time, the writers were regarded as philosophersRead MoreEssay on Voltaires Candide Character Analysis1426 Words   |  6 PagesVoltaires Candide Character Analysis Voltaires Candide seems to display a world of horror, one filled with floggings, rapes, robberies, unjust executions, disease, natural disasters, betrayals and cannibalism. Pangloss, the philosopher, has a constant optimistic view throughout the entire novel even despite all of the cruelty in the world. While looking back on the book I couldnt think of many characters that displayed admirable qualities. Even though Pangloss stuck to his views that everythingRead MoreEl Dorado s Candide : The Utopia That Wasn t. Candide1868 Words   |  8 PagesEl Dorado in Candide: The Utopia That Wasn t Candide was a novel published in 1759 by Francois-Marie Arouet, known best by the pseudonym â€Å"Voltaire†. It was written primarily to satirize German philosopher Gottfried Leibniz s â€Å"theodicy†, which was a philosophy Leibniz designed to explain why evil exists in the world. He maintained that we live in the â€Å"best of all possible worlds†, an idea Voltaire dismantled in Candide with biting attacks on philosophy, religion, politics, and social order. OneRead MoreComparing The Historical And Intellectual Circumstances Surrounding The Writing Of Two3390 Words   |  14 Pagesthrough the use of their characters and using critical analysis to determine whether each play was successful in its purpose. Dada was a movement born out of a pool of avant-garde artists, poets, writers and filmmakers that began in 1916 in Zurich, Switzerland. The first major anti-art movement’s home was established at the Cabaret Voltaire in Zurich and was appropriately named after Voltaire, an eighteenth century French satirist, whose play Candide mocked the absurdities and stupidities of his societyRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagesnovel is sometimes used interchangeably with Bildungsroman, but its use is usually wider and less technical. The birth of the Bildungsroman is normally dated to the publication of Wilhelm Meister s Apprenticeship by Johann Wolfgang Goethe in 1795–96,[8] or, sometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel

The Journal Of Quantitative Criminology - 753 Words

The Journal of Quantitative Criminology distributes papers that are pertinent to the criminology community that explore various criminology subjects. In an effort to improve relations between police and the public whom which they are sworn to protect and serve, Chief of the Rialto (CA) Police Department, Tony Farrar published a scientific study in the Journal of Quantitative Criminology. The field studies performed by Chief Farar and his colleagues Dr. Arial Barak and Dr. Alex Sutherland, both of Cambridge University received international awards, recognition and praise for the abundance of data collected from the effects of body-worn cameras worn by police. The National Institute of Justice is the evaluation agency of the U.S. Department of Justice. Missions of the Institute consist of, but are not limited to, research that provides tools to reduce crime while also promoting justice for police and the communities they serve. Data from a study conducted in 2013 which was funded by the Police Executive Research Forum, (PERF) was originally intended to assist the Institute in the creation of an implementation plan and use of body-worn police cameras. Information gathered by multi agency studies inspired the National Institute of Justice, to continue independent ongoing research of the pros and cons of body-worn cameras by police officers. Some programs of The Bureau of Justice Assistance, (BJA) include countering terrorism, combating drug crimes and abuse, protectingShow MoreRelatedQualitative vs. Quantitative Research742 Words   |  3 Pagesï » ¿ Quantitative vs. Qualitative Introduction Qualitative research is designed in general to try and understand and interpret social interactions, according to Xavier University. Quantitative research, on the other hand, is used to test hypothesis, to examine cause and effect, and to make predictions (Xavier). Qualitative research is used to identify patters, themes and certain features while quantitative research tends towards identifying statistical relationships (Xavier). As to the role ofRead MoreAfrican American Criminal Justice Graduates in the Real World715 Words   |  3 Pagesjustice degree is necessary for individuals to become police officers, correctional officers, or probation and parole officers. This research was published by the International journal of Criminal Justice Sciences in December of 2013. The authors thesis is that the individual perceptions of criminal justice and criminology majors are important because the data reveal can and will assist and better educate students. Criminal Justice majors hold fav orable perceptions of their particular higher educationRead MoreThe Role Of Criminological Research On Theory Building767 Words   |  4 Pagesused in subject evaluations. What are the differences between quantitative and qualitative methods in the social sciences? What are the advantages and disadvantages of each method? Quantitative methods and qualitative methods differ in the social sciences. Quantitative methods are techniques that produce measurable results. An advantage to quantitative methods are that they can be analyzed statistically. A disadvantage to the quantitative method is it is harder to control the data because subjectsRead MoreA Particular Piece Of Work From Michael Tornry And Catrien Bijleveld Essay1485 Words   |  6 PagesThis article review essay will focus on a particular piece of work from Michael Tornry and Catrien Bijleveld (2007). The material evaluated, â€Å"Crime, Criminal Justice, and Criminology in the Netherlands† come from the Journal of Crime and Justice, 35(1), 1-30. This essay will first incorporate a summary with detail of the country’s reputation, population, criminal justice system, crimes and incarceration trends, research, etc. Next, identify two positive elements the context reveals in the articleRead MoreGathering Research Data Paper1191 Word s   |  5 Pagesaddress the kind of interview structure I would choose to use, while including interview questions I would use and why I chose those particular questions. Furthermore I will provide some advantages of a qualitative data-gathering strategy over quantitative methods of obtaining information. According to  Duties Responsibilities of Police Officers  (n.d.), â€Å"police duties are to protect life and property through the enforcement of laws and ordinances. Work involves the responsibility forRead MoreCrime Is A Major Social And Political Problem Within Our Society1327 Words   |  6 Pagesscientific results. Quantitative research allows for a large number of opinions in numerical form that can be used to produce a graph to show simply what crimes males and female students in Leeds feel most at risk of. Using quantitative objective methods allows more reliable results that can be generalised to the wider student population. Taking an objective approach in research reduces the chance of investigator bias within the results. By using an objective, quantitative approach we can try toRead MoreRace, Class And Gender1032 Words   |  5 Pagesobjectives and prison culture (Reeves, 2015). Currently there are 38,845 prisoners in Australia (Australian Bureau of Statistics, 2016). We will look at the history of prisons and the modern application of prisons and in conjunction with the ‘critical criminology’ (Hudson, 2002). This serves as a ‘control’ for our later discussion when we discuss race, class and gender. Secondly, we will look at three different aspects of prison; the control of prisoners, treatment of prisoners and services provided byRead MoreEssay on Factors Affecting the Complexity of Criminal Behavior1489 Words   |  6 Pagesthe Empirical Validity of Classic and Contemporary Anomie Theories. Criminology 45, 617-663. Burrough, B. (2009). Marc Dreier’s crime of destiny: Vanity Fair, 51 (11) Cordella, P., Siegel, L. (1996). Readings in contemporary criminological theory. Northeastern university press: USA. Cote, S. (2002). Criminological theories: Bridging the past to the future. Sage publications: California Garland, D., Sparks, R. (2000) Criminology and social theory: Oxford university press. Greene, R. (2008). HumanRead MoreThe Revival of the Strain Theory Essay1272 Words   |  6 Pagesas it was in previous implications of Émile Durkheim’s anomie theory. Instead, Agnew’s theory refocused on societal norms that affect juveniles. Jang and Johnson (2003) noted GST as being â€Å"one of the most important theoretical developments in criminology over the past ten years.† In his theory, Agnew (1992) identified three major types of strain: ‘‘strain as the actual or anticipated failure to achieve positively valued goals, strain as the actual or anticipated removal of positively valued stimuliRead MoreRoutine Activity Theory, High Risk Lifestyles Theory1144 Words   |  5 PagesOther factor like unlocked homes also give a good chance to theft to steel the expensive items from houses, steeling of expensive cars from roads, streets and houses, things which are easy to carry have higher risk of getting stolen evidenced in journal in which uncounted smaller currency was stolen with car during car wash cycle. Leaving of valuable things in open view of invitation to potential criminals. J.B Roberts(2004) states ,the criminal event is triggered by a confluence of often routine

Verbs Tenses - Gap Filling Exercises - 11244 Words

Fill in the gaps with the correct tenses of the verbs in brackets. 1. _________________________ (you / watch) TV last night? – Yes, I __________________ (see) a very interesting film about endangered animals. It _________________ (be) great! 2. On Sundays Sally usually ________________ (go) to church with her parents. After that, they ___________________ (have) lunch in a nice restaurant by the sea. 3. I _____________________ (still / think) about the story. 4. How long _________________________________ (you / play) tennis? – I ______________________________ (play) tennis all morning. 5. What ___________________ (you / do), Roger? – I ________________ (listen) to music. 6. Your skirt _________________ (be) great? It ________________†¦show more content†¦1. Roger __________________ (talk) to his father at the moment. 2. His mother _________________ (cook) dinner in the kitchen. 3. Mr and Mrs Taylor __________________ (read) the newspaper now. 4. The athletes ____________________ (run) the marathon. 5. Jim _________________ (not / study) Geography at this moment. PRESENT SIMPLE or PRESENT CONTINUOUS? Fill in the gaps. 1. I _______________ (drive) to my parents’ beach house today. 2. Angela usually _______________ (wash) her finest clothes by hand. 3. My cousin Freddy always ______________ (visit) me at Christmas. 4. My schoolmates _________________ (do) the homework right now. 5. They never ________________ (forget) t do their assignments. Fill in the gaps with the verbs in brackets in the Past Simple. 1. Jane _____________ (drop) out school when she _____________ (be) 16 years old. 2. Henry _______________ (not / talk) to me about the subject. 3. All my friends _____________ (be) at my birthday party. 4. My mother ______________ (tidy) my bedroom yesterday. 5. Monica _______________ (not / visit) her grandparents last weekend. Complete the sentences by putting one verb in the past simple and one in the past continuous. 1. We _________________ (watch) TVShow MoreRelatedEnglish - The Most Important Second Language Essay examples2531 Words   |  11 PagesAlways insert the past participle of the main verb Decide on the proper tense and choose the appropriate tense of to be Afterwards I gave him some exercises out of his course book, involving exercises like transforming sentences from active to passive or filling in the suitable active or passive forms of the verb. 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(Listen to your parents.) Select the verb that is conjugated into  present continuous: Rather than shoes, I _________ sandals. (am wearing) Identify the verb tense or mood  of the bolded word(s): Dont stop  believing! (imperative) To discuss activities that are currently in progress, which verb tense would you use? (present continuous) Read MoreTEFL Assignment Answers23344 Words   |  94 Pagesreading, and (4.) writing. These four (4) principles are stressed within this educational system; and I do plan on coupling that knowledge with classroom activities that limit my talk time. Let me provide a specific example. â€Å"Writing/Discussion exercise.† I am a fan of the visual artist Kehinde Wiley. His art is vivid in color and quixotic in color. Therefore, these visuals are able to spark emotion and subsequent discussion from those that view his pieces. 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We could venture the idea that the mans attitude is that things will right themselves in the end. The woman seems to have received the major hurt, as she can see no hope of thing returning to their former state. We do not knowRead MoreDeveloping Management Skills404131 Words   |  1617 PagesData Whetten, David A. (David Allred) Developing management skills /David A. Whetten, Kim S. Cameron.—8th ed. p. cm. Includes bibliographical references and index. ISBN 978-0-13-612100-8 1. Management—-Study and teaching. 2. Management—Problems, exercises, etc. Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I Read MoreStephen P. Robbins Timothy A. 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Implicit and Explicit Learning Two Different Systems Free Essays

string(174) " these experiments they concluded that, although many claims have being made for dissociations between learning systems, Perruchet Amorim regarded these as groundless\." Implicit and explicit learning: Two different systems? Implicit and explicit learning methods have been empirically tested over many years and the debate still goes on, are they connected to one another or are they two separate systems? This essay aims to evaluate studies on both sides and come to a conclusion based on current research. Implicit learning was first defined as, how one develops intuitive knowledge about the underlying structure of a complex stimulus environment, without a conscious effort (Reber, 1967). This in Lehman’s terms is essentially unconscious learning, meaning that certain things are learned without our brain being actively used to learn them. We will write a custom essay sample on Implicit and Explicit Learning: Two Different Systems? or any similar topic only for you Order Now Explicit learning on the other hand is defined by Mathers et al (1989) as being very similar to the conscious problem solving processes, this is because our brain attempts to form a mental representation of the task and searches memory for previous knowledge before testing mental models of task performance. Grant Berg (1948) showed just how clear implicit learning is when they created the Wisconsin card-sorting test (WCST). The participants had to categorize cards but were not told how to categorize them, but only if it was right or wrong. After a few tries the participants were able to successfully match the cards to the right categories however when asked why they could not explain why they matched the card to that category, showing that this learning was done implicitly and is hard to explain how they came to that conclusion. A clear example of explicit learning is when a child is learning their math timetables because they are consciously participating in a new learning exercise. Cleeremans Jimenez (2002) describes implicit-explicit learning as a continuum whereas Aizenstein et al (2004) suggests that different areas of the brain are active during different types of learning. As there are different types of learning, there are also different types of memory and learning and memory are inextricably linked with one another. Therefore neurologists and psychologists have argued that if there are 2 separate systems of memory then surely, as memory and learning are so closely interlinked, learning must also have a similar system (Kihlstrom, Dorfman Park, 2007). Grammar learning has being at the centre of the majority of research as the human brain deciphers grammar through both memory and learning. This was shown in Reber (1967) study or artificial grammar learning, where he presented participants with a string of artificial sentences that have been created by using a complex set of grammatical rules. Reber concluded that while all the sentences across both groups technically made no sense, participants identified that there was a set of grammatical rules behind the sentences. When the sentences changed and some were grammatically correct and some were not, participants knew that there was something wrong about the sentence however they could not explain what this was. This is because the participants were unconsciously learning the set of rules while reading the sentence. During different types of learning, different areas of the brain become active and have increased blood flow, this presents a solid platform for a multiple system view of learning in humans. This debate has been discussed in the context of memory as well as learning systems. Goschke (1998) provides evidence for this when he studied the implicit learning of motor sequences. Goschke discovered, through brain imaging, that different domain-specific areas of the brain became active during motor sequence learning, areas that suggest the different areas of the brain become active through one learning task. Consequently proposing the theory for independent learning systems. This theory was reinforced when Aizenstein (2004) used modern technology in the form of fMRI scans to measure regional brain activity during concurrent implicit and explicit sequence learning, this study found that brain activity was very similar in both types of learning. With the visual cortex and the striatum showing activity in both conditions, however the main difference between the conditions was direction of activation change in the visual cortex. In the implicit condition the visual particle had a negative ? indicating a reduced response related with the learning trials. The prefrontal cortex was also activated more in the explicit condition. Although Aizenstein found a difference in the regional brain activity, there was also an overlap in activity in the two conditions, replicating the findings of Willingham, Salidis Gabrieli (2002) and Schendan, Searl, Melrose Stern (2003). There has been evidence found in studies on amnesia patients that strongly suggests that implicit and explicit memory is two very distinct systems. Levy, Stark Squire (2004) discovered that, through a series of experiments on memory-impaired patients, implicit priming (the identification of an item is improved from an earlier encounter) is still intact in the patients. However new priming proves to be difficult for them. This is due to damage to the hippocampus and other related structures in the medial temporal lobe consequently amnesiacs find a task difficult if it depends on the linking of unrelated items. As there are many models of multiple learning systems that have being empirically tested over the years, this has become the most commonly accepted model of learning. This is also due to modern technology such as fMRI also reinforcing certain factors that suggest a multiple system view, as Aizenstein (2004) showed. Consequently not many researchers take it on themselves to go against the majority and opt to research a singular system view of learning. However, despite a small amount of valid research on this topic, there is still substantial evidence that prolongs this debate. Cleermans Jimenez (2002) present research that indicates the learning process is not two separate systems of implicit and explicit learning, but that it is a continuum. This continuum runs from weak learning, implicit learning, along to strong learning, explicit learning, therefore proposing learning not as two separate systems but as a single loop of learning. Perruchet Amorim (1992) ran a series of experiments on sequence learning and the effect of conscious knowledge on changes in performance. Through these experiments they concluded that, although many claims have being made for dissociations between learning systems, Perruchet Amorim regarded these as groundless. You read "Implicit and Explicit Learning: Two Different Systems?" in category "Essay examples" Meaning that although there might have been experiments created to thoroughly test the hypotheses, Perruchet Amorim argued that these tests failed to provide reliable empirical support for dissociation. Stanton Nosofsky (2007) also provided evidence against the multiple learning systems hypothesis. In this study, Stanton Nosofsky aimed to reverse the dissociations already established by Reber (1967) and Goshke (1998). He aimed to do this to demonstrate how the earlier studies failed to provide solid evidence for a dissociation, by reversing the dissociation Stanton Nosofsky showed just how invalid the previous results were. They concluded that a better research strategy would be to create more fully specified versions of both multiple and single system models of learning therefore being able to evaluate them more wholly. Another key point raised by Willingham Goedert-Eschmann (1999) is that despite learning being a multiple system, there is evidence for a single system connection. They provide evidence that connects the two systems by parallel learning. When a participant is explicitly learning a sequence, their implicit knowledge of the task is improving alongside explicit learning, consequently signifying a connection between the two systems. Willingham Goedert-Eschmann focused this research on the parallelism of the two structures as little research had been done on this theory because of the amount of researchers focusing their resources on the separability of the two systems. In evaluation, the literature reviewed in this essay has being quite compelling, with the majority of research on a multiple system view of learning it seems to be the most widely accepted theory despite no concluding evidence. As there has been a vast amount of research on a multiple system view, there is little on a single system view thus making it hard to evaluate both systems fairly. Despite this, using the literature I have discovered, a conclusion can be made that there is more evidence for a multiple system of learning. Especially in neurophysiology shown by Aizenstein’s (2004) results from the fMRI scans did show some slight differences in brain activity when different tasks were presented that required implicit and explicit knowledge/learning. On the other hand Cleermans Jimenez (2002) suggest that there are slight differences, similar to Aizenstein (2004), however this is due to a singular system in the form of a continuum. As memory and learning are closely connected and there has being different types of memory established, short-term memory and long term memory, there has been many researchers looking for a link between memories and learning processes. As learning is defined as the process of laying down some sort of memory trace, there is no reason to suspect that different memory systems will be able to identify certain categories of learning (Ashby Maddox, 2005). Despite all of the research up to date, no single piece of research has been able to show that different types of memory and learning are directly linked to one another. However Ashby and Maddox did conclude that different memory types (for example sensory and primary memory, short term and long term memory) could identify different categories of learning consequently suggesting that more research needs doing into this phenomenon. Willingham Goedert-Eschmann (1999) provided an interesting explanation of the learning system, they hinted at two separate systems of learning, an implicit system and a completely separate explicit system, that were connected. This was through parallel learning. For example as we explicitly learn a sequence, our implicit system is learning concurrently with our explicit system. Providing evidence for a new theory that, although they are two separate systems, they still work together. Finally, judging from the research that has being done, a conclusion can be made that although the majority of literature out there is focusing on trying to separate the two systems and support the multiple system theory of learning, there are still unanswered questions that have arisen from research. Cleermans Jimenez (2002) provide a very interesting approach to these theories and propose an idea of a learning continuum, this question is still unanswered 10 years after the theory was proposed. Willingham Goedert-Eschmann (1999) also have an input into this debate, they suggest that while explicit and implicit learning systems are separate, they are still constantly synchronized because whilst we are explicitly learning something, our implicit system is working to store the knowledge so we do not need to consciously engage our brains next time we come across the same or similar problem. The final question that is still unanswered is a debate that has gone on for decades, is learning and memory connected? The final answer to that question is yes, yes it is however researchers are still looking into whether certain types of learning go to certain areas of the brain to be stored as memory or whether memory types cannot distinguish category learning. In conclusion, from current research, the most widely accepted theory is that there are multiple learning systems and that it is not a singular system for both explicit and implicit learning. References Aizenstein, H. J. , Stenger, V. A. , Cochran, J. , Clark, K. , Johnson, M. , Nebes, R. D. , Carter, C. S. (2004). Regional Brain Activation during Concurrent Implicit and Explicit Sequence Learning. Oxford Journals: Life Sciences Medicines, Cerebral Cortex, 14(2), 199-208 Ashby, F. G. , Maddox, W. T. (2005). Human Category Learning. Annual Review of Psychology, 56, 149-178. Cleeremans, A. , Jimenez, L. (2002). Implicit Learning and consciousness: A graded, dynamic perspective. In R. M. French A. Cleeremans (Eds. ), Implicit Learning and Consciousness (p1-40) Hove UK: Psychology Press. Goschke, T. (1998) Implicit learning of perceptual and motor sequences: Evidence for independent systems, in Handbook of Implicit Learning (Stadler, M. A. and Frensch, P. , eds), pp. 401–444, Sage Publications. Grant, D. A. , Berg, E. (1948). A behavioral analysis of degree of reinforcement and ease of shifting to new responses in Weigl-type card-sorting problem. Journal of Experimental Psychology, 38, 404–411. Levy, D. , Stark, C. Squire, L. 2004). Intact Conceptual Priming in the Absence of Declarative Memory. Psychological Science, 15(10), 680-686 Kihlstrom, J. , Dorfman, J. , Park, L. (2007). Implicit and Explicit Memory and Learning. Retrieved November 6th, 2012, from http://ist-socrates. berkeley. edu/~kihlstrm/IandMLandM. htm Mathers, R. C. , Buss, B. B. , Stanley, W. B. , Blanchard-Fields, F. , Cho, J. R. , Druhan, B. (1989). Journal of Experimental Psychology: Learnin g, Memory and Cognition, 15(6), 1083-1100. Perruchet, P. , Amorim, M. (1992). Conscious knowledge and changes in performance in sequence learning: evidence against dissociation. Journal of Experimental Psychology Learning Memory and Cognition, 18, 785-800. Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behaviour, 77, 312-327. Schendan, H. E. , Searl, M. M. , Melrose, R. J. , Stern, C. E. (2003). An fMRI study of the role of the medial temporal lobe in implicit and explicit sequence learning. Neuron 37(6),1013–1025. Stanton, R. , Nosofsky, R. (2007). Feedback interference and dissociations of classification: Evidence against the multiple-learning-systems hypothesis. Journal of Memory Cognition, 35(7), 1747-1758. Willingham, D. B. , Goedert-Eschmann, K. (1999). The Relation Between Implicit and Explicit Learning: Evidence for Parallel Development. Psychological Science, 10(6), 531-534. Willingham, D. B. , Salidis, J. , Gabrieli, J. D. (2002). Direct comparison of neural systems mediating conscious and unconscious skill learning. Journal of Neurophysiology, 88(3), 1451–1460. How to cite Implicit and Explicit Learning: Two Different Systems?, Essay examples

Italian Neorealistic Cinema free essay sample

Innovative styles social themes in Rossellinis [Open City], De Sicas [Bicycle Thief] Viscontis [Obsessione]. Italian neorealism developed as a particular form of cinematic expression during the period when Italy was ruled by the Fascists. One of the best-known of what would be called the neo-realist approach to film was Roberto Rossellinis Open City (1945), and many of the characteristics of the movement were evident in this film. These films had an anti-establishment, revolutionary attitude. They had an extemporaneous, documentary quality enhanced in the early era by the materials from which they were madewar-time film stock, cobbled-together equipment, non-professional actors, and location shooting. Open City is a good example of this early period in neorealism, while Vittorio De Sicas The Bicycle Thief (1948) is an expression of the fully developed tradition from the period after the expulsion of the fascists and after the end of World War II. We will write a custom essay sample on Italian Neorealistic Cinema or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Luchino Viscontis

Bereavement in teens Essay Example For Students

Bereavement in teens Essay Each year thousands of teenagers experience the death of someone they love. When a parent, sibling, friend, or relative dies, teens feel the overwhelming loss of someone who helped shape their -fragile self-identities. Caring adults, whether parents, teachers, counselors or friends, can help teens during this time. If adults are open, honest and loving, experiencing the loss of someone loved can be a chance for young people to learn about both the joy and pain that comes from caring deeply for others. There are many common reactions to trauma, grief, and bereavement among teens. First of all, shock and denial. Feeling numb, stunned and dazed are healthy and normal reactions. Often, it is difficult to take in information. The grieved may not have an appetite. People often feel completely exhausted, yet unable to sleep. The reverse may occur where people sleep most of the time. Feelings may range from fear and anxiety to guilt and depression. There are time some may feel they are going crazy. It is healthy to express true feelings in this stage. Some people find relief in crying and or talking to someone. The next step is searching and yearning. During the time, the bereaved search for what was lost. It is during this period that the most bizarre behavior occurs. Guilt and anger are often a part of this phase, as people search for answers. It is important that the bereaved express feelings, including anger at God- if they have those feelings, jealousy and other strong emotions. They need not be ashamed of their feelings of anger turned inward becomes guilt and this leads to depression. The third step is disorientation and disorganization. The appetite is poor, people lack motivation, have impaired judgment and experience insomnia. As the bereaved struggle to be relieved of disorientation there is a search to find the answer that feels right to them. A listening ear is the greatest gift to the bereaved. Society expects mourners to be healed quickly and support is often lacking after a short time. Others tend to avoid talking about the person who has died, when that is the thing that he lps the bereaved most. During disorientation the self-image is lowered and the mourner often isolates himself from others. The last step is reorganization and restoration. This phase does not occur quickly. Here people begin to sort out suspicions and attempt to identify what was lost. There is a sense of release, renewed energy, more socialization, better judgments and more stable eating and sleeping habits. Readaptation to the loss does not mean forgetting. Adults can begin to restore emotional well being by acknowledging feelings, asking for support, reestablishing routines and reaching out to others. They can care for the needs of children by listening to their feelings and fears, providing information to clarify what occurred and whether it can affect their lives and by reestablishing routines that will comfort and reassure. There are many factors that influence the reaction of a child when death is announced to them. Factors include, the way the news is broken to the teen, the way in which the death occurred, whether it be murder, illness, or suicide. Other factors include the way they understood o r understand death when they where growing up, also there surroundings, such as family and friends reaction to the death around the teen. Most importantly, if the people around the teen are open and willing to be there for the teen in this time of grief. People must have some stable and emotional support for themselves, in this case the teenager. .u0a9fbc0da1e2e07ef810ebb55547c1f3 , .u0a9fbc0da1e2e07ef810ebb55547c1f3 .postImageUrl , .u0a9fbc0da1e2e07ef810ebb55547c1f3 .centered-text-area { min-height: 80px; position: relative; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 , .u0a9fbc0da1e2e07ef810ebb55547c1f3:hover , .u0a9fbc0da1e2e07ef810ebb55547c1f3:visited , .u0a9fbc0da1e2e07ef810ebb55547c1f3:active { border:0!important; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .clearfix:after { content: ""; display: table; clear: both; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0a9fbc0da1e2e07ef810ebb55547c1f3:active , .u0a9fbc0da1e2e07ef810ebb55547c1f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .centered-text-area { width: 100%; position: relative ; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0a9fbc0da1e2e07ef810ebb55547c1f3:hover .ctaButton { background-color: #34495E!important; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0a9fbc0da1e2e07ef810ebb55547c1f3 .u0a9fbc0da1e2e07ef810ebb55547c1f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0a9fbc0da1e2e07ef810ebb55547c1f3:after { content: ""; display: block; clear: both; } READ: Gonorrhea (346 words) EssayDuring this period of time when a teen is going through such grief there are many reasons why the teenager would act in the way one does. There are many ways one can get help including bereavement camps. The outcome of attendance for the camps may not be very likely considering other things the teen is going through; not only the death. The decision of going to a bereavement camp is influenced by many aspects by any teen of this age is going through. These aspects that influence the decision are peer pressure, drugs and most importantly the environment that the teen is in. The environment that the teen is in may not be very supportive including t he parents or the mentors. The community may also be a dynamic factor depending on if it provides a group for support or emotional stability such as a bereavement camp. In such a case of death a teen may not know how to cope so therefore he or she may react in a violent way or shut down all feelings of emotions and turn away from help. The teen may not realize that patience helps heal the hurt. Once a teen experiences something out of the norm such as death one begins to feel all emotions of sadness take over and the self esteem of the teen may drop tremendously on behalf of the death. No one should be alone during this period of hurt and sadness. There should be some form of emotional support from some surrounding family or friends. Allow the teen to feel comfortable and assure him or her that they are not alone. The supporter should allow the teen to express all feelings of hurt, sadness and even anger. No one can control the emotions that he or she is feeling so no one has the ri ght to tell the teen how to feel or try to control the teens feelings. The teen will gradually understand that time is the key to pain and once time takes over it will all begin to brighten up the future. These times of grief and hurt are hard for any one no matter what age group. Yet for teens there are other factors that influence the healing period. As long as there is some form of emotional support for the teen it will be an easier process to over come. One needs to realize that there are groups out there to help people who are experiencing such trauma and these groups will lead teens in the right healing path.