Should Marijuana Be Legalized - 1514 Words

Recreational marijuana use is an issue that affects so many lives of people over the years. Whether the user is young or old, it can still harm their health both physically and mentally, and despite the fact that people say it can help reduce or put an end to the drug war violence and thus lower down crime rates in countries like Mexico (Berlatsky, 2), meaning it would decrease the amount of violence and problems from occurring, it’s not enough to outweigh the risks of recreational marijuana on people. Basically, since marijuana has several harmful health effects like impairing your memory, respiratory problems and even cancer, behavior change, and so much more (Thompson, 1), the government should NOT legalize recreational marijuana.†¦show more content†¦Furthermore, student users of marijuana tend not to be able to focus properly and are not aware of their surroundings, and consequently affect their education (Thompson, 4). Thus they will most likely not have a brigh t future at all unless they get their act together. In addition, they are most likely to not get good grades and pass their classes, and thus not graduate and drop out of school (Thompson, 4). So basically this is trying to say that not only your health is affected from recreational marijuana, but also your education and school life. Besides this, since marijuana makes a person high, like mentioned earlier, it can cause accidents, esp. if they’re driving a car. According to the Teen Health and Wellness article, â€Å"What Marijuana Does to Your Body,† it states that, â€Å"Since smoking pot makes you clumsy and uncoordinated, makes you react more slowly†¦ the chances of getting hurt in some sort of accident increase when you’re high.† So this would mean that a marijuana user driving a car will not have a lot of awareness on the road, which can lead to car crashes, wrong turns, etc. Basically, these are some ways in which marijuana can

Beowulf Virtue And Community - 1658 Words

Beowulf: Virtue and Community Larry Chambers ENG/235 05/06/2016 Colette Wanless-Sobel Beowulf: Virtue and Community Beowulf is set against a background of feuding and warfare amongst the Danes, Frisians, Jutes, Swedes, and the Geats. Heroes the likes of Beowulf and Wiglaf stand proudly among other figures from history such as Hygelac, Hrothgar, and Ingeld. Although, in a modern sense, the poem cannot be considered historically accurate, Beowulf offers a familiar look into the feuds, truces, alliances, and political intrigue within its heroic world. It continues fascinating readers as well because of its prominent themes such as community, revenge, violence, and, religion. To start with, the central function of a clan is the relationship between the lord of the clan and his retainers. Upon the receiving gifts the bond between lord and retainer, and in return for goods received, the retainer makes a solemn oath of fealty to the lord of the clan. Multiple times throughout the poem, the poet refers to Hrothgar, Hygelac, and Beowulf (good kings) as â €Å"ring-giver,† â€Å"helmet of the Danes,† and even â€Å"giver of treasure.† The poet acknowledges Hrothgar’s success by acknowledging that he â€Å"doled out rings / and torques at the table† (ll. 80–81). This form of social commitment (or contract) solemnizes allegiance within the heroic world. The Finn digression (ll. 1069–1158) shows the consequences of a group of retainers, although shameful and tragic, who choose toShow MoreRelatedThemes In Beowulf742 Words   |  3 PagesBritish Lit Beowulf Essay In Beowulf. The Beowulf poet crafts a story in which the heroic warrior Beowulf has to neutralize three beasts, Grendel, Grendels Mom, and a gold digging dragon. Beowulf seems invincible against all these beasts as time played for him he would slay each individual to earn his spot as a lord. These were all in order to save his people and the geats. The Beowulf poet uses tone, symbol, and motifs to demonstrate the meaning of the poem. The poet uses Beowulf to symbolizeRead MoreEssay on Beowulf study guide1576 Words   |  7 Pages1) Describe how we find King Hrothgar and his response to learning that Beowulf has come to his kingdom. A. The king is sad and depressed that his kingdom has fallen into such a state of disrepair. He is overjoyed to learn that Beowulf, whom he knows from stories and his father, Ecgtheow, has come to fight Grendel. Hrothgar promises Beowulf treasure if he can defeat the monster. 2) In the beginning of â€Å"Beowulf,† King Hrothgar’s hall has been deserted for twelve years. In a short essay, tell whyRead MoreEpic Heroism Is Epitomized By The Anglo Saxon Warrior1487 Words   |  6 Pagesthe remarkable Anglo-Saxon warrior Beowulf, the protagonist of a powerful poem named for this exemplar. True to a legendary hero, Beowulf embodies qualities of virtue and strength that are unparalleled in the common man. His youth is characterized by awesome displays of physical strength, unmatched by others. Beyond his brawny, unyielding exterior, there exists a compilation of equally mighty virtues that endure and motivate him throughout his life. Beowulf is compelled by loyalty, lineage andRead MoreReligion in Beowulf1385 Words   |  6 Pagesin Beowulf Throughout the story of Beowulf, the concept of religion plays a significant role. The Christianity ideology views state that man can survive and do great things through the protection of God. A strong desire of pride is also represented in the form of a hero in Beowulf, which in a sense goes against Christian morals. This clash with Christian morals in Beowulf was in the context of pride vs. humility and selfishness vs. sacrifice. In the book, Hrothgar first explained to Beowulf thatRead MoreRoles Of Religion In Beowulf1369 Words   |  6 PagesThroughout the story of Beowulf, the concept of religion plays a significant role. The Christianity ideology views state that man can survive and do great things through the protection of God. A strong desire of pride is also represented in the form of a hero in Beowulf, which in a sense goes against Christian morals. This clash with Christian morals in Beowulf was in the context of pride vs. humility and selfishness vs. sacrifice. In the b ook, Hrothgar first explained to Beowulf that pride without humilityRead MoreEpic of Beowulf Essay1106 Words   |  5 PagesThe 8th century epic poem Beowulf illustrates a loss of community, cultural values and tradition. On the other hand, an elegiac passing of an extraordinary hero and the relationship between the themes of mortality and heroism are well discussed in Beowulf. Beowulf’s character exemplifies the Germanic and the Anglo-Saxon ideals of the hero: strong, fearless, bold, loyal, and stoic in the acceptance of fate. Despite his lack of humility, Beowulf was the definition of a hero in his own time by hisRead MoreBeowulf And Sir Gawain And The Green Knight1499 Words   |  6 PagesIn Beowulf, and Sir Gawain, and the Green Knight, we can appreciate the significance of Beowulf and Gawain s reputations because they establish their identities in society. Reputation can be defined as an â€Å"overall quality or character as seen or judged by people† (Merriam -Webster). First, we will discuss how reputations can be interpreted according to the individual. Then we consider what if they were to fail to uphold the expectations of others, and if so, what aspects of their lives would be affectedRead MoreGrendel and Obj1412 Words   |  6 PagesBeowulf Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. Comprehension The questions below refer to the selections â€Å"from Beowulf, Part One,† â€Å"from Grendel,† â€Å"Life in 999: A Grim Struggle,† and â€Å"from Beowulf, Part Two.† ____ 1. Beowulf slays Grendel in order to  Ã¢â‚¬â€ |a. |save Hrothgar and the Danes from the monster | |b. |prevent Grendel from invading theRead MoreEssay on The Changing Concept of Hero988 Words   |  4 Pagesthe enemies that are being faced, and the values of each of them. Beowulf has no known author but it is thought to be written before the Anglo-Saxon exodus is completed but after the conquest began (p.30). Also going on during this time was the conversion of the Anglo-Saxon pagans to Christianity by Saint Augustine of Canterbury’s mission. This may account for the major focus on Christian themes throughout Beowulf, while Beowulf as a character is seen as a very pagan character (Lane). For instanceRead MoreAnalysis Of Beowulf By William Shakespeare1653 Words   |  7 PagesWhen reading Beowulf, there are many different passages with many different contexts. The passage I chose to analyze is from is in the lines 1384-1391 which reads â€Å"we sir, do not grieve. It is always better to avenge dear ones than to indulge in mourning. For every one of us, living in this world, means waiting for our end. Let whoever can, win glory before death. When a warrior is gone, that will be his best and only bulwark†. From a warrior’s point of view, he (Beowulf) is explaining that they

Knowledge Is Weakness Free Essays

Knowledge is Weakness The phrase â€Å"knowledge is power† implies that with knowledge one’s potential or abilities in life will surely increase. Having and sharing knowledge is generally regarded as a basis for improving one’s reputation and thus power. In this modern sense, knowledge seems to be a positive notion that improves quality of life, but in fact through the study of biblical text it is clear that the acquisition of knowledge has not always brought positive results. We will write a custom essay sample on Knowledge Is Weakness or any similar topic only for you Order Now In the book of Genesis, Adam and Eve were the first people to recognize that the result of knowledge is harmful and so is the â€Å"power† it brings. The consequence of knowing is not power; knowledge is a damaging force that is not all good like the modern western world believes, but rather it creates fear, weakness and makes life more difficult. Adam and Eve’s desires to know good and evil causes them to be fearful and disgraceful, not powerful like god. Adam and Eve lived in the Garden of Eden, a wonderful place where they could â€Å"eat freely out of every tree† except for the tree of the knowledge of good and evil (Gen 2. 16). Everything god created was good, and no evil existed in the Garden of Eden. Adam and Eve were specifically warned not to eat from the tree of the knowledge of good and evil or they would die. When Eve learned from the serpent that the forbidden fruit would make her â€Å"like god† and give her â€Å"knowledge of good and evil†, they disobeyed god’s instructions. Incapable to control their hunger for knowledge, Adam and Eve ate the fruit that god specifically forbid them from enjoying. They immediately realized they were naked and when god came looking for them they hid since Adam and Eve were â€Å"afraid because [they] were naked. Adam and Eve’s actions, a direct result of their desire to know, made them afraid and shameful, not powerful. Instead of existing forever in a garden where everything was good, the knowledge that Adam and Eve gained has afflicted man with fear and disgrace that cannot be undone. Adam and Eve are shunned from the Garden of Eden, and their lives become tremendously more difficult due to their unrelenting desire to know. They lived in a place where a gracious god gave them fruit to eat, and everything was good. When the serpent explained to Eve that she could be like god and know good and evil, she could not curb her desire to become â€Å"wise† (Gen 3. 6). Adam and Eve ate from the forbidden tree and gained knowledge about good and evil. God realized that Adam and Eve had disobeyed him, and he punished them severely. The punishment included being shunned from their home in the Garden of Eden. Women would now have great â€Å"pain in childbirth† and men will toil the land for their own food (Gen 3. 16). This new knowledge did not make them powerful, but instead the consequences made them weak. The lives of humans became exponentially more difficult due to the knowledge that Adam and Eve gained. Adam and Eve became weak because of their new knowledge, not powerful like western society believes is the result of knowledge. The knowledge that Adam and Eve received after eating the fruit from the tree of the knowledge of good and evil does not give them power but has a polar opposite effect. Once they disobey god to pursue knowledge, they become fearful and weak. There is good knowledge and bad knowledge; though the modern world seems to forget the biblical example of Adam and Eve which demonstrates how dangerous the pursuit of knowledge can be. There is a dark side to knowledge, and the results that it brings can be disastrous. One must never forget the example of Adam and Eve which commands us to be aware of the knowledge that we pursue and the implications that that knowledge has. How to cite Knowledge Is Weakness, Essay examples

Cognitive Development and Individual Inclusion †MyAssignmenthelp

Question: Discuss about the Cognitive Development and Individual Inclusion. Answer: Introduction: The Early Childhood Education and Care framework in Canada is designed to provide care to children with special needs and understand their social, cognitive and emotional needs (Harwood et al., 2013). As an Early Childhood Educator (ECE), one learns the knowledge and skills that are required for program planning and execution optimizing proper children development. While working in a preschool as an ECE teacher with 15 children and another ECE, I observed that one child in the group had some sort of exceptionality. He was unable to recognize red colour when the ball was brought near to him as per the cognitive milestone in preschoolers of 3 to 4 years. At this age, children are able to name correctly the colours they are familiar. Therefore, the following essay deals with the cognitive delay facts and strategies to enhance a childs social skills. As the brain develops, children learn an astounding amount of things where they recognize their parents, solve complex tasks like mathematics, language imaginative play. The cognitive delay in children is compared against standards called developmental milestones. It is a developmental timeframe where a child gains the abilities that are normal at that stage. Cognitive delay in preschoolers hinders their thinking skills and ability to learn, think and solve problems (Schlam et al., 2013). They face difficulty in naming colours, counting and in learning new words. A normal developed child of three to four years is able to understand his or her name when called. However, they cannot speak, write or read their name, but has the ability to acknowledge. It affects awareness, intellectual functioning and as a result affects learning difficulties in preschoolers. They also face difficulty in communication while playing with others. The cause of cognitive delay in children can be due to one or more reasons like genetic defects, medical problems or the child was exposed to any toxin in the environment before or after birth. Genetic diseases like Down syndrome, autism can cause developmental delays or mental retardation. Medical problems occurring in newborns or sometimes due to some unknown cause can also result in cognitive delay in children (Bjorklund Causey, 2017). Parental stress also contributes to the cognitive delay in children when there is lack of positive support giving rise to behavioural problems in them. If there is high level of stress among the parents, it affects the internalizing behaviour of children especially mothers as they spend most of their time with them. This gives rise to child neglect affecting their proper growth and development. A language enriching environment is required that promote their proper language, positive cognitive behaviour and proper neurodevelopment. Apart from inconsistent parenting, low-stimulation environment affect language and intelligence in children as there is lack of receptive vocabulary and syntactic ability (Neece, Green Baker, 2012). Cognitive delay affects the developmental domains of thinking and poses learning challenges for the children in understanding, learning, and problem solving, remembering and reasoning (Moreno-De-Luca et al., 2013). The learning ability of a child to solve problems and in making reasonable decisions is impaired in cognitive delay and lack of growing competence. Children find it difficult in memorizing things, lack of reasoning skills and poor learning level. There is delay in motor development that reduces ones opportunities to explore and learn about the world and seriously have a negative impact on their language skill development. Cognitive delay also gives rise to language delay, as language is the internalization of thinking, self-organization and remembering. Two types of expressive difficulty that occurs in cognitive delay are specific difficulties in the development of clear speech and delay in mastering grammar and sentence structures. Cognitive abilities also influenced by l anguage delay as learning is acquired through language being the medium of instruction (Temple, 2014). According to Jean Piagets theory of cognitive development, during the age of pre-schooling, children develop cognitively and their play moves from simplest ones to complex involving scenarios and characters (Modgil, Modgil Brown, 2013). Play is not only about fun rather an important part of brain development. Delay during this crucial period can give rise to behavioural problems in children as they loses their thinking, judging and reasoning skills challenging their learning abilities. All these above facts need to be taken into consideration for a early childhood educator. According to this theory, every child is unique and they grow at their own pace and way. There are various developmental milestones and children complete these tasks accordingly. However, there are various developmental delays like cognitive delay where the child fails to complete these major tasks. Therefore, as an early childhood educator, it is important to know the facts about cognitive delay so that every ch ild who experiences cognitive delay can be handled in a unique way. Moreover, their challenges and developmental delays can be identified, addressed and supported successfully by the early childhood educators (Demetriou, Shayer Efklides, 2016). It is important to involve parents in the early childhood education and activities conducted at home as well in early childhood education as it supports child learning. At the preschool, parents involvement has lifelong benefits like establishment of importance of education and development of helpful social connections. At this critical point, early childhood educators should be involved with child parents that provide tranquil transition to elementary school. Various strategies are employed by ECE to involve parents so that they take an active participation in their child education. Inquiry into engaging child parents in their education is important as parent-child relationship and their participation in child-centred activities have positive outcomes. It helps in enhancing social competence, cognitive development, and ability to establish relationships, communication skills enhancement, vocabulary growth and comprehensive skills and positive engagement and learning. In early childhood education, it is important to inquire parents so that their support and involvement is encouraged for the child learning. ECE encourage them to nurture their children so that they grow up and experience success to become healthy individuals. For this, ECEs need to support families in child nurturing by working in partnerships based on shared understanding, mutual respect and cooperative decision-making (Essa, 2012). The first step in inquiring parents is to build a supportive relationship with them. For this, it is important to understand them, their feelings and concerns. Personal contact is required to know about the parents and helps to alleviate apprehension, as it is a new experience for them. Personal information is required about parents through questionnaire that highlight their concerns, interests and needs. It is important to understand individual families so that it is easy to understand and respond to their needs. Family configuration, challenges and background information is required that would help teachers to capitalize on the parents strengths. Parents who genuinely cares for their child and want them to be successful in their life would willingly help and share their information (Gordon Browne, 2013). The second area of inquiry is the consideration of practical needs of the parents. The flexibility in the scheduling of school events, conferences and other participation opportunities increases the parents involvement in their child learning. This is a tough job for the ECE, as it requires special efforts to be in contact with parents. Open dialogue between parents and ECE is important that would be helpful in knowing about the parents involvement in child learning. The third inquiry about parents is their perspectives about importance of child learning at school and home. The involvement of parents in early childhood learning provides one-to-one attention for every individual child while parents and ECE work in partnerships with each other. It is also important to know the kind of learning environment provided by parents at home like play learning or verbal communication with their children. This is crucial as sharing expertise and views on topics and themes regarding enriching environment help in supporting child proper growth and development. This is vital, as parents are the ones who can help early childhood educators to support and work in providing the best learning experiences for their child (Morrison, 2013). To build a strong relationship with parents, ECEs communicate in an efficient and transparent manner. The open-ended questions answering the concerns of parents and bring about their intention where a parent cares about the future of their child. One-way communication where the parents need to be informed in the form of newsletters, handbooks or take-away notes. Two-way communication is also important where there would be sharing of information, feelings, concerns between ECE and parents. It is essential for building rapport, understanding, trust and mutual respect that would provide a sense of collaboration between them. This can be done through phone calls, home visits, brief conversations, conferences during pick-up or drop-off times (Allen Cowdery, 2014). To foster childs social skills, ECEs employ evidence-based tips for the social development in children. Friendship skills are a way to make children value friends and learn a lifelong social skill. When children play in small groups, they are able to offer suggestions, ideas and exchange ideas. Sharing is caring and when they work in groups, children learn many qualities like how to apologize, give compliments and know about each other. Another strategy is to inculcate emotional literacy in them by talking about emotions in classrooms. In this manner, they are able to recognize their emotions and others and develop ability to express and regulate their emotions (Jones, Bouffard Weissbourd, 2013). References Allen, E. K., Cowdery, G. E. (2014).The exceptional child: Inclusion in early childhood education. Nelson Education. Bjorklund, D. F., Causey, K. B. (2017).Children's thinking: Cognitive development and individual differences. SAGE Publications. Demetriou, A., Shayer, M., Efklides, A. (Eds.). (2016).Neo-Piagetian theories of cognitive development: Implications and applications for education. Routledge. Essa, E. L. (2012).Introduction to early childhood education. Cengage Learning. Gordon, A. M., Browne, K. W. (2013).Beginnings beyond: Foundations in early childhood education. Cengage learning. Harwood, D., Klopper, A., Osanyin, A., Vanderlee, M. L. (2013). Its more than care: early childhood educators concepts of professionalism.Early years,33(1), 4-17. Jones, S. M., Bouffard, S. M., Weissbourd, R. (2013). Educators' social and emotional skills vital to learning.Phi Delta Kappan,94(8), 62-65. Modgil, S., Modgil, C., Brown, G. (Eds.). (2013).Jean Piaget. Routledge. Moreno-De-Luca, A., Myers, S. M., Challman, T. D., Moreno-De-Luca, D., Evans, D. W., Ledbetter, D. H. (2013). Developmental brain dysfunction: revival and expansion of old concepts based on new genetic evidence.The Lancet Neurology,12(4), 406-414. Morrison, G. S. (2013).Fundamentals of early childhood education. Pearson Higher Ed. Neece, C. L., Green, S. A., Baker, B. L. (2012). Parenting stress and child behavior problems: A transactional relationship across time.American Journal on Intellectual and Developmental Disabilities,117(1), 48-66. Schlam, T. R., Wilson, N. L., Shoda, Y., Mischel, W., Ayduk, O. (2013). Preschoolers' delay of gratification predicts their body mass 30 years later.The Journal of pediatrics,162(1), 90-93. Temple, C. (2014).Developmental cognitive neuropsychology. Psychology Press.