Literacy comes in steps, baby steps. Each person learns at
his or her own pace, gradually stepping closer and closer to the
fullest extent of cognitive literacy. Although some people start
with smaller steps, all learners can reach full cognitive literacy
through plenty of trial and error, with guidance along the way.
The steps in achieving full cognitive literacy have plateaus that
learners reach at varying stages of their lives.
The first plateau of literacy is the cultural literacy stage.
Learners reach this stage by interacting with others and
by immersing themselves in their culture. The second
plateau of literacy is the stage of foundational knowledge.
Foundational knowledge consists of the basics: reading and
writing. Following foundational knowledge is the plateau of
separated critical inquiry, where learners begin to accumulate
the skills necessary for critical reading and critical writings
as skills distinct from one another. The final plateau that a
learner reaches in order to obtain full cognitive literacy is the
metacognitive stage of literacy where the learner begins to
juxtapose critical reading, critical writing, critical thinking, and
in-depth oral communication to create the highest level of
cognitive ability.
Cultural literacy is best explained through the ethnographic
approach that Shirley Brice Heath uses in her Ways With
Words. Heath examines Trackton and Roadville, two very
different towns in the Carolinas. Heath spends two chapters
on “Learning How to Talk in Trackton” and “Learning How
to Talk in Roadville.” Before children start school in Trackton,
they are more or less ignored by the adults; it is up to the
children to make themselves heard. When they are babies,
their cooing is only referred to as noises:
When infants begin to utter sounds which can be
interpreted as referring to items or events in the
environment, these sounds receive no special attention.
Trackton adults believe a baby ‘comes up’ as a talker;
adults cannot make babies talk (Heath 75.)
To Trackton residents, children learn inherently through
immersion in the cultural society. Children in Roadville also
learn from their culture but in a different way from the children
of Trackton. In Roadville, a child’s first word is a matter of
excitement in the community,: “Young mothers often take the
first ‘da, da, da, da’ sounds from the crib as ‘daddy’ and report
the ‘word’ proudly to the father” (Heath 121). While the
Stonehenge was built in several different phases beginning with the large white circle, 330 feet in diameter, surrounded by an eight foot-high embankment and a ring of fifty-six pits now referred to as the Aubrey Holes.(Stokstad, p.53; Hoyle) In a subsequent building phase, thirty huge pillars of stone were erected and capped by stone lintels in the central Sarsen Circle, which is 106 feet in diameter.(Stokstad, p.54) This circle is so named because the stone of which the pillars and lintels were made was sarsen. Within the Sarsen Circle were an incomplete ring and a horsesho...
The content of this project is based on the largest and most complete megalithic structure in Europe, The Stonehenge. It resides in center of the southern England; on the wide spread Salisbury Plains. It is said to be old approximately four thousand years, and it is even considered older than the Great Pyramids of Egypt. Standing there over such a long time, it has been the subject of research and mystery in general, for a really long time. Dozens of notable scientists, emperors and others expressed their admiration and interest through different means of explorations and excavations. There have been various theories on how it was built, and what the purpose of it was, and some of them are really intriguing and interesting such. Some thought it was built as a solar-lunar calendar, some said that it had medical purposes for the giants that had built it, it was considered a ceremonial place, temple of veneration, a portal and lastly but not less important, there were some associations of Stonehenge to the aliens. The two specific theories on the Stonehenge’s importance will be discussed and summarized in this essay. First theory comes from an astronomical stand point interpreted by Mr. Chris Witcombe, and the second theory might sound unusual when said the Stonehenge represents the human vulva, and this theory is interpreted by Anthony Perks(PhD) and Darlene Bailey(BA).
Early on in the race, the USSR was very successful. In 1957, the Soviets launched Sputnik, which triggered the start of the space race (John F. Kennedy). The United States began to scramble, trying to catch up with the Soviets. However, soon after, the Soviet Union completed another huge success. They sent the first man to orbit Earth (John F. Kennedy). In 1961 the USSR’s Yuri Gagarin became the first human to ever orbit the Earth (John F. Kennedy). The United States was still unsuccessful and beginning to look weak. After that, America got serious. On May 25, 1961, President Kennedy asked Congress for around eight billion dollars to build up the space program over the next five years (John F. Kennedy). The president declared, “This nation should commit itself to achieving the goal, before the decade is out, of landing a man on the moon and returning him safely to Earth” (John F. Kennedy).
Recent research from the Stonehenge Riverside Project suggests that when Stonehenge was first assembled (c2500 BC), its main purpose was to serve as a burial ground. However, it seems clear that for those who came in possession of it later on, it would have been used as a statement of power – "These are my lands, this is my construction and is an example of my wealth in resources". (Riverside, P.4).
Cognitive psychologists have long focused in identifying how people identify approach the two major types of problems: well-defined and ill-defined. For the most part, scientists have come up with theories and models to explain in general terms how people elaborate steps to come up with solutions. However, there are some problems which cannot be defined and analyzed with a single model. These special kind of problems are called insight problems and usually require a bit of contemplation and creativity beyond that of regular ill-defined problems; thus they have presented a challenge for people to evaluate and measure. In this paper I will focus in one particular insight problem called the nine-dot-problem and review some of the experiments and theories that have been proposed to describe a path to its solution. But first I think it is important to become aware of what exactly distinguishes well-defined problems and ill-defined problems from one another.
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
In George Orwell’s genius literary masterpiece, Animal Farm, he allegorically showcases many in depth and powerful political issues in a fairy tale form. His book by definition is listed as a fairy tale because of its setting and characters being that of pure imagination. It deals with the issues, pro’s, and con’s of totalitarianism, communism, and socialism. And absolutely brilliantly engulfs the reader with his original allegorical usage of talking animals to project certain stances and political factions and there constant struggle dominance and absolute power.
During the progression of A&P, Sammy's words and action reflect his growth from an immature teenager to a person who takes a stand for what he believes is wrong.
Levels of Processing Theory Depth of Analysis Craik and Lockhart believed that depth is a critical concept for levels of processing theory. * The depth of processing of a stimulus has a substantial effect on its memorability, i.e. how well it is remembered. * Deeper levels of analysis produce more elaborate, longer lasting and stronger memory traces than do shallow levels of analysis. Craik (1973) defined depth as "the meaningfulness extracted from the stimulus rather than in terms of the number of analyses performed upon it".
The classic stories “Alice’s Adventures in Wonderland” and “Through the looking Glass” by Lewis Carroll consist of dreamlike adventures in a crazy world of nonsense. However this nonsense can be deciphered into a complex new system of thinking. This way of thinking can be transferred and directly applied to the mind. How the mind works, its many varying functions, and lastly the unconscious mind can all be tied to Alice. The unconscious mind can be compared to Alice, as can a dreamlike state of mind.
According to Howard Gardner there are nine intelligences or ways people learn. The common way schools teach is through what Gardner calls the logical-mathematical way. Although this method must be used while teaching, it only caters to the way a select few children learn. Therefore Howard Gardner has promoted the understanding and use in teaching of all ways people learning. Gardner has created eight intelligences and is currently still studying the ninth intelligence.
Everyone thinks intelligence is being keen and that it is hereditary, but what if intelligence also refers to dexterity? Each person is embodied with intelligence, but it might not be the intelligence that you see in school by form of tests. If you can’t see these intelligences by tests; then how do you know if you have an intelligence?
There are basically two camps on the theory of intelligence, how exactly to define intelligence is still debated. There are, however, two major schools of thought on its nature and properties. This paper examines and evaluates the two opposing theories on the nature of intelligence. The two opposing theories of intelligence are the one general intelligence school of thought and the multiple intelligences school of thought. The general intelligence proponents believe that there is one factor from which all intelligence is derived; the multiple intelligences proponents believe that there are different kinds of intelligence. Each theory has merit and evidence to support its claims.
William Blake, a poet that strongly believed in the power of mind, once wrote, "if we see with imagination, we see all things in the infinite." The Romantic poets use their imagination when gazing at nature, and therefore see and feel the infinite through their poetry. William Wordsworth expresses the serene beauty that nature possesses and its calming effects on the mind. Samuel Taylor Coleridge, one of the poetic geniuses of the age, uses nature and his imagination to create surreal atmospheres. Another Romantic poet, by the name of Percy Bysshe Shelley, shows great longing for the freedom that nature possesses and the freeing effect it has on him. These poets of the Romantic period look at nature from a higher consciousness called the imagination.
Everyone thinks intelligence is being smart and that it is inherited, but what if intelligence also refers to skill? Each person is embodied with intelligence, but it might not be the intelligence that you see in school by form of tests. If you can’t see these intelligences by tests; then how do you know if you have an intelligence? According to the website Multiple Intelligence (MI)-Howard Gardner (2014), Howard Gardner is the man who came up with the idea of multiple intelligences and he describes intelligence as “the ability to create an effective product or offer service that is valued in a culture,” while the traditional definition as from Merriam-Webster dictionary (2014) defines intelligence as “the ability to learn or understand things or deal with new or difficult situations.” With this idea of how intelligence is, he formed a list of eight intelligences (Bodily Kinesthetic, Logical-Mathematical, Linguistic-Verbal, Musical-Rhythmic, Spatial-Visual, Interpersonal, Intrapersonal, and Naturalist) based on the characteristics and then left one called Existential to add later after more evidence has been found. Each of the intelligences has their own set of skills and abilities associated with them; so we can see these intelligences then through the abilities and products that we have and produce. Many people doubt that there are more than one form of intelligence and rather call most of Gardner’s intelligences talents instead because there is no test that can prove all of them easily. Even the teachers are having a hard time accepting the theory because it seems impossible to teach eight different ways to fit each intelligence, but like me there are many that have accepted the idea and initiated it into their classrooms. The...