First-principles Calculations of Rare Earth Diffusivities

First-principles Calculations of Rare Earth Diffusivities First-principles calculations of rare earth (Y, La and Ce) diffusivities in bcc Fe ABSTRACT: The impurity diffusivities of rare earth elements, Y, La and Ce, in bcc Fe have been investigated by the first-principles calculations within nine-frequency model and semi-empirical corrections for magnetization. The microscopic parameters in the pre-factor and activation energy have been calculated. For the three elements, the solute-vacancy interactions are all attractive, and Y and La solute atoms more favorably bond to the vacancy. The solute-vacancy binding energy can be explained in terms of the combination of the distortion binding energy and the electronic binding energy, and the strain-relief effects accounts for larger portion of the binding energy for Y and La than that for Ce. The diffusion coefficients for Y and La are comparable, and predicted to be larger than that for Fe self-diffusion. Compared with Y and La, Ce shows large migration energy and weak solute-vacancy attractive interaction, which accounts for the lowest diffusivity of this element. Keywords: Diffusion; Rare earth; Bcc Fe; First-principles calculations 1. Introduction In the past years, the addition of rare earth (RE) elements has been regarded promising in steels [1-3]. A series of beneficial research for the development of Rare earth Addition have been focused on the purification and modification of inclusion, since RE elements are characterized by significant negative free energy changes for compound formations. RE doping also improve the high-temperature oxidation resistance of steels due to the reactive-element effect (REE) [4,5].In addition, the phase transformations, recrystallization behavior, and the corrosion resistance of steel can be improved by adding RE [6, 7]. Knowledge of all of these is essential to understand the influence of RE additions on the physical, chemical and various properties of steels. In spite of the progress so far in RE application, it is apparent that many questions still remain rather controversial. Data for the effects of rare earths on the surface and interfacial properties, surface tension, contact angle, etc., of steels, are unanswered, for the sake of precise solubilities of rare earths in iron and steels are still not available. Furthermore, accurate thermodynamic data are still unsatisfactory, to accurately predict these characteristics. Kinetic properties, in particular diffusion coefficients for RE, are necessary in understanding the underlying mechanism of RE’s above effects [8]. Therefore, the investigation of the diffusivity for these RE elements is expected to be useful in the context of developing RE steels. Although for diffusion in bcc Fe many data are available, nevertheless there is little experimental or calculated data for RE. For the three commonly used RE elements, Y, La and Ce, only the diffusion coefficient of Y has been reported [9].The purpose of the present work is to investigate the impurity diffusivities of rare earth elements, Y, La and Ce, in bcc Fe by the first-principles calculations within nine-frequency model and semi-empirical corrections for magnetization[10,11], calculate the associated solute-vacancy binding energies, migration energies, pre-factors and activation energies for these impurity diffusivities, as well as the self-diffusion coefficient of Fe, thus discuss the related factors of the diffusion coefficients. 2. Methodology The temperature dependence of diffusion coefficient D is expressed in the Arrhenius form D=D0exp(-Q/kBT). For bcc Fe, the Arrhenius plot of self-diffusion and solute diffusion in iron of the ferromagnetic state deviates downwards from the Arrhenius relationship extrapolated from the paramagnetic state [12]. This effect is attributed to the change of magnetization which affects the diffusion activation energy. The temperature dependent magnetization on the diffusion activation energy is well described by the following form [13]: QF(T)=QP[1+ÃŽ ±s(T)2] (1) where QF(T) and QP are the activation energies in the ferromagnetic and paramagnetic state, respectively; s(T) is the ratio of the magnetization of pure iron at a given temperature T to that at 0K, and has been experimentally measured [14,15]; the constant ÃŽ ± quantifies the extent of the influence of magnetic on activation energy. The measured value of ÃŽ ± for Fe self-diffusion is 0.074, in the case of the solute species investigated in this context that have no measured ÃŽ ± values available, the values can be estimated from a semi-empirical linear relationship with the induced change in local magnetization on Fe atoms in the first and second neighbor shells of a solute atom [16]. The first-principles calculations give direct access to the magnitude of the activation energy in the fully ordered ferromagnetic state (T=0K). Given the values of ÃŽ ± and s(T), we can compute QP through the relation , and QF(T) from Eq. (1). We based the diffusion calculations on the assumption that the mechanism of diffusion is primarily monovacancy mediated. For self-diffusion and solute diffusion on a bcc lattice, the diffusion coefficient can be expressed as following [10,17]: Dself=a2f0Cvw0 (2) Dsolute=a2f2Cvw2(-ΔGb/kBT) (3) where a is the bcc lattice constant, f0=0.727 is the self-diffusion correlation factor, f2 is the correlation factor for solute diffusion which depends on the relative jump rates for a vacancy to different sites neighboring the solute atom. Cv denotes the equilibrium vacancy concentration, can be written as Cv=exp(ΔSf /kB)exp(-ΔHf /kBT), where ΔSf and ΔHf are the vacancy formation enthalpy and entropy, respectively, the harmonic approximation makes these two become temperature-independent constants. and kB is Boltzmann’s constant. w0 and w2 are the vacancy hopping frequencies for Fe and solute atoms to exchange with a nearest-neighbor vacancy, respectively. Based on transition state theory (TST), the vacancy hopping frequency w is written as , where and are the phonon frequencies in the initial state and transition state, and the product in the denominator ignores the unstable mode; ΔHmig is the migration energy, gives the energy difference for the diffus ing atom located at its initial equilibrium lattice position and the saddle-point position. The solute-vacancy binding free energy ΔGb can be expressed as ΔGb =ΔHbTΔSb, where ΔHb and ΔSb are the binding enthalpy and entropy, respectively. The correlation factor f2 can be calculated using the nine-frequency model developed by Le Claire [11] which involves different jump frequencies of vacancies to their first neighbor position in the presence of the solute atoms, as illustrated in Fig. 1. In this model, the interaction of solute-vacancy is assumed up to second neighbor distance. The nine frequencies shown in Fig. 1 correspond to all of the distinct vacancy jumps, including the host Fe atom jump w0 without impurity. The detailed calculation procedures could be found in Ref. [10]. Fig. 1. Schematic illustration of the nine-frequency model for the bcc Fe crystalline with a solute atom. The arrows indicate the direction of the vacancy jumps. The numbers in the circle represent the neighboring site of the solute atom. For convenience, we can represent the self- and solute diffusion equations (Eqs.(2) and (3)) in Arrhenius form to obtain the pre-factor and activation energy of diffusion. By combining the above Eqs., the diffusion coefficient for Fe self-diffusion and solute diffusion can be expressed as: (4) For self-diffusion, the pre-factor is, and the activation energy in the fully ordered ferromagnetic state given as . Also, the solute diffusion coefficient can be expressed in an Arrhenius form with the pre-factor is, and. The first-principles calculations presented here are carried out using the Vienna Ab Initio Simulation Package(VASP) with the projector augmented wave(PAW) method and the generalized gradient approximation of Perdew-Burke-Ernzerhof functional(GGA-PBE) [18]. The computations performed within a 4à ¯Ã¢â‚¬Å¡Ã‚ ´4à ¯Ã¢â‚¬Å¡Ã‚ ´4 supercell including 128 atoms. The binding, vacancy formation and migration energies were calculated with 300eV plane-wave cutoff and 12à ¯Ã¢â‚¬Å¡Ã‚ ´12à ¯Ã¢â‚¬Å¡Ã‚ ´12 k-point meshes. All calculations were performed spin polarized, with a ferromagnetic ordering of the Fe moments. The residual atomic forces in the relaxed configurations were lower than 0.01eV/Ã…. The transition states with the saddle point along the minimum energy diffusion path for vacancy migration were determined using nudged elastic band (NEB) method [19] as implemented in VASP. We adopt the harmonic approximation (HA) to consider the contribution of normal phonon frequencies to free en ergy. The normal phonon frequencies were calculated using the direct force-constant approach as implemented in the Alloy Theoretic Automated Toolkit (ATAT) [20] package. Similar cutoff energy, k-point mesh size and supercell size used for the total energies were used for the vibrational calculations. 3. Result and discussion Table 1 illustrates our calculated vacancy formation, migration and binding energies, as well as the constant ÃŽ ± for solute species, the associated activation energies for self- and solute-diffusion in the paramagnetic and fully ordered ferromagnetic state. For pure bcc Fe, the vacancy formation energy and migration energy obtained here are consistent with the reported range of values, ΔHf=2.16-2.23 eV and ΔHmig=0.55-0.64 eV [10,21,22]. For Y impurity in bcc Fe, the calculated vacancy binding energy and activation energy in full ordered ferromagnetic state also compare well with the previous first principles work [9,23], in which ΔHb=-0.73 eV and =2.26 eV. It can be seen that Y and La have smaller activation energy than that for Fe self-diffusion, while Ce is predicted to have a lager value of activation energy than that for Fe self-diffusion, in both the ordered ferromagnetic and paramagnetic state. Table 1 Vacancy formation energy ΔHf , solute-vacancy binding energy ΔHb, migration energy ΔHmig, the ferromagnetic activation energy and the paramagnetic activation energy QP; the variable dependence parameter of activation energy on magnetization ÃŽ ± (the value for Fe is taken from experimental measurements, while the values for Y, La and Ce have been estimated from first-principles calculations). Solute-vacancy binding energy plays a crucial role in understanding solute diffusion kinetics. From Table 1 it can be seen that referring to the nearest-neighbor solute-vacancy pairs, the binding energies are all negative, which implies the solute-vacancy pairs are favorable. Specifically, Y and La impurities are computed to have higher values of solute-vacancy binding energies -0.69 eV and -0.66 eV, respectively, while that for Ce is -0.43 eV. To obtain information on the origin of these attractive behaviors, we decompose the total binding energy into the distortion binding energyand the electronic binding energy as [24] . The distortion binding energy is the energy that can be gained by reducing the distortion in the bcc Fe matrix when a solute atom and a vacancy combine to form a solute-vacancy pair, and can be expressed as: (5) where and can be calculated as follows: after the supercell containing a solute-vacancy pair (or a substitutional atom) has been fully relaxed, the solute-vacancy pair (or the substitutional atom) is removed from the system, then the total energy can be calculated. denotes the total energy of pure bcc Fe supercell, and is the total energy of the supercell containing a vacancy. Then can be calculated from . The calculated energy decomposition for solute-vacancy binding is shown in Table 2. The distortion energies (-0.31 to -0.65 eV) for all solute elements(Y, La and Ce) are negative, and much bigger than their corresponding electronic binding energies (-0.04 to -0.12 eV). This implies that the distortion energy is the major part of the total binding energy, i.e. the strain relief effect contribute significantly to the interaction between the impurity atom and the vacancy, especially for the solute Y and La, which accounted for 94.2% and 97.0% of the total binding energy, respecti vely. Table 2 Decomposition of the total solute-vacancy binding energy into distortion binding energy and electronic binding energy. The correlation factor f2 is related to the probability of the reverse jump of a solute atom to its previous position [25]. Table 3 lists the calculated values of correlation factors for Y, La and Ce at representative temperatures of 850, 1000 and 1150K. The correlation factors for Ce is nearly a constant close to 1, while the Y and La diffusion correlation factors decrease with increasing temperature, corresponding to the weak solute-vacancy binding for Ce and the strong solute-vacancy binding for Y and La. Therefore, the Ce atom is the most difficult to return back to its original position in the temperature range of our investigation. Including the smallest binding energy, highest migration energy and correlation factor, provides an explanation for the low diffusivity of Ce atom. Table 3 Correlation factors (f2) for Y, La and Ce solute-diffusion at representative temperatures of 850, 1000 and 1150K. Table 4 lists the calculated diffusion activation energies and pre-factors for Fe self-diffusion and Y, La and Ce impurity diffusion. For pure bcc Fe, we find our calculated results are in good agreement with the published values. For Y impurity in bcc Fe, the calculated activation energy in full ordered ferromagnetic state also compare well with the previous first principles work, while the pre-factor is as much as two orders of magnitude lager than the reported value. The experimental or calculated diffusion coefficients of La and Ce are not available to the best of our knowledge. Fig. 2 presents a direct comparison between the calculated and published temperature dependent diffusion coefficients for Fe self-diffusion and Y solute diffusion. For Fe self-diffusion, the calculated values are in good agreement with Huang et al. [10] and Nitta et al.[24], but smaller than the measured data of Seeger [25], this discrepancy may be due to the impurity, defects and grain sizes of the testing materials, and instrumental accuracy. For Y solute diffusion, the diffusion coefficient values are higher by a factor of 4-5 than those due to Murali et al. [9], this discrepancy can be attributed to the harmonic vibration and the influence of the bulk magnetization on the activation energy. The temperature dependence of the solute diffusion coefficients for Y, La and Ce in bcc Fe matrix are plotted in Fig. 3, where the Fe self-diffusion coefficient is also included. It can be clearly seen that the diffusion coefficients for Y and La are higher than the self-diffusion in pure bcc Fe, while the diffusion coefficients for Ce are lower than that of Fe self-diffusion, over the entire temperature range below the ÃŽ ±-ÃŽ ³ phase transition. For the case of Ce solute diffusivity, the lowest value of diffusion coefficient originates from the largest migration energy and the smallest solute-vacancy binding energy. For the two faster diffusers, Y and Ce, which have the comparable diffusion coefficients, we can observe that the diffusion rate of La is higher than that of Y at temperatures below 930 K, but this relation reverses with temperature rising above 930 K. This is attributed to the effects of the diffusion pre-factors of these two elements. Therefore, the investigation for diffusion should also be based on detailed considerations of the diffusion pre-factor, including the contribution of the correlation factor, rather than the vacancy formation energy and migration energy. The diffusion properties of solute elements (Y, La and Ce) in bcc Fe matrix have been studied using DFT calculations in conjunction with the Le Claire nine-frequency model. Of the three impurities that we investigated, the diffusion coefficients for Y and La are comparable, and predicted to be larger than the Fe self-diffusion. In contrast, the calculated results indicate that Ce diffuse slower than Fe self-diffusion. The slowest diffusion rate of Ce originates from that the solute-vacancy binding energy for this element is lower than that of Y and La, and the former has higher migration energy as well. In the case of Y and La, the small direction deviation between the trends of the diffusion coefficients of these two impurities, mainly comes from the contribution of the diffusion correlation factor. The authors are grateful for the financial support of the National Natural Science Foundation of China (No. 51101083) and the Natural Science Foundation of Inner Mongolia (No.2013MS0813). References [1] M.F. Yan, C.S. Zhang, Z. Sun, Appl. Surf. Sci. 289 (2014) 370. [2] W. Hao, W.T. Geng, Nucl. Instrum. Meth. Phys. Res. B 280 (2012) 22. [3] Y.H. Yoo, Y.S. Choi, J.G Kim, Y.S. Park, Corros. Sci. 52 (2010) 1123. [4] S.K. Samanta, S.K. Mitra, T.K. Pal, Mater. Sci. Eng. A 430 (2006) 242. [5] R. Thanneeru,S. Patil,S. Deshpande,S. Seal, Acta Mater. 55 (2007) 3457. [6] S.T. Kim, S.H. Jeon, I.S. Lee, Y.S. Park, Corros. Sci. 52(2010) 1897. [7] H.Z. Li, H.T. Liu, Z.Y. Liu, G.D.Wang, Mater. Charact. 103 (2015) 101. [8] D. Simonovic, M.H.F. Sluiter, Phys. Rev. B 79 (2009) 054304. [9] D. Murali, B.K. Panigrahi , M.C. Valsakumar, C.S. Sundar, J. Nucl. Mater. 419 (2011) 208. [10] S.Y. Huang, D.L. Worthington, M. Asta, V. Ozolins, G. Ghosh, P. K. Liaw, Acta Mater. 58 (2010) 1982. [11] A.D. Le Claire, Philos. Mag. 21 (1970) 819. [12] S.Takemoto, H. Nitta, Y. ijima, Y.Yamazaki, Philos. Mag. 87 (2007) 1619. [13] L. Ruch, D.R. Sain, H.L. Yeh, L.A. Girifalco, J. Phys. Chem. Solids 37 (1976) 649. [14] H.H. Potter, Proc. R. Soc. London, Ser. A 146 (1934) 362. [15] J. Crangle, G.M. Goodman, Proc. R. Soc. London, Ser. A 321 (1971) 477. [16] S. Takemoto, H. Nitta, Y. Iijima, Y. Yamazaki, Philos. Mag. 87 (2007) 1619. [17] M. Mantina, Y. Wang, R. Arroyave, L.Q. Chen, Z.K. Liu, Phys. Rev. Lett. 100 (2008) 215901. [18] G. Kresse, J. Hafner, Phys. Rev. B 47 (1993) 558. [19] G. Henkelman, H. Jonsson, J.Chem. Phys. 113 (2000)9978. [20] A. van de Walle,M. Asta,G. Ceder, Calphad 26 (2002) 539. [21] C. Zhang, J. Fu, R.H. Li, P.B. Zhang, J.J. Zhao, C. Dong, J. Nucl. Mater. 455 (2014) 354. [22] H. Ullmaier, Atomic Defects in Metals, Springer, Berlin Heidelberg, 1991. [23] O.I. Gorbatov, P.A. Korzhavyi, A.V. Ruban, B. Johansson, Yu.N. Gornostyrev, J. Nucl. Mater. 419 (2011) 248. [24] X.S. Kong, X.B. Wu, Y.W. You, C.S. Liu, Q.F. Fang, J.L. Chen, G.N. Luo, Z.G. Wang, Acta Mater. 66 (2014) 172. [25] M. Mantina, Y. Wang, L.Q. Chen, Z.K. Liu, C. Wolverton, Acta Mater. 57 (2009) 4102. [26] H. Nitta, T. Yamamoto, R. Kanno, K. Takasawa, T. Iida, Y. Yamazaki, S. Ogu, Y. Iijima, Acta Mater. 50 (2002) 4117. [27] A. Seeger, Phys. Status Solidi A 167 (1998) 289.

Hegemonic masculinity

Hegemonic masculinity refers to the culturally normative ideal behaviours of males. This concept is based on the assumption that there is a hierarchy of masculine behaviour, suggesting that most societies encourage men to exemplify a dominant version of masculinity. Hegemonic masculinity is competitive and reflects an inclination for males to pursue domination over other males and subordinate females. Contrary to feminism, anti-femininity demonstrates a male's strong aversion and fear of being attributed to feminine characteristics.Men's identity strategies are stablished through their complicit or resistant stance to prescribed dominant masculine styles. Masculine characters are not given. Rather, a range of possible styles and personae emerge from the gender regimes found in different cultures and periods of time. It is undeniable that the definition of a man is the same today as it was a decade ago. Among the possible ways of being masculine, some become winning style and it is th is with which men must engage.This manufactured image of the male projected the appearance of an educated man, the talented athlete, hardworking good family man, with the ability to always provide. This has become the standard definition of manhood. The workplace became the arena that allowed manhood to be tested and, proving to other males. It provided the space for which men could prove opposite characteristic of women, although women were one of many vehicles available to males for the purpose of exhibiting levels of success.Through the gender identity model, demonstrated by Christopher T. Kilmartin, this paper will view the different dimensions of male and female gender roles. Moreover, through the work of Ann Ferguson, the crucial interpretation of gender performance nd transgressive acts will be fundamental in identifying how hegemonic masculinity is identified as anti-femininity. In all societies the obvious biological difference between men and women is used as a Justificati on for forcing them into different social roles which limit and shape their attitudes and behavior.That is to say, no society is content with the natural difference of sex, but each insists on adding to it a cultural difference of gender. The simple physical facts therefore always become associated with complex psychological qualities. It is not enough for a man to be male; he also has to appear masculine. A woman, in addition to being female, must also be feminine. However, once the contrast between men and women has been increased and accentuated in this fashion, it is usually taken as a further manifestation of biological differences, which confirm the need for different social roles.Thus, from an early age, boys are helped to acquire a masculinity that allows them to assume and maintain that position. By the same token, girls are taught to cultivate a submissive femininity. The resulting difference in the male and female character is then described as inborn and used to defend t he existing power rrangement. Only those who accept it are normal, and only they can expect to succeed. The male social role is designed to reward masculine men, while the female social role offers its relative advantages only to feminine women.Gender identity is ultimately derived from both chromosomal makeup and physical appearance, but this does not mean that psychosocial influences are missing. Socialization, or the process whereby a child learns the norms and roles that society nas created tor his or her gender, plays a significant role in the establishment of her or his sense of emaleness or maleness. If a child learns she is a female and is raised as a female, the child believes she is female; if told he is a male and raised as a male, the child believes he is male.Beginning at birth, most parents treat their children according to the child's gender as determined by the appearance of their genitals. Parents even handle their baby girls less aggressively than their baby boys. Children quickly develop a clear understanding that they are either female or male, as well as a strong desire to adopt gender-appropriate mannerisms and behaviors. This normally occurs ithin two years, according to many authorities. In short, biology sets the stage, but children's interactions with the social environment actually determine the nature of gender identity. The gender identity model also carries the assumption that, ‘being like a woman' is a negative outcome in personality development† (Kilmartin, 39). Early psychoanalytic theorists were quick in assuming that poor motherhood was the primary drawback in a male child being overly feminine. Other Justifications point to an absent father who was away often or very distant from his children. The feminine male has been demonstrated as a scary unwanted image. A teenage boy is not supposed to cry during a romantic movie.If a young boy associates with too many feminine things, he may end up identifying more with wo men than with men. All females are not necessarily feminine and all males are not necessarily masculine. We are never provided with a definitive answer to what constitutes masculinity, but instead we are provided with details and examples of how an why masculinity cannot be reduced to the male body and its effects, asserting as well that dominant asculinity relies on alternate masculinities, such as female masculinity.Masculinity in this society inevitably conjures up notions of power, legitimacy and privilege, a fact which closely ties the idea of masculinity to conceptions of race gender, sexuality and class, yet this power is only recognizable in opposition where masculinity only become legible as masculinity only in certain social settings. Ann Ferguson highlights three strategies in which males display masculinity. Heterosexual power; â€Å"always marked as a male† (Ferguson, 81). This refers to the social theory that men ave unearned advantages or rights granted to them solely on the basis of their sex, but usually denied to women.In societies with male privilege, men are afforded social, economic, and political benefits because they are male. Second involves role reversal, which is described by Ferguson as the disruption of the normal direction of the flow of power. Girls are outperforming boys at every level of education; women are overtaking men in the workplace in both status and pay. More men are becoming househusbands. Girls are becoming more assertive and aggressive whilst boys are becoming more feminine. Females are graceful in becoming the dominant gender. Third, Ferguson identifies violence as a strategy in displaying masculinity.This displays the conflict between authority and masculinity. These masculine strategies reassert the notion that gender is a performance. Contrary to feminine behavior, males are at constant battle to upkeep the masculine image. C. J. Pascoe's representation of the anti-feminine male exemplified the anxiety mal es have of being labeled as feminine. She implied through her research that it is acceptable to be gay, under the conditions that you are masculine as well. Her rendition ot the tag discourse argues that labeling other's as a tag is central to boys' joking relationships.Joking about the â€Å"fag† both strengthens relationships among boys and soothes their social anxiety. The high school boys from Pascoe's study bond by throwing the fag nickname at one another where boys call their peers fag for a number of reasons, such as being incompetent, showing emotion, caring about appearances, dancing or expressing interest in other guys, all these trait subjective to the female identity. Another aspect of fag discourse is the enactment of the fag, in hich high school boys would act out exaggerated femininity or pretend to be sexually attracted to men.Through this behavior, boys reminded themselves and each other that at any moment they could become fags if they were not sufficiently masculine† (Pascoe, 60). The notion of compulsive heterosexuality is based on the idea that one's sexuality is not chosen, but rather forced through society. This term does not refer to a sexual orientation. Rather, it refers to a variety of behaviors, social interactions, and institutional structures. This is a good umbrella term for a lot of different physical, erbal, and emotional actions.Pascoe describes how male students exhibit compulsive heterosexuality verbally when referring to their sexual interests. It is all about â€Å"the ability to exercise mastery and dominance literally and figuratively over girls' bodies† (Pascoe, 78). Whether a boy is objectifying, privately or publicly, a woman's body directly at her or in the company of other men/boys, these are forms of compulsive heterosexuality. Pascoe examines how masculinity is present in not only in media, sexual practices, and desire but also in politics.This leads to how it also ffects economics and gender i nequality in both physical and emotion ways. It can be seen in television shows, clothing ads, or unequal pay wages between men and women. In terms of anti femininity, hegemonic masculinity is the display of behaviors opposite to those deemed feminine. A hegemonic male will allow himself to suppress feelings of emotion and vulnerability to qualify as a manly man. Through the works of Pascoe, Ferguson and Kilmartin we have understood that the social construction of a male is what defines hegemonic masculinity rather than biological features.The egemonic male is seen as anti-feminine because of the social pressures he is presented. A male's fear of being labeled as feminine is primary in defining hegemonic masculinity as anti-femininity. The competitive male who seeks dominance over others and especially females, demonstrates the strong aversion a male has over becoming a subordinate himself. Through Kilmartin's gender identity model, it was argued that being like a woman is negative in any way, shape or form. Ann Ferguson's three strategies argue that gender is a performance and one that must be up kept through constant displays of power.Pascoe's fag discourse and ompulsive heterosexuality concepts present the anti-feminine in males through name-calling and, again, displays of dominance.

Comparison Between Cinderella And In The Land Of Small Dragon

Comparative Analysis Essay Fairy Folk Tales are the most popular types of literature. The tale is an orally transmitted tradition by generations through the time; some events are changed to fit reality and society. Folk fairy tales deal with the dualism of the good and the evil. They are basing on a conflict between the good and the evil forces. The conclusion comes from aspirations of the human desire to achieve the justices. There are no known authors and sources for ancient literature. We have many versions of the story; they are credited by many authors later. Each tale is very like some other culture’s tale. Each culture has own tales, but all the tales are similar and different in some points. This essay will compare between two†¦show more content†¦In our two tales, both Cinderella and Tam suffer from injustice and harassment. The evolution of magic or fairies has helped them to overcome the living condition. Both Cinderella and Tam gets help from miraculous power. Cinderella gets help from the fairy by getting a new dress and glass shoes. That gives her a chance to join the royal party. Also, Tam gets help from the magic fish bones and the bird. She gets a beautiful dress and two jeweled bai. Both Cinderella and Tam has new shoes; their shoes were a gate to royalty. Both have dreams of getting royalty marriage. Even they do not know the prince how he looks like, or where he lives. They are believed the mentality produced consecrates the power of the man in exchange the life of a submissive woman. The way Cinderella and Tam are getting married is the most significant difference between the two tales. According to country’s traditions and the culture, every tale takes a different way to find a partner. Cinderella meets the prince at the party. She dances with him; she loves him from the first sight. Otherwise, Tam never meets the prince. The prince loves the shoe s owner after the birds have thrown it in front of him. He falls in love with Tam because he thinks the shoe s owner will be pretty according to her feet s size. The fairy tale helps the child to understand a balance between the good and the evil; it gives him a hope for a good future.† Fairy tales assure theShow MoreRelatedCase on the Disney Brand14200 Words   |  57 Pages...............................................................................................................29 Disney: Geographic Expansion – History ............................................................................... 29 Euro Disney Land: Learning’s .................................................................................................29 Targeting Global Growth:...................................................................................................30 Case in Point:Read MoreDisney: Losing Magic in the Middle Kingdom16116 Words   |  65 Pagesovercrowding, causing a chaotic scene in front of the TV news cameras. The attendance rate declined rapidly thereafter. Even though tremendous effort was made to lure back the crowd, no spectacular improvement was recorded. Factors such as the park’s small size, inconvenient location, lack of unique features, insufficient appeal to adults and missing Chinese elements were cited as possible causes. The poor financial performance had attracted much public attention, since the government owned a 57% stakeRead MoreA Picatrix Miscellany52019 Words   |  209 Pagesreader’s task more difficult. This manner of writing may well be intentional, whether to make the magical sections appear less suspect by interlarding them with theoretical passages, or to make certain doctrines seem less strange by administering them in small doses, or to demonstrate the equal validity of the magical and philosophical material, or for a combination of all three reasons. At all events, a similar method of presentation is apparent in one of the principal sources of The Aim of the Sage, theRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pageshouse experience at luxury prices. Boston Beer burst on the microbrewery scene with Samuel Adams beers, higher priced even than most imports. Notwithstanding this—or maybe because of it—Boston Beer became the largest microbrewer. It proved that a small entrepreneur can compete successfully against the giants in the industry, and do this on a national scale. Marketing Wars Pepsi and Coca-Cola for decades competed worldwide. Usually Coca-Cola won out, but it could never let its guard down; however

The Mystery Of Consciousness And Consciousness Essay

Consciousness has been referred to as ‘the hard problem’, and still remains to be one of the baffling conundrums of our generation. Even so, that the world’s greatest mind could not possibly solve the mystery of consciousness. Consciousness is the subjective perception of the self. Consciousness allows us to feel happy, to solve problems, and to create memories. Throughout the nineteenth century and beyond, however, consciousness has laid beyond the confines of science. Rene Descartes , a French philosopher, laid down the foundation of science by reflecting on what it meant to be conscious. Descartes was the one who introduced the idea of the mind as separate from the body, otherwise known as Cartesian Dualism. Descartes several theories sparked major controversy and discussion about consciousness. During the twentieth century, consciousness was seen as a taboo, so usage of the word was ‘banned’. 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The problem is traced to Descartes, who questioned how the immaterial mind could affect the material body. In his view, the mind is a thinking thing whil e the body is an extended thing, where the mind and the body are two separate substances, and held that there are two way causal reactions between the two. The problem arises when we question how an immaterial object affectRead MoreWe Are The Cosmos Made Conscious And Life Is The Means By Which The Universe Understands Itself? Essay1710 Words   |  7 Pagesmade conscious and life is the means by which the universe understands itself.† --Brian Cox. What is consciousness? I remember being a student in a NSCS 200 class, answering the attendance question of whether plants are conscious beings. They aim to fulfill a goal, they sense things, and with those stimuli, they make actions. So theoretically, they are conscious. But do they have consciousness? Are they aware what they are doing and why they are doing it? Do they feel things within themselves? AndRead MoreIntentionality And Consciousness And The Characteristics Of The Mental1441 Words   |  6 PagesIntentionality and Co nsciousness and the Characteristics of â€Å"The Mental† All of us try and explain the great mystery that has pondered ancient and modern philosophers. What constitutes our mental thoughts? Putting characteristics together to describe â€Å"The Mental† is something that Graham has done in order to try and explain the ongoing phenomenon of the Mind-Body problem. Philosophers and writers, including Graham, have developed, and held onto the ideas that Intentionality and Consciousness are directlyRead MoreDreams, By Sigmund Freud1086 Words   |  5 PagesDreams appear to have a universal language. In ancient societies, dreaming was viewed as some kind of supernatural communication. Dreams are fascinating mysteries. To begin the discussion of dreams it is important to make the statement that dreams can be considered an extension of consciousness. In other words, dreams can be a way the brain organizes and analyzes the day to day events during sleep. Every one dreams however, not everyone remembers their dreams. Freud believed that our dreams areRead MoreThe Mind Body Problem : Nagel s Theory Of Phenomenal Consciousness834 Words   |  4 Pagesit like to be a Bat? †, explains the importance of consciousness as well as the subjective character of experience by using multiple examples, defining this phenomenon of consciousness arguing that it is an essential part of the mind-body problem. This exegesis will be concentrated on exploring Nagel’s theory of phenomenal consciousness, also known as â€Å"qualia†, by examining in depth the meaning of his sayings. 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The Black Cat By Edgar Allan Poe Essay - 917 Words

Inescapable Conscious â€Å"Words have no power to impress the mind without the exquisite horror of their reality.† - Edgar Allan Poe Edgar Allan Poe is known for his dark and thought-provoking horror stories. In particular, The Black Cat does just that. The story focuses on the rationalizations of the horrific actions of the narrator. A black cat is introduced to pounce down on the rationalization of the narrator’s actions. Edgar Allan Poe also constructs a story where the main basis of the narrator’s decisions are ethical egoism and the principles of conscience. Poe constructs the black cat as the conscience of the story to depict the guilt of the narrator. This is clearly emphasized when the black cat is in the presence of the narrator, but the consciousness of guilt is also present in the absence of the black cat. The story starts to escalate when the reader begins to feel the irritation of the narrator with everyone around him. In particular, his vexation with his cat, Pluto. It begins with simple enough reasons; the cat becomes too attached for his owners liking. But the story doesn’t truly evolve into the first level of depravity until the narrator, heavily intoxicated, constrains Pluto by the neck and cuts one of his eyes out. At this time, the reader is able to recognize what Poe constructed the ethics of the rationalized actions of the narrator to be: ethical egoism. The narrator thinks of no one but himself. When the narrator continues with his feelings of displeasureShow MoreRelatedThe Black Cat By Edgar Allan Poe1117 Words   |  5 Pages Edgar Allan Poe’s narrator in â€Å"The Black Cat† describes himself as a lover of animals and a man with a kind heart. But he uses his animals and alcoholism as an excuse for his perverse behavior. However, Poe drops hints tho ugh out the narrative to tell a different story. His violence towards animals tells the story of an irrational man who weeps while hanging his cat. 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However, this story, in particular, captivities the horror and frightening works of his display. Having his personal history and short story at hand, will help his audience to understand some of his guilty pleasures. In this Critical Analysis Essay, the composition of â€Å"The Black Cat† will be revealed by connectingRead MoreThe Black Cat, By Edgar Allan Poe1240 Words   |  5 PagesLiterature, D.H. Lawrence condemns Americans for dodging their true selves by means of intellectualization and idealization. Both Edgar Allan Poe’s short story â€Å"The Black Cat† and Nathaniel Ha wthorne’s â€Å"Young Goodman Brown† feature allegorical representations of characters deceiving themselves in order to deny the darker aspects of their inner selves. In Poe’s â€Å"The Black Cat,† the narrator denies the darker aspects of his soul by abstracting his horrific actions with spectral evidence in order to externalizeRead MoreThe Black Cat, By Edgar Allan Poe1900 Words   |  8 Pagesportion of his life writing these kind of stories. Edgar Allan Poe was influenced by his own life experiences, social normalities of the early 19th century, and used literary devices to write horrific works such as The Black Cat, The Raven, and Berenice. Edgar Allan Poe wrote the short story The Black Cat in 1843. The story starts out fairly normal, but very quickly spirals into a horrendous chain of events. The narrator of the story has a cat that he adaores at first, but then he grows irritatedRead MoreThe Black Cat By Edgar Allan Poe Essay1503 Words   |  7 PagesThe Black Cat Gothic Analysis In Edgar Allan Poe’s short story â€Å"The Black Cat† (1843), Poe creates a gothic narrative that exceeds the suspicions of the audiences predeterminations. Throughout the entirety of his piece Poe creates a scene that continuously leaves his readers wondering what was happening next. Suspicion being a key factor in gothic tales is only one strategy Poe used to illuminate the story of an unnamed psychopath and his attempts to either clear his conscious or set the recordRead MoreThe Black Cat, By Edgar Allan Poe871 Words   |  4 Pages Edgar Allan Poe is a world famous author who writes suspenseful/thriller story that keeps everyone interested. Three of his stories that we have read is â€Å"The Black Cat,† â€Å"The Tell-Tale Heart,† â€Å"The Cask of Amontillado†. The five questions that will be discussed is how/why does Poe have his narrator plan the murder of his victim, what is the narrators reason for killing his victim, how does the narrator dispose of the body, does the narrator know the difference between right and wrong, and finallyRead MoreThe Black Cat, By Edgar Allan Poe1202 Words   |  5 PagesEdgar Allan Poe is prominent for his literacy style of horror and mystery, in which he had written an innumerable number of short stories and poems in his lifetime. Evidently, many of his writings like, â€Å"The Black Cat,† â€Å"William Wilson,† and â€Å"The Raven,† share the same style, as their protagonists’ demonstrated a paucity of reliability. Readers often become engaged with how the main character of each text showed their rivulet of tales that seem to be quite fictitious. Available evidence suggestsRead MoreThe Black Cat By Edgar Allan Poe1142 Words   |  5 Pagescharacter survives eight shots to the torso, all happy endings. Edgar Allan Poe isn’t like that. Most of his characters are dark and insane. They have one last shred of sanity then they refuse to keep it and then they end up going insane, much like the characters in The Black Cat, The Raven, and A Tell-Tale Heart. All three the men reach insanity. In The Black Cat a man expresses his passion over all animals. He has a gorgeous black cat named Pluto,his prized possession. Years later this man has aRead MoreThe Black Cat By Edgar Allan Poe1243 Words   |  5 Pagesâ€Å"The Black Cat,† Edgar Allan Poe states the nameless narrator is in a prison cell, retelling his story of his struggles from the abuse of alcoholism, perverseness, and animal cruelty. He was married to his beautiful wife and had a variety of pet animals. The narrator starts to talk about his beloved black cat, Pluto, and how he believes it’s evil and the reason for his crazy actions. He came home drunk one day assuming his cat was avoiding him. He tried to grab his cat, but with fear, the cat nipped

Impact Of Assessment For Learning Education Essay Free Essays

This paper considers the impact of Assessment for Learning on kids ‘s advancement in a peculiar strand of the Primary Maths Curriculum. It does so foremost through a reappraisal of the relevant literature, and so employs some empirical illustrations to exemplify how the rhythm had helped to procure larning points in a peculiar context. The specific strand under consideration is the resolution of multi-step jobs, ‘aˆÂ ¦and jobs affecting fractions, decimals and per centums ; take and utilize appropriate computation schemes at each phase, including reckoner usage. We will write a custom essay sample on Impact Of Assessment For Learning Education Essay or any similar topic only for you Order Now ‘ ( DCFS 2009 ) . Literature Review Changes in the professional model for the instruction and appraisal of Primary maths have been reflected in a invariably spread outing literature. This is now so expansive, that it can merely truly be reviewed here through some representative illustrations. There are two chief sub-genres which feature here: specifically, these are official publications, and scope of commercially produced texts which may be characterised as critical, professional, or vocational self-help literature. It is besides the instance that some generic texts on the topic of Primary Assessment for Learning may be pertinent here, although they do non associate specifically to mathematics. The official literature emphasises the holistic nature of appraisal by asseverating that ‘aˆÂ ¦assessment of kids ‘s accomplishments and advancement should be based on the expected acquisition results identified through the acquisition aims. In mathematics, measuring kids ‘s advancement in a nucleus strand of acquisition should be informed by the aims in the strand. ‘ ( DCFS 2009 ) . The fruition of this procedure may be visualized in the motive and authorization of the scholars themselves, supported by ‘aˆÂ ¦Constructive feedback that identifies how kids ‘s work and responses have led to successaˆÂ ¦ ‘ this, it advises, should supply a ‘aˆÂ ¦shared apprehension of the accomplishments on which to construct to do farther advancement. It helps kids to see how the following stairss take history of this success and are come-at-able. ‘ ( DCFS 2009 ) . There is a sense in which this acknowledges that Assessment for L earning has an importance, over and above what is revealed in outcome-based consequences, i.e. those from standardized trials. In other words, the latter no longer implies that it can stand as ‘aˆÂ ¦proxy for other sorts of larning. ‘ ( Campbell et al. 2004: p.119 ) The commercially published literature is invariably being updated by texts which engage with official policy and course of study alterations, construing them for practicians and parents. However, the bulk of these, although they make some mention to assessment, make non make so in the footings now prescribed by the DCFS, i.e. , daily and periodic appraisal. This is perchance because these theoretical accounts have merely been runing in the official discourse for a comparatively short period. Overall, this genre may itself be split into sub-groups, the most important of which are the brooding or critical genre, and the vocational or self-help group. One of the most fecund governments within this group is Sharon Clarke, whose Targeting Assessment in the Primary Classroom: Schemes for Planning, Assessment, Pupil Feedback and Target Setting ( 1998 ) , Unlocking Formative Appraisal: Practical Schemes for Enhancing Pupils ‘ Learning in the Primary Classroom, ( 2001 ) , and Active Lea rning Through Formative Assessment ( 2008 ) straddle consecutive developments in the instruction and appraisal of Primary mathematics. Besides helpful in these countries is Hansen ‘s Primary Mathematicss: Widening Knowledge in Practice ( Achieving QTS Extending Knowledge in Practice ) ( 2008 ) , and David Clarke ‘s Constructive Assessment in Mathematics: Practical Stairss for Classroom Teachers ( Key Resources in Professional Development ) , ( 1999 ) . As Shirley Clarke indicates, the ‘aˆÂ ¦sharing of a learning purpose isaˆÂ ¦more composite than merely reiterating what is in the instructor ‘s planaˆÂ ¦In order for the learning purpose to be shared efficaciously, it needs to be clear and unambiguous, so that the instructor can explicate it in a manner which makes sense. ‘ ( 2001: p.20 ) This may be taken as supportive of the official place: it endorses the thought that be aftering should pull non merely on the acquisition result, but besides on the anterior cognition of the pupils in inquiry. If they are expected to objectively measure their ain advancement, they must understand the frame of mention, and be able to imagine the acquisition result, even if they have n’t yet attained it. This thought is besides inexplicit in the thoughts of David Clarke: as he points out, earlier attacks to assessment focussed on ‘aˆÂ ¦measuring the extent to which pupils possess a set of tools andaË †Â ¦the extent to which they can use them. ‘ However, he farther indicates that ‘aˆÂ ¦to be mathematically equipped, a pupil must besides understand the nature of mathematical tools and be able to choose the right tool for a given problem-solving state of affairs. ‘ ( 1999: p.11 ) This position is besides endorsed in the contemplations of Hansen, who argues that, ‘aˆÂ ¦it is possible to assist kids to larn mathematical content through efficaciously incorporating problem-solving, concluding and communicating into mathematics lessons. ‘ ( Hansen 2008: p.5 ) Texts such as Gardner ‘s emended aggregation, , Assessment and Learning, ( 2006 ) , Gipps and Murphy ‘s A Fair Test? Assessment, Achievement and Equity, ( 1994 ) , and Taber ‘s Classroom-based research and evidence-based pattern, ( 2007 ) , travel some manner to bridging the spread between the functionary and the educational literature, specifically by looking at how policy and course of study affairs are linked by research and political orientation. These are, nevertheless, non specifically devoted to Primary mathematics, and neither are they entirely accepting of the orthodoxies which pervade the official literature. Gipps and Murphy make the point that measuring appraisal is ‘aˆÂ ¦not merely a inquiry of looking at the equity in the context of appraisal but besides within the course of study, as the two are closely related. ‘ ( 1994: p.3 ) As Taber points out, practicians are at the terminal of a really long and frequently distant supply concaten ation when it comes to weighing the grounds on what is ‘best pattern ‘ . As they put it, ‘aˆÂ ¦teachers are told what research has found out during their initial â€Å" preparation † , and are updatedaˆÂ ¦through classs and staff development yearss, but mostly through centralised official â€Å" counsel † . ‘ ( 2007: p.4 ) This is reinforced by observers such as Rist, who argues that, ‘We are good past the clip when it is possible to reason that good research will, because it is good, act upon the policy procedure. ‘ ( 2002: p.1002 ) . These are academic but non unimportant points in footings of the overall treatment, even if they are non peculiarly outstanding in the twenty-four hours to twenty-four hours duties of the category instructor. The point is that, as brooding practicians, we might all profit from some consciousness of what shapes the models which inform our attack to learning and larning. With respect to the current Assessment for Learning conventions, the thoughts in Assessment for Learning, Beyond the black box ( Assessment Reform Group, 1999 ) , are acknowledged by the QCA to hold been constructive of the whole attack. ( QCA 2003: p.1 ) . As the latter province, ‘The survey posed three inquiries: is there grounds that bettering formative appraisal raises criterions? ; is there grounds that there is room for betterment in the pattern of appraisal? ; and is at that place grounds about how to better formative appraisal? This research grounds pointed to an unqualified ‘yes ‘ as the reply to each of these inquiries. ‘ ( QCA 2003: p.1 ) . These are of import points, as the instruction, larning and appraisal models which define modern-day pattern are deeply adaptative of them. Discussion/Example from Experience. A strand of the Primary course of study where twenty-four hours to twenty-four hours and periodic appraisal was found to be peculiarly of import in the overall Assessment for Learning attack, was procuring figure facts, relationships and ciphering. The illustrations used here are from Year 6 block E, particularly Ma2, Written and reckoner methods, and Ma2, work outing numerical jobs from Unit One, and focused on covering with mistakes and misconceptions. One context where appraisal was found to be peculiarly relevant was in covering with upper school ( i.e. Old ages 4, 5 and 6 ) acquisition of generation and division. The assessment procedure had to be multi-faceted, taking in all of the associated cognition and accomplishments, the mistakes and misconceptions which arose, and the modeling of inquiries to place the beginning of such jobs. This may be illustrated by concentrating on one illustration, taken from Year 6 Key Objective 2, Multiplying and dividing by powers of 10 and the a ssociatory jurisprudence, where normally, the unprepared or baffled scholar ‘aˆÂ ¦Misuses half understood regulations about multiplying and dividing by powers of 10 and the associatory lawaˆÂ ¦ ‘ ( 2009 ) . The of import thing about generation and division through consecutive add-on or minus severally, is that, one time mastered, they can show to scholars that the application of basic accomplishments will enable them to interrupt down apparently complex jobs into a manageable format. Multiplying or spliting a three figure figure by a two digit figure depends on the usage of a figure of accomplishments: cognition of figure facts, i.e. times tabular arraies, topographic point value, to rapidly measure the viability of an reply, and organizational accomplishments, i.e. being able to use the right stairss in the appropriate order. It may besides be utile to augment these with reckoner usage, in order to verify replies. The of import point here is that twenty-four hours to twenty-four hours and periodic appraisal – and brooding feedback from the scholars themselves – was indispensable in the planning, fliping and bringing of this input. The mutuality of each measure in these computations meant that the failure to put to death one measure, frequently resulted in the failure to finish the overall aim. For illustration, if times tabular arraies and generation by 10 and 100 were non firmly in topographic point, the scholar would acquire bogged down in the arithmetic. Conversely, the securing of one of the incremental accomplishments involved in these computations was a positive factor in the scholars ‘ overall attack: i.e. , if they knew their times tabular arraies facts, topographic point value, or generation by 10 and 100 were in topographic point, it gave them a get downing point from which to analyze mistakes or jobs. For some scholars, this had the generic consequence of doing t hem gain that their long-run work in accomplishing these places of strength had a positive result, instead than being an abstract, stand-alone procedure. This in bend made them more interested in geting other general mathematics accomplishments. Looking beyond specific mathematics accomplishments, this may besides hold the leaning to develop the pupils ‘ ain capacities for self-fulfillment and self-motivation. As the QCA points out, ‘aˆÂ ¦In many schoolrooms, students do non comprehend the construction of the acquisition aims that give significance to their work. Therefore they are unable to measure their ain advancement. ‘ ( QCA 2003: p.3 ) Accomplishment in a multi-step procedure such as long generation or division might therefore enable them to map out where they are within the overall criterions. However, it was merely through a combination of twenty-four hours to twenty-four hours and periodic appraisal that the practician could be confident of be aftering efficaciously with respect to these undertakings. There was no point in piecing Sessionss which relied on a scope of accomplishments when they were non unafraid, either in single scholars, or sufficiently across the cohort as a whole. In assorted ability groups, this attack was evidently the key the necessary distinction. The logical corollary to this is that dianoetic feedback from the scholars themselves was besides of import in specifying the following phase of planning, i.e. what worked, what did n’t, who tried which method, were there any penchants etc. The entreaty of this activity besides lays in its all right balance of mental and pencil and paper methods, and the manner in which appraisal is the necessary concomitant to concrete computation. Overall, these experiences may be deemed supportive of the proposa ls of observers such as Clarke and Hansen, ( see above ) in that they emphasize the demand for the uninterrupted support of be aftering with appraisal. Summary, Analysis and Reflection: Deductions for Future Teaching. In drumhead, the decision of this paper is that both the literature and practical experience discussed here are reciprocally supportive of the demand for complimentary appraisal and planning. Outcome orientated consequences can exemplify single and whole school public presentation in certain contexts, but practicians need to be cognizant of appraisal in a holistic manner, as a day-to-day portion of their attack to learning and larning. As the QCA expresses it, ‘aˆÂ ¦Teachers are sing an increased sense that students are working with them instead than for them. For illustration, students are inquiring for more inquiries or illustrations to pattern using their apprehension of a subject or to reiterate prep or trials if they have non met the criterion and the aims that they and the instructor have set. ‘ ( QCA 2009: p.48 ) . Whilst this dynamic sounds really positive, practicians have new and different duties within it. In footings of appraisal, these can be itemised in the undermentioned waysaˆÂ ¦ Day to twenty-four hours: within this degree of appraisal, specific larning aims should explicitly communicated, and augmented with both equal and self appraisal as appropriate. Periodic: ideally, this should piece a broader overview of advancement across the topic for both scholar and instructor. It is besides an chance to interweave the national criterions in a sensitive manner with schoolroom pattern. The practician can utilize the penetrations gained from this procedure to inform both long and average term planning. Overall, it should be recognised that the ideal state of affairs, i.e. of self-motivated, self-actuating scholars, involved in their ain self-assessment, is improbable merely to ‘happen ‘ . Considered superficially, it might look that the practician ‘s function in appraisal has lessened, whilst the balance has been taken up by the scholars themselves. The world is instead different: students will merely go equal and effectual assessors of their ain advancement if they are provided with the appropriate support and counsel. In a sense, this facilitating function is a much more ambitious and elusive one than that implied in a more top-down, didactic theoretical account. Besides, there are obvious jobs in sing the ‘learner ‘ as a passive or generalized facet of this attack: it is much more likely that there is a staggered and varicolored consumption of the theoretical account, as different scholars are engaged at their ain gait and degree. This in bend indic ates that, as with all facets of the course of study, the societal and emotional facets of acquisition should be taken into consideration. How to cite Impact Of Assessment For Learning Education Essay, Essay examples

Music or dialogues Essay Example For Students

Music or dialogues Essay Is the nature of sense perception such that, as Huxley suggests, sensations are essentially private and incommunicable?By its very nature every embodied spirit is doomed to suffer and enjoy in solitude. Sensation, feelings, insights, fancies-all these are private and, except through symbols and at second hand, incommunicable.  Aldous Huxley was an English writer, a humanist and pacifist, interested in spiritual subjects such as parapsychology and philosophical mysticism. He thought that men have a spirit that contains all the sensations, feelings, insights, fancies but that keeps privately. Aldous was also convinced that to free these, a man must use drugs; he believed that these awoke the spirit and then, for five or six hours each day, abolished our solitude as individuals, atone us with our fellows in a glowing exaltation of affection and make life in all its aspects seem not only worth living, but divinely beautiful and significant. But I dont believe this is the way to express ourselves; first of all drugs arent the solution because they damaged the body and senses giving to us hallucinations (in fact Aldous because of LSD became blind and unable to speak). Second thing, I think to express our very feelings we must have courage to speak and share own opinions to the others. Its also another way to increase own knowledge. Importance and limitations of sense perception  Ã‚  It is often claimed that information and communication technologies are blurring the traditional distinctions between simulation and reality. If this is so, what might be the consequences?  TV programs and others information and communication technologies in which there are illusionists, super heroes or violent cartoons, often convince children that these show the real life ,and as consequence, children copy them trying to fly from a high floor like Superman or to use Kung Fu fighting like Dragonball or other violent videogames. Children in fact are in a learning and growing phase because they are TABULA RASA, that is children dont have culture and experience, that doesnt permit them to distinguish realty from imagination and they absorb everything that seems real. One example of these technologies of communication is the subliminal messages that are information that our brain learns unconscious. They are a pervert mechanism through which we become aware of fixed information, and visual and audio, but we also become aware another one.  The subliminal messages can be found in a simple advertising poster, in the TV programs or in the music or dialogues. For example in the Disney films such as Aladdin, Bianca and Bernie and the Lion King, sometimes appear messages about adult contents and other trademarks. Watching these movies, as consequence, children have a very violation of the conscience making unaccountable changes of the behavior. Music is another way to spread subliminal messages. Sometimes if these songs are listened on inside out, we can find these (an example is the song Better of You Better than me making Judas Priest to be guilty as they convinced two teenagers to suicide with the lyrics Do it, Do it. In conclusion subliminal messages manipulate people through their senses convincing them to buy more and more a kind of product. Linking questions  What can be meant by the Panchatantra saying Knowledge is the true organ of sight, not the eyes? Is it necessary to have clear ideas to see?  Knowledge is a true organ of sight, not the eyes is a quite interesting quote by Panchatantra. The sight is one of senses through which we receive information from outside. These information must be worked out .It exchanges from active perception to passive perception. But this isnt enough: it is necessary to have clear ideas to see. .ue9b41b56a511d3160429d987e257e393 , .ue9b41b56a511d3160429d987e257e393 .postImageUrl , .ue9b41b56a511d3160429d987e257e393 .centered-text-area { min-height: 80px; position: relative; } .ue9b41b56a511d3160429d987e257e393 , .ue9b41b56a511d3160429d987e257e393:hover , .ue9b41b56a511d3160429d987e257e393:visited , .ue9b41b56a511d3160429d987e257e393:active { border:0!important; } .ue9b41b56a511d3160429d987e257e393 .clearfix:after { content: ""; display: table; clear: both; } .ue9b41b56a511d3160429d987e257e393 { 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; } .ue9b41b56a511d3160429d987e257e393:active , .ue9b41b56a511d3160429d987e257e393:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue9b41b56a511d3160429d987e257e393 .centered-text-area { width: 100%; position: relative ; } .ue9b41b56a511d3160429d987e257e393 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue9b41b56a511d3160429d987e257e393 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue9b41b56a511d3160429d987e257e393 .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; } .ue9b41b56a511d3160429d987e257e393:hover .ctaButton { background-color: #34495E!important; } .ue9b41b56a511d3160429d987e257e393 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue9b41b56a511d3160429d987e257e393 .ue9b41b56a511d3160429d987e257e393-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue9b41b56a511d3160429d987e257e393:after { content: ""; display: block; clear: both; } READ: Music Reaction EssayIf we dont have clear ideas, sight often can cheat us: for example, in classroom we have seen videos or pictures about illusions pictures in which I saw an elephant with 4,6 or 12 legs, and a saxophonist that seemed also a beautiful womans face. But I know that an elephant has 4 legs and the saxophonist is a man!  This is because I have clear ideas about elephants.  A blind cant see with eyes but he can see through the other senses. He can read through touch and Brail writing and also play the piano with audio memory. Another example, that could be rash, is about desert mirages which are optical phenomena created by lights refraction which makes things seeming moved laterally or above horizon. If you dont have clear ideas to see, you can follow these mirages thinking they are true and die.  Sense perception and areas of knowledge  What role does what we expect to see, or are used to seeing, play in what we observe? For example, after learning about the structure of cells from a textbook, how neutral might the observation of a slide under microscope be? Can we learn how to see things properly? We perceive the world through our five senses: sense perception is the active, selective and interpretative process of recording or becoming conscious of the external world because sensory perception is an important dimension of our understanding of the world.  Galileo Galilei, one of the greatest scientists of the history, based Experimental Method upon the observation and upon artificially production of natural Phenomena. That observation has become one important part of Chemistry, Physics, and Biology and it has permitted to reach the actual knowledge grade of nature. The observation of phenomenon is the first step of the method that begins with the focus of the problem that we want to study and its necessary not to have a preconception (that means to have an idea formed without true opinions or direct experience). For example, in a chemistry experiment, I had put an Mg ribbon into the Bunsen flame and Ive seen that it glowed with a white shiny light and Ive balanced seeing that its mass was changed. How was that? There had been a transfer of electrons from the Oxigen to the Mg Ribbon. Of course you cannot see this passage of electrons, but the study of the theory told me exactly what was going to happen. Thus, observation itself cannot be enough to reach knowledge but we need to verify and test what we observe. Anyway, great discoveries of science sometimes, come from great intuitions with no need of pre-formed concepts. In the end we can state that a good mix of observation and study makes the path of human knowledge more reachable.