Thursday, May 14, 2020

Fitzgeralds Representation Of The American Dream - Free Essay Example

Sample details Pages: 2 Words: 745 Downloads: 5 Date added: 2019/03/25 Category Literature Essay Level High school Topics: American Dream Essay The Great Gatsby Essay Did you like this example? The American dream remains as an image for expectation, accomplishment, and joy. Be that as it may, F Scott Fitzgeralds The Great Gatsby looks at the American dream from an alternate point of view, one that reveals insight into the individuals who bend these standards to their own self-centered dreams. Fitzgerald distributes Jay Gatsby as a man who takes the fantasy too far and ends up unfit to recognize his bogus existence of wealth from the real world. Don’t waste time! Our writers will create an original "Fitzgeralds Representation Of The American Dream" essay for you Create order This interesting American tale portrays how societys desires for wealth and influence the untainted standards of the American vision. The narrative of Jay Gatsby is symbolic of the vanity of the American dream since he went through all his life living it, however, he never recognized what it intended to have genuine feelings of serenity and genuine satisfaction. In The Great Gatsby, Jay Gatsby started life in a poor average workers family. He battled in World War 1 and after that went to Yale, at least to win the affection of Daisy Buchanan. For a similar reason, Gatsby was ready to make a fortune in rather repulsive ways by bootlegging and managing in phony bonds. In light of his rise to riches, people may consider Gatsby to be illustrative of the American dream. Since his terminal defeat, Fitzgerald demonstrates to his readers the occasionally bogus nature of that fantasy. Nick notices Gatsbys movement and position upon his feet, assuming its Gatsby himself. He stretched out his arms toward the dark water and distinguished nothing except a single green light, minute and far away. When I looked once more for Gatsby he had vanished. (Fitzgerald, 20) Gatsby is extending his arms towards the green light that is at the finish of Daisys dock. For Gatsby, he thinks this light represents Daisy, his lost love. In the more extensive setting of the b ook and its contentions about the American dream, the green light can likewise be viewed as symbolizing money, achievement, and the past. The detachment of the green light is an imperative component of its imagery. Besides Gatsby, the novel itself likewise has some importance to the American dream, especially during the 1920s, or the roaring twenties. As of now in America, the economy took off, which conveyed phenomenal dimensions of thriving to the country. Additionally, with World War 1 getting put to an end, individuals needed to make up for their pain from the war through wasting cash everywhere. This eventually led to rambling private gatherings and bars. Both of these patterns in America empowered American residents to wind up ridiculously wealthy over a brief timeframe. On account of this novel, Gatsby turned out to be wealthy by selling illegal drugs and afterward opened excessive gatherings periodically. This overall increase in Americas wealth brought them closer to their own dreams. As far as the American dream, Gatsby is truly and metaphorically the self-made man. Gatsby is living the past, stuck on the expectation that he may win Daisys heart with his present way of life. He utilizes this to keep his fantasy of her alive, unfortunately, whatever is left of the world including Daisy, has proceeded onward. Despite the fact that Gatsby could be viewed as the living portrayal of the dream, we can perceive how formulated this genuinely is. He originates from a modest foundation to accomplish surprising riches. However, in any case, he cant buy or control time. He endeavors to erase the five years he was separated from Daisy and continue as nothing occurred in those years. Gatsby cant do this, so he builds his deepest desires of Daisy on illusions instead. Despite the fact that Daisy and Jay originate from different foundations, they are similar on the grounds that they are both dependent on accomplishment. Their unrealistic desires and consistent need to look to the future keeps them from ever being happy again. By using these characters, Fitzgerald demonstrates to the readers how the American dream can never fulfill anybody because the individual will, in every case, need more. The author is depicting that to be happy, people cant just have vast objectives, yet rather need to figure out how to value the present, rather than obsess on how incredible the future will be. Though Fitzgerald depicted the American dream as something uncommon that would never fulfill you, he demonstrated some faith in the thought and supported the theory that regardless of what class anyone originates from, it is constantly workable for them to make progress.

Wednesday, May 6, 2020

Descriptive Essay - Original Writing - 2066 Words

Once we were out in the open air, I was met with an overwhelming sense of exhilaration. The blaring alarms continued to screech in the distance, as the castle seemed to stir awake, most likely with the news that there was a prisoner that escaped. The fear inside me had subsided to a pulsing sense of alertness. Out of the sprawling grounds of the manor, we ran at full speed ahead. He took my hand in his, dragging me along beside him as we hastened through the narrow alleyways of the nearby villages. Panting with exertion as I flew down the slippery roads, my mind drifted away as thoughts came to me, bits and pieces of memories. I had wanted to slow down, just for a split second, to revel in this moment: the firm press of his palm against†¦show more content†¦He leaned toward me slowly. His breath fanned softly against my ear. â€Å"I have one last thing for you.† I stared at him as he removed the thin black ring on his index finger and forced it into my palm. He slid on the ring onto my index finger, pressing his lips against my fingers and holding them there as he watched me. â€Å"Remember me,† he said softly. It was the sterling silver ring engraved with a dark opal at the centre that I’d noticed him wearing when we’d first met. He continued, â€Å"This has my family insignia on it. If you need anything, this will immediately signal to your enemies that you’re not to be tampered with.† I glanced at the ring, the smooth opal stone looked foreign against my pale skin. I nodded at him, my eyes softening as I gazed up at him, the setting, blood red sun sending beams of light across his dark hair. â€Å"James,† I started, but then I swallowed back the words that didn’t seem to quite fit in my throat. James shifted his gaze away from my face, his voice hardening. â€Å"This is goodbye then; get ready to leave. There will be a ship arriving in fifteen minutes which will carry passengers out of the city.† I flinched. â€Å"Good-bye,† I said stiffly in the most detached, cold voice I could muster. Then I couldn’t restrain myself; I stepped into his arms. He started, uncertain. I felt him swallow and then start to stroke my hair. I gazed at the reflection of us embracing in the nearby store window, both unwilling to pull away. You need to go, heShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. I was being chased by what looked like a person but in no way acted like one. Just as it was about to appearRead MoreDescriptive Essay - Original Writing1102 Words   |  5 PagesIt is on days like this when we stop to think about our life. Small drops of rain begin to dapple the cobblestone pavement as people whip out their umbrellas for cover. I continue sauntering down the busy street, relishing the feeling of a light shower. Moving with the mass of pedestrians, I stop at a crosswalk where I wait for the stoplight to turn green. A flower shop employee across the street scurries to bring in the numerous bouquets and close the doors as rain starts rolling down the displayRead MoreDescriptive Essay - Original Writing914 Words   |  4 PagesDreamy I thought. Standing on the corner is a young guy with a smile. I see him here almost every day, so I linger for a while. He tells me his name, and I tell him mine. I m Ester, what s your name? I enquired. My names David .,He replied. We end up talking for a while and I asked him if he had ever left this city. He tells me of all these stories of the places where he s been, the distant lakes and mountains, and in valleys oh so green. I can see it in his eyes, he really has beenRead MoreDescriptive Essay - Original Writing974 Words   |  4 Pages I was used to moving round, having a mother who liked to travel more than making roots was something I had gotten used to. Still, I had never gotten used to the loneliness of an empty house when she was out exploring, or the feeling of leaving behind someone who could have meant something to me. Our most recent move was Oregon. It was pretty, and I didn’t mind it, but it was much different than Florida. Not only was it opposite sides of the country, it felt as if it were opposite worlds. InRead MoreDescriptive Essay - Original Writing1012 Words   |  5 Pageshave plenty of time in the next month to think about my feeling in regards to Kendrick. I needed to finish up the article and get it off to my editor. I should be able to get it done by tonight and send an email in the morning. I was thinking of writing my next article about the sea life around the Scottish coast. Since our salmon dinner last evening I thought I would do a piece about the commercial salmon farming that began in Scotland in 1969. In 2002 over 145,000 metric tons of farmed AtlanticRead MoreDescriptive Essay - Original Writing1561 Words   |  7 PagesThere’s something I need to say and what follows may not be something that you’d expect, it won’t be heartening or uplifting. If you remember today, I told you about going somewhere I wanted to go to†¦ I’m not sure if you believed and accepted what I now confess as untrue; it is partly. I needed to pull away emo tionally†¦ from you. You must have had fathomed that some degree of formality had seeped between us. Born of habit, formulaic greetings had become a routine. You presume that I’m a close friendRead MoreDescriptive Essay - Original Writing1387 Words   |  6 PagesI was wearing a beautiful blue dress with sapphire gems all around the chest area as I entered the ball with Ciel and Sebastian. I took a good look around here, the hallway was lined with gold. There was a servant ready to escort us to the ball room. Hello, come this way. He said, walking forward. Wow, this place is so fancy! I exclaimed, looking around. It s fake gold. Ciel bluntly replied, bringing my hopes down. I sighed. Ciel sounded like he wasn t in a very good mood. Ciel, lightenRead MoreDescriptive Essay - Original Writing1287 Words   |  6 Pages In the morning, Caireann woke me up. She stood above my bed, shaking my shoulder. I opened my eyes, looking at her. Then I looked across the room to her empty bed. Andy s empty bed sat in the corner. I swallowed, climbing out of bed. Sleep well? Caireann asked me, starting out the door. Yeah, I said, going over to our small dresser. I had the bottom two drawers. Andy had the middle two, and Caireann had the top. I pulled open the drawers, pulling on a colorful tank top and a grayRead MoreDescriptive Essay - Original Writing1345 Words   |  6 PagesLater that night, I was behind the wheel of my G-Wagon with Melissa in the passenger seat. She didn’t feel like driving since she was on the road all day and I understood so I didn’t mind when she asked me to. I had been tight-lipped. She kept eyeballing me as if she detected that something was bothering me but I just kept singing to my India Arie as if I was carefree. â€Å"So are you going to tell me what’s going on or no† Melissa said disrupting my own personal concert. I stopped singing and tookRead MoreDescriptive Essay - Original Writing1085 Words   |  5 PagesI WAS SITTING IN a taxi, wondering if I had overdressed for the evening, when I looked out the window and saw Mom rooting through a Dumpster. It was just after dark. A blustery March wind whipped the steam coming out of the manholes, and people hurried along the sidewalks with their collars turned up. I was stuck in traffic two blocks from the party where I was heading. Mom stood fifteen feet away. She had tied rags around her shoulders to keep out the spring chill and was picking through the trash

Tuesday, May 5, 2020

Lost Values (Macbeth) Essay Example For Students

Lost Values (Macbeth) Essay Life can be viewed as a road that branches into two directions: success and failure. Different people have different perspectives on the meanings of success and failure. Some may refer success as having unlimited amount of money, while others may regard it as having a happy family. People with ambition will always strive for success. However, on the long road, perspectives may change, which may result in finding new values and goals that one truly believes in. In other instances, many that grasp success do not treasure it. When many finally lose it, the memories of success always recur in their minds, torturing them each time they recall it. People only discover how much they value something when they lose it. Everyone tried to walk towards success. Macbeth once indicated, Could trammel up the consequence, and catch, With his surcease, success. (Macbeth) Macbeth’s ambition for success directs him toward the murder of Duncan. Many will do anything in order to reach success. Some will cheat on others, betray others, and some will kill others. In the short story Champions, the narrator and Donnie kicked their opponents in soccer games in order to win. In many real-life situations, people often cheat in order to reach success. Professional sports players often eat steroids to accelerate their physical abilities. This also causes betrayal to the other players, and those who have faith in the player for victory. In the story The Metaphor, Charlotte betrays Miss Hancock whom has trusts Charlotte to be able to understand her. However, Charlotte, who wants to be successful in the relationships with her peers, does not want to ruin the relationships, therefore depressing the teacher even more. This eventually leads to the accident that Miss Hancock gets in. She was killed. Although this is not an intended death that Charlotte causes, but it shows that how one can reach success with the aid of these three points. Macbeth is the most apt example that fits all these criteria in attaining success. In the play Macbeth, Macbeth cheats by letting the witches foresee his future, giving him an advantage over others. In addition, he betrays Duncan’s steadfast trust toward him. Duncan believes that Macbeth is loyal and noble general, but Duncan soon finds out that he had judged Macbeth fatally wrong. Duncan was killed by Macbeth. Macbeth also killed many others. In order to secure his kingship, he tries to kill both Banquo and Fleance. It is after Macbeth receives his kingship that he finds stress and pressure around him. As when the witches chant: Fair is foul, and foul is fair. Hover through the fog and filthy air. (Macbeth) What seems to be correct may not be correct once someone experienced it. Macbeth finally experiences what he longs for – kingship. However, being the king does not give him the pleasure he wants, but only fear every night. After Macbeth has been king, his perspectives may have changed, and what he truly wants may not actually be kingship. In the poem D-day Minus, a stanza says: You will be hungry for love, and love will feed you; later, you will be hungry for love. And love, in case you do not understand, is the condition you will come to fear. This stanza explains that the narrator once has love, but he finds out later that love is only something one should fear. The loss of love has always been a deplorable matter. In the story Penny in the Dust, Dan loses his beloved father. It is after his father dies that Dan wants to know more about him. When Dan’s father was alive, Dan never appreciated the chance of talking to his father. .ub5db00d8023fd9cd09e05bff1fbf56ba , .ub5db00d8023fd9cd09e05bff1fbf56ba .postImageUrl , .ub5db00d8023fd9cd09e05bff1fbf56ba .centered-text-area { min-height: 80px; position: relative; } .ub5db00d8023fd9cd09e05bff1fbf56ba , .ub5db00d8023fd9cd09e05bff1fbf56ba:hover , .ub5db00d8023fd9cd09e05bff1fbf56ba:visited , .ub5db00d8023fd9cd09e05bff1fbf56ba:active { border:0!important; } .ub5db00d8023fd9cd09e05bff1fbf56ba .clearfix:after { content: ""; display: table; clear: both; } .ub5db00d8023fd9cd09e05bff1fbf56ba { 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; } .ub5db00d8023fd9cd09e05bff1fbf56ba:active , .ub5db00d8023fd9cd09e05bff1fbf56ba:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5db00d8023fd9cd09e05bff1fbf56ba .centered-text-area { width: 100%; position: relative ; } .ub5db00d8023fd9cd09e05bff1fbf56ba .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5db00d8023fd9cd09e05bff1fbf56ba .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5db00d8023fd9cd09e05bff1fbf56ba .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; } .ub5db00d8023fd9cd09e05bff1fbf56ba:hover .ctaButton { background-color: #34495E!important; } .ub5db00d8023fd9cd09e05bff1fbf56ba .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5db00d8023fd9cd09e05bff1fbf56ba .ub5db00d8023fd9cd09e05bff1fbf56ba-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5db00d8023fd9cd09e05bff1fbf56ba:after { content: ""; display: block; clear: both; } READ: Alvarez Shows Language is A Tremendous Difference In Everyone's Lives EssayIn the story Champions, the narrator, after being a champion, does not want to be one. Being a champion had left me without much desire to make a career of it. Many do not value what they have when they do have it. After they lose it, they realize how much they need whatever they lose. This also happened in The Chosen, when Reuven realizes that being lonely is a very painful experience. Although this memorization of lost values generates pain, yet it happens for a reason – to teach a lesson. It serves as a painful realization of what one truly values, thus enabling the person to understand hi mself/herself better. In the story The Clumsy One, Dan cruelly segregates himself from his brother in order to humiliate him. However, as he finds out that he deeply regrets this, he cannot make up for it. One time, Dan’s brother makes the situation equal by humiliating Dan in front of Dan’s friends; Dan does not feel upset about this anymore. It is then that Dan finds out that his brother is someone he truly loves and values. It is most often that one truly finds what they value after they loses it. In many instances, people do everything they can in order to reach success. However, after they get a hold of success firmly in their hands, they do not treasure it. Finally when they lose it, they realize that they cannot be without it for even one minute. This is human nature that cause many grieves when one loses what he/she values. â€Å"Life is a box of chocolates. You never know what you’re gonna get. † (Movie, Forrest Gump). In the long life road, one may not find what he/she truly values, but anything can happen in the world. It is wiser to value everything that is around, because one can find a true beauty in everything in the world.

Monday, March 9, 2020

Adult Development and Collaborative Learning

Adult Development and Collaborative Learning Introduction Theories of collaborative learning have, for a number of years, lend credence on the manner in which learners operate within a group setting. Several empirical studies have been carried out to explore the role of collaborative learning in adult development (Dillenbourg et al., 1996, p. 1). According to Kiely, Sandmann and Truluck (2004), the number of adults enrolled for various degree programs has increase remarkably in the last three decades (p. 17).Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More For instance, William Branson (facing compulsory retirement from the FBI) opted to pursue a master’s degree in counselling to help imprisoned adolescents he dealt with previously. Diane Johnson opted to seek certified credentials (after administering home-based schooling to her children) in order to provide elementary education to child ren. William and Diane are among a growing list of adults in pursuit of official degree programmes (Kiely, Sandmann Truluck 2004, p. 17). According to the University Continuing Education Association, the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions introduced distant-learning courses between 1997 and 1998. In addition, Lewis et al. (1999) reports that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners because they are time-and place independent. Therefore, this paper aims to explore strategies and theories for adult development and collaborative learning. Adult Learning Theo ry Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map (theoretically) the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Merriam (1988) portrays adult education as a web and suggests a six-part template to assist adult educators manoeuvre through various relevant areas, such as theories of adult education as well as traits of adult learners.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a more current study, Merriam (2001) defines adult education as an â€Å"ever-changing mosaic, where old pieces are rearranged and new pieces added† (p. 1). Furthermore, Merriam (20 01) incorporates conventional theories of adult education that lend credence on traits of individual adult learners as well as learning processes. Merriam and Caffarella (1999) provide the most inclusive theoretical framework for explaining and comprehending the diverse nature of adult learning theory. Their theoretical construct explores three areas: the characteristics of the adult learner, circumstances under which adult individuals learn, and the adult learning procedures. The following sections explore the theory of adult education that elucidates diverse aspects of adult education process. For adult educators who develop and control adult degree programs, the theory of adult learning provides a valuable instrument to manoeuvre the immense sphere of adult education, including hypothetical standpoints and their realistic applications (Kiely, Sandmann Truluck 2004, p. 19). Adult Learning Theory The adult learning theory (also known as Androgogy) was first suggested by Knowles et al. (1998). According to Knowles et al. (1998), the adult learning theory comprises of six doctrines. The first doctrine relates to the learner’s need to know: â€Å"how learning will be conducted, what learning will occur, and why learning is important† (Knowles et al., 1998, p. 133). The second doctrine, known as self-sufficient education, refers to the ability of a learner to control strategies and aims of learning. Third, previous knowledge of the learner influences education by producing prejudices and adults’ self-realization, offering rich resources and generating diversity among adult learners. The fourth doctrine is willingness to learn. Adults are usually willing to study when their life circumstance produce a desire to learn. Usually, adults fancy analytical approach to learning. For instance, adults learn better when learning is embedded in real-life experiences. The fifth doctrine is inspiration to study. The adults’ inspiration to learn is usually high especially if the knowledge acquired can enable them to work out key issues in their lives. Brookfield (1995) investigated four key procedures associated with adult learning. First, self-administered education lends credence on the procedure in which adults learners manage their learning process. First, adults establish their learning objectives, search for suitable resources, make decision regarding their education styles and assess their advancement.Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More Second, in-depth reflection refers to the procedure of understanding the manner in which adult learners think critically and contextually. Third, tentative education emphasizes that adult learning should lend credence on the experiences of adults. Lastly, learning to learn is an integral component for adult development (Huang 2002, p. 30). Hu ang (2002) asserts that adult learning is a lifetime process that takes place at individual level. With respect to individual disparities, it is perfectly normal for adult learners to experience anxiety when they are subjected to a new learning environment. In addition, Huang (2002) states that adults must be motivated adequately to undertake learning because they have additional responsibilities (i.e. family and work). Therefore, adult educators must provide constructive environment at the appropriate time and provide relevant materials that are well organized in order to improve the prospects of success (p. 30). Constructivism Some researchers have suggested that adults could learn dynamically and construct novel ideas on the basis of their previous knowledge (Bruner 1996; Huang 2002). Under constructive approach, the role of educator is to facilitate the learning process. Huang (2002) asserts that circumstances symbolize the knowledge of the environment that affects interactions occurring between the learner and his/her settings. Therefore, the learning process is grounded upon active experience. In addition, he suggests that the learner should acclimatize his/her problem-solving skills to other subjects. An adult learner who lacks motivation will not recognize a problem. Therefore, the learning process should incorporate problems that capture interests of the learner. Thus, constructivist approach lends credence on enhancing the capability of a learner to solve his/her real-life problems. Consequently, problem-solving and free discovery are intertwined. This means that knowledge is vibrant and is constructed on the basis of course of discovery. Under constructivism, the educator is deemed as a guide as opposed to an instructor. The rationale for this argument is that learning facilitates interaction between the learner and the educator as opposed to result-based learning (Huang 2002, p. 29).Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The role of social learning is also emphasized by Vygotsky (1978). For instance, Vygotskian theory lends credence on the significance of socio-cultural perspective in which learning occurs and the manner in which it influences the learning process (Vygotsky 1978). Vygotskian theory is also known as social constructivism because it lends credence on the role of interaction between educators and adult learners in cognitive development. A substantial part of the collaborative problem-solving approach is based on the zone of proximal development (ZPD), a concept developed by Vygotsky (Huang 2002, p. 29). Online Technology Huang asserts the crucial role of technology in adult learning. He categorically states that: Principal emphasis in education should be placed upon skills†¦skills in handling, in seeing and imaging, and in symbolic operations, particularly as these are related to the technologies that have made them so powerful in their human expression (Huang 2002, p. 29). Thus, technologies are deemed as cognitive instruments that can assist an adult student to elucidate his/her experiences as well as participate in constructive learning. Various technologies (i.e. World Wide Web, online chat rooms and courseware) are utilized to help adult learners engage in collaborative learning. For instance, the Web offers hypermedia ability to aid the learning process. Web publishing and hypermedia are online tools that usually incorporate information search engines. The search engines are used on regular basis to search and understand a variety of ideas generated by other learners. In addition, the Web offers massive information for adult students. For example, the adult learner can use the Web to generate his/her own ideas or search for relevant information to solve problems. Therefore, the Web is an important tool for constructivist education. Furthermore, newsgroups, chat rooms, listservs and Email enable adult learners to interact with their peers and access new knowledge. Synchronous and asynchronous conversations lends emphasis on the advancement of knowledge-creating groups where members share the knowledge created as well as procedures employed to create it (Huang 2002, p. 30). Constructivism in Adult Learning Interactive Learning Vygotsky (1978) asserts that adult students learn effectively when they collaborate with their peers. In other words, interactivity plays an important role in stimulating and motivating adult learners. In addition, online interactivity facilitates knowledge exchange between learners and educators. However, some adult learners do not engage in active interactions with their peers. Therefore, educators must help them to participate actively in group discussion. For example, educators can achieve this goal by developing discussion plans that require all adult students to take part in group conversation through coordinated communication instruments such as multi User Dungeons (MUD), online conferences or online c hat rooms. In addition, educators can request adult students to read and react to course materials via asynchronous communication instruments such as emails, news groups and listservs. Thus, significant feedback and response surface when adult learners appreciate the significance of their learning process. It is important to mention that interactions between adult students, educators and course material are essential elements required in distance learning (Huang 2002, p. 33). Collaborative Learning Social constructivists suggest that adult education should underline interaction between adult learners and their environments in order to augment collaborative learning. Developing a social conciliation environment can promote introspective responses and augment collaborative learning. This is an important aspect that must be emphasized by educators in order to promote critical thinking abilities among adult learners. In addition, novel technologies can augment learners’ interacti ons as well as promote collaborative efforts to amalgamate collective knowledge. In nutshell, constructivist approach emphasizes that instructors must strive to inculcate collaborative learning via social negotiation and reflection (Huang 2002, p. 33). Facilitating Learning A successful instructor must provide an enabling environment that permits adult learners to articulate their experiences in suitable ways. In addition, the environment should allow adult learners to pose questions as well as share their knowledge. In addition, distant learners will be willing to work hard and succeed if the learning environment is secure and motivating. Thus, constructivist approach provides adult learners more autonomy to choose and organize their learning procedures with their peers. Furthermore, under the constructivist approach, the educator facilitates the learning process. The constructivist approach also emphasizes that educators must supervise and certify the quality of collaborative lear ning. In addition, educators must provide adequate support, guidelines and directions for online students (Huang 2002, p. 33). Authentic Learning According to constructivist theory, the learning process ought to be authentic. In addition, the process should capture real-life experiences. According Huang (2002, p. 33), â€Å"constructivists emphasize the design of learning environments rather than instructional sequences†. In other words, adult students must acquire skills associated with their work experiences. This is an important aspect which must be addressed by educators and integrated in the adult learning process. Adult educators must also strive to integrate practical education in adult education. Furthermore, learning should be embedded in real-life issues, incidents or challenges which must be meaningful and interesting to adult students. In addition, educators must evaluate the traits of adult students so as to steer clear of pre-authentication. It is important to m ention that educators should involve adult learners in developing the curriculum. In other words, adult learners should have a say regarding what should be taught, the objectives of the curriculum and the relevant materials required for the course. Consequently, the knowledge of adult students will be authentic and meaningful (Huang 2002, p. 34). Learner-Centred Learning Adult learning theory and constructivist approach emphasize that adult learners should take charge of their learning process. In addition, these theories emphasize that learners should undertake learning via a problem-solving approach. In general, there are several hypotheses associated with adult distance learning. For example, adult distance learners are inspired and individually different, self-oriented, and extremely independent. Consequently, the prospects of Learner Centred Psychological Principles are in harmony with the hypotheses of adult distance learning. This is because the prospects for promoting lifeti me learning lean towards learner-oriented design of instruction which emphasize the active role of adult learners with respect to the development of learning programmes. Furthermore, self-oriented students set their goals, are extremely motivated, search for resources and assess their education process to achieve their objectives (Huang 2002, p. 34). High-Class Learning Constructivist approach lends credence on the learner’s ability to control the learning process. The approach also reduces the gap between the real-life experiences and the learning environment. Compared to conventional learning environment, online instructional media endows unlimited autonomy of control to the learner. In other words, an adult learner can access limitless number of information related to real-life experiences using search engines. As noted earlier, adult students must soak up external inputs and create ingenious ideas from their previous experiences. Huang (2002) asserts that adult learners n eed key thinking abilities to be able to confront and direct their lives. To put another way, adult learners should possess necessary skills to be able to evaluate the authenticity and quality of information available online. Adult students must also learn how to control, evaluate, review and convert information into precious knowledge (Huang 2002, p. 34). Conclusion Statistics show that the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions offer several distant-learning courses. In addition, Lewis et al. (1999) reported that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners beca use they are time-and place independent. Several empirical studies have been done to explore the role of collaborative learning in adult development. This paper has discussed several theories and strategies to enhance adult development and collaborative learning. As mentioned earlier, constructivist theories provide various strategies that educators can use to construct learner-oriented and collaborative settings that enhance learning processes and critical reflection. Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Online discussion groups have a number of characteristics such as collaborative, inquiry-based, project-ba sed, authentic, and discussion-based. In nutshell, educational theories, instructional strategies and other related factors are important for promoting adult development and collaborative learning. References Dillenbourg, P, Backer, M, Blaye, A O’Malley, C 1996, The evolution of research on collaborative learning, Elsevier, Oxford. Bruner, J 1996, The culture of education, Harvard University Press, Cambridge. Huang, H 2002, ‘Toward constructivism for adult learners in online learning environments’, British Journal of Educational Technology, vol. 33 no. 1, pp. 27-37. Kiely, R, Sandmann, L Truluck, J 2004, ‘Adult Learning Theory and the Pursuit of Adult Degree’, New Direction for Adult and Continuing Education, no. 103, pp. 17-30. Knowles, M, Holton F Swanson, R 1998, ‘The adult learner’, Computer and Education, vol. 31, pp. 229-242. Lewis, L, Snow, K, Farris, E Levin, D 1999, Distance Education at Postsecondary Education Institutions, National Center for Educational Statistics, Washington, D.C. Mackeracher, D 1996, Making Sense of Adult Learning, Culture Concepts, Toronto. Merriam, S 2001, Editor’s Notes: The New Update on Adult Learning Theory, Jossey-Bass, San Francisco. Merriam, S 1988, ‘Finding Your Way through the Maze: A Guide to Literature in Adult Learning’, Lifelong Learning: An Omnibus of Practice and Research, vol. 11no. 6, pp. 4–7. Vygotsky, L 1978, Mind in society, Harvard University Press, Cambridge.

Friday, February 21, 2020

City council paper Essay Example | Topics and Well Written Essays - 750 words

City council paper - Essay Example In addition, on the south of the property, are single family residential, to the east, are commercial properties. The petitioner has purchased two plots to aid in environmental remediation on the property and the corridor (â€Å"Bloomington Board of Zoning Appeals†). The CSX transportation has been working with an environmental firm to remove the pollution from the site. This is important in terms of providing technical assistance in determining the depth of the pollution. The CSX transportation, has worked on the remediation plan for over 20years and have now moved to the south side of the Country Club drive. Part of work on the site, involve setting up monitoring wells that have been dug for purposes of determine the depth of the pollution. The petitioner further claim to have dug collection well that are essential in bringing creasole deposits from the ground which is part of the environmental clean-up. In this regard, the petitioner is faced with the hurdle of storing crea sole on drums and barrels. This, requires a space within the environmental remediation site to store the stockpile of creasole. The storage is important for the petitioner while waiting for appropriate time to incinerate or transport the creasole to New York. Removing the creasole material means there have to be a place within the site where, they can be stored on a short-time period before the next action is taken. In essence, the storage will allow CSX adequate time to look for trucks to load the containers containing the creasole (â€Å"Bloomington Board of Zoning Appeals†). The petitioner is faced with the problem of restriction for outdoor storage and building of an 8ft fence to secure the environmental remediation site. The request by the petitioner is reasonable when considering such factors as damages to the site, vandalism and easing access and cordoning the site because of the nature of work being done which is environmentally unhealthy to the surrounding neighborho ods. To establish an outdoor storage, the CSX transportation has identified Lot 3 to store the containers, however, the planned unit development does not allow for outdoor storage. The environmental remediation on the site present a unique situation and CSX transportation has a reasonable request for outdoor storage while arranging on how to incinerate or transport the collected creasole to New York. In regard to the construction of an 8ft fence to secure the area, the petitioner faces a problem in the sense that, the zoning code only allows for the construction of 8ft fence where there is a primary structure. As a result the petitioner is faced with the problem of using a 4ft fence that does not secure the environmental remediation site. The high fence is important in securing the site because the nature of work is environmentally unfriendly and securing the area is of utmost importance (â€Å"Bloomington Board of Zoning Appeals†). The other problem that the petitioner faces involves passing through traffic and homeless person in the proximity of the environmental remediation site. Cordoning the area with 8ft fence is essential in securing access to the collection area. Further, the other problem that faced the CSX transportation involved establishing a storage point on a portion of property that is on a flood plain. This is not desirable especially with the outdoor storage of contaminant