Admiral Sir Bertram Ramsay, the Savior of Dunkirk

Admiral Sir Bertram Ramsay, the Savior of Dunkirk Born January 20, 1883, Bertram Home Ramsay was the son of Captain William Ramsay in the British Army. Attending the Royal Colchester Grammar School as a youth, Ramsay elected not to follow his two older brothers into the Army. Instead, he sought a career at sea and joined the Royal Navy as a cadet in 1898. Posted to the training ship HMS Britannia, he attended what became the Royal Naval College, Dartmouth. Graduating in 1899, Ramsay was elevated to midshipman and later received a posting to the cruiser HMS Crescent. In 1903, he took part in British operations in Somaliland and earned recognition for his work with British Army forces shore. Returning home, Ramsay received orders to join the revolutionary new battleship HMS Dreadnought. World War I A modernizer at heart, Ramsay thrived in the increasingly technical Royal Navy. After attending the Naval Signal School in 1909-1910, he received admission to the new Royal Naval War College in 1913. A member of the colleges second class, Ramsay graduated a year later with the rank of lieutenant commander. Returning to the Dreadnought, he was aboard when World War I began in August 1914. Early the following year, he was offered the post of flag lieutenant for the Grand Fleets cruiser commander. Though a prestigious posting, Ramsay declined as he was seeking a command  position of his own. This proved fortuitous as it would have seen him assigned to HMS Defense, which was later lost at the Battle of Jutland. Instead, Ramsay served a brief stint in the signals section at the Admiralty before being given command of the monitor HMS M25 on the Dover Patrol. As the war progressed, he was given command of the destroyer leader HMS Broke. On May 9, 1918, Ramsay took part in Vice-Admiral Roger Keyes Second Ostend Raid. This saw the Royal Navy attempt to block the channels into the port of Ostend. Though the mission was only partly successful, Ramsay was mentioned in despatches for his performance during the operation. Remaining in command of Broke, he carried King George V to France to visit the troops of the British Expeditionary Force. With the conclusion of hostilities, Ramsay was transferred to the staff of Admiral of the Fleet John Jellicoe in 1919. Serving as his flag commander, Ramsay accompanied Jellicoe on a year-long tour of the British Dominions to assess naval strength and advise on policy. Interwar Years Arriving back in Britain, Ramsay was promoted to captain in 1923 and attended senior officers’ war and tactical courses. Returning to sea, he commanded the light cruiser HMS Danae between 1925 and 1927. Coming ashore, Ramsay began a two-year assignment as an instructor at the war college. Towards the end of his tenure, he married Helen Menzies with whom he would ultimately have two sons. Given command of the heavy cruiser HMS Kent, Ramsay was also made chief of staff to Admiral Sir Arthur Waistell, commander in chief of the China Squadron. Remaining abroad until 1931, he was given a teaching post at the Imperial Defense College that July. With the end of his term, Ramsay gained command of the battleship HMS Royal Sovereign in 1933. Two years later, Ramsay became chief of staff to the commander of the Home Fleet, Admiral Sir Roger Backhouse. Though the two men were friends, they differed widely on how the fleet should be administered. While Backhouse firmly believed in centralized control, Ramsay advocated for delegation and decentralization to better allow commanders to act at sea. Clashing on several occasions, Ramsay asked to be relieved after just four months. Inactive for the better part of three years, he declined an assignment to China and later began working on plans to reactivate the Dover Patrol. After reaching the top of the rear-admirals’ list in October 1938, the Royal Navy elected to move him to the Retired List. With relations with Germany deteriorating in 1939, he was coaxed from retirement by Winston Churchill in August and promoted to vice admiral commanding Royal Navy forces at Dover. World War II With the beginning of World War II in September 1939, Ramsay worked to expand his command. In May 1940, as German forces began inflicting a series of defeats on the Allies in the Low Countries and France, he was approached by Churchill to begin planning an evacuation. Meeting at Dover Castle, the two men planned Operation Dynamo which called for a large-scale evacuation of British forces from Dunkirk. Initially hoping to evacuate 45,000 men over two days, the evacuation saw Ramsay employ a massive fleet of disparate vessels which ultimately saved 332,226 men over nine days. Employing the flexible system of command and control that he had advocated in 1935, he rescued a large force which could immediately be put to use defending Britain. For his efforts, Ramsay was knighted. North Africa Through the summer and fall, Ramsay worked to develop plans for opposing Operation Sea Lion (the German invasion of Britain) while the Royal Air Force fought the Battle of Britain in the skies above. With the RAFs victory, the invasion threat quieted. Remaining at Dover until 1942, Ramsay was appointed Naval Force Commander for the invasion of Europe on April 29. As it became clear that the Allies would not be in a position to conduct landings on the continent that year, he was shifted to the Mediterranean as Deputy Naval Commander for the invasion of North Africa. Though he served under Admiral Sir Andrew Cunningham, Ramsay was responsible for much of the planning and worked with Lieutenant General Dwight D. Eisenhower. Sicily and Normandy As the campaign in North Africa was coming to a successful conclusion, Ramsay was tasked with planning the invasion of Sicily. Leading the eastern task force during the invasion in July 1943, Ramsay coordinated closely with General Sir Bernard Montgomery and provided support once the campaign ashore began. With operation in Sicily winding down, Ramsay was ordered back to Britain to serve as Allied Naval Commander for the invasion of Normandy. Promoted to admiral in October, he began developing plans for a fleet that would ultimately include over 5,000 ships. Developing detailed plans, he delegated key elements to his subordinates and allowed them to act accordingly. As the date for the invasion neared, Ramsay was forced to defuse a situation between Churchill and King George VI as both desired to watch the landings from the light cruiser HMS Belfast. As the cruiser was needed for bombardment duty, he forbade either leader from embarking, stating that their presence put the ship at risk and that they would be needed ashore should key decisions need to be made. Pushing forward, the D-Day landings commenced on June 6, 1944. As Allied troops stormed ashore, Ramsays ships provided fire support and also began aiding in the rapid build-up of men and supplies. Final Weeks Continuing to support operations in Normandy through the summer, Ramsay began advocating for the rapid capture of Antwerp and its sea approaches as he anticipated that ground forces might outrun their supply lines from Normandy. Unconvinced, Eisenhower failed to quickly secure the Scheldt River, which led to the city, and instead pushed forward with Operation Market-Garden in the Netherlands. As a result, a supply crisis did develop which necessitated a protracted fight for the Scheldt. On January 2, 1945, Ramsay, who was in Paris, departed for a meeting with Montgomery in Brussels. Leaving from Toussus-le-Noble, his Lockheed Hudson crashed during takeoff and Ramsay and four others were killed. Following a funeral attended by Eisenhower and Cunningham, Ramsay was buried near Paris at St.-Germain-en-Laye. In recognition of his accomplishments, a statue of Ramsay was erected at Dover Castle, near where he planned the Dunkirk Evacuation, in 2000.

The difference between USA and New Zealand's special education Research Paper

The difference between USA and New Zealand's special education - Research Paper Example "In New Zealand, the Ministry of Education, Special Education (GSE) is responsible at national, regional and district level for strengthening the Ministry of Education’s overall special education direction and for providing special education services to children and young people with educational, social, behavioral, and communication needs.(education counts)This system has been established on the basis of United States of America. The USA is one of those countries that have been an initiator of such programs thus following its footsteps New Zealand has developed its Special education policy. Both these countries lay immense stress on the propagation of education hence free education is provided to all dwelling within the region. Furthermore, the teachers who assist these children which special needs are also provided with pieces of training that are specifically designed according to the task they are responsible to perform. "In the United States of America, state-licensing sy stems set entry-level standards for special education professionals."(Farrell, 2009) A lot has been done in both countries to give such children with equal status hence some schools also provide education to special children in the same environment as normal students so that they get the same status and normal students learn to respect and value people with disabilities.The United States of America has made it a condition for all the states to provide standardized special education to all individuals.... USA is one of those countries that have been an initiator to such programs thus following its footsteps New Zealand has developed it Special education policy. Both these countries lay immense stress on the propagation of education hence free education is provided to all dwelling within the region. Furthermore the teachers who assist these children which special needs are also provided with trainings that are specifically designed according to the task they are responsible to perform. "In the  United States  of  America, state-licensing systems set entry-level standards for  special education  professionals."(Farrell, 2009) A lot has been done in both countries to give such children with equal status hence some schools also provide education to special children in the same environment as normal students so that they get the same status and normal students learn to respect and value people with disabilities. The United States of America has made it a condition for all the sta tes to provide standardized special education to all individuals. (Latham, 2008) Those who fail to do so will not be provided funds by the federal government. One of the most important efforts by the government of America to provide quality, free and equal education to these children is that a team is established which meets the child's parent in order to evaluate and determine the educational needs of the child. Furthermore it is there task to design courses according to their needs, perform placement tests, modify the program, organize counseling programs and cater to any other requirement that the child might have. Also it is the requirement of every school to meet up to the individualized education program IEP and report to the federal state about its implementation.

A Portrait of the Artist as a Young Man Essay Example | Topics and Well Written Essays - 1750 words

A Portrait of the Artist as a Young Man - Essay Example The essay "A Portrait of the Artist as a Young Man" examines isolation theme in Joyce’s Portrait of the Artist as a Young Man. Stephen appears as a character, which we can see from inside as we are able to note his inner transactions and developments with the passage of time. Before A Portrait of the Artist as a Young Man, no other writer wrote like Joyce. It was for the first time that a character was seen in terms of his psychological development. Stephen is introduced first in the novel as three years old boy that proceeds towards his vocation of an artist by a continuous psychological development. Stephen starts his education at Clongowes Wood College, which is a Jesuit boarding school for boys but later on, he has to get admission in another educational institution, which is less prestigious as compared to Clongowes Wood College on the basis of financial problems faced by his father. At Clongowes Wood College, he is to suffer embarrassment on the basis of his distant thin king. He is unable to connect to his peers because of his isolated nature and search for his self-identity. His new boarding school is Belvedere College. Stephen is portrayed as a good student, an excellent essay writer, who wins awards and a good actor while being at Belvedere College. Stephen is a promising student but he is unable to feel attachment to his surroundings. He considers himself somewhat separated. Unlike other students of his class, Stephen is somewhat sceptic about the religion.

CONTEMPORARY PRACTICES AND DEBATES Essay Example | Topics and Well Written Essays - 3000 words

CONTEMPORARY PRACTICES AND DEBATES - Essay Example The book has been adopted and translated into many forms of media productions, these include; screen, audio, stage, and many others (Lerner, L. J. 2004, 3). A journalistic view of the book reveals so much about the contemporary life and the human behavior towards other people, those who they consider close acquaintances, and those perceived to be enemies (Johnson, K. A. 2012, 76). The little prince, George is a character from a different planet, in search of adventure, and because of boredom, he leaves his planet to explore the outside world. This shows how human beings are mobile and tend to travel a lot in search of the values they consider deer to them, in Antoine’s real life scenario, he left his country. France, and went to the United States to convince the country to join the in the anti-Nazi war (Shirer, W. L. 2011, 197). This is his driving force, he moved from his own home to a foreign place to satisfy his urge of wanting to help his country from a different perspecti ve. The same applies to the little Prince George, he left his own planet due to a driving force, the urge to find out more and move out of his free cocoon. This, he eventually achieves, he grabs the first opportunity that comes around, the bird migration, he uses the birds to move to other planets. Here we learn about the nature of humans to take advantage of things that come around to satisfy their own needs. People trend to have a strong pull towards achieving their goals such that they do anything possible to achieve it; they are opportunistic in nature, using something that they did not expect to come around to their advantage. Antoine creates a mental picture of a man clinging to the wings of numerous birds flying from one planet to another (Normington, K. 2007, 347). Thinking of it, it looks like a big risk to take, but the little prince takes it anyway. He has an opportunity that he knows might not come around again. The manner in which Antoine brings out all these is quite r emarkable. The scene has been translated into a graphical form by the media, a picture of a young boy waiting to cling to some flying birds; he stands on a small planet, which he considers to be home. What catches the eye is the fact that, the prince seems to be sad. This is probably because he is leaving his little rose behind. This, as we can see, is the only thing that he is emotionally attached to, he is sad to leave it behind, though they have had their differences. We are told how the little Prince George was so emotionally attached to the rose flower, all the things he did to prevent it from harm. How he uprooted all the weeds that prevented it from growing to maturity (Saint-Exupery, A.D. 2004, 35). At some point, they even quarreled and this is what prompted him to leave in the first place, he thought that the rose was taking advantage of him. However, they get through it and become friends again. This alludes to the human nature of having emotional attachments to other peo ple or things; these can be even pets or other gadgets, these are the things that people hold closest to the heart and are so deer to them, in most cases, these are persons of the opposite sex. the flower represented spouses, how relationships work, people get emotionally attached, they go through so much together trying to protect themselves, at some point they differ in opinions and fall apart, but sooner or later they mend things and come back together. The aspect of sacrifice also

Problem Solving Simulation Essay Example for Free

Problem Solving Simulation Essay Assignment:Â  Problem-Solving Simulation How did you interpret the problem? When I was interpreting the problem I was trying to look at the whole picture. When in all reality I should have been breaking down the problem into sections so I could concentrate on the issue at hand. I will have to admit that shook my head allot over this because it was hard to look outside the box, as one might want to say. The goal was to get all three animals to the other side of the river without any of them being harmed by one of the other animals. The cat would eat the mouse if left alone, or the dog and the cat would fight if left alone. The strange part was the mouse and the dog could not be left on the other side of the bank either. What strategy did you use and how did you evaluate your progress? The strategy I took was that to find most common problem between the three animals. When I was evaluating the possibilities of getting them all three over the river it was overwhelming at first. I was able to attain that the main problem was the cat. The cat did not get along with the dog, nor did it get along with the mouse. The only obvious thing to do was to get the cat across the river first. This way the dog and the mouse were safe on the other bank. My problem was once I got the cat across the river and came back for one of the other animals I soon realized that either one I took next would cause a problem with the cat. Did you encounter any obstacles while solving the problem? I was upset that I could not get my mind to look outside the box. There had to be a reasonable solution to this problem. A few obstacles were encountered along the way while I was trying to solve this mystery. I would take the cat over first which was fine, because the dog and mouse was okay while on the original side of the river. As soon as I would take over one of the other animals with the cat all heck broke loose due to the cat not getting along with either the dog or the mouse. I knew there had to be an easier answer to this problem. After thinking carefully, I took the dog over first then the cat and mouse fought and then when I took the mouse over first then the dog and cat fought. It almost seemed impossible. Were you aware of this thought process as you worked through the problem? Then after careful consideration and the knowledge I had that the cat had to be the instigator in all this fighting I knew for sure that the cat had to go first. After reading the assigned reading to this issue I knew the answer was outside the box. I will admit that I even placed this task to my mom just to see if she would be as stumped as I was. Now as a recap; I knew the cat was the bad guy in this scenario, so the problem was how would I get the other two over there safely? Then it came to my mom and me! Wow what a revelation it was. Yes the cat was the mean one, and could not be left alone. So, you had to send the cat over first and return raft for another animal. Once you had the other animal over to the bank you had to put the cat back onto the raft and leave him alone on the first bank. This gave you the time you needed to get the other animal over to the other side. So in all reality the cat was the first one to cross over to the other side and the last one to be left on the first side. I do have to say this was a mind stretcher of an activity. I do enjoy trying to figure things like this out. It may take me a while but it is awesome when you do figure it out, at that point you knew you looked outside the box and found your answer.

An Overview Of Learning Three Theoretical Perspectives Education Essay

An Overview Of Learning Three Theoretical Perspectives Education Essay There are myriad perspectives on the learning process, understanding the mechanisms of and our understanding of learning as theory and the practical application of methodology has evolved considerably over time. Each theory contributes to our understanding of how learners integrate information and experiences from their environment. This has implications for individual growth and also for institutional policy and practice. In this paper I will review three theoretical perspectives on learning, namely the Constructivist/Cognitivist perspective, the Phenomenographic perspective, and the Socio-cultural perspective, I will describe the salient features and characteristics of each theory, and compare the similarities and differences across perspectives. This will include a discussion of how learners access information, make sense of that information, and act on it in deliberate and purposeful ways as a means of engaging with the world. From there I will investigate what these learning theories emphasize or give relevance to the concepts of context, meaning, and experience. The various perspectives each have something to say about the relationship between context, meaning, and experience as they relate to learning, however the importance of these core concepts differs in how each theory conceptualizes learning, and the importance of the role of context, meaning, and experience. Finally , I will conclude with examples that bring these perspectives to life in my everyday experience, and I will bind these theories together within a cohesive understanding of learning and education as it relates to the interrelationship of the concepts of intrinsic motivation, variation, and transfer. Three theoretical perspectives on learning There are numerous theories of learning, each emphasizing a particular feature of the learning experience. Various theories of learning also describe learning in different ways depending on the viewpoint of the observer. Each theory emphasizes ideas related to context, meaning, and experience in different ways as they relate to learning, both from the perspective of the learner and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective Objectivity is the delusion that observations could be made without an observer (von Foerster, 1995, pg. 5) The Constructivist theoretical orientation holds that knowledge is acquired experientially, is mediated by our prior understanding, and is based on the belief that we learn by doing rather than observing, and that knowledge is built upon previous learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Doolittle, pg 1) Piaget was primarily concerned with cognitive constructions that occurred as a result of interactions with Constructivism emerged from early studies of learning, behaviour, and psychoanalysis, and the behavioural viewpoints of Watson, along with Kohler and Koffkas Gestalt psychology. (Tools pg. 7) Constructivism as theoretical understanding exists along a continuum from weak to strong forms constructivism This is an adaptive process whereby behaviours evolve to meet the changing demands of the environment, and cognition serves to makes sense of subjective experience. (Doolittle, 1999, 1) Constructivism emerged from schools of behaviourism and objectivism, which held that there was a knowable objective reality that existed independent of the individual. Constructivism takes the view that meaningful personal experience is the basis of knowledge and learning. Individuals construct meaning within a context of personal experience that is rooted in language, culture, and the social experiences of each individual. There can be no objectively verifiable truth or knowledge within constructivism, as each individual brings a unique perspective grounded in their own previous knowing. Much of this knowledge is tacit and resides in the implicit memory of the learner, but it exerts its influence and acts as a filter through which the individual sees new information and relates it to their understanding of the world. Knowledge and thus learning is constructed within the mind of the individual. Constructivism rejects the notion of an objective and knowable reality independent of the observer, and holds that knowledge of the world is constructed through the active cognitizing on the part of individuals. Constructivism rejects the notion of an oberver-independent world in favour of knowledge reflecting the subjective realities of the observer. (Glaserfeld, 1989, p. 3) Knowledge is not a representation of reality, but instead a collection of conceptual structures that turn out to be adapted or, as I would way, viable within the knowing subjects range of experience. (Glaserfeld, 1989, p. 4) Within Cognitive constructivism (explanation of scheme theory, accomodation, assimilation). Cognitive constructivism adheres to models of knowledge construction that consider the role of memory, cognitive constructs, and schemas without considering fully the subjective nature of knowledge as resident within the mind of the subject. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external reality. (Doolittle, 1999, 2) Radical constructivism differs from cognitive constructivism by advancing the idea that learning is an adaptive process, and that it is observer-dependent and resides in a fluid and dynamic cognition that considers the subjective experience of knowledge construction. Radical constructivism, like social constructivism, also accepts social interactions as informing knowledge construction. Social constructivism takes the view that social interactions contribute to knowing, and views the social and cultural context as anchoring knowledge to a specific time and place. (doolittle pg 4) These various perspectives exist on a continuum, however the most fundamental understandings are shared. We all hold memories of previous experiences; those collected memories and experiences, both tacit and explicit, become the lens through which we view our current unfolding reality. Emerging evidence within the realm of neuroscience and interpersonal neurobiology may predict further homogenization of constructivist philosophy and understanding. Interpersonal neurobiology views the brain as a social organ built through experience. This insight shifts Cognitive Constructivism further along the continuum in the direction of radical and social constructivism by lending supporting evidence to the two remaining epistemological tenets, namely that cognition organizes and makes sense of ones experience, and that knowing has roots in both biological/neurological construction, and social, cultural, and language-based interactions. (Doolittle, 1999) Learning is transactional, with experience influencing cognitive construction and the pliable cognitive constructions influencing our experience in a duality of experience and subjective reality. As Carr states, the growing body of evidence makes clear that the memory inside our heads is the product of an extraordinarily complex natural process that is, at every instant, exquisitely tuned to the unique environment in which each of us lives and the unique patterns of experiences that each of us goes through. (Carr, 2010, p. ) Carr recounts some of the current research on memory and experience, and expands on the idea that our brain structure continuously changes with experience; brain plasticity, the growing and pruning of synaptic connections over time, changes our very memories and our recollections of experience based on new experiences. (Carr, 2010, p. 190) Researcher Kobi Rosenblum further describes how memory, which in a sense is our recalled experience, can be a pliable and moving target. As he explains, ..the human brain continues to process information long after it is received, and the quality of memories depends on how the information is processed. (Carr, 2010, p. 191) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each perspective, but it is integral to an understanding of constructivism. Meaning is central to the intentionality of learners; relevance and meaning enhance a learners ability to relate with their world. It also relates to concepts of motivation as it relates to a learners sense of agency and engagement with their experience, ad it highlights the importance of culture and language as social mediators of learning The importance of these memory mechanisms to the development of cognitive psychology is that, once understood, they make it very clear that a persons ability to remember items is improved if the items are meaningfully related to each other or to the persons existing knowledge. The key word here is meaningful.Wynn pg.4 What is meaningful to people is determined by what they can remember of what they have already learned. Wynn pg 4 Opportunities for learning within a constructivist framework occur most readily when what is being learned has relevance or high emotional valence for the learner; in other words when information or experiences are meaningful. In order for learning to be meaningful it should be relatable to previous knowledge and experience. This building-block model of knowledge and experience is entirely consistent with a learner as meaning-maker. The implications for teaching and educational pedagogy are that tasks that have meaning and relevance tend to be of greater intrinsic interest to learners. Research on the experience of learning speaks to the importance of meaning as it relates to knowledge construction, and speaks of the importance of autonomy, agency, choice, and collaboration in driving our instrinsic motivational desires to engage in meaningful tasks, remember and recall information, self-organize, and be curious. A learning context rich in meaning is crucial. Context within Cognitivist/Constructivist Perspectives Learning occurs most successfully at the intersection of a learners previous knowledge of the world and the experience of socially mediated interactions with others, and is influenced by all accumulated social and cultural experiences. (Bodrova Leong, 2007, p. 9) The context for learning resides within the experience and imagination of the learner, and is rooted in prior experience and is mediated by teachers/facilitators and the ecological setting or context. Within this learning context, Feuerstein describes the role of mediation. The mediator creates in a person an approach, a form of reference, a desire to understand phenomena, a need to find order in them, to understand the order that is revealed, and to create it for oneself. (Feuerstein, Feuerstein, Falik, 2010, p. 37) Mediators can take many forms, but they share in common an ability to potentiate a learners ability to benefit from learning experiences. In the absence of a mediator, even in cases where individuals acquire knowledge, they may not understand its significance. (Feuerstein et al., 2010, p. 37) Experience within Cognitivist/Constructivist Perspectives As learners construct their own experiential reality within a social and cultural context, the dyadic interactions that unfold imply a degree of collaboration and engagement with learning that is intrinsically motivated by a meaningful context within which learning occurs/unfolds. Collaborative learning is by its nature socially constructed learning, where the interest of learners is central, meaningful, and contextual. Decontextualized learning by contrast lacks a sense of connection to the experience of learning. Prior experiences of learning are diminished when there is no meaningful context, and authentic experiential learning suffers. When choice around structure and content is collaboratively negotiated, learners are granted a level of autonomy around how and what they learn, and experiences that are meaningful place learning within a context more suitable to the learning style, goals, and priorities of the learner. Kohn emphasizes these conditions of collaboration, content, and choice, as creating the conditions necessary for authentic and intrinsically motivated learning to emerge. (Kohn, ) Phenomenograpy/Variation Theory There is no learning without discernment. And there is no discernment without variation. (Marton, Trigwell, 2000) The theory of phenomenography is connected with the study of human experience, particularly as it relates to educational research. Phenomenography examines thinking and learning within the context of educational research, and seeks understanding of the different ways in which people experience, interpret, understand, perceive, or conceptualize a phenomenon, or certain aspect of reality. (Orgill, ) Marton defines phenomenography as a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). One of the key epistemological tenets related to Phenomenographic theory relates to concepts of variation, discernment, and transfer. Marton postulates that in order for learning to occur, there must necessarily be a pattern of variation present to experience, and this pattern must be experienced. (Marton, variation, pg.1). In order for learning to occur, learners must experience a wide range of variation in experience, with sameness or similarity contributing little to our understanding of experience. Variation and difference create a broader context for understanding experience, and also expand our repertoire when encountering novel situations or circumstances. This transfer of learning is integral to variation theory and a key underpinning of phenomenography. Experiencing difference or variation may be likened to experiences of cognitive dissonance within constructivist models of learning, where an individual experiences dissonance and a perturbation and must adjust their conception of this new information within their existing paradigm. How we categorize, makes sense of, or identify with that difference relates to our discernment skills. Discernment allows a subject to see or sense an experience against the background of his or her previous experiences of something more or less different. ( Marton, pg.386). In essence, as subjects experience greater variation they become more attuned to increasingly subtle differences between the physical, cultural, symbolic, or sensual world that they inhabit. (Marton, pg 386) Every phenomenon that is experienced only in contrast to alternate experiences of the same phenomenon (marton, pg 387) The implications for pedagogy center on the manipulation of the objects of variation in order for learners to experience variation, become adept at discerning, and transfer learning across situations. Excellence in teaching has very much to do with what aspects of the object of learning are subjected to variation, and what aspects of the object are subject to variation simultaneously. (Marton, pg. 391) Subjects learn to manage novelty as a result of having experienced novelty through variation. (Marton, pg. 394). Transfer is concerned with how what is learned in one situation affects or influences what the learner is capable of doing in another situation. (Marton, pg. 499) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A concept that illuminates ideas of context within the phenomenographic perspective relates to concepts of situated learning. Situated in this instance refers to what surrounds the learning event; that is, to the socially constructed life-world in which a particular instance of learning occurs. (Sameness in transfer, pg. 511) Sameness and difference in learning and experience are acknowledged, however the extent to which we can make use of something we have learned in one situation to handle another situation is a ma Conclusion Learning is not simply acquiring new information and storing it on top of the information we already have. It involves meeting something unexpected (what might describe as a perturbation), something that cannot be easily explained by those theories or understandings we have already developed. To resolve that conflict we have to change what we previously believed (kohn, pg 187) This explanation is the tie that binds constructivism, variation, theory and scheme theory to social learning, along with ideas of motivation and personal agency.

A Comparison of Love According to Browning, Dickinson, Shakespeare and Harris :: Comparison Compare Contrast Essays

Love According to Browning, Dickinson, Shakespeare and Harris Men and women are very different creatures. We express our emotions differently. Women are typically ready to marry, settle down and have children much earlier than men. Men tend to want to experience life before settling. Yet, there is one thing we have in common. In relationships, men and women want to be loved for the person they are and for the rest of their lives. When people begin dating, they are usually playing the field. Few have a strategy for finding their life mate. It is something that happens over time and as you continue to see that person and get to know them, a bond builds that is not easily broken. This is demonstrated in "Wild Nights - Wild Nights!" By Emily Dickinson. "Futile - the winds-/ to a heart in port-/ Done with the compass/ Done with the chart" (line 5-8). No matter how hard outside forces try to tempt you away, you are finished searching for your true love. You have found it and are holding fast. We are all initially searching for romantic love that will hold fast through a lifetime. Romantic love is defined as love that is unrealistic, fanciful, passionate and fabulous. In "Beginning of the Songs of Delight", Papyrus Harris 500 demonstrates fanciful love through "†¦apportioned to you is my heart,/ I do for you what it desires,/ when I am in your arms" (lines 1-3). In Shakespeare's "Othello", the Moor and Desdemona declare their love for one another, at the protest of her father and the disbelief of the councilmen (Act I, scene iii). Their romantic love was unrealistic because of their age difference, and fanciful because she was intrigued by the stories of heroism and daring that he imparted to her. Passionate love is, by definition, ruled by intense emotion and marked by intense feelings as is expressed in "My body thrives, my heart exults/ At our walking together;/ Hearing your voice is pomegranate wine,/ I live by hearing it./ Each look with which you look at me/Sustains me more than food and drink" (lines 24-29). Love such as this can sustain us through all the joys and challenges life has to offer if it is without condition. Unconditional love endures over time. "But love me for love's sake, that evermore/ thou mayst love on, through love's eternity" (Browning, 260), speaks of love that is grounded in love alone and will last all forever.