Sensory Perceptions Essay Example for Free

Sensory Perceptions Essay â€Å"The brain, a complex structure, allows a human being to perceive and react to their environment, contemplate the big questions, and experience a myriad of emotions. The brain controls the body and maintains the delicate internal balance needed to sustain life† (Smith, 2010). If fortunate enough, we humans all have five senses: vision, hearing, taste, touch, and smell. All of these senses that we have, work together to give us a conscientious picture of the world and where we belong in it. The statement, â€Å"There is nothing in the mind unless it is first in the senses† (Kirby Goodpaster, pg. 54), means, that our brain would be empty without our senses. Our senses consolidate to make us understand who we are, where we are, and what is happening around us. Because our brain feeds and processes information about our five senses, we put meaning to our sensory experiences, thus, we are able to respond and behave accordingly. We rely on accurate observations. Our senses prove its accuracy on a daily basis and â€Å"act as our lenses, amplifiers, particle detectors, and pressure and heat gauges† (Kirby Goodpaster, pg. 54). Our vision allows us to be aware so we can stop at red lights, wait for cars to pass, and know when it is safe to walk across the street. Hearing is another powerful sense that we use to listen to words, is crucial in communication, and is interactive with our thinking. When we hear a very loud noise close to us, we become startled and our senses might kick in and tell us to be aware of our surroundings. The touch sensory is circulated throughout our body. When we feel heat on a pan on the stove, our senses alert us to the danger of being burnt, and we proceed with caution before receiving further injury. Smelling uses the noise that sends sensations to the brain. When we smell smoke, we instinctively know there is a fire or something is burning. Then our sense sends a message to our brain that we need to take care of the problem or leave if it is too dangerous. â€Å"Our senses feed our brain much as food feeds our body; without their input, our brain would be almost empty†Ã‚  (Kirby Goodpaster, pg. 54). I believe that our senses, in most cases, are accurate. There are elements in life such as being sick or sleep deprived, that may distort the accuracy of our sensory perceptions temporarily, but in most cases they are accurate and the information they provide us with is essential in establishing our thinking. There are also other cases where what we think we see is not really what it is, â€Å"habits, interests, and biases, focuses and thus limits our perceptions† (Kirby Goodpaster, 2007, pg. 56). I believe that our sensory information in most regards is accurate, without any sort of accuracy we would not depend on them as much as we do in our thinking and decision making. When it comes to the accuracy of sensory data, there are various things that can cause an affect. Clearly, the brain needs food. Just like the rest of your body, it requires energy, protein, and vitamins for the brain to function correctly. Without a proper diet, our brain will have an effect on the sensory data. Drugs and alcohol also play a huge part in contributing to sensory accuracy. Certain types of drugs such as nicotine, marijuana, cocaine, amphetamines and ecstasy can affect the brain as well. â€Å"All of these drugs interact with the brain at the synapse, increasing or decreasing the brain’s natural chemical activity. Even though their pharmaceutic effects are different, they all have in common the ability to disrupt our cognitive abilities; and in some cases the deficits seems to last after the drug is discontinued, leaving open the possibility of permanent cognitive damage† (Kirby Goodpasters, pg. 72). Last but not least, sleep is inevitable. We need sleep to think. Perhaps that is why we spend one-third of our lives sleeping. â€Å"Sleep, like diet and exercise, is important for our minds and bodies to function normally. In fact, sleep appears to be required for survival. Rats deprived of sleep die within two to three weeks, a time frame similar to death due to starvation† (â€Å"Why Sleep Is,† 2008). Sleep is a natural part of everybodys life, but many people try to get by with a little amount of sleep. Sleep is something our bodies need to do, it is not an option. â€Å"Sleep debt can negatively affect mood, motivation, memory, decision making, concentration, problem solving, and logical thinking† (Coren, 1996; Kirby Goodpasters, pg. 73). The nature-nurture controversy is defined as, â€Å"A traditional and long-standing disagreement over whether heredity or environment is more important in the development of  living things, especially human beings.† The relative contribution of nature (genetic and biological inheritance) and nurture (environmental factors) in developmental processes have been, and to this day, continues to be a debate. Both nature and nurture influence behavior. Some things are obviously nature. Eye color, for example, is genetic, and cannot be influenced by environment, although people could use colored contacts to change their eye color. On the other hand, language is a matter of nurture, ultimately by where someone is born and raised. We may not see the world as it is, but that is where accuracy of sensory information is concluded. Three reasons to believe in the accuracy of sensory information are the ability to use our senses to provide data so that our brain can identify the truth, using our senses to help connect the brain and emotions together, and lastly, senses give the mind the potential to determine what reality is. References Smith, A. (2010, April 11). Functions of the Parts of the Brain. Retrieved from http://www.livestrong.com/article/104669-functions-parts-brain/ Kirby, G., Goodpaster, J. Thinking. (Fourth ed.). Why Sleep Is Important. (2008). Retrieved from http://www.education.com/reference/article/Ref_Parents_Why_Sleep/

The Impact of Ancient Religion on Homer’s Odyssey Essay -- Homer Odyss

The Impact of Ancient Religion on Homer’s Odyssey    There has long been a fashion among critics and historians, including Sir James Frazier and Graham Hancock, to insist upon taking the account of Odysseus' voyage to Hades in Book XI of the Odyssey at near face-value as a description of people and places familiar to a Greek audience of Homer's day. Both linguistics and comparative history have been employed to discover exactly how accurately this originally oral epic conveys this gritty realism. Something, however, is not right with this purely empiric approach. What is missing is an examination through the lens of ancient religious practices. Surely a literary work so teeming with deities-wise Athena, spiteful Poseidon, impish Hermes, omnipotent Zeus-deserves such study. In protohistoric times, the worshipers of the gods sought out mystic union with their deities by means of bodily mortification and ingestion of hallucinogenic drugs. These practices are spelled out both in the Rig Veda of India and the Chinese Book of Songs. In the Veda, Indra is worshiped in a ritual that includes large doses of soma. The Book of Songs, compiled by Confucius from the many texts of poetry and myth at his disposal, contains repeated accounts of trance and religious ekstasis. In the twenty-second chapter of St. John's Revelation, the Koine Greek term translated as sorcerers in the King James Bible is pharmakeusin Literally, this word denotes those who use drugs to achieve arcane effects. Since plants were the mainstay of medical science in those distant days, a secondary meaning might be applied: herbalists. Robin Fox, in his book Pagans and Christians, argues that the role of such figures as the Sybil of Cumae and the Delphic prophetess ... ...se value to the Odyssey as a voice from an antique time aimed at future generations. During the Roman Empire, both the Odyssey and its companion, the Iliad, were considered as foundational texts in education. Small wonder; history, poetry, parable, hymn-such a literary work is its own small cosmos. It deserves to be approached and interacted with as a living entity that still matters in Western civilization. That is possible only if we view such works in the context of the societies that produced them. Religion was a huge component of such a society. Although we now possess technological marvels that might give a Greek deity apoplexy from shame, the ancient Greeks are still Us. Men and women will always feel the need to see the world through fresher eyes than their own. Works Cited: Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1962. The Impact of Ancient Religion on Homer’s Odyssey Essay -- Homer Odyss The Impact of Ancient Religion on Homer’s Odyssey    There has long been a fashion among critics and historians, including Sir James Frazier and Graham Hancock, to insist upon taking the account of Odysseus' voyage to Hades in Book XI of the Odyssey at near face-value as a description of people and places familiar to a Greek audience of Homer's day. Both linguistics and comparative history have been employed to discover exactly how accurately this originally oral epic conveys this gritty realism. Something, however, is not right with this purely empiric approach. What is missing is an examination through the lens of ancient religious practices. Surely a literary work so teeming with deities-wise Athena, spiteful Poseidon, impish Hermes, omnipotent Zeus-deserves such study. In protohistoric times, the worshipers of the gods sought out mystic union with their deities by means of bodily mortification and ingestion of hallucinogenic drugs. These practices are spelled out both in the Rig Veda of India and the Chinese Book of Songs. In the Veda, Indra is worshiped in a ritual that includes large doses of soma. The Book of Songs, compiled by Confucius from the many texts of poetry and myth at his disposal, contains repeated accounts of trance and religious ekstasis. In the twenty-second chapter of St. John's Revelation, the Koine Greek term translated as sorcerers in the King James Bible is pharmakeusin Literally, this word denotes those who use drugs to achieve arcane effects. Since plants were the mainstay of medical science in those distant days, a secondary meaning might be applied: herbalists. Robin Fox, in his book Pagans and Christians, argues that the role of such figures as the Sybil of Cumae and the Delphic prophetess ... ...se value to the Odyssey as a voice from an antique time aimed at future generations. During the Roman Empire, both the Odyssey and its companion, the Iliad, were considered as foundational texts in education. Small wonder; history, poetry, parable, hymn-such a literary work is its own small cosmos. It deserves to be approached and interacted with as a living entity that still matters in Western civilization. That is possible only if we view such works in the context of the societies that produced them. Religion was a huge component of such a society. Although we now possess technological marvels that might give a Greek deity apoplexy from shame, the ancient Greeks are still Us. Men and women will always feel the need to see the world through fresher eyes than their own. Works Cited: Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1962.

Project †Work Life Balance and Stress in Women in Academia Essay

Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date.

Analysis Of Montag s The Lilies - 5496 Words

Montag tries to enlighten his wife to society’s intellectual apathy; however, she is unable to come to a similar realization. Montag is forced to seek help from a retired English professor named Faber. This marks the onset of the third phase. Montag starts to take command of his own destiny. His former lifestyle is now left behind and he recognizes the significance of his relationship with Faber because they are the only ones fighting against society. While on his way to visit Faber, Bradbury uses two biblical allusions that signify the importance of having a philosophical faith. Montag stresses to himself that he must â€Å"consider the Lilies† (Bradbury 74). This reference to the Lilies of the Field correlates with a bible passage (Mathew 6:28) and suggests that God will take care of everything and that one must not worry. Montag excessively recites this bible passage in his head while on the train going to visit Faber. He uses the passage to calm his nerves a nd remind himself that everything will work out and to have faith in himself and Faber. Another bible reference, to the Book of Job, comes after the meeting between Faber and Montag. Through the Green bullet in Montag’s ear that allows Faber to communicate with him, Faber simply says â€Å"The Book of Job,† reminding Montag that he must have faith because the journey ahead will be arduous and self sacrificing. Montag is reborn and becomes a new person while reviving Faber, causing him to feel more alive than he hasShow MoreRelatedCritical Analysis Of Fahrenheit 4511266 Words   |  6 PagesTo begin, in Fahrenheit 451, Ray Bradbury incorporated: a censorship aspect intended for the book, social commentary, and the social critical analysis which relates to conflicts in our world today. To continue, censorship can be considered a â€Å"threat† to society, for example, Bradbury uses the concept of the overuse of media and how it can affect the world and the peop le around you. Furthermore, Bradbury’s key focus was to satirize the excessive use of television and the media as a news and entertainment