How Drinking Addiction Is Under Challenge - 1403 Words

Nowadays as science and technology develop rapidly, traditional theory of explaining drinking addiction is under challenge. More and more neuroscientists, psychologists and biologists contribute to the exploration of chemical mechanisms working behind alcohol and addiction. As one of the most well-known neuroscientist, Marc Lewis (2011) offers his point of view is that alcohol ultimately affects the brain, which is the source of all our experience (p.22). As we all know, brain is the primary organ of mind, the crucial center of control, and the ultimate foundation of ideas. Even subtle changes in brain can directly lead to the alteration in a person’s mood, cognition and behaviours. Based on the knowledge that I learned in†¦show more content†¦Neurotransmitters carry information and transmit chemical signals throughout the body. This corresponds to what Lewis introduces- a crucial inhibitory neurotransmitter-GABA and the change of firing rate of neurons in the cortex. Contrary to common beliefs, alcohol is actually a depressant. By enhancing GABA’s transmission, alcohol slows down our thoughts, impede our behaviours and weakens our judgements. Scientifically saying, â€Å"the brain’s electrical activities are decreased† (Connor, 2014). This is why Lewis feels â€Å"different- light and breezy, but then hugely clumsy when he [tries to] reach for the bottle too quickly† when he gets drunk for the first time (Lewis, 2011, p. 19). His consciousness is clear, but his body movement is limited, which tells us that the interactions between neurotransmitters are eliminated. This situation is also listed in the effects of drinking section in Teen Health textbook, stating that coordination and movement may be affected by alcohol (Mc-Graw Hill, 2004, p. 569). Also, the chapter 13 of Al-Anon book revolves around an event about helping a teenage to curb her violent temper. In the story, the girl says, â€Å"I knew that my violence against my mom was never a voluntary act. I didn’t want to hurt her, but I didn’t know how to stop, how to break the pattern† (Al-Anon, 1995, p.478). From her words, we can tell that

Essay about Kant - 1684 Words

Cant find it here? Try Collegiate Care Immanuel Kant Immanuel Kant was a man before his time. His philosophies, as outlined in Perpetual Peace, paved the way for modern political relations. Unbeknownst to his day and age, his insights were a revelation. They were seeds planted and left unsewn for 120 years. As a first and second image theorist, Kant mixes his liberal and realist views to paint a picture of quot;perpetual peace.quot; His essay outlines the actions that nations should take to achieve this lofty objective. Through his layout of behavioral and philosophical ideologies, he believes nations can truly live synchronically. The first section of Kants essay contains articles that specifically state the†¦show more content†¦Nations, he says, must not interfere with the constitution of another. He implicitly reaffirms the principals of the Treaty of Wesphaylia - sovereignty and noninterference. In the final article, Kant addresses war directly. He states that if nations are at war, then they should refrain from doing things during the course of war that would cause the other nations to distrust them in future times of peace. By this, he is referring to the use of assassins and treasonous deeds. This concludes the first section of his essay. The second section of quot;Perpetual Peacequot; is more in depth. Kant gives us three articles that define what type of government nations must apply to reach a perpetual peace. He begins this section by arguing that it is not in mans nature to be at peace. He declares that the natural state of man is war. He goes on to say: quot;...for the suspension of hostilities does not provide the security of peace...quot; (111) However, it can be reached in a state of lawfulness. Kant explains why republican constitutions are vital to ensure the peace of nations. He reasons this by arguing that this is the only type of government that guarantees freedom and equality of the people. Kant goes on to state that the republican form of government is the most difficult to form and maintain. But, he reaffirms that a republic is the type of government most apt to achieve peace because it gives its people a voice, ensures consequencesShow MoreRelatedImmanuel Kant And The Kant Essay1263 Words   |  6 Pages Immanuel Kant Lying Chiyane Peterson MCCC Ethics MW 1:30pm Parviz Dehghani Lying the one form of communication that is the untruth expressed to be the truth. Immanuel Kant states that lying is morally wrong in all possible ways. His hatred for lying has made him â€Å"just assumed that anyone who lied would be operating with a maxim like this: tell a lie so as to gain some benefit.†(Landau,pp.171) This is true for a vast number of people, they will lie in orderRead MoreKant s Principles Of Kant1743 Words   |  7 Pages The work of Immanuel Kant focuses on the idea that of everything in the world it is only good will that can be taken as â€Å"good without qualification† (Kant, 393). Unlike qualities or talents, which can be used both for good and for bad, good will is considered by Kant to be unequivocally good. Therefore, Kant’s principles require an individual to make decisions only based rationally upon the principles, or maxim, behind that decision, without consideration of the consequences that that actionRead MoreKant And Kant s Philosophy1657 Words   |  7 Pagesuniversal a priori condition which alone things can become objects of our cognition in general[.]† -Immanuel Kant, p 20 of Critique of Judgment This quote most aptly describes Kant’s purpose in writing a critique of aesthetic judgment, with the most important term being â€Å"transcendental.† The Oxford Dictionary defines the word as â€Å"presupposed in and necessary to experience† (what Kant refers to as a priori). In this sense, it is something that pertains to elements of human experience and thenRead MoreKant : Kant s Ethics1293 Words   |  6 PagesKhaled AlMarwani Philosophical Ethics PHL270 Dr. Elizabeth F. Cooke Question # 1: Kant’s Ethics According to my humble reading, Kant is considered the hardest to read, grasp and understand among the philosophers that we came across studying ethics. According to Kant, nothing could be called good without qualification except a good will. And the good will is the desire or the tendency to do your duty because it is your duty, not anything else. Thus, nothing can be gained out of an actionRead MoreImmanuel Kant And Kant On Morality1097 Words   |  5 Pagesdifferent societies. Examples would be don’t cheat, don’t steal, and treat others as you would want to be treated. When dealing with the philosophers take on morality, there are two which are usually compared to one another, Immanuel Kant and David Hume. Immanuel Kant had many theories throughout his philosophical time. Here are some of his ethical works, Groundwork of the Metaphysics of Morals (1785), the Critique of Practical Reason (1788), and the Metaphysics of Morals (1797), which contains bothRe ad MoreKant And Kant s Philosophy2023 Words   |  9 PagesImmanuel Kant was an exceptional philosopher who often fantasized about the wonders of the human perception. Through the power of imagination in the human mind Kant was able to postulate possible answers to the great questions of existence. He was daring and bold to wonder what constitutes the beauty of the human soul, how the existence of an all-powerful entity would be possible, and also what do human beings really do to perceive their surroundings. With such notable works as Critiques of PracticalRead MoreKant And Kant s Metaphysical Theorizing1303 Words   |  6 Pageswere possible. For Kant, the question of how synthetic a-priori judgements operated was central to understanding the nature of human thinking, and to enabling metaphysics. Previously Kant had been alerted to the writings of David Hume. Hume had effectively claimed that knowledge only came from analytic a-priori judgments or by synthetic a-posteriori. Hume criticized the notion of cause and effect, and claimed it to be product of conventions of thought, rather than reason. Kant had recognized thatRead MoreKant And Kant s Categorical Imperative1241 Words   |  5 Pages Immanuel Kant, an 18th-century moral philosopher, had contended that the fundamental principle of morality is the Categorical Imperative, from here will be additionally labeled as (CI) or otherwise mentioned. He supported his view by suggesting a pure moral philosophy; a metaphysics of morals that is not solely for rational beings to explore different ¬ sources of basic moral principles that are found through their own observational experience a priori, but additionally for the sake of morality asRead MoreKant And Kant s Universal Law Essay1458 Words   |  6 PagesDoes Kant successfully establish that one must never under any circumstances or for any purpose tell a lie? In this essay, I will argue that Immanuel Kant fails to successfully establish lying as morally impermissible because the claim that lying is morally impermissible goes against common sense. Kant defines his Universal Law to demonstrate the necessary action one must take in order to act in a way that is morally permissible and uses it in support of his belief that one’s motive is the soleRead MoreKant And Kant s Moral Ethics862 Words   |  4 PagesAccording to Kant, We have these absolute duties to ourselves and these duties to oneself become the supreme principle of all duties. Therefore, these supreme self-duties are the reason why moral ethics exist, and without our duties to oneself there would be no other duties, nor would we, as a species, survive at all. However, these self-regarding duties can be very contradicting, but can help us understand the bigger picture of the categorical imperative. Kant believes that we must â€Å"act only according

Early Child Hood Education and Impact

Question: Discuss about the Early Child Hood Education and Impact. Answer: Introduction Education in the 21st Century has been said to among the four basic needs that are needed for a fulfilling life. Teachers have a great role to play in impacting knowledge on students. However alone they cannot achieve much success in this endeavor. This paper seeks to dress the roles of various stakeholders in enabling early childhood teachers to succeed in their work. Contact with Parents Parents play a significant role in facilitating learning and development of their young children. Parents who are involved in the learning of their young kids are able to extend the learning process beyond the classroom context by connecting what is learnt at school and what is done at home. This helps the kids to also develop the interest to learn in school. This makes my work as a teacher easier. Parents involvement also enhances high performance in children .Parents can for example mention the items in their kitchen one by one and request their children to repeat after them which enhances their mastery of concepts outside school (Essa, 2012). Contact with the Community Community support on learning plays a significant role education of the young members of the community .Its the community that determines the character of their schools. Community provides financial support to schools as well as volunteer services and school projects initiated to aid the learning process. By linking up with the community, I am able to acquire information and resources to facilitate the learning process for the young kids. Contacts with the community also enable me as a teacher to know the important values that need to be instilled on the young children (Deiner, 2013). Contact with other staff Teachers interact with their colleagues on daily basis .Such contacts are necessary for enhancing professionalism and providing the necessary support. Such contacts are good for making my teaching career more fulfilling. In early childhood for example, as a teacher I am faced with a number of challenges on how to handle different kinds of children, to handle this I require the guidance and support from other teachers . Therefore creating contacts with other staff members will enable me to consult on how to deal with different situations that i am likely to come across in the course of my career (Lipton Oakes, 2007). Contact with children The relationship that exists between children and their teacher can have profound impact on the learning process .Wile positive relationships especially with the young children can make it easy for them to learn. It enables teachers to learn more about the children and hence they are able improve their interactions with them because they understand them. Existence of supportive and positive relations among teachers and children makes them to learn faster and attain good grades than in cases where there are no good relationships (Hauser Rauch, 2006). References Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, practice. Belmont, CA: Wadsworth Cengage Learning. Essa, E. (2012). Introduction to early childhood education. Hauser, M.,Rauch, E. (2006). Learning from children: The life and legacy of Caroline Pratt. New York: Lang. Lipton, M., Oakes, J. (2007). Teaching to change the world. Boston, Mass: Mcgraw Hill.

Stealing, Education for Leisure and Originally Essay Example

Stealing, Education for Leisure and Originally Paper This essay analyses and evaluates the underlying theme of alienation in these three poems. It compares and contrasts the ways in which the different poems present alienation to the reader and how effectively this has been portrayed. Alienation is when a person is socially withdrawn or isolated from others, causing aggression or loss of friendliness. Duffy attempts to interpret and reveal the thoughts and feelings of those who are alienated. Each poem presents a different interpretation of people in various situations, some more affected by alienation than others. This essay also describes how the language, structure and imagery help to convey the theme of alienation successfully to the reader. Finally this essay suggests other interpretations of the poem and discusses to what extent the speakers in the poems are really alienated. Stealing is written in five stanzas with use of half and internal rhymes and there is a regularity in the line lengths. The internal rhyme makes phrases such as, I wanted him, a mate with a mind as cold as the slice of ice within my own brain, stand out to the reader. This extended metaphor creates a repulsive image of open flesh and blood in the readers mind, making the reader push the thought away perhaps, referring to the way in which people pushed the narrator away. We will write a custom essay sample on Stealing, Education for Leisure and Originally specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stealing, Education for Leisure and Originally specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stealing, Education for Leisure and Originally specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The neatness of the presentation of the poem could represent how neatly the thief is organizing his thoughts on the other hand it contrasts with the thoughts of the reader, as we are confused, as we do not understand the idea of stealing a snowman whereas the narrator does. Duffy uses the technique enjambment often, for example, I joy-ride cars/ to nowhere, this makes the poem sound more like a speech as it is more fluent, this results in making the situation and the speaker in the poem more realistic and therefore more sinister and disconcerting. Similarly, Education for Leisure is written in five stanzas, also with use of internal rhymes. The fact that the poem is written in five equal stanzas, with the exception of the one word line could symbolise that the speaker in the poem has planned his life and he wants to do something to feel recognised and noticed for example, I walk the two miles into ton for signing on. As both poems are dramatic monologues, enjambment is also used here, as it gives the poem energy and pace making it sound like a conversation. However in Education for Leisure there is a full stop at the end of every stanza, upon reflection this could relate to the full stop of life when someone dies or it could symbolise the full stop at the end of every friendship the speaker has had in the past and lost eventually. Alternatively, Originally is written in four stanzas, although there is still a regular use of enjambment: sometimes the enjambment is used between verses as well as between lines. An example of enjambment in this poem is, my voice/in the classroom The word voice fills the gap and bridges the space until it is reduced to in the classroom, emphasising the beginning of alienation when a person is forced to recoil into himself or herself. The word voice, could be linked to the one word line in Education for Leisure, language, as they are both forms of communication. It is interesting to see that one-word lines are prevalent in the three poems. The readers eyes are drawn to them. It happens five times, thrice in Originally and once in both Stealing and Education for Leisure. In Education for Leisure the one-word line is language this is a form of communication and is the way for human to reveal their thoughts and feelings illuminating the fact that people who are alienated cannot reveal their feeling to anybody. In Stealing Duffy chooses to put camera on its own line. A camera usually captures images of happy moments or contains family pictures also a camera never lies illustrating to the reader that the narrator wants to be in a happy moment or in a family picture. Finally the three one-word lines in Originally are understand, think and boys. Understand and think are both imperatives suggesting that they could be directed slightly toward the reader. Girls is a one-word line in The captain of the 1964 Top of the Form Team and serves to suggest what the young narrator might be pre-occupied by: or annoyed by! In Stealing the speaker repeats I several times, possibly illustrating the characters egotism. The speaker could be self-centred as a result of his alienation as he does not have any friends to be fond of and talk to, so he has withdrawn from society. The speaker also seem to glamorise himself, thinking he is a film star for example, observing his actions dispassionately watching his gloved hand, sometimes he even seems to be speaking lines from a script, for example, I sigh like this Aah portraying to the reader that the speaker does not understand the reason why nobody wants to be his friend and assumes it is because they are jealous of him, this also explains his egotism. The line, I joy-ride cars/to nowhere, is eye catching as the two words joy-ride and nowhere contrast and they are almost an oxymoron, this clever technique creates tension as the readers brain does not understand how the two words go together, supporting the overall theme of alienation. Some of the language in the poem is very aggressive and destructive, for example, Im so bored I could eat myself, and The slice of ice within my own brain, exposing how the speakers feeling about his situation of being alienated. It almost makes us sympathise with the speaker as we realize the amount of suffering he/she undergoing (interestingly the reader is not given any strong evidence to reinforce whether the narrator is male or female however, in my own opinion I consider the speaker to be a male as he manages to carry the snowman and strength is usually associated with men, additionally the character steals the snowman and finds it thrilling to think that children would cry when they realise the snowman has gone, one would not expect a woman to think like this as woman are associated with loving and caring for their children). Another interpretation of the aggressive language could be that the speaker is a slightly aggressive person naturally and this could be the reason people have isolated him because they feel threatened by him. Furthermore, the way in which the poem seems to be answering a question, The most unusual thing I have ever stolen? implying the entire poem is a response to a question we have asked and likewise the poem ends as if the character is directly addressing the reader, for example, You dont understand a word Im saying, do you? makes the reader jump and realise that he does not know what the speaker is talking about, as the reader cannot comprehend the idea of stealing a snowman. This explains why the speaker in the poem has been alienated, as people cannot understand him and his ways. In the same way, Education for Leisure repeats I several times throughout the poem to show the characters self-obsession revealing how alienated the speakers are as they focus the conversation with the reader on themself. Colloquialisms, such as bog, make the speaker even more realistic and prosaic, this is eye-catching as Dufy really tries to make the poem as realistic as possible consequently the reader really understands the situation and almost sympathises with the narrator which is unnerving. The word kill, is also repeated a lot, the speaker feels under appreciated because of the treatment he is receiving from others. He does not want to be isolated anymore and therefore feels he needs to play the role of god to achieve some sort of status so that he is recognised. This reveals the speakers frustration. His frustration gives him the compulsion to express himself through violence; Today, I am going to kill something. Therefore he murders the goldfish, the fly and potentially the reader. Another interpretation of why the speaker wants to play the role of God is that he may want to be in control of his life and be able to change the life of someone else. This is almost the same as Stealing though more extreme: the speaker in Stealing steals the snowman in order to be friends with it but this does not happens so he destroys it by contrast in Education for Leisure the speaker has given up trying to make friends and instead results to destructive tendencies. Unlike the other two speakers, the character in Originally is not alienated throughout the whole poem. He is less self-centred and self-assured as she talks about other subjects other than himself, such as her family and her home country, for example, My brothers cried, one of them bawling Home. Contrasting with the other two poems there is no aggressive or destructive language. However, similar to the other two poems Duffy tries to make the poem very realistic, she uses quotes of the character talking to his/hers parents, I want our country, this is successful in making the reader have empathy for the speaker. The use of alliteration on stanza three, seeing, swallow, slug, skelf and shame could symbolise a snake hissing representing evil on the other hand it could represent the sound of the air coming out of a balloon demonstrating that the narrators energy I running out or it could represent a big change to a small change. Interestingly all three poems are written in the first person however, when we read it to ourselves it does not sound like our voice which is usual as anything written in the first person usually sounds like our own voice making us feel slightly alienated. The imagery in Stealing is very inventive and successful when conveying the theme of alienation. The general image of the whole poem is a dark, empty street with a snowman in the centre of it. The coldness and loneliness of the snowman is frequently related to the body of a human. For example, the ice within my own brain, and chill piercing my gut. This is thought provoking as it could be symbolising the coldness and seclusion of the speaker hence revealing feelings and thoughts. Duffy also uses an interesting contrast with the destruction of the snowman, Then I was standing amongst lumps of now,' and I nicked the bust of Shakespeare, she makes the contrast between creative and destructive: illustrating the harmful nature of the speaker even more to the reader, perhaps, explaining the reason why other people have isolated him. In the phrase, I wanted him, a mate, illuminates how desperate the speaker is for companionship. The term mate could be interpreted as a buddy, companion or a soul mate. This vague term suggests that the speaker does not mind who are his friends, comrade or soul mate and he just wants somebody to be with and talk to. In both Stealing and Education or Leisure both speakers come across as very self-centered. Alienation or the root of alienation could either cause this, as they do not have many people to talk to and think about. Similarly in Stealing there is an interesting reference to Shakespeare in the poem. It displays a link with one of Shakespeares tragedies called King Lear. A character in King Lear named Gloucester uses flies as a metaphor for the misery and suffering of men, As flies to want on boys are we to the gods, they kill us for they sport Gloucesters speech commended humanity and discourages cruelty and brutality. The speaker in the poem seems to have not understood the meaning of the speech, as the good values Gloucester encourages seem to be alien to him. When the speaker in Education for Leisure is compared to the character in Stealing it is hard to establish which person is more alienated than the other. The speaker in Stealing seems slightly saner and poses less of a risk to the lives of humans and animals. The character in Education for Leisure is in less control of his/her life and could even be insane. Another interpretation is that the speaker in both of the poems could be the same person in different stages of their life. In Originally there is a slight hint of Duffys childhood, as she had to once move to a different place away from her home country Ireland. This poem could be an expression of her feelings and thoughts at that time. She uses a lot of imagery that refers back to a mother. For example, our mother singing, and We came from our own country in a red room, the red room could be referring to a mothers womb from which all humans originate. The main reason I chose these three poems is that the speakers are all very similar to each other. It is almost as if they are the same person growing up and getting more and more affected by being isolated by other people. All the three speakers in these poems have been alienated in some way, mainly because they do not seem normal compared to the other people in their surroundings, so they have a sense of being outsiders. However, if the speakers are really alienated, it is a powerful and shocking technique that Duffy uses by ending her poems with a direct suggestion to the reader, for example, I touch your arm, and You dont understand a word Im saying, do you. The fact that they are talking to us could be said to make us complicit in their possible crimes and this is what makes these poems extremely disturbing and thought-provoking.