Review of The End of Education by Neil Postman Research Paper

Review of The End of Education by Neil Postman - Research Paper Example The second god is the god of consumership and Postman argues that its general moral maxim is within the slogan that whoever buys things will inherit goodness and those who do not, evil. In other words, an individual is built by what he or she accumulates. Devotion to the god of consumership begins at an early age and it persists until teenage hood. This god has created a theology that cannot be easily ignored. This is because of the fact that it is based on the notion that an individual’s life becomes worthy when they buy things. The third and the last god is the god of technology. This god is very much related to the god of consumership because it serves as a vehicle to propagate the message of the god of Consumership (Postman, 2010). â€Å"The most appealing idea that the world has yet known† is an example of democracy that the United States has fully embraced since its independence. It can be used to win the global unqualified confidence. Democracy is very appealing such that playing hypocrite towards the beliefs we hold and performing official acts of suppression will stifle our own liberties (Harrison, 2009). On the other hand, schools are meant to sell the American dream to the entire world through democracy. In other words, schools are attempting to see whether a rational, stable, and unified culture can be created from individuals of diverse religions, languages, and traditions. However, the idea is most appealing, and there is need to reassure friends of the United States about the idea. These friends have already created notions that may jeopardize the efforts of the United States to sell its idea of democracy. According to a survey conducted by the Fortune magazine, it is clear that the friends do not want to be influenced by the American culture. Europe thinks that the United States is dragging humanity in the direction of dehumanization. For instance, the relations between the Soviet Union and the United States have one

Manhattan Project :: essays research papers

On August 2nd 1939, just before the beginning of World War II, Albert Einstein wrote to then President Franklin D. Roosevelt. Einstein and several other scientists told Roosevelt of efforts in Nazi Germany to utilize a rare element, U-235, which might in turn be used to build a weapon. This weapon would be capable of power totally beyond the scope of mans’ vision. Ironically and sadly, it was shortly thereafter that the United States Government began the serious undertaking known only then as â€Å"The Manhattan Project.† Through the harness and development of the atom’s power, the Manhattan Project stands as a marker for man’s passage into an exciting and also terrifying age of nuclear power.   Ã‚  Ã‚  Ã‚  Ã‚  Simply put, the Manhattan Project was committed to quick research and production that would yield a workable atomic bomb. â€Å"Over the course of six years, ranging from 1939 to 1945, more than two billion dollars were spent on the Manhattan Project. An additional seventy-six million dollars were spent by the Army Air Forces on Project SILVERPLATE. [ Project SILVERPLATE covered the modification of 46 B-29 bombers in support of the Manhattan Project, trained the personnel of the 509th composite bombing group, and provided logistical support for units based at Tinian Island, launching point for the attacks on Japan.]† (www.infoseek.com, 2001) The formulas for refining Uranium and putting together a working bomb were created and seen to their ends by some of the greatest minds of our time. Among these people to unleashed the power of the atomic bomb was J. Robert Oppenheimer. â€Å"J. Robert Oppenheimer was born in New York City on April 22, 1904. After graduating from Harvard and studying under Ernest Rutherford at Cambridge University, Oppenheimer received his Ph.D. in Germany in 1925. In 1929, he returned to the United States to teach at the University of California Berkeley and at Cal Tech.† (Funk & Wagnalls New Encyclopedia, 1998) In June 1942, Oppenheimer was appointed scientific director of the Manhattan Project. Oppenheimer was the major force behind the Manhattan Project. He literally ran the show and saw to it that all of the great minds working on this project made their brainstorms work. He oversaw the entire project from its conception to its completion. Finally the day came when all at Los Alamos would find out whether or not â€Å"The Gadget† was either going to be the colossal dud of the century or perhaps change mankind forever.

Fiction and Story

Character Analysis The Story: the Monkey’s Paw * Character: Pamela * Point of View: Third Person Omniscient * Writing Genre: Descriptive * The Monkey’s Paw was a descriptive story because throughout the whole story they were describing the paw and throughout the Afterlife you will see Pamela describing her feelings on what happen to her brother Herbert. * Fiction Genre: Mystery * I picked mystery for the Monkey’s Paw because in the end of the story I wasn’t clear on what happen and in the afterlife things happened that no one knows but me. * Literary Device: Conflict I picked conflict as my literary device because there’s a lot of conflict in this story with Pamela, Herbert, Mrs. White, Mr. White, and the star of the book â€Å"The Paw†. And also in the afterlife there’s a lot of conflict between Mr. White and Pamela * Literary Convention: Dialogue * I chose dialogue as my literary convention device because throughout the entire story there were * I picked comprehension for my blooms taxonomy device because you have to comprehend what happen in the regular Monkey’s Paw before you can understand what’s going on in the afterlife. Rhetorical: Onomatopoeia * I chose Onomatopoeia for the Rhetorical device because in The Money’s Paw afterlife the story has a lot of sound effects. * Sigmund Freud: ID * I chose ID as my Sigmund Freud device because in the afterlife the characters have childish types of behavior. * Writing Mode: Reflection * I picked reflection to be my writing genre device subgenre because throughout the sequel it will be flashbacks on why something happened. * Nonfiction Genre: * Philosophy The Story: Swimming To Antarctica Character: Ms. Cox * Point of View: Third Person Omniscient * Writing Mode: Narrative * Swimming to Antarctica was a Narrative story because Ms. Cox was telling the story and she was the person who was actually swimming to Antarctica. * Fiction Genre: Mystery * I picked mystery as my fiction genre because after the original story Swimming to Antarctica was over they didn’t explain to the reader what happen to Ms. Cox. But, you will find out what happened to her in the afterlife of Swimming to Antarctica. Literary Device: Conflict * I chose conflict as my literary device for â€Å"SA† because in the afterlife there is a lot of conflict between Ms. Cox and her health. * Literary Convention: Dialogue * Dialogue plays a very big role in the afterlife of Swimming to Antarctica. You will see that Ms. Cox and her doctor having multiple conversations. * Blooms Taxonomy: Comprehension * For the afterlife of Swimming to Antarctica you will have to remember what happen in the original story. * Rhetorical: Onomatopoeia Throughout the afterlife of â€Å"SA† there will be sound effects and actions going on. * Sigmund Freud: ID * I chose ID because once again there will be childish decisions that Ms. Cox make in the afterlife of Swimm ing to Antarctica that will classify her as ID. * Writing Mode: Reflection * In Swimming to Antarctica Afterlife you will realize that I will be having flashbacks on what happened in the original story. * Nonfiction Genre: * Philosophy: The Story: Occupation Conductorette * Character: Maya Angelou * Point of View: Third Person Omniscient Writing Genre: Persuasive * Occupation Conductorette was a persuasive story because Ms. Angelou was trying to persuade the people to give her a job at their company. * Fiction Genre: Mystery * I picked mystery for the afterlife of Occupation Conductorette because no one knows what happened in 2019 with Maya Angelou and the job she wanted so bad. * Literary Device: Conflict * Throughout the afterlife of Occupation Conductorette you will figure out that there is a lot of conflict between Maya Angelou and the young lady Paradise. Literary Convention: Dialogue * In the Afterlife of Occupation Conductorette there will be more than enough dialogue between Maya Angelou, Paradise, and the white man. * Blooms Taxonomy: Comprehension * In the afterlife of â€Å"OC† you will see a big change in rolls and you wouldn’t understand what’s going on if you didn’t comprehend the original â€Å"OC†. * Rhetorical: Onomatopoeia * Throughout the afterlife of â€Å"OC† there will be sound effects but not as much as the others stories because â€Å"OC† is a more serious taking story. Sigmund Freud: ID * I chose ID because in the Afterlife Maya Angelou had a few ID behaviors when it came down to her making a decision. * Writing Mode: Reflection * Throughout the afterlife of Occupation Conductorette you will see Maya Angelou have flashbacks on her experience of begging for a job. * Nonfiction Genre: * Philosophy: The Story: The Leap * Character: The Mom * Point of View: Third Person Omniscient * Writing Mode: Expository * The Leap to me is classified as a expository story because

Food Rewards - 982 Words

The OFC function has been implicated in the devaluation of food rewards by satiety (Gremel and Costa, 2013). It has been implicated in various cue related behaviors modulated by changes in expected value. Furthermore, the OFC neurons hold value based information ‘online’ to guide future decision-making and therefore estimate the likelihood of specific outcomes to guide future responses (Wilson et al, 2014). Given that the OFC receives significant sensory information, the OFC likely integrates signals about sensory properties with expected outcomes (Thompson et al, 2017). Thus, the OFC registers the current value of foods and updates actions based on this information. However, several studies have indicated that obese humans and rats fed a†¦show more content†¦Studies show that an inability to shift between habits and goal directed actions (break habits) might underlie distorted behaviours observed in obsessive-compulsive disorder addiction, and other decision-ma king disorders. Goal directed and habitual actions are controlled by different parts of the striatum, which lies posterior to the orbitofrontal cortex (Figure 1). Through lever pressing experiments done on mice, it has been determined that the dorsal medial striatum (DMS) is necessary for goal directed actions (Thompson et al, 2017), while the dorsal lateral striatum (DLS) is necessary for habitual actions. The OFC modulate medial striatum through direct projections and indirectly through connexions with striatal projecting cortical areas, basolateral amygdala and ventral tegmental/substantia nigra. Through lesions of the lateral OFC, which did not affect neighbouring cortices, it has been discovered that mice do not reduce lever pressing following outcome revaluation. Conversely, Sham mice, which are mice used as a control through fake surgical intervention, shifted between habitual and goal directed actions. OFC lesioned mice showed intact habitual actions but disrupted goal dire cted actions. This suggests that the OFC is critical in modifying outcome value, and that obese mice may have similar disruptions in the OFC, causing them to eat in a habit-like fashion. Overall, it seems that the execution of daily life tasks, such as transitioning between goalShow MoreRelatedShould Animals Be A Food Reward And The Second Being An Affectionate Reward1663 Words   |  7 PagesAbstract (Project Manager: Trista Riddle) This project was written to determine whether animals will dance according to, two separate kinds of training. The first type being a food reward and the second being an affectionate reward. Our paper is based on a study conducted at Butler University by students in the Department of Psychology. This study was performed on 270 cats and dogs, but for this particular situation we cut the sample size to 119 cats and dogs. 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