Critical Issues in Learning Essay Example for Free

Critical Issues in Learning Essay Processes of learning and the transfer of learning are critical to realize how human beings develop their competencies. Learning is critical as nobody is born with a capability to perform aptly as an adult in society. More importantly, it is necessary to understand the types of learning experiences and critical issues involve within that lead to transfer. Transfer is a capability to extend the knowledge that has been acquired in one context to other context. Educators say that students transfer their learning from one problem to other during a course, from one class in school to other class, between educational institutions and their homes, and from educational institutions to workplaces. Such assumptions regarding transfer of learning involves the belief that it is good to widely educate people despite just â€Å"train† them to conduct specific jobs. (Campbell, et. al. , 2007) Measures of transfer of learning have significance in assessing the level of people’s learning capabilities and experiences. Different types of learning experiences often appear to be same when they are examined by just focusing on remembering (remembering is defined as a quality to repeat the knowledge that has been acquired earlier), but the same experiences look different when transfer tests are conducted. Here are some of the major issues of learning and transfer that have significance in education: †¢ Initial learning is very essential for transfer. A very good amount of knowledge is known about the types of learning experiences that help transfer. †¢ Information that is excessively contextualized will reduce transfer; if the knowledge is presented in the form of â€Å"abstractâ€Å", it can enhance transfer. †¢ All new learning has transfer that is based on earlier learning; this thing is very important while designing instructions to help students in learning. ? 1. REFERENCES 1. Campbell, J. P. , Oblinger, D. G. , Chang, W. C. , Craig, E. M. , Diaz, V. , Fowler, S. B. , Kinley, E. , Little, J. K. , Molholt, P. , Siddall, S. E. , Trinkle, D. A. , 2007. Top-Ten Teaching and Learning Issues, 2007. Educause Quarterly. Viewed on 16 July 2010, Retrieved from: http://www. educause. edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TopTenTeachingandLearningIssue/161828

Treatise on Happiness by St. Thomas Aquinas Essay -- Treatise on Happi

In the history of the western world, few men have made a greater impact on humanity’s learning that Thomas of Aquino. Having written dozens of different publications, including his famous Summa Theologià ¦, on subjects varying from the angels to philosophy; from law to theology, Thomas has secured himself a permanent place in academic history. Although never writing directly on the subject, Thomas also influenced the field of ethics, especially through his â€Å"Treatise on Happiness,† which are found within his Summa. In these treatises, Thomas details the nature of happiness, and how happiness is obtained. In the field of ethics, this work is important because it embraces the Aristotelian ideal how a happy person is just, or ethical. Thomas embraces the ideas of Aristotle throughout his work, and goes on to comment on, and Christianize many of Aristotle’s original ideas, including how happiness affects our senses and faculties. One of the most interesting dev elopments in the â€Å"Treatises on Happiness† is the combination of the concepts of Aristotelian happiness, found in Nicomachean Ethics, and Augustinian idea that happiness is not available in this life. In this essay, I will highlight the importance of Thomas’ â€Å"Treatise on Happiness,† and recognize its importance in the context of philosophers who preceded Thomas, namely Aristotle. Before proceeding, it is important to recognize how Thomas defines happiness, and how this is contrasted with those philosophers who predated him. Aristotle wrote extensively on happiness in his Nicomachean Ethics, and argued that: â€Å"happiness is an exercise of the vital faculties in accordance with perfect virtue or excellence,† . In this, Aristotle means that happiness is the use of man’s reason, will... ... be used to practically move towards happiness. Works Cited Aristotle. Nicomachean Ethics, Translated by F.H. Peters, M.A. 5th ed. London: Kegan, Paul, Trench, Truebner & Co., 1893. Accessed November 22, 2014. http://oll.libertyfund.org/title/903. Challoner, Richard., ed. The Douay-Rheims Bible. Douay: Kellah, 1750. Accessed November 22, 2014. http://www.drbo.org/ DeYoung, Rebecca Konyndyk, Colleen McCluskey, and Christian Van Dyke. Aquinas’s Ethics. Notre Dame: University of Notre Dame Press, 2009. Plato. The Republic, Translated by B. Jowett, M.A. 3rd ed. Oxford: Clarendon Press, 1888. Accessed November 22, 2014. http://oll.libertyfund.org/title/598. Thomas. Summa Theologià ¦, Translated by Fathers of the English Dominican Province. New York: Benziger Bros., 1947. Accessed November 22, 2014. http://dhspriory.org/thomas/summa/index.html.

“In Flanders Fields” A symbolism analysis Essay

â€Å"In Flanders Fields† is about World War I victims in the cemetery. When we read it, we are meant to feel sympathy for the dead victims of the war who rest in that field because we see their wonderful lives before the war and how it was ended fighting for their country. We are supposed to think of them and remember the war and all other wars and live fully the life they made for us. We are supposed carry on what they did. The deceased in this poem are afraid that we won’t remember them and won’t carry on their efforts and patriotism, even though the poppies grow in the graveyard for remembrance. We have to carry on the torch for them and for ourselves. From this poem, we also feel the fear of dying because those in this poem who once lived and fought for their country are now nothing but crosses in a graveyard. This poem uses figurative language to get its very poignant message across. Mainly, it brings the dead back to life to narrate this poem. The first stanza of the poem provides visual imagery of the graveyard. The poppies blowing between the crosses are symbolic of remembrance. The larks, â€Å"still bravely singing,† are personified to express bravery, which is a human emotion. The â€Å"guns below† are the ceremonies held for these men who bravely fought. Basically we are shown the beauty of the graveyard and signs of people remembering the deceased. The second stanza introduces the leader to not only their death, but also their life. Suddenly we feel sympathy for the young people buried here, whose lives were ruined by terrible warfare. In the third stanza we are shown the anguish of their spirits. They are brought to life in this poem to send us their message. Their â€Å"failing hands† can not of course literally throw a torch, which is symbolic of the war effort and patriotism. This is simply meant to represent the legacy that they are leaving behind them. This stanza is a paradox of the first, saying that peace and remembrance does not come from mere ceremony, but from us living out their legacy. The message in this poem is for all to live and understand.

Overview of the Republic of Malta

Malta, officially called the Republic of Malta, is an island nation located in southern Europe. The Malta archipelago is situated in the Mediterranean Sea, about 93 km south of the island of Sicily and 288 km east of Tunisia. Malta is known as one of the worlds smallest and most densely populated countries, with an area of just 122 square miles (316 sq km) and a population of over 400,000—giving it a population density of about 3,347 persons per square mile or 1,292 people per square kilometer. Fast Facts: Malta Official Name: Republic of MaltaCapital: VallettaPopulation: 449,043 (2018)Official Languages: Maltese, EnglishCurrency: Euro (EUR)Form of Government: Parliamentary republicClimate: Mediterranean; mild, rainy winters; hot, dry summersTotal Area: 316 square miles (122 square kilometers)Highest Point: TaDmejrek on Dingli Cliffs at 830 feet (253 meters)Â  Lowest Point: Mediterranean Sea at 0 feet (0 meters) History Archaeological records show that Maltas history dates back to ancient times and was one of the worlds oldest civilizations. Early in its history, Malta became an important trading settlement because of its central location in the Mediterranean, and the Phoenicians and later the Carthaginians built forts on the island. In 218 BCE, Malta became a part of the Roman Empire during the second Punic War. The island remained a part of the Roman Empire until 533 CE when it became a part of the Byzantine Empire. In 870, control of Malta passed to the Arabs, who remained on the island until 1090 when they were driven out by a band of Norman adventurers. This led to it becoming a part of Sicily for over 400 years, during which time it was sold to several feudal lords from lands that would eventually come to belong to Germany, France, and Spain. According to the U.S. Department of State, in 1522, Suleiman II forced the Knights of St. John from Rhodes and they spread out in various locations throughout Europe. In 1530, they were granted rule over the Maltese islands by Holy Roman Emperor Charles V, and for over 250 years the Knights of Malta controlled the islands. During their time on the islands, the Knights of Malta built several towns, palaces, and churches. In 1565, the Ottomans attempted to siege Malta—known as the Great Siege—but the Knights were able to defeat them. By the late 1700s, however, the power of the Knights began to decline and in 1798 they surrendered to Napoleon. For two years after Napoleon took over Malta, the population attempted to resist French rule and in 1800, with the support of the British, the French were forced out of the islands. In 1814, Malta became a part of the British Empire. During the British occupation of Malta, several military fortresses were built and the islands became the headquarters of the British Mediterranean Fleet. During World War II, Malta was invaded several times by Germany and Italy but it was able to survive. On August 15, 1942, five ships broke through a Nazi blockade to deliver food and supplies to Malta. This fleet of ships became known as the Santa Marija Convoy. In 1942, Malta was awarded the George Cross by King George VI. In September 1943, Malta was home to the surrender of the Italian fleet and as a result, September 8 is recognized as Victory Day in Malta to mark the end of WWII in Malta and commemorate the victory in the 1565 Great Siege. On September 21, 1964, Malta gained its independence and it officially became the Republic of Malta on December 13, 1974. Government Today, Malta is still governed as a republic with an executive branch made up of a chief of state (the president) and a head of government (the prime minister). Maltas legislative branch is comprised of a unicameral House of Representatives, while its judicial branch is made up of the Constitutional Court, Court of First Instance and the Court of Appeal. Malta has no administrative subdivisions and the entire country is administered directly from its capital, Valletta. There are, however, several local councils that administer orders from Valletta. Economics and Land Use Malta has a relatively small economy and it is reliant on international trade because, according to the CIA World Factbook, it produces only about 20% of its food needs, has little fresh water, and has few energy sources. Its main agricultural products are potatoes, cauliflower, grapes, wheat, barley, tomatoes, citrus, flowers, green peppers, pork, milk, poultry, and eggs. Tourism is also a major part of Maltas economy and other industries in the country include electronics, shipbuilding and repair, construction, food and beverages, pharmaceuticals, footwear, clothing, and tobacco, as well as aviation, financial, and information technology services. Geography and Climate Malta is an archipelago in the middle of the Mediterranean with two main islands—Gozo and Malta. Its total area is very small at only 122 square miles (316 sq km), but the overall topography of the islands varies. There are, for example, many rocky coastal cliffs, but the center of the islands is dominated by low, flat plains. The highest point on Malta is TaDmerjrek at 830 feet (253 m). The largest city in Malta is Birkirkara. The climate of Malta is Mediterranean and as such it has mild, rainy winters and warm to hot, dry summers. Valletta has an average January low temperature of 48 degrees (9ËšC) and an average July high temperature of 86 degrees (30ËšC). Sources Central Intelligence Agency. CIA - The World Factbook - Malta.Infoplease.com. Malta: History, Geography, Government, and Culture.United States Department of State. Malta.