Man Vs. Food Fast Food Can Contribute To Childhood Obesity

Man vs. Food: Fast Food Can Contribute to Childhood Obesity The United States of America has always been a safe and well-constructed country. Over the past years, it has tried to progress in numerous ways. However, America is suffering daily from obesity issues that can be prevented. America is becoming uncontrollable when it comes down to the consumption of too much fast food. When fast food was introduced to Americans, it had many advantages. These advantages have suddenly converted into disadvantages that affect the body. Obesity has been around for decades. It continues to threaten many Americans. The obesity rate is steadily increasing and Americans are not taking precautions in preventing this disease. Even though fast food is†¦show more content†¦Most people choose fast food restaurants because they are more convenient, less time consuming, and easily accessible. The fast food restaurants â€Å"make it ever more likely that one may conveniently pull the car into a burger joint and dig in† (Knopp 1.) The consumption of food eaten away from home has risen enormously. Many studies show that â€Å"eating out may lead to excess calorie intake and increase the risk of obesity because of large portion sizes and increased density of foods† (â€Å"Obesity and Fast Food,†2017). America’s obesity rate has increased significantly in most cities and neighborhoods because of local fast food restaurants and stores. Commonly, people who live closer to fast food restaurants consume more fast food than those living farther away. The fast food â€Å"association has been found between the density of neighborhood fast food restaurants, the number of residents per restaurant, state obesity rates, and the residents who reside in areas possessing a higher relative number of fast food outlets to full-service restaurants and a higher weight status† (Fuzhong 204). Fast food can fall into many categories of being classified as unhealthy. They are normally considered â€Å"high in calories, fats, saturated and trans saturated fats, sugars, simple carbohydrates, and high in sodium† (â€Å"Obesity and Fast Food,† 2017). According to Christina Knopp, the average person weight has risen to 157 pounds, this increase has been seen mainly in menShow MoreRelatedFuture Generation Program For Obese Children ( Fgpoc )2512 Words   |  11 PagesObesity Children Program Future Generation Program For Obese Children (FGPOC) John Samameâ€Æ' Abstract Objectives: The purpose of this study is to investigate the cause of the growth in rural and suburb area. By using children in the investigation, it can help determine the root of the epidemic disease. In order to investigate further in children one needs to device a program. The main idea of this program is to reduce Obesity in further generation. Methods: The data set for this research consistedRead Morepreschool Essay46149 Words   |  185 Pagesthe Department Web site at http://www.cde.ca.gov/ re/pn or call the CDE Press Sales Office at 1-800-995-4099. An illustrated Educational Resource Catalog describing publications, videos, and other instructional media available from the Department can be obtained without charge by writing to the CDE Press Sales Office, California Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901; faxing to 916-323-0823; or calling the CDE Press Sales Office at the telephone number Read MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagescase study or Illustration 2.3 on The Steel Industry could be used. Some cases are written entirely from published sources but most have been prepared in cooperation with and approval of the management of the organisation concerned. Case studies can never fully capture the richness and complexity of real-life management situations and we would also encourage readers and tutors to take every possible opportunity to explore the live strategic issues of organisations – both their own and others. TheRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesManagement Functions 6 †¢ Management Roles 6 †¢ Management Skills 8 †¢ Effective versus Successful Managerial Activities 8 †¢ A Review of the Manager’s Job 9 Enter Organizational Behavior 10 Complementing Intuition with Systematic Study 11 Disciplines That Contribute to the OB Field 13 Psychology 14 †¢ Social Psychology 14 †¢ Sociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to Globalization 16 †¢ Managing WorkforceRead MoreCase Study148348 Words   |  594 Pagesthe following teaching and learning resources: Resources for students †¢ A dynamic eText of the book which you can search, bookmark, annotate and highlight as you please †¢ Self-assessment questions that identify your strengths before recommending a personalised study plan that points you to the resources which can help you achieve a better grade †¢ Key concept audio summaries that you can download or listen to online †¢ Video cases that show real managers talking about their own organisations †¢ RevisionRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesabout our products, contact us at: Thomson Learning Academic Resource Center 1-800-423-0563 For permission to use material from this text or product, submit a request online at http://www.thomsonrights.com. Any additional questions about permissions can be submitted by e-mail to thomsonrights@thomson.com. Printed in the United States of America 1 2 3 4 5 6 7 11 10 09 08 07 ExamView  ® and ExamView Pro  ® are registered trademarks of FSCreations, Inc. Windows is a registered trademark of the Microsoft

Piaget v. Vygotsky - 838 Words

Piaget vs. Vygotsky Both Jean Piaget and Lev Vygotsky have had a huge impact on learning and teaching methods. Although they have different views on how children learn, they both suggest helpful methods of teaching. Piaget and Vygotsky both focus on the idea of constructivism. Constructivist theories believe learning includes real-world situations, language, interaction, and collaboration with others. Piaget believed in cognitive constructivism and Vygotsky believed in social constructivism. They both had logical ideas with some similarities, but their theories also differed. First off, Piaget was a strong believer in cognitive constructivism and offered that children learn with schemes, accommodation, and assimilation. He also†¦show more content†¦He believed that a child must interact with the social environment on an interpersonal level. Once this has occurred, the child can internalize their experience and construct new ideas. For Vygotsky, culture and social context are critical in learning and he believed that’s when children learn the best. He came up with the ZPD, which stands for zone of proximal development. The ZPD is the distance between what a learner can do with help and what they can do without help. He thought that children learn best within this zone because it advances their learning and challenges them. Vygotsky believed that with the help of a teacher or mentor, students could understand concepts that they wouldn’t be able to know on their own. A classroom including Vygotsky’s social constructivism theory would include meaningful content and content that relates to the real-world. Teacher-student and student-student interaction are key in the classroom according to Vygotsky and will produce strategies such as questioning, summarizing, predicting, and clarifying. A similarity between Piaget and Vygotsky is that they both provided views on cognitive development using constructivism. They were both interested in fu rthering the learning of children using cognitive processes. Also, another similarity that they share is that they both believed that societal influences established cognitive growth in children. They agreed thatShow MoreRelatedVygotsky And Vygotsky : Early Childhood Development1683 Words   |  7 Pages Amanda Rezzonico Piaget vs Vygotsky Early Childhood Development Lev Vygotsky and Jean Piaget are known in the educational world. Vygotsky and Piaget were developmental psychologists who had many of the same views and beliefs, but at the same time had opposing views. According to Jean Piaget â€Å"cognitive development was a repetitive reorganization of mental processes that derived from biological maturation in addition to environmental experiences’’ (McLeod, S. A. (2015). The childRead MoreHow Do the Major Theories of Child Development (Known as the ‘Grand Theories’) Explore the Importance of Social Experiences?1675 Words   |  7 Pagesobservation, it tells us very little about the cognitive processes and the development of social schemata. The constructivist view of development was formed by Piaget in the 1920’s and 30’s. Jean Piaget’s stage theory suggests that there are four stages of development that every child will experience and progress through, regardless of culture. Piaget also developed the concept of schemata, and the theory that children gained knowledge through interaction between experiences and schematic concepts. Read MoreSocial Construction of Childhood Essay1286 Words   |  6 Pagesâ€Å"childhood is understood as a social construction and appears as a specific structural and cultural component of many societies†. There are many debates about the journey from the developmental psychology to sociology in childhood studies. Piaget and Vygotsky take part in developmental psychology destination which Vygotsky’s pioneering studies in related to social influences supports the idea of social constructionism. From constructivist view to social constructivist view recent perspectives argueRead MoreCompare Piaget and Vygotsky Essay1718 Words   |  7 PagesPiaget v Vygotsky Cognitive development is the term used to describe the construction of thought process, including remembering, problem solving and decision-making, from childhood through adolescence to adulthood. In this essay I will compare and contrast the theories of Piaget and Vygotsky, both of which were enormously significant contributors to the cognitive development component to/in psychology. In addition to this I will also weigh up the strengths and weaknesses of each theory and outlineRead MoreSociocultural Approaches And The Construction Of Knowledge1650 Words   |  7 Pagesâ€Å"Sociocultural approaches emphasize the interdependence and individual processes in the construction of knowledge†.(John-Steiner,V and Mahn,H 1996).The real understanding of constructivism is only paying much attention on the learners’ previous experience and background knowledge .It maintains that individuals create or construct their own new understandings or knowledge through the interaction o f what they already believe and the ideas,events,and activities with which they come into contact.(FacultyRead More Major Challenges to Piagets Theory of Cognitive Development2134 Words   |  9 PagesIntelligence is not how we would class it today, he believed that intelligence covered all mental thought. He did believe however that the development of intelligence was an evolutionary matter not something that could be built on after birth, only used. Piaget believed that the child was responsible for its own development and therefore teaching could be seen as defunct. In Piagets development theory there is four stages the Stages of Development. These stages are a progressive format which childrenRead MoreCognitive Control And Social Control Essay897 Words   |  4 PagesDalton. Our interviews were conducted at a local Starbucks, always under the permission of his fifty-one-year-old father, Thomas. I observed Dalton through a social and physical lens and related the theories of Erik Erikson, Lev Vygotsky, Lawrence Kohlberg, and Jean Piaget to better understand his standpoint in development. According to the World Health Organization’s 2006 child growth standards report, on average, a seventeen-year-old male is normally around 142.0 pounds and 69.0 inches tall, orRead MoreTheories of Cognitive Development: an Insight to the Theories of Piaget, Information-Processing and Vygotsky1464 Words   |  6 PagesTheories of Cognitive Development: An insight to the theories of Piaget, Information-processing and Vygotsky How do we learn? How do we grow? Over the years, psychologists have studied to great lengths the processes that humans go through as they progress from infancy to adulthood. Several theories have emerged over time with three prominent ones. Jean Piaget and Lev Vygotsky produced two important and distinct theories. Another important theory, the information-processing theory, presentsRead MoreCo Constructive Environments Create Learning Opportunities For Children927 Words   |  4 Pagesrequired besides the educator providing a well-planned environment. Constructivism is a developmental theory developed by Piaget and social constructivism was developed by Vygotsky (MacNaughton Williams, 2009). The main difference between the two strategies is that Piaget reasoned that children learn in isolation during their interaction with the physical world and Vygotsky emphasised the social and cultural basis of children’s learning. Vygotsky’s social constructivist philosophy forms the basisRead MoreA Review of Bruner and Sherwoods Study of Peek-a-Boo1674 Words   |  7 Pagesweaknesses which evaluate the methodologies and different viewpoints regarding the game itself. Moreover, the review also focuses on the critical analysis of the different theories of child development put down by various researchers such as Piaget (1980), Vygotsky (1896) and Darwin (1809) with respect to the theory by Jerome Bruner (1977). The article by Bruner and Sherwood describes a proper study which observed six infants whose age varied from 7 to 17 months, for over a period of 10 months. The

Dissertation Planning

Question: Describe Dissertation Planning. Answer: Reflection on Workshop 1: DISSERTATION PLANNING Description Feelings Analysis and Evaluation Conclusion and Action Plan This workshop gave me the opportunity to plan my dissertation paper. It helped me to gather knowledge about research philosophy. I came to know that positivist approaches are related with quantitative research and the relativist approaches are related to qualitative research. My research should include both the approaches depending on my topic (Rudestam and Newton 2014). The research taught me about the two fundamental physical approaches- inductive reasoning and deductive reasoning, where inductive implies specific to broader generalizations and deductive implies general to specific areas. The research may include both the theories as required (Germano 2014). The next important element of the workshop was learning about the research aim that involved few steps: Identifying a single word or phrase to describe the main theme of my research Adding supplementary words for providing context for my aim Rephrasing few words as statements like the overall aim of this research, this is a study of and this research examines. The next important element of writing a dissertation paper is evaluating various sources to write a literature review. The author discovers, argues, claims and alleges in a literature review. The review should include relevant sources such as databases, journal articles, Google scholar and review articles. The workshop also helped me to develop my research methodology by choosing valid sources and realizing clear methods for implementation. The sources or methods must be identified as primary, secondary, quantitative and qualitative (Quick and Hall 2015). The workshop also taught me that working with a supervisor prove beneficial while writing a dissertation paper. Few strategies that can be taken into consideration are: Share my plans with my supervisors in the beginning Plan meetings and sketch out an agenda Write down the main questions before attending the meeting Be receptive to criticism and feedback Take notes and record the meeting if possible Action and Conclusion The workshop helped me to write my dissertation paper. I found that the area of research interests me as it belongs to my discipline. The report is original and has a different perspective. I can also manage the time and the word limit and write a review of literature from the given paper. The research statement is lucid and therefore, the reader would find no difficulty in reading. The statement is also consistent and specific and it sets a new parameter to the reader. I could follow the proper dissertation structure and write accordingly without any hassle (Greetham 2014). Reflection on Workshop 2: NOTE TAKING Description Feelings Analysis and Evaluation Conclusion and Action Plan The next workshop was about note taking. Firstly, I learnt that effective note taking could organize my thinking in written form, help me to pose questions, structure my thoughts and improve my learning by saving time. Note taking must involve active and framed listening. These can be achieved by intense hearing, paying attention and using the lecture to gain clarification or information on difficult areas (Peverly et al. 2013). I learnt about the steps that lead to effective note taking. They are: Be concise- using of specific information with bullet points rather than full sentences Keep it readable- handwriting should be clear with proper spacing within the materials to read it any time after a meeting. Be organized- paraphrasing should be done with relevant references. The structure should be easy to follow (Gillies 2014). I was taught what to do with my notes. I should complete the missing data, check definitions, elaborate on the key points, check the references and keep it safe for future use. In the end, we were taught about the Cornell Note Taking System. This system follows a proper structure to write notes during a seminar, meeting or a lecture. Since I am a student, this system of note taking will be useful to me (Boyle and Forchelli 2014). The steps that the system follows are: Record- a student takes notes in the right-hand column by using shorthand, symbols and bullet points during a lecture. Questions- at the end of the lecture, key points are pulled out from the right-hand side and written on the left-hand side to clarify meanings and summarize information. Recite- cover the column where the notes are written. Then, the questions and the answers should be said aloud in my words. Reflect- reflection should be posed of the material by asking questions to ourselves. The questions should reflect my capability to learn while taking notes. Review- the notes should be reviewed properly before the next seminar or lecture. This will help me to become familiar with the information and improve recall for revision. Action and Conclusion At the end of the seminar, I applied the Cornell Note Taking system for my lectures. It proved very effective as I could apply each step of the note taking system. Now I can take my lecture notes in the class and improve my skills of writing notes (Hagen, Braasch and Brten 2014). Reflection on Workshop 3: ACADEMIC WRITING OVERVIEW Description Feelings Analysis and Evaluation Conclusion and Action Plan Attending this workshop proved beneficial to me. Firstly, I looked at the styles or conventions that are followed in academic writing the language style and the writing structure. The writing made me understand that the sentences written should be effective and clear with the proper use of colons, semi-colons and conjunctions and full stops. Secondly, I came to know about the layout of academic writing. The layout should be properly structured with an introduction, a body and a conclusion. Moreover, the writing should be specific and concise and avoid using repetitive words (Adler and Van Doren 2014). I also learnt that the language styles that are used in the passages should be written according to the needs of the audience you are writing to. The most useful guideline that I have learnt from this workshop is that while writing reports, the formality level is very high as the audience evaluating the work share the same field of interest. He or she has knowledge of the subject because he or she has already done a research on that subject. Words such as fantastic, brilliant and beautiful that are used as an opinion should be avoided in academic writing. The word I should be avoided while writing a report. Using theories and facts in writing will authenticate the information that is included and prove the sources reliable (Bailey 2014). The next part that I have covered in the workshop is connectivity and flow. While writing a report, it should be kept in mind that the reader finds connectivity from one sentence to another or from one paragraph to another. Words like firstly and secondly can be used to link two paragraphs, whereas furthermore, moreover and however can be used to link two sentences together (Flowerdew 2014). The workshop ended with the introduction of the W.E.E.D. model. Here, W stands for What, E for Evidence, E for example and D for Do (Butler 2014). The model is used in writing paragraphs and enables us to improve our level of communication (from me to my reader). Action plans and conclusion The workshop helped me to improve and nurture my writing skills. It taught me the difference between writing a report and writing poetry. The tone and the style of writing are the main difference between them. The workshop taught me new methods that I can implement in my writing (Itua et al. 2014). My action plan can be categorized into four parts: Focus and Planning- providing answers to the questions with sufficient information and determine a strong understanding on the said subject. Properly structured writing- the W.E.E.D. model, has helped me a lot and now I can write paragraphs in a logical and ordered manner. Adopting proper styles and tone- this should be implemented while writing official letters where the tone and style should be formal. Selecting precise information from references or modifying them to reduce the word count in a correct manner without changing the meaning of the sentence (Ganobcsik-Williams 2014). Reflection on Workshop 4: SPEED READING Description Feelings Analysis and Evaluation Conclusion and Action Plan This workshop also proved useful to me. It provided me with the opportunity to improve my reading speed by looking at different techniques to speed up my reading speed. Using a pacer to improve my speed can triple my reading speed. This skill will prove handy while going through large reading volumes. However, increasing my reading speed will not prove effective while memorizing or understanding in depth and shallow information. Therefore, this skill will be productive to isolate phrases or information from large texts. This is not useful for me as I need to memorize texts for my field of study (Reynar et al. 2016). During the workshop, I had performed an experiment to experiment the use of pacer in reading. In this experiment, I determined the physical ability of my eyes to trace a circle formed in air, which was of the size of a dinner plate- first with someones finger and then without the finger. I noticed the difference between the two moves. When it was touched with someones finger, the eyes moved smoothly in the circle. However, without the finger, the movement of my eyes was not smooth. The experiment made it clear to me that my eyes move smoothly when I follow something. I have listed out few pacer techniques to improve my speed of writing (Balota 2016). They are: Using a pencil, pen or your finger as a pacer to move your eyes smoothly while reading long sentences Moving the pacer in a close Z or S shape movement Using a ruler in the horizontal direction and moving it downwards throughout the passage. This will prevent in skipping lines when reading passages Placing the pacer on side of each line to know your eyes position (Polmar 2013) I have also conducted few exercises to help me choose a pacer to improve my reading speed. The following exercises helps in setting goals to read faster as well as achieving them: Read for a minute. Add an extra area of the given test and mark the new finishing places. Read again and try to reach the desired goal. The pacer can be used. Repeat it again (minimum twice). Read for a minute and mark your finishing place. Read the same text but in 5o seconds. Repeat by reducing the time to 40 seconds, 30 seconds and 20 seconds. Then I focused on reading the phrases. Firstly, they showed us a text where the letters of the given word were jumbled up and the task assigned was to read the paragraph. This exercise was just to test if my brain could recognize the words and enable me to read the text. They also showed us a website where the passages could be broken down to the speed I set and showed only three words at a single time. The first exercise helped me to read 437 words per minute and the next exercise helped me to read to 741 words per minute. This will boost my confidence and help to improve (Martin-Chang, Ouellette and Madden 2014). Conclusion Speed-reading is a good tool. However, it is not so effective for comprehensive reading. The pacer may help me to read faster, but it will comprehend my reading (Horner 2013). Overall summary of my experience of the 301 Academic Skills Workshop Programme Attending the workshop helped me to my degree as well as my employability. I have learned how to develop, plan and improve my skills. I can identify my priorities as well as my strengths. These workshops provide similar opportunities to every individual (Candlin and Hyland 2014). The first workshop I attended was for writing a dissertation paper. I learnt how to write literature reviews and research methodologies. I learnt how to find research aim and write a dissertation paper. Previously, I did not know to write a properly structured dissertation paper. However, after attending the workshop, I have improved in dissertation writing with proper structures. I am using relevant references for my present dissertation paper. I can discover the arguments of my literature review and proceed accordingly (Derbyshire 2014). The second workshop was about note taking. This workshop helped me a lot to improve my note taking skills by remaining more attentive in class. I have become an active listener in class and I frame my notes by following the Cornell note taking model. I organize my notes and keep them precise to use them for future reading. I record my notes in class in the right-hand column of the paper using shorthand and bullet points. I also pick out keywords for the left-hand column to question myself and understand things in a better manner. I am trying to improve my handwriting for proper visibility (Bloomquist 2013). The third workshop was about academic writing. This is necessary for every university student. The workshop helped me to use proper style, technique and tone in my writing. This was the best workshop attended by me. I learnt to frame proper sentences and paragraphs and communicate my thoughts and ideas to my readers. I can use reliable academic sources to support my ideas. The workshop has enabled me to identify the problems I face and rectify them accordingly. Sending formal emails has proved difficult to me, but I am working on it and will soon be able to overcome the problem (Gebril and Plakans 2014). The last workshop I signed up for was speed-reading. I have learnt specific skills in the workshop that can be included in my cover letters. I have started to increase the number of words read per minute. First, I set the goal for 600 words per minute and now I can read up to 750 words per minute, which is a great achievement for me. I can segregate important information from large texts and read without any hassle. I have conducted various experiments to smoothen my eye movement (Al Dahhan et al. 2014). References Adler, M.J. and Van Doren, C., 2014.How to read a book: the classic guide to intelligent reading. Simon and Schuster. Al Dahhan, N., Georgiou, G.K., Hung, R., Munoz, D., Parrila, R. and Kirby, J.R., 2014. Eye movements of university students with and without reading difficulties during naming speed tasks.Annals of dyslexia,64(2), pp.137-150. Bailey, S., 2014.Academic writing: a handbook for international students. Routledge. Balota, D.A., 2016. Speed Reading You Cant Always Get What You Want, but Can You Sometimes Get What You Need?.Psychological Science in the Public Interest,17(1), pp.1-3. Boyle, J.R. and Forchelli, G.A., 2014. Differences in the note-taking skills of students with high achievement, average achievement, and learning disabilities.Learning and Individual Differences,35, pp.9-14. Candlin, C.N. and Hyland, K., 2014.Writing: Texts, processes and practices. Routledge. Chang, W.C. and Ku, Y.M., 2014. The Effects of Note-Taking Skills Instruction on Elementary Students Reading.The Journal of Educational Research, (ahead-of-print), pp.1-14. Derbyshire, U.K., 2014. Dissertation and Thesis Titles.Cell,970, pp.599-401099. Flowerdew, J., 2014.Academic discourse. Routledge. Ganobcsik-Williams, L., 2014. Editorial: Shared Practices and Theories in Academic Writing.Journal of Academic Writing,4(1), pp.ii-iii. Gebril, A. and Plakans, L., 2014. Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks.Assessing Writing,21, pp.56-73. Germano, W., 2014.From dissertation to book. University of Chicago Press. Gillies, A., 2014.Notetaking for Consecutive Interpreting: A Short Course. Routledge. Greetham, B., 2014.How to write your undergraduate dissertation. Palgrave Macmillan. Hagen, .M., Braasch, J.L. and Brten, I., 2014. Relationships between spontaneous noteà ¢Ã¢â€š ¬Ã‚ taking, selfà ¢Ã¢â€š ¬Ã‚ reported strategies and comprehension when reading multiple texts in different task conditions.Journal of Research in Reading,37(S1), pp.S141-S157. Itua, I., Coffey, M., Merryweather, D., Norton, L. and Foxcroft, A., 2014. Exploring barriers and solutions to academic writing: Perspectives from students, higher education and further education tutors.Journal of Further and Higher Education,38(3), pp.305-326. Martin-Chang, S., Ouellette, G. and Madden, M., 2014. Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality.Reading and Writing,27(8), pp.1485-1505. Peverly, S.T., Garner, J.K. and Vekaria, P.C., 2014. Both handwriting speed and selective attention are important to lecture note-taking.Reading and Writing,27(1), pp.1-30. Peverly, S.T., Vekaria, P.C., Reddington, L.A., Sumowski, J.F., Johnson, K.R. and Ramsay, C.M., 2013. The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Noteà ¢Ã¢â€š ¬Ã‚ taking and Testà ¢Ã¢â€š ¬Ã‚ taking among College Students.Applied Cognitive Psychology,27(1), pp.115-126. Quick, J. and Hall, S., 2015. Part four: The research dissertation: planning, producing and writing a thesis.Journal of Perioperative Practice,25(11), pp.215-218. Rayner, K., Schotter, E.R., Masson, M.E., Potter, M.C. and Treiman, R., 2016. So Much to Read, So Little Time How Do We Read, and Can Speed Reading Help?.Psychological Science in the Public Interest,17(1), pp.4-34. Rudestam, K.E. and Newton, R.R., 2014.Surviving your dissertation: A comprehensive guide to content and process. Sage Publications.

The Message Of Babi Yar Essays - The Holocaust In Ukraine

The Message of Babi Yar There are very few people in the world who are willing to go against the popular trends and do what they feel in their hearts is correct. But Yevgeny Yevtushenko is one of those people. In his poem Babi Yar, he tells the story of the modern persecution of the Jews, focusing on atrocities like those of the massacre at Babi Yar and the pogroms at Beilostok, and also the general anti-Semitism that killed men like Dreyfus and pervades the entire Russian people. The poem uses many literary devices, such as graphic imagery and contrasts, while painting a very clear picture of the scenes of pure horror. Babi Yar is written in many different voices, all of which, however, have the same message. The author starts off with his own perspective, then goes on and describes certain people in modern Jewish history whose lives will forever be remembered as symbols of the time. At the end of the poem the author comes back and speaks in his own voice, yet this time he delivers a message to his people about how they have committed a large number of these crimes against the Jews, yet think that such actions are pure and good for Russia. By switching from the voices of those who were so afflicted by the persecution to a voice of accusation, the author effectively points out how foolish the arguments of the Russians are when they try to point out any validity in killing millions of Jews. The poem starts out with a description of the ravine at Babi Yar. However, all it says is that there is nothing to describe. It calls the steep ravine, which is the grave sight of one hundred thousand people, the only memorial that is there. This frightens the author, because the massiveness of the tragedy deserves at least some recognition. Then Yevtushenko realizes that fear is a part of Judaism, something that is as old as them, and therefore originating with them. He says that he too must be a Jew for he is afraid of what his people and his society have become. Many years ago, in the "ancient days," it would not be such a shock to see the Jews enslaved in Egypt or crucified as a means of torture and death, but even in modern times the same things are going on-he still has the marks from where the nails pierced him. The author has used classical examples of Jewish persecution which every one knows is gone in the physical sense, but show how they still exist in the theoretical aspect, as the persecution is still occurring. In the next three ezzas, the poem takes the ezdpoint of three figures whose stories are pertinent examples of what Yevtushenko is trying to rely in this poem. First the voice of Dreyfus is used, and the ezza describes how horribly and unfairly he was treated, and how the country and its leaders turned their backs on him. There are two important literary devices used in this section. First the author puts the word "pettiness" on a line by itself. This is used as a declaration of what the author feels anti-Semitism is based on. It is because of pettiness that Dreyfus was accused and further because of pettiness that he was not pardoned when it was proven that he had not committed any crime. The next important device is the description of ladies with their umbrellas. This is an image to the wealthy aristocracy of France, who not only turned their backs on Dreyfus and did not help him, but also increased the effort to have him punished unnecessarily. The next Jewish figure whom the author singles out is a boy from the town of Bielostok, where one of the most horrible pogroms ever took place. The entire ezza focuses on the image of how bad the people were who participated in the pogrom. Using graphic images of blood spurting all around and of victims pointlessly begging for mercy, the author clearly shows how wrong the pogroms were and wrong his countrymen were for allowing them to occur. A device the author uses in this ezza is contrast, as in