Comics, Power, and Society Essay Example | Topics and Well Written Essays - 1250 words

Comics, Power, and Society - Essay Example He writes by using the minimum of vocabulary and his graphics convey profound messages. The visuals depicted through â€Å"The Arrival† are impossible to translate verbatim. They appeals to the inner world of an individual depending upon the level of one’s intellectual capacity, power of discrimination and spiritual progression. The life of an individual does not relate to any one branch of social science discipline. Disciplines like sociology, history, economics etc. impact an individual simultaneously from all ends. From the American point of view, immigrant experience is an important aspect especially in the life of an African American. The graphic of ‘Arrival Suitcase’ highlights the life’s journey of a man on the lookout for a better life for his family in the unknown country. He is sure to encounter economic and sociological problems, and on reaching the destination country he becomes the part of the history of that country. He also continues to be the part of the history of the country from where he left and often remains torn between the two identities. He is the product of two histories and tries to mold his life accordingly. He cannot forget his past history; he cannot afford to neglect his present state of affairs. The graphic â€Å"The Journey† has the timelessness abo ut it. Time, its impact and functioning is impossible to fathom. Its greatness is about its ambiguity and profundity. Through this graphic Shaun Tan conveys the epic voyage of human life which is mostly compared to one’s efforts to negotiate the ocean. New York is a city of conglomeration of races. Multiplicity of cultures is the hallmark of this great American city. Whether cultural assimilation in the true sense of the term has been achieved by the cross-sections of the American population is altogether a different aspect. What has been achieved in this city can be the representative sample for the entire American system. When the immigrants newly arrived

Article Research Paper Example | Topics and Well Written Essays - 1500 words

Article - Research Paper Example The second step involves building a culture and processes that motivate people to help one another and share relevant information. The third step involves dismantling the natural barriers that create divisions in an organization (Catmull, 2008). Strong leadership is essential to make sure people do not pay lip service to those standards, and people should not assume that just because the company is successful, everything it does is right. In addition, the author suggested several principles to manage a creative organization. The first principle seeks to give the creative people control over every stage of development of an idea. The second principle is to encourage people to help each other produce their best work also known as creating a peer culture. The third principle asserts that managing a collective creativity in an organization is to free up communication (Catmull, 2008). The third principle defines an efficient way of solving numerous problems, and it encourages individuals to focus on challenges without waiting for authorization. The fourth principle involves creating a learning environment, and the author notes that learning together is fun. The fifth principle is to carry out post mortems on projects to stimulate discussion (Catmull, 2008). The Harvard business review article is worth studying since it is educative on how to manage collective creativity in an organization. According to the author, many companies rise and fall due to lack proper collective creativity (Catmull, 2008). Many people consider creativity as a unique act attributed to a single person. The article teaches that talented people should work effectively with one another and takes trust and respect. Loyalty to collective work and one another creates an extraordinary feeling in an organization. Moreover, the accomplishments of the talented people attract the

Jean Piaget Essay Example for Free

Jean Piaget Essay This case study is on a young girl named Debby. She was observed in a at her parent’s home over the last weekend. She is 3 years of age. She is the only child, and lives with both parents. She has her own bedroom. She loves anything Disney princesses, she also does not like dark colors, bright colors are her favorite and she likes the color pink. She like playing with dolls, playing kitchen, and she told me that her favorite thing was to ride in mummy’s car. Debby dislikes playing trucks and boy’s game, she did not have any problem playing with boys or girls  but while observed at a birthday party, she rather plays with girls, than to play with boys. She also does not like dark colors, bright colors are her favorite. She does go to speech therapy to work on her words as both parents are actively working professionals. Debby is a very fascinating young girl, and it was exciting to do a case study over her. For a child of age four, Debby is very active. Debby is average for her physical development. Debby is physically fit, and enjoys playing with others when. Because she was observed at their at home, some questions were directed to her mother. According to a growth  and weight chart, the average height for a 3 year old girl is 37 inches. Debby is 38 inches in height, and she weighs 36 pounds (CDC growth chart. ) Debby is a very active child. She enjoys running around every chance that she gets. When playing outside Debby can kick, throw, bounce, and catch a ball adequately. She is developing her eye-hand coordination. When asking her to do these tasks, Debby is able to run, she can hop on both feet, and she can jump up and down. She needs more time to get skipping down, but she tries her best. Debby is able to dress and undress herself without assistance. Debby likes the  independence of being able to pick out her clothes that she wants to wear. She is very comfortable using iPad and some other operating electronics in the house. One of her favorite activities to do is to paint and draw. While painting, she likes to make a mess, because she thinks that it is fun to paint with her hands. Debby is in the Pre- operational stage cognitively. Pre-operational stage is from ages 2 to 7, and Debby fits in this category, because she is 3 years old. Cognitively, Debby is in the normal category, because according to develop mentalists she is developing normal for her age. Examples are that Debby knows how to write letters in the alphabet. She knows how to write her name, she just does not know the correct order the letters go in. She is able to count, she is a good listener, and she is becoming interested in how to sound out certain words. These are just a few cognitive abilities, which are normal for 3 year olds. As each year passes, and as Debby continues to get older, cognitively she will continue to progress. Debby’s Language Development is improving. Debby does attend speech therapy. When she talks sometimes you really have to listen hard to what she is saying. When she gets excited  about something, she will start talking really fast, and we have to remind her to slow down. When she gets upset, she will normally start crying, so she is encouraged to use her words to explain what is wrong. Though sometimes, she say something which she means the opposite. Her basic speech problems are annunciation, and getting some sounds confused with one another. For example b’s and d’s. Speech has really helped her, she has only been going for a little over two months, and we can already see a drastic change in her words. On occasions, you will find Debby talking or discussing with herself. According to her  mother, she usually does this when she is trying to figure something out. I enjoyed watching this taking place. I also tried to test her about her memory and recollection. I asked her about what she does on her birthday because her birthday was the previous Sunday. She was able to tell me how mummy took her to the park. Her thinking ability is very superb Cognitively, Debby is s in the normal category for a 3 year old. In the Jean Piaget theory, she is in the pre-operational stage. She loves going to school and also like to try new thing. She is well behaved and according to mum, she always goes around to greet both the teachers and  students alike whenever she is entering or leaving the school. Debby is rapidly developing many social and emotional abilities and skills. Her growth and behavior reflects the abilities that are expected of her age. Debby is developing rapidly and cognitively, she is developing normally. On the issue of Moral development, there are some cases that she knows what is right. She has begun to know right from wrong. She has started to find others opinions of self to be important. Like on Sunday in church after service, their pastor came around to say hello and he greeted he by saying â€Å"what’s up men? † but she replied â€Å"I’m not a man, I’m a girl† everybody there just laugh at the way she responded. She possesses a lot self-controlling and is less aggressive but sometimes uses verbal threats like â€Å"you will be in trouble† or â€Å"I will slap you† but to my understanding, she did not even know the meaning of those words. I enjoyed my case study on Debby. Through it, I was able to learn many penetrating strategies to see and understand if children are progressing adequately, according to their age throughout the early stages of their life. It is crucial that children progress accordingly so they do  not fall behind in school and in life. After doing this case study I now know what tips and signs to look for when deciding if a child is progressing in all aspects of life. Debby compared to an average 3 year old is normal, her age and behavior are well correlated. I am amazed with her memory. I overheard her singing a Nigerian folklore and I asked he to sing it for us again and she did not miss too much from the lyrics. Debby is in Piaget Preoperational Stage as she was able to think about things symbolically and her language use becoming more mature but her still not completely logical. Also, Debby belongs to the Musculo-Anal in the Eriksons Stages of Development because she is self-sufficient in many activities, including toileting, she can feed herself, walking, and her talking is becoming clearer. I really enjoyed observing Debby, it was a great experience and I hope to put it into practice in my field of study. Works Cited Use Of World Health Organization And CDC Growth Charts For Children Aged 0-59 Months In The United States. MMWR Recommendations Reports 59. RR-9 (2010): 1-14. Consumer Health Complete EBSCOhost. Web. 19 Apr. 2014.

Peter Eisenmans Memorial to the Murdered Jews of Europe

Peter Eisenmans Memorial to the Murdered Jews of Europe Throughout history, nations have sought to exhibit social memory of their past achievements whilst conversely erasing the memory of transgressions committed during their development. These nostalgic reflections of historic events have been both literally and figuratively portrayed in didactic monuments, which carefully edify the events into clear depictions of state victory and triumph. However, shifts in the discourse of twentieth-century politics have given rise to the voice of the victim within these stories. The traditional nation-state is now answerable to an international community rather than itself; a community that acknowledges the importance of human rights and upholds moral conditions. These states continue to construct an identity both in the past and present, but are expected to acknowledge their own exclusions and accept culpability for their previous victimisations. In this new climate the traditional memorial does not become obsolete, but instead evolves beyond a celebratory monument, increasingly referencing the states transgressions and role as perpetrator. This progressive switch in attitude has given birth to a new form of memorial: the anti-monument. These contemporary memorials abandon figurative forms in preference of abstraction. This medium facilitates a dialogical relationship between viewer and subject whilst also promoting ambivalence. Critically, this new typology allows the narrative of the victim and perpetrator to intertwine into a single united form, a so-called move towards political restitution. This essay analyses the tradition and characteristics of historic monuments and the post-industrial development of the anti-monument. The essay studies and questions abstraction as the chosen vehicle of the anti-monument, using Peter Eisenmans Memorial to the Murdered Jews of Europe as a case-study. I argue that despite its achievement as a piece public art, fundamentally, it fails to perform its function of commemoration through its abstracted, ambiguous form. Traditional monuments use figurative imagery to form an intuitive connection to the viewer. They use language and iconography to present the onlooker with the states idealised perception of a significant event in history. Throughout time, these monuments have often outlasted the civilizations or political regimes who constructed them and as a result their unchallenged specific narrative becomes definitive; all memory of an alternative narrative is lost with the passing of witnesses who could recall the actual events. This has the negative consequence of alleviating the present-day visitor of responsibility for the past and fails to accommodate the constantly changing and varied perspective of the viewer. In this respect, the permanence of the traditional monument presents an unchallengeable story which becomes an active presence to the visitor, who is always the receptive element. However, events of the twentieth century such as the atomic blast at Hiroshima and the atrocity of the Holocaust altered commemorate practice. Memorials were no longer militaristic and celebratory but instead acknowledged the crimes of the state against civilians. Designers were faced with the innumerable challenge of memorialising the most quintessential example of mans inhumanity to man the Holocaust. An event so catastrophic it prevented any attempt to singularly record the individual victim. The new typology that emerged would later be defined as the antimonument. The anti-monument aimed to dispel previous memorial convention by favoring a dialogical form over the traditional didactic monument. This new memorial typology avoided literal representation through figurative expression and written word in favor of abstraction. This move toward the abstract enabled the viewer to now become the active element and the monument to become the receptive element; a role-reversal that allowed the visitor to bring their own interpretation to the memorial. James E Young commented that the aim of these memorials: is not to console but to provoke; not to remain fixed but to change; not to be everlasting but to disappear; not to be ignored by passersby but to demand interaction; not to remain pristine but to invite its own violation and desanctification; not to accept graciously the burden of memory but to throw it back at the towns feet. In this way, James E Young suggests that the anti-monument acts receptively to history, time and memory. He also states: Given the inevitable variety of competing memories, we may never actually share a common memory at these sites but only the common place of memory, where each of us is invited to remember in our own way. The anti-monument facilitates the ongoing activity of memory and allows the visitor to respond to the current sufferings of today in light of a remembered past. It is this point that fundamentally determines the important and necessary dialogical character of all modern Holocaust memorials. Consequently, in 1999 the Federal Republic of Germany passed a resolution to erect a memorial to the murdered Jews of Europe. This memorial intended to honour the murdered victims and keep alive the memory of these inconceivable events in German history. An open competition selected American, Peter Eisenman as the winning architect, who proposed an expansive field of 2,711 stelae and the Ort, a supplementary information centre. The memorial is not only significant for its purposes of remembrance, but also represents the first national monument to the Holocaust to be constructed with financial and political support from the German Federal State. The location of the memorial itself is considered arbitrary by some, as the site has no previous connotation with the Holocaust or Nazism, but instead was a former no-mans land in the death strip of the Berlin Wall. Whilst the commemorative power of this location may be questioned, the significance of its placement lies within its integration into Berlins urban realm. The edge condition of the memorial presents a natural transition between the stelae and the pavement. The ground plane and first stelae sit flush to each other before gradually rising and recessing into two separate data that create a zone of uncertainty between. The memorial does not acknowledge the specificity of the site and the lack of central focus intends to reflect the ambient nature of victims and perpetrators in the city of Berlin. Within the stelae each visitor senses the memory of the victims somatically by experiencing feelings of claustrophobia, uneasiness and disorientation within the narrow walkways and scale of the monument. It was not Peter Eisenmans intention to emulate the restrictive condition of a death camp, but instead, to encourage the personal reflection of the individual in their role of carrying memory in the present. In this monument there is no goal, no end, no working ones way in or out. The duration of an individuals experience of it grants no further understanding, since understanding is impossible. The time of the monument, its duration from top surface to ground, is disjoined from the time of experience. In this context, there is no nostalgia, no memory of the past, only the living memory of the individual experience. Here, we can only know the past through its manifestation in the present. In this sense, each visitor is invited to experience the absence created by the Holocaust and in turn, each feels and fills such a void. It cannot be argued that this corporeal engagement with absence is not potent; however, in most instances the feeling becomes ephemeral. Each visitor walks precariously around the memorial, pausing for thought and anticipating the next corner. They are forced to change pace and direction unwillingly and face the constant threat of collision at every turn and intersection of the towering stelae. It is this condition, in my opinion, that instills the feeling of threat and uneasiness into most visitors as opposed to the perceived connection between themselves and the victims. The memorial does not dedicate any space for gatherings of people and hence inhibits any ceremonial use in the act of memory. The collection of stelae is reminiscent of the cemeteries of Jewish ghettos in Europe where due to space constraints; tombstones are piled high and crowded together at different angles. Some visitors treat the memorial as a cemetery, walking slowly and silently, before stopping and layering flowers or candles at the side of a stele. The presence of these somber mourners and their objects of remembrance are one of the only indicators that clearly identify the stelae field as a memorial. However, the objects discarded at the memorial are always removed by the staff, suggesting the monument be experienced in its intended form; a relationship more akin to public art rather than that of a memorial. In Eisenmans opinion, the memorial is emblematic of a seemingly rigid and understandable system of law and order that mutates into something much more profane. The visitor experiences this first-hand when feeling lost and disorientated in the environment they once perceived as rational and negotiable from the outside. The project manifests the instability inherent in what seems to be a system, here a rational grid, and its potential for dissolution in time. It suggests that when a supposedly rational and ordered system grows too large and out of proportion to its intended purpose, it in fact loses touch with human reason. It then begins to reveal the innate disturbances and potential for chaos in all systems of seeming order, the idea that all closed systems of a closed order are bound to fail. Through abstraction, the memorial attempts to acknowledge both the victims and perpetrators in a single, integrated form. The regular grid of the memorial and its deceptive portrayal of rationality acknowledge the perpetrators of the crime: the Nazi Third Reich. Whilst viewed from afar, the stelae resemble tombstones in a cemetery, granting the victims a marker for their life, a marker previously denied to them by a Nazi regime who aimed to erase all memory of their existence. Eisenmans memorial is concerned with how the past is manifested in the present. His interest lies not with the murdered Jews the memorial aims to commemorate, but instead, how the present-day visitor can relate to those victims. In this respect, the memorial permits remembrance displaced from the memory of the holocaust itself. Eisenman wrote: The memory of the Holocaust can never be one of nostalgia. The Holocaust cannot be remembered in the nostalgic mode, as its horror forever ruptured the link between nostalgia and memory. The monument attempts to present a new idea of memory as distinct from nostalgia. The field of stelae does not present a nostalgic recollection of Jewish life before the holocaust; neither does it attempt to encapsulate the events of the genocide. Instead, the memorial connects with the visitor through a corporeal engagement that facilitates an individual response to memory. The stelae have the effect of creating a ghostly ambience as the sounds of the surrounding streets and city are deadened, exaggerating the visitors discomfort. However, the ambience is disturbed by the shouting, laughter and conversation of visitors lost in the stelae looking for one another. In marked contrast, the subterranean information centre has the effect of silencing its inhabitants. The exhibition provides a literal representation of the atrocities of the holocaust, didactically displaying the clothing, letters and personal belongings of a handful of victims. Eisenman originally rejected the inclusion of a place of information so that the stelae field would become the exclusive and definitive experience. However, his competition win was conditional upon its inclusion. It is my opinion that The Ort or information centre has become the significant place of memory and commemoration despite being simultaneously downplayed by the architect and German state. The small building is located underground and accessed via a narrow staircase amongst the stelae. As with the memorial as a whole, there is no acknowledgement of its existence or function, and as a result must be discovered through wandering. It performs commemoration far more successfully than the stelae field by generating an emotional response from the visitor. In the exhibition, the distress of the visitor is apparent as they walk around solemnly, the reality of the holocaust becoming perceptible. The acoustic presence of crying and sobbing are far removed from the laughter and shouting in the stelae above. The exhibition features spaces where the biographies of victims are made audible, explaining the sequence of events that led to their deaths. In these rooms the smallest details of the victim s forgotten lives are told in a sonorous voice which immediately gives substance to the individual and collective loss. The visitors trauma is perceptible here as the inconceivable statistics are not portrayed as abstract representations, but instead are literal and personified. It is the only section of the memorial where the holocaust is explicitly present; where visitors are not removed from the horrors but instead confronted with them. At street level, the memorial has no signs or indicators to its purpose and the stelae present no carving or inscription. The abstract nature of the stelae and site as a whole have the affect of making the memorial a relaxed and convenient place to be. The monument has transcended the theory that memorials command respect by their mere existence, with the site becoming a part of everyday life for Berliners as a place of leisure. Many stumble on the memorial as an empty maze, a childrens playground where people walk across the stelae, jumping from one to another. They are faced with conflicting emotions between an instinct to show respect and a desire to satisfy a spontaneous need to play. The memorials ambition is to enable every visitor to reach their own conclusion and ascertain an individual experience, which through abstraction it achieves. However, by the same means, it facilitates a detachment between the individual and the memorials primary function of commemoration. The theor etical narrative of the stelae field is an extremely complex and powerful idea, however the ambiguous, abstracted design fails to allow the visitor to truly relate to the victims or gain an understanding of the atrocities of the holocaust. Therefore, whilst experienced in its singularity, the abstract stelae field fails to commemorate, instead being dependant on the didactic approach of the information centre to allow the visitor to relate to the holocaust and its victims. When appraising the entries for the original competition Stephen Greenblatt wrote: It has become increasingly apparent that no design for a Berlin memorial to remember the millions of Jews killed by Nazis in the Holocaust will ever prove adequate to the immense symbolic weight it must carry, as numerous designs have been considered and discarded. Perhaps the best course at this point would be to leave the site of the proposed memorial at the heart of Berlin and of Germany empty Perhaps this approach would have ultimately become more pertinent. How does one design a monument in memory of an event so inconceivable that in some way doesnt have the adverse affect of making it more palatable? Perhaps, as Archigram often insisted, the solution may not be a building. The absence of a memorial delegates the responsibility of commemoration to the individual who as bearers of memory, come to symbolise the absent monument. The Memorial to the Murdered Jews of Europe is an intriguing and unique perspective on cognitive memory that undoubtedly has advanced the development of the antimonument, setting a new precedent in memorial architecture. However, the memorials effectiveness is fundamentally undermined by the assumption that all visitors are aware, and will continue to be aware of the specific events of the holocaust. For example, how will a second or third generations interpretation differ from that of a survivor who visits the memorial today? Its abstracted, ambiguous form fails to contextualize the memorial without the accompaniment of explicit, literal representations presented separately within the Information Centre. It is for this reason that the memorial seemingly becomes a victim of its own impossibility. Bibliography: Rauterberg, Hanno. Holocaust Memorial Berlin. (Lars Muller Publishers) 2005. Young, James E. The Art of Memory: Holocaust Memorials in History. (Prestel) 1994. Heathcote, Edwin. Monument Builders: Modern Architecture and Death. (Academy Editions) 1999. Williams, Paul. Memorial Museums: The Global Rush to Commemorate Atrocities. (Berg) 2007. Young, James E. The Texture of Memory: Holocaust Memorials and Meaning. (New Haven) 1993. Boym, Svetlana. The Future of Nostalgia. (Basic Books) 2001. Sion, Brigitte. Experience and Remembrance at Berlin. (New York) 2007. Choay, Francoise. The Invention of the Historic Monument. (Cambridge University Press) 2001. Eisenman, Peter. Notations of Affect. An Architecture of memory (Pathos, Affekt, Gefà ¼hl) 2004. http://www.pbs.org/wgbh/pages/frontline/shows/germans/memorial/eisenman.html Memorial to the Murdered Jews of Europe Project Text. 2005. Photographs: Magnuson, Eric. Pathways. (http://www.flickr.com/photos/esm723/3754775324) 2009. Ndesh. Platform Games. (http://www.flickr.com/photos/ndesh/3754009233/in/photostream)2009. Ward, Matt. Flowers. (http://www.flickr.com/photos/mattward/3472587863) 2009.

Sir Gawain and the Green Knight :: Essays Papers

Sir Gawain and the Green Knight Passage Analysis Sir Gawain and the Green Knight was written in the fourteenth century in Northern dialect by an anonymous author who was a contemporary of Chaucer. The story begins in King Arthur's court. The Green Knight, a green monster who challenges the court to a Christmas game, Sir Gawain, a brave, loyal knight of the court, and King Arthur, the lord of the court, are the main characters. Lines 279 through 365, which deal with the Christmas game, also known as the beheading game, foreshadow the Green Knight's supernatural powers, Sir Gawain's victory over the Green Knight, and his bravery and loyalty to King Arthur. The events surrounding the proposal of the game foreshadow what will happen next. It is New Year's, and everyone in King Arthur's court is feasting when the Green Knight arrives and challenges the court to a Christmas game. The rule of the game is that the knight, Sir Gawain, will strike at the Green Knight, and then in a year and a day, the Green Knight will return the strike. This is indicated when the Green Knight says, "†¦So you grant me the guerdon to give him another, sans blame. In a twelve month and a day he shall of me the same"(Norton 208). A guerdon is a reward and sans means without. So when the Green Knight receives his reward for the game, which will be to return the strike in a year and a day, it will not be his fault when Sir Gawain dies because it is part of the game. This foreshadows the Green Knight's supernatural powers and Sir Gawain's confrontation with death. If Sir Gawain chops off the Green Knight's head, one would think that the Green Knight would die. So why does the Green Knight ask to meet Sir Gawain in a year and a day to return the strike? The answer to this question shows the Green Knight's supernatural powers because he knows that he is not going to die because of the strike. The Green Knight appears to have a hidden agenda, which will be revealed at the end of the story. As a reward for the knight who is brave enough to participate in the game, the Green Knight gives him his ax to keep and use for the game. The ax is first given to King Arthur, who has volunteered to participate in the game so that his court will not appear to be full of cowards.

Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk

Darmok at Tanagra Cunningham and Kehle at Bloomington Gauss With Chalk in Hand This essay is the first of three short reflexive papers intended to identify the issues and implications that result from viewing mathematics education through a semiotic lens. By mathematics education I mean to include consideration of mathematics itself as a discipline of on-going human activity, the teaching and learning of mathematics, and any research that contributes to our understanding of these preceding enterprises. More specifically my current interests are in disentangling the confusion among the mathematics education community regarding the epistemological foundations of mathematics, the meaning and usefulness of constructivism as a theory of learning, and how these two issues are related to the learning and teaching of formal mathematical proof. Because I have found interdisciplinary approaches to the study of most anything both more fruitful and more enjoyable, I will employ such strategies in these papers. As a result, it may not always be clear that mathematics educat ion is my main concern--please rest assured that it is and that if I gain insight of value in that domain I will do my best to render to Caesar what is his. When Captain Picard and the Enterprise meet the Tamarians they encounter a communication problem that is eventually revealed by Data and Troi to be due to the Tamarians' "unusual", or as a less diplomatic Federation member might say "impaired", ability to use abstraction. Furthermore, as Raphael Carter points out on his WWW site, Data skates on even thinner ice when he concludes that a Tamarian's ego structure doesn't allow for what we think of as self identity. As a result the Tamarians communicate by citing hig... ... between subjective and objective, and deciding whether the Tamarians' language consists of an objectivist model ala Lakoff and Johson (1980). Trying to structure a situation in terms of such a consistent set of metaphors is in part like trying to structure that situation in terms of an objectivist model. What is left out are the experiential bases of the metaphors and what the metaphors hide. (p.220) Works Cited: Kieren, T., Gordon-Calvert, L., Reid, D. & Simmt, E. (1995). An enactivist research approach to mathematical activity: Understanding, reasoning, and beliefs. Paper presented at the meeting of the Ame rican Educational Research Association, San Francisco. Lakoff, G. and Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press Varela, F.J. , Thompson, E., and Rosch, E. (1992). The embodied mind. Cambridge: MIT Press.

Hum/111 to Drill or Not to Drill?

To Drill or Not To Drill? It is obvious that the demand for energy and fuel sources is increasing drastically as time goes by. The United States also anticipates an oil demand increase as the population grows over the next few decades (Haug, 2011). Therefore, the big dilemma is whether or not the search for oil on our land should continue. The recent development and expansion of clean energy resources, although expensive, can end the battle over oil deposits and lead the country into a cleaner future.As I have grown up, I have seen countless news articles and broadcasts about the damage caused by oil drilling accidents, oil spills, and oil transportation leaks. The damage being done to the environment by the search and use of oil paints a vivid and memorable picture in my memory. I live in an area that is vastly populated to the degree that no one can legalize their vehicle unless they first have their emissions tested and approved. Also, throughout my lifetime, there has been talk o f running out of oil, supply and demand, and the cost of gasoline.All of this leads me to believe that clean energy should be the obvious choice. I have a hard time believing that drilling for new sources of oil within our own land is a good idea because water, wind, and solar energy are cleaner to harvest. Although the initial investment is expensive, it is rather cheap to maintain and collect the energy from clean sources. Instead of having to search for oil, it would be simpler to find places to begin harvesting energy from existing rivers, fields, rooftops.I do not want to consider the alternative of drilling in new places because of all of the risks in entails. If I try to look at our fuel situation by how everyone is affected by the change to clean energy, I may be able to overcome my hindrances. I know that drilling is what we know; it is the way we have fueled almost everything for my entire life and before. I can remind myself that every change takes time and in the meantim e, we have to do what we have to do. I can try to change my perception by thinking about the situation from someone else’s perspective.A family that supports itself by means of the oil industry will not have the same perspective or opinion as me. I do not know all of the details to the opposing opinion and there may be details that would make me more comfortable with searching for new US sites to drill. References Haug, M. (2011, Spring). Clean Energy and International Oil. Oxford Review of Economic Policy, 27(1), 92-116. Helm, D. (2011, Spring). Peak Oil and Energy Policy — A Critigue. Oxford Review of Economic Policy, 27(1), 68-91.