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Experiences play a vital role in molding ones expectations

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Introduction

Experiences play a vital role in molding ones expectations, desires and dreams about the future. Where one lives, the people around an individual comprising the family members, neighbors, colleagues, and teachers actually influence the direction ones life take through sharing of experience, looking back at ones life one cannot help but wonder how much the people around one and the shared experience have made what one is today.

Growing up with a sibling with a variety of handicaps is not easy. Abraham was born deaf and partially blind this in turn affected his growth and speech. All through his life Abraham who was older than me had to be helped to move around especially mother who had been his eyes, feet, and the source of inspiration to Abraham who was always jovial, whenever other family members were at home we took turns to look after Abraham with some neighbors stepping in to help look after him when mum had to rush somewhere. She managed to take Abraham to school which catered for the blind and deaf where he was taught sign language that the other family members learned to communicate with Abraham.

Despite the fact that I was young at that time, my older brothers and sisters told me what happened, and the reason why we were living in the slum and without our father, when Abraham was born life started becoming difficult to the family as Abraham needed special care and money to facilitate it was not forthcoming as dad was only a casual laborer and the money earned was no even enough to sustain the family let alone buy medicine that Abraham so desperately needed all this frustration led dad to his grave and that is when mum moved to the city with us to try and make a living and see to it that me and all my siblings went to school and believe me she made sure that me and my five other siblings including Abraham got the best Education. She would wake up very each morning. Take me and my other siblings to school and later she would go look for manual jobs all day at times, she was not lucky to get a job, but she always told us that one must not loose hope.

Conclusion

Since my mother’s death due to a terminal illness, my brother Abraham lives with me, and my two siblings. Abraham still needs attention and we have to make sure one of us is there for Abraham. At times friends also helps us to take care of him. Even though she is gone, her teachings about never giving up in life live in us and hold the family together. The issue motivated me to work hard and join the university so as to help children with special needs like my brother. My graduation was a year ago and currently am pursuing a masters degree in special education. Looking back and remembering the challenges I faced gives me the spirit to overcome any obstacles that comes my way. Abraham’s disability inspires me to work hard in that there is nothing I cannot achieve as long as am focused. This is because Abraham proved to the family that no matter an individual’s situation one can rise up and achieve his dreams.

How Civilization Interacted with the Environment

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How Civilization Interacted with the Environment

The word “civilization” connotes establishing a nation’s society with a high level of occupational specialism and the development of ancient religious, intellectual, and cultural traditions. It has frequently connected major civilizations’ emergence and fall to changing weather patterns. The critical need for continuous crop production substantiated this connection throughout these times, which is extremely susceptible to climate circumstances, particularly water availability. This paper will discuss how the Western and Non-Western civilizations interacted with the environment and the factors that contributed to the decline of these civilizations.

When studying culture, we must first examine our own beliefs and views. “A people without knowledge of their prior history, origin, and culture is like a tree without roots,” Marcus Garvey once said. We must first drawback the ground and examine our roots to examine our history. The “root” systems of non-Western and Western civilizations are vast and diverse. People exploited the Natural Environment as human culture strengthened from gathering and hunting societies to cultivating societies. They cleared woods to rear animals and harvest food. Humans were mostly scavenging about 12,000 years ago, which means they did not engage with their habitats as extensively as farmers do today. Now we find people conducting highly intrusive farming in many parts of the world 3,000 years ago.

People began clearing forests to produce food and animal and plant domestication to rely on social interaction during these periods. Early herders also used land clearing and selective selection to alter their surroundings. While the changes occurred at different rates, the instances are now widely known and can provide information into how our connection with the environment and its resources has deteriorated. We noticed a faster trajectory of environmental effect. While the rate of change in the environment is considerably faster now, we can see the effects of human activity on the environment many years ago.

Ancient towns were frequently at the center of the first civilizations. The Sumerian civilization, which prospered in Mesopotamia amid the shores of the country’s two rivers, Euphrates and Tigris, is one such example. Long before the Sumerians prospered circa, people lived in this region. This civilization handles key advancements such as inventing the wheel and cuneiform writing and the development of massive cities such as Uruk. King Sargon influenced the Akkadian civilization by uniting the different cities under a new capital, Akkad, and founding the Akkadian kingdom. (Acharya et al., 342)

This empire suffered a serious defeat roughly a century after its founding. The term Akkadian state collapse is frequently used to characterize the collapse of political dominance of these great cities across the region, which often coincides with major violent battles and the expulsion of a substantial portion of urban inhabitants. However, it is not a true collapse because evidence of occupation can still be detected in the area years later. Geological records have detected substantial dust concentrations in Tell Leilan in modern-day Syria and marine sediments in the Gulf of Oman.

These occurrences point to a rapid transition to drier climate patterns. Some literature mention far more challenging agricultural prospects implying that major climate change had a considerable effect on agriculture and, as a result, on the Akkadian empire’s unity. Mesopotamia’s aridification would be related to the freezing of water bodies throughout the North Atlantic from a geological standpoint since such an environmental connection has been proven for such a current climate. Temperatures in the North Atlantic Ocean have dropped according to past climate records. Climate change is not the only factor contributing to the Akkadian empire’s collapse. (Pavlyshyn et al., 236)

These large climate changes have unavoidably influenced agriculture, making it harder to supply the population’s needs. These problems have probably led to city strife and political power instability. The Mayan civilization, which conquered much of southern Mexico, including the Yucatán Peninsula, was the second civilization. The Mayans settled in small settlements throughout the pre-Classical era and altered their surroundings by cutting the forest and planting the first crops, particularly corn. This progress is aided, as it was for the Sumerian and Akkadian empires, by a perfect system of writing and calendar, allowing for the most efficient management of agricultural holdings.

The creation of some city-states, such as Tikal and Palenque, coincides with establishing a significant political and religious power centered on a “king-divine.” Between these towns, a complex interplay of conflicts and alliances occurred, leading to the construction of ever more colossal temples and pyramids, around which more and more people sought protection. As the population of towns grows, so does the exploitation of cropland. Sped-up deforestation appears to have happened during the classical period. This deforestation revealed the peninsula’s natural substrate: a karst marble plateau that is very porous to precipitation, except where soil created by a dense plant cover keeps it. (Dalacoura et al., 342)

The quantity of rainfall in this part of Central America is directly proportional to the location of the intertropical convergence zone. This zone’s only seasonal cycle produces rainfall in the summer and a water deficit in the winter. The resumption of the rainfall each year and the availability of considerable soil ensured a water reserve necessary for maximal agricultural area utilization for Mayan agriculture.

Lake sediment records from the north and central parts of the Yucatán peninsula, and some marine sedimentary archives from northern Venezuela, were collected to recreate the history of this water level. The ITCZ’s southern migration described these climatic phenomena, which prohibited summer rainfall from coming to the north and irrigating Mayan lands. Despite an extraordinarily well-developed water retention system at the surface, through engineering construction, and in natural reservoirs known as cenotes, these hydrological shortfalls are likely to have affected crop output.

Indeed, researchers saw an upsurge in political unrest between the many city-states, as well as a major departure of urban people around the same time. The end of the classical period, often known as the fall of Mayan civilizations, is marked by removing the supremacy of the big cities in Yucatán’s core area. The phrase “collapse” is derogatory because the Mayan people and culture have survived by assimilating into a new culture in the peninsula’s north or living in small isolated settlements. (Makarova et al., 98)

In a context very different from the previous example, and while climate variations are certainly not the only cause of a civilization’s destabilization, the temporal coincidence of both instances has most likely sped up the pace of major changes in a human society’s functioning, calling its sustainability into question. The “non-West” refers to states that sprang from communities that did not experience the West’s ideas, beliefs, or advances. The former Soviet Union, Africa, and Asia are among them. They include Latin America in this class, even though it is in the Western Hemisphere and Catholicism. Hinduism, Animism, Buddhism, most of the nation’s Catholics, countless non-Western dialects, and the three major races are among the cultural and ethnic, and religious groups these states represent. The rise of a Western civilization dominated their civilizations, even though they were often sprung from once-mighty civilizations. (Acharya et al., 341)

By 1500, European culture had ushered in a new period of world affairs and business, social diversity, and scientific and technical advances. Some Non-western States became European colonists because of warfare and sophisticated technical and military might. Although technological progress aided European domination, cultural disparities were at the root of the problem. White intellectual supremacy has culminated in the inevitable subjection of “the other” non-Western inhabitants. A cultural divide separated the West and the “non-West.” Adda B. Bozeman, a well-known academic and expert on the connection between cultural history and intellect, sheds some light on this mindset.

In her book Strategic Intelligence & Statecraft, Bozeman claims Americans can only identify with the last two hundred years, contrasting the thousands of years that other non-Western civilizations have lived. She claims Americans possess a democratic responsibility that everyone else should follow. As a result, Religious and democratic ideas serve as a template over how Americans assess, engage with, and expect the behavior of other civilizations. This is especially true when Americans strive to understand the differences between non-Western civilizations. (Pavlyshyn et al., 236)

Ethnocentrism is the second trait brought on by American idealism. Ethnocentrism refers to the US’s inability to understand the non-Western world on its terms, an insistence on viewing it through the glasses of its Western experience, and the condescending attitudes that such ethnocentrism implies. Part of the reason for this mindset is that the United States grew up in relative isolation, not interacting with other civilizations until the twentieth century. In conclusion, the Western and Non-Western civilizations interacted with the environment, and some factors contributed to the decline of these civilizations.

Work Cited

Acharya, Amitav, and Barry Buzan. “Why is there no non-western international relations theory? Ten years on.” International Relations of the Asia-Pacific 17.3 (2017): 341-370.

Delacour, Katerina. “Global IR, global modernity and civilization in Turkish Islamist thought: a critique of culturalism in international relations.” International Politics 58.2 (2021): 131-147.

Makarova, Elena V., et al. “Divergence of supreme values of Russian world and western civilization social and philosophical analysis.” European Journal of Science and Theology 15.3 (2019): 97-107.

Pavlyshyn, Liudmyla, et al. “Ethical Problems Concernig Dialectic Interaction of Culture and Civilization.” Journal of Social Studies Education Research 10.3 (2019): 236-248.

Taylor, Kenneth B. “The passing of western civilization.” Futures 122 (2020): 102582.

How Children Read

HOW CHILDREN READ

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How Children Read

Reading, just like learning how to write, is another complex issue regarding education among children. Therefore this means that the children have a difficult time understanding how to read. Even though there have been many different types of theories that explain the ability of children to read and what makes it possible for them to read, it is still arguable that children at a very young age. Jonh Locke came up with the tabula rasa theory, which means blank slate that children get to learn everything from the beginning (Duschinsky, 2012). This theory, therefore connected to the concept of children learning how to read, helps us understand why it is so difficult for a person to read a foreign book so difficult. It also helps one understand why children’s books have so many photos. This paper, therefore, discusses the different ways children learn how to read and especially with the help of photos in their books.

Summary of the book: the title, characters, and what happens in the story?

In the exercise, I choose the book by the name und die Geburtstags-Hose. The story is mainly about birthday pants. There are two characters in the book. We can see the one that is bigger than the other one. The bigger one gives the little one gifts, and these seem like birthday pants.

Description of the experience. Was it easy, fun, frustrating?

Reading the book was very difficult because being unable to understand the language is one factor that makes it very difficult to understand the message in the book. Even though the photos are of great help to the reader, understanding what is meant by the words fully means a lot. Therefore it was frustrating to understand but only get a glimpse of what it meant from the photos.

How does this exercise change your opinion of children at this age of learning to read?

The experience of learning and trying to read the book changes my opinion about children in that I fully understand what it means for children to learn a new language they have never heard before. Therefore I understand what it is a difficult process, and therefore these children have to be understood. More effort is put into helping them instead of blaming them if they do not get it when they are learning a language.

Does this change the way you listen to children read a story?

Having the experience being difficult makes me more interested in interacting with children as they read out the different parts of their storybooks. This is because it will be easy to understand what the children are saying by paying more attention. Understanding what they say makes me correct them and applaud them in case they get it right.

Does this change your perspective of picture books for young children? 

Children need picture books to a very great extent. This is because the pictures in their books help them understand what is written in the books. Therefore, it is important to include photos in children’s books because with a minimal understanding of the words used, the pictures boost the understanding to a great extent, and the children get the message communicated.

In conclusion, therefore children need to learn with pictures. At the same time, they need to be understood and treated with more care and love because their process of learning a language is not an easy one.

Reference

Duschinsky, R. (2012). ” Tabula Rasa” and Human Nature. Philosophy, 509-529.