Compare and Contrast: Compare the two monsters. Does the behavior of Grendel’s mother seem as wicked
or unreasonable as Grendel’s behavior? Support your opinion with evidence from the text.
Sample Solution
new discoveries, the refining and/or rejection of theories, and the need to make sure that education technology engages with the field in a mutually beneficial way. The key findings that are significant from a technology point of view are as follows: 1. The optimum experiences through which the brain learns are more in tune with gaming than formal education. Repeated trial and error with constant failure, short tasks and rewards, multi-sensory input with an emphasis on visual 3d and a sense of âfalse dangerâ all massively boost cognition and create a sense of immersion. 2. Emotional security has a massive physical impact on cognition. Safe, positive and emotionally secure situations are necessary for learning. This underscores the need to tackle cyberbullying. 3. Certain activities are better suited to non-technological solutions. A good example is texts. Neuroscience indicates that reading a physical book boosts cognition and enhances a wide range of skills to a greater extent than reading text on a virtual screen. We are already seeing a move back towards books in the classroom, especially in literacy classes. 4. The impact of screen use on developing minds continues to be controversial. There is no peer-reviewed evidence that iPads and phones negatively affect development. The moral panic about screen use is similar to the moral panics about novels, films, TV, comics and video nasties that the popular press whipped up over the last two hundred years. We do need to be mindful of the arguments coming out of this quarter and respond to them in a measured way, backed up by robust statistical evidence. 5. A number of theories that still have currency in education have been refuted. These include Left Brain/Right Brain theories and Multiple Learning Styles or Intelligences (the VAK model). We must make sure that we no longer refer to, or use these theories to inform product and marketing, even if some of our clients still use it in their practice. Similarly, we must avoid inventing our own theories of education and learning, and instead align ourselves to future peer-reviewed and valida>
new discoveries, the refining and/or rejection of theories, and the need to make sure that education technology engages with the field in a mutually beneficial way. The key findings that are significant from a technology point of view are as follows: 1. The optimum experiences through which the brain learns are more in tune with gaming than formal education. Repeated trial and error with constant failure, short tasks and rewards, multi-sensory input with an emphasis on visual 3d and a sense of âfalse dangerâ all massively boost cognition and create a sense of immersion. 2. Emotional security has a massive physical impact on cognition. Safe, positive and emotionally secure situations are necessary for learning. This underscores the need to tackle cyberbullying. 3. Certain activities are better suited to non-technological solutions. A good example is texts. Neuroscience indicates that reading a physical book boosts cognition and enhances a wide range of skills to a greater extent than reading text on a virtual screen. We are already seeing a move back towards books in the classroom, especially in literacy classes. 4. The impact of screen use on developing minds continues to be controversial. There is no peer-reviewed evidence that iPads and phones negatively affect development. The moral panic about screen use is similar to the moral panics about novels, films, TV, comics and video nasties that the popular press whipped up over the last two hundred years. We do need to be mindful of the arguments coming out of this quarter and respond to them in a measured way, backed up by robust statistical evidence. 5. A number of theories that still have currency in education have been refuted. These include Left Brain/Right Brain theories and Multiple Learning Styles or Intelligences (the VAK model). We must make sure that we no longer refer to, or use these theories to inform product and marketing, even if some of our clients still use it in their practice. Similarly, we must avoid inventing our own theories of education and learning, and instead align ourselves to future peer-reviewed and valida>
