Next thing to do now is tidy up the 2nd part (two critiques of research articles and put them together)...That'll be my next upload a more condensed and blended 2nd part...then i'll merge the two together to completed the assignment.

First one was really about learning the material and writing this is now more focused on formulating it into academic style writing.

The increasing use of the Internet has led to educational concerns often focusing on the danger of brains being wired differently. Nicholas Carr argued, in his influential book, the Shallows, that the use of the Internet has inevitably distracting effects leading to brains with short attention spans incapable of deep reflection. His main contrast is between the multi-tasking and short-term kind of attention of new technology use by the typical teenage with the experience of thinking gained through longer and more contemplative activities like reading books.   The neuro-physiologist, Baroness Susan Greenfield appeared to lend support to this argument with various talks and interviews about the danger of minds being damaged. She told a House of Lords inquiry that children's experiences on social networking sites:

'are devoid of cohesive narrative and long-term significance. As a consequence, the mid-21st century mind might almost be infantilised, characterised by short attention spans, sensationalism, inability to empathise and a shaky sense of identity' (1) 

These are dramatic claims that point to an important topic for research. However, I suspect that it is a little too soon to pass judgment on the Internet. It is noteworthy that the best known dialogic educational thinker, Socrates is reported by Plato in his dialogue the Pheadrus, as making some remarkably similar claims about the infantilizing effects of the then new information technology of writing. Writing, Socrates said, will lead to a loss of memory as people can just look things up instead of having to learn everything by heart. It is easy to give the impression of being clever by copying other people’s speeches but a text cannot answer back. This encourages people to be superficial, does not support learning to reason dialectically nor the face-to-face accountability for one’s own words which is essential for moral development. (Plato, the Phaedrus, google it)

What if Socrates was right? Carr and Greenfield’s arguments point to the interesting fact that our communications technologies shape the way our brains work and the kind of thoughts that we are capable of having. Drawing attention to the new brain shaping impact of the Internet use must also make us aware, retrospectively, of how print-based education must have shaped the brains of generations of children so that they experience reality in a particular way. Clearly print-based education has some positive benefits or it would not have arisen and spread to become almost universal. But what if it also had limitations that impact negatively on the potential for human development and for collective well-being?

For the last 400 years or so, theory in the West and now universally, has been dominated by a dangerous delusion, the delusion of monologism. This delusion has been maintained and even enforced by educational practices associated with print technology. The Internet, now emerging as the new dominant means of communication from within the age of print, offers new possibilities for thinking and for being human. Perhaps because of the rise of the Internet many are now able to see the dangers and distortions of monologism. But we still remain largely in the grip of monologic ways of thinking and monologic ways of being, probably because monologism is so entrenched in education systems. The Internet can be used in many ways and so has many possibilities for shaping our brains. In this book I argue that some of these new possibilities for brain-shaping brought in by the Internet could correct the distortions of monologic introduced by print-based education and so could be very positive, even liberating, for the future of the human species. Whether or not we realize this positive potential does not depend upon technology alone but depends upon what with the technology and, most especially, our educational practices. Educational practices are, at least to some extent, influenced by educational theories.

(1) ref: http://www.guardian.co.uk/uk/2009/feb/24/social-networking-site-changing-childrens-brains

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Creating a sustainable business is probably one of the most challenging things I’ve done in my business career. It stretches the mind in all kinds of directions; and challenges perceived notions of what is achievable. But it is also one of the most deeply satisfying things you can do as there are so many ways you can create ‘success’. The process inspires creativity and detail; team-work and dogged application. Colleagues start to engage differently, with each other and the business, and conversations take on new depths. Most of all though, it is immensely pleasing to see the sceptics and dissenters not only climb on board, but play a big part!

Using my three years as managing director of Heath Avery Architects as an example, there are all kinds of little changes we’ve made to do business differently. Some of these are basic ‘green housekeeping’ elements that you would expect from any company. Others are more far-reaching and assert the practice’s brand values and market positioning:

Energy:  like many SMEs we are in serviced premises with inclusive bills so we don’t benefit directly from reducing our energy use. This doesn’t stop us ‘doing the right thing’ though and we’ve systematically reduced our consumption in myriad ways. We don’t switch lights on unless we have to (selecting offices with excellent natural light is essential for this); all equipment is switched off at night. We have one printer/photocopier for the whole office and default to double-sided, black and white printing and we post about 1/10th</sup%3