Folk Songs Teaching Approaches Essay Example | Topics and Well Written Essays - 500 words

Folk Songs Teaching Approaches - Essay Example This should not be the case as we have to preserve our culture and for this to be taken seriously, then, there has to be better approaches for teaching folk songs to students. There are a number of levels and methods for teaching folk songs whereby the method used coincide with the purpose of the students in learning the folk song or the purpose of the teacher in teaching the folk dance. The main aim of the teacher when it comes to teaching folk songs is to maintain quality with limited resources. Another component which is important in teaching folk songs is to understand folk song in the context; the creator of the song, which particular occasion is the song sang by the those who created it, the customs and traditions surrounding the occasion of the song, other elements of the culture that spawned it of which the song is but single element. The teacher teaches the steps, the style and the context of the folk song as he has mastered them. It is easier to teach the steps and it is difficult to teach the style while on the other hand the context has not been fully researched to be adequately learnt. However, it becomes difficult for even the best dancer to teach the styles of each different region. The teachers must admit to their students that it is difficult for one master styles of every folk songs they dance in order to encourage them.

Strategic Management Essay Example | Topics and Well Written Essays - 750 words - 11

Strategic Management - Essay Example r apprehending trivial matters such as where to dispose litter, and important matters such as departmental or a fellow employee’s internal telephone code. This organisational learning process is important since it enables employees to be absorbed deeply into organisational culture, mission, values and goals without a considerable input of the organisation. Another learning process which I came to appreciate during my tenure in Skipton Financial Services [SFS] is the use of training programmes. To ensure that this programme is effective, SFS has made several arrangements such as workshop drives, learning travels and retreats. SFS has seasoned heads of departments and these come in handy when learning programmes are being conducted. SFS uses its spacious conference rooms and state-of-the-art sound systems to facilitate the workshop drives. Secondly, learning travels are conducted annually, and involves, traveling with a designated team to an institute or a centre for professional learning, for the inculcation of higher organisational values, skills and talents. Retreats may also be conducted to aid the impartation of desired organisational skills and talents. Like all other corporate retreats, SFS’ case involves withdrawing the personnel from the normal organisational scene, with the intention of reflecting, evaluating and giving employees the chance to contemplate, recharge, bond and renew their vigour, skills and commitment. Workshop drives and training programmes, corporate retreats and learning travels have all proved useful in furthering the attainment of performance target. Nevertheless, since corporate retreats and learning travels are always expensive, they are usually attended by designated employees. This designation may be informed by rank or the portfolio that an employee holds, the exhibition of exemplary talents, skills and commitment to SFS’ goals and values, or tremendous improvement in an employee’s performance. Conversely, workshop drives

Organisational Change Case Report Essay Example | Topics and Well Written Essays - 2250 words

Organisational Change Case Report - Essay Example However, the restructuring process resulted in loss of customer loyalty and negative publicity. In the current study, various models for organisational change have been studied and the best model for Qantas change management has been selected. This model has been used in various applications in order to facilitate better communication and increase motivation as well as employee engagement. The model is also helpful in determining the various strategies through which the business can be improved and made sustainable. Conclusions helped in wrapping up the entire report with important points. Recommendations have been given in terms of the failure of earlier strategies as well as future strategies, which can be an added advantage to the current change management process. Contents 1. Introduction 3 2. Critical Evaluation of Diagnostic Models 3 2.1 Open system Model 3 2.2 Congruence Model 4 2.3 Burke-Litwin Model 5 2.4 Choice of Diagnostic Model for Qantas 6 3. Application of selected mod el to Qantas 6 3.1 Application in the formal organizational system 7 3.2 Application in informal organization 8 3.3 Application in Employee management 8 4. Conclusion 9 5. Recommendations 9 References 11 1. Introduction Qantas is an airline carrier in Australia. The airline carries 65 percent share of the domestic market of Australia and around 19 percent of international passengers travelling in and out of the nation. Sydney airport is the major hub (Qantas, 2013a). The company saw a huge decline in their profit margin in the year 2012 when profits went negative (Qantas, 2013b). As a result, the management decided to bring about huge restructuring in their organization as well as strategies. The airline carrier has been involved in organizational restructuring as a result of the increasing economic downturn and loss of revenue. The organization was in news because of its massive reduction in management staffs and employee layoffs as a fundamental review process (Paraskevas, 2006). Through this organizational change management process, the company hopes to cope up with the ongoing economic challenges and revive its organization from the present global financial downturn. The objective of this report is to analyze the change management process occurring in the organization. The study will involve use of various diagnostic tools for organizational change management and identify the tools best suitable for the organization. Literature review as well as organizational practice will be considered while reviewing and identifying recommendations and selecting appropriate methods. 2. Critical Evaluation of Diagnostic Models 2.1 Open system Model It is an organizational model which recognizes that an organization exists in the framework of a bigger environment which affects its performance and in turn also affects the way an organization interacts with the change. According to this model, firms operate within external environment, taking specific inputs and transformin g those using technical and social processes (Sullivan, 2004). The outputs are returned to this environment and used as feedback for firm’s functioning. Open system model can be described on the basis of its various properties described below; Environment: Open system environment involve people and organization exchanging resources and information with the environment.

Computer Use in Early Childhood Education Essay Example for Free

Computer Use in Early Childhood Education Essay Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a persons life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical Development of Fine (small) and Gross (large) Motor Skills. Intellectual The process of making sense of the world around them. Creative The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebels views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping childrens lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of childrens real, low-tech needs physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton Hardwood (2005), Zebenbergen Logan (2008), Walters Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L. O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

differences and similarities between huckleberry finn and tom sawyer :: Free Essays

The similarities and differences between Twain’s The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn are two novels that focus on the lives of two different young men living in the same town. Both young men are the main characters of each novel. Tom’s character was based much on the life of the author Mark Twain. Both lost their mother at a young age and both were too smart for their own good. The novels are similar and different in many ways. One way that they are similar are the titles. Both titles give us an idea that the book is about two different boy’s adventure. Another way is their faith both boys reject religion. Huck reason is that when he prayed for what he wanted, he didn’t get anything so he thinks Christian faith and praying is pointless. Both boys personalities are very different practically opposites. Tom is a very unpredictable, uncooperative, and lazy ch ild with a carefree attitude who gets a thrill out of fighting and playing. He is very intelligent for his age even though he smoked. He’s a mischievous child who lives by the quote â€Å"Work consists of whatever a body is obliged to do, and that play consists of whatever a body is not obliged to do † if there’s something wrong to be done he’s going to be doing it. Deep down inside is a boy who has a very low self esteem and trys to hide it. Tom feels unloved even though he has a family and whenever he feels unloved he imagines his own funeral and questions his existence. Probably that’s the reason why he a troubled child he doesn’t feel that he’s living for any good reason, so he might as well be bad.

The European Monetary Union (EMU) - The Euro as a Single Currency Essay

The European Monetary Union (EMU) - The Euro as a Single Currency Liberalizing trade is nothing new to the world, but we have never witnessed such a vast economic integration between sovereign countries like the integration carried out in the European Union. Customs duties between European countries started to come down steadily in the early 1950s and were abolished in 1968 with the introduction of a customs union and the implementation of the common external tariff. The official proclamation of the single market on 1 January 1993 marked the ending of non-tariff barriers to trade between Member States. European Monetary Union will make it possible to complete European economic integration. The introduction of a single currency will mean price transparency, that is prices of goods can be directly compared on the markets of the participating Member States, which will merge into one market. Obstacles to trade such as the transaction costs, which add up to 0.4% of the EU GDP per year, and the exchange risk, will be eliminated. The competitive positions of companies can no longer be established by exchange-rate movements but will reflect productivity, inflation and cost differentials. This should permit a better allocation of capital and of available resources. The member countries will also be able to save administrative costs used for hedging operations. Over and above its positive effects on price stability and public finances, the single currency will make it possible to complete the single market and increase the benefits, which have already flowed from it. Monetary Union will create an area within which national financial markets will become an integrated, wider and more flexible market. Financial institutions and financial centers will face new competitive conditions. The size of a specific national market will lose its significance. Competition will increase and could lead to greater harmonization across the euro area. The introduction of the euro will have a great impact on the financial sector. This is because of three main reasons: Â · The European System of Central Banks will be operating the single monetary policy in euro. So, it will be necessary for financial institutions to be able to operate in euro. Â · Governments will issue all new debt in euro. Therefore, financial institutions, payment systems and clearing ... ...ch the problems associated with the changeover to the euro will be resolved. Second, the national currencies of the EMU members are no longer independent. They are fixed to the euro. A speculation between currencies of the member states is pointless because this is equal to speculation with a currency of the same type. The introduction of the euro in 1999 was an event, anticipated for a long time. Following, the euro has faced some problems due to the transaction period, but there is a strong belief that these problems will be easily overcome as the young currency accumulates power. Now that, the euro has become the official currency of the European Union (with some exceptions) there will be no more national currencies of the member states. In this way, we become witnesses of the highest level of integration among independent nations in the world history, when the European Union is expected to become the leader in the world economy. Bibliography: 1. Kreinin, International Economics, 1991, Harcourt Brace Jovanovich 2. Cecchini, The European Challenge, 1992, Wildwood House 3. European Central Bank’s web site: http://www.ecb.int 4. EMU official web site: http://www.emu.int

Gothic Fiction Speech Essay

Slide 2- What is it? Gothic fiction is the literature of nightmare also referred to as Gothic horror. It delves into and feeds on the ghoulish and monstrous creatures that haunt the very darkest places in your mind. Fears of claustrophobia, entrapment, terror, horror, pain, madness, the supernatural and the inexplicable. The word â€Å"Gothic† derives from â€Å"Goth†, the name of a barbaric Germanic tribe that invaded Europe. Gothic medieval architecture such as cathedrals attributes a majestic style often with savage or grotesque ornamentation. It branched off from the Romanticism movement which occurred during the 18th and 19th century. Gothic fiction â€Å"gives shape to the concepts of the place of evil in the human mind.† Slide 3- Origins (historical context) An intellectual and secular movement that dominated the eighteenth century. The rise of Gothicism has been attributed by several scholars as a response to the Enlightenment thinkers who favoured rationality and reason over emotions and feelings. It rejected anything that resembled the â€Å"barbarism† of the medieval period in their eyes. Their purpose was to demonstrate that science and â€Å"natural† philosophy were the only means of obtaining knowledge, and not religion which was considered â€Å"irrational†. Gothic fiction was an essential part of the Enlightenment movement as it provided an escape from rationality and reason. Over time though, philosophers and writers began to rebel against the Enlightenment movement and privilege the irrational, emotional and uncanny. Whilst the Enlightenment movement looked to the classical periods of Greece and Rome, Gothic writers looked to the Middle Ages as their inspiration and model. Slide 4 Revolution Revolution had a significant influence on the establishment of Gothic fiction. The French revolution began in1789 and brought a â€Å"Reign of Terror† to the people and â€Å"shook the foundations of European statehood†. Critics suggest the Gothic movement arose during the French Revolution as the social anguish and pain gave rise to the dark imagery and character of the Gothic. As violence and blood-shed persisted, the terror of the Gothic novel in amalgamation with imagery of chase and capture and the threat of evil conquering good, reflects the general anxiety and anguish of the people; the writers and the reading public. Romanticism (1780-1850) Romanticism was the movement that emerged as a reaction to Enlightenment values and promoted â€Å"liberty in literature†. Artists were free to express their most intense emotions and escape from reason and rationality. Through this movement some looked to the gothic past whilst others turned to religion, the supernatural and Nature. After the French Revolution there was a burst of writers inspired by these core concepts of human nature, emotions, irrational entities, individualism and the realms of your imagination. Gothic romance became increasingly popular and many writers took from Walpole’s The Castle of Otranto. Slide 5- Conventions Walpole’s novel established the stock conventions of Gothic fiction that would inspire and continue to be adapted in contemporary society: – Intricate plot- plots within plots with multiple narrators – Stock characters (Virginal maiden, hero, tyrant/menacing villain) – Subterranean labyrinths/hidden rooms and passageways – Ruined castles (later made way to haunted house) – Supernatural occurrences – Remote/isolated setting- wide landscape and therefore nowhere to escape from. – Darkness as intrinsic to humanity – Graveyards/churches/ruins – Monstrous creatures- ghosts, devils, vampires, witches, spirits, angels. – Misty weather – Dreams/vision – Mood/sense of mystery or dread – Justice- E.g. Most common is the â€Å"sins of the father† – Family secrets/ ancestral curses – The double or the â€Å"Doppelganger† (German for â€Å"double-goer†) – Mysterious deaths Slide 6- Evolution of Genre Horace Walpole is credited as the founding figure of gothic literature with his novel The Castle of Otranto (1765). The stock conventions of Gothic fiction were established through his novel; the haunted castles, supernatural occurrences, hidden passageways, etc. Writers such as Clara Reeve and Ann Radcliffe adapted Walpole’s plot to contextually and aesthetically be more socially acceptable in18th century realism by exploring the concept of â€Å"explained supernatural†. Gothic novels were looked down upon by well-educated people as sensationalist women’s entertainment. Anne Radcliffe introduced the dark and menacing figure of the Gothic villain, the â€Å"Byronic Hero†. The gloomy villain, forbidding mansion, and persecuted heroine evident in novels demonstrates Walpole’s and Radcliffe’s influence on Gothic literature. By the Victorian era, Gothic fiction ceased to be the dominant genre and was dismissed by critics. Edgar Allan Poe posed as an innovative American writer during in the 19th century, a re-interpreter of Gothic fiction. He payed greater attention to the psychology of the characters he conjured up. In his story â€Å"The Fall of the House of Usher† he explores the â€Å"terrors of the soul† as most of his characters descended into madness whilst incorporating Gothic tropes of death, decay and madness. The 1880s saw the revival of Gothic fiction feeding off contemporary fears such as â€Å"ethical degeneration† with famous authors such as Robert Louis Stevenson, Arthur Machen and Oscar Wilde producing gothic works. The twentieth century significantly contributed to the genre with the introduction of film. During the 1920s and 30s movies were based around Dracula, Frankenstein and werewolves then later films began to draw on Poe’s works. The twentieth and twenty-first centuries maintained an ongoing fascination with horror, terror, the supernatural vampires and werewolves demonstrating the ongoing power of the Gothic in contemporary society. Slide 8-Psycho Contextual Placement The beginning of the twentieth century saw the renewed popularity of the horror tale and it is supposed that it was a way of expressing the horrors of World War I. There were numerous variations of Gothic fiction established in this time. Successful mass Gothic novels, often called Modern Gothic or Gothic Romance were written for females, by females like Daphne Du Maurier’s Rebecca (1993 considered the archetypal Modern Gothic thriller. The 60s, when Psycho was released was an era of great positive change for the role and rights of women. It was a time of sexual revolution which was exploited in the media especially film. Hitchcock broke all film conventions featuring the â€Å"leading female protagonist having a lunchtime affair in her sexy white undergarments in the first scene†. This was significant because before the 60s female sexuality was repressed. In relation to Gothic fiction, the Gothic genre gave way to modern horror fiction. Slide 9- Psycho Conventions Psycho employs several stock gothic conventions including: An Isolated/remote setting with the motel off the side of a large motorway, separated from the outside world. The spooky old house is architecturally Gothic and critics have stated that it is â€Å"a fine 20th Century stand-in for Dracula’s castle.† Bates characterises villain who is psychologically unstable reincarnating his dead mother, whom he murdered, through himself when committing the murders but doesn’t take the responsibility. Themes of corruptibility, confused identities, voyeurism, human vulnerabilities and victimization, the deadly effects of money, Oedipal murder, and dark past histories are realistically revealed. Through the shower murder scene, it is suggested that horror resides in everyday life rather than in the alternate worlds of the supernatural, the fantastic, or the Gothic. The film employs psychological terror rather than the monsters and supernatural trappings that were associated with the genre at the time (1960s). Hitchcock’s psycho changed the direction of the genre with the subsequent rise of â€Å"splatter films†. Slide 11- Fall†¦Contextual Placement During his short life he faced many hardships which influenced his unique style. He was a victim of depression and turned to alcoholism. He was influenced by the Gothic movement in England and in his case the term Gothic can be used interchangeably with Dark Romanticism. Critics classify Poe as a post-Gothic writer but he nonetheless incorporated the Gothic style in his masterpieces. Contextually Poe’s adapted direction of Gothic fiction; the psychological effects of guilt and sin, the conflict between good and evil, people plagued with madness; all stemmed from the absence of parental figures and his alcoholism. Poe is often considered the father of the horror genre. Slide 12- Fall†¦Conventions The Usher house portrays the clichà ¯Ã‚ ¿Ã‚ ½ Gothic house- as stated by Professor Fred Botting â€Å"The house is both a Gothic manifestation, an architectural ruin set in a desolate and gloomy landscape and a family equally in decay dying from an unknown and incurable disease.† Captures the element of claustrophobia, with Madeline falling victim to the confinement of a coffin whilst still alive and the mental confinement of the characters in the house. Psychological haunting is evident through Roderick’s knowledge of burying his sister alive and the intense guilt he feels. The seemingly supernatural noises that occur whilst the narrator reads a story, intensifies this guilt. Terror encompasses the characters, particularly Roderick, building up steadily as the anticipation of Madeline’s supposed death loiters. The horror is revealed when Madeline, bursts through the doors wearing a gown covered in blood. Decay and ruin are evident physically with the decaying of Roderick and Madeline and the Usher bloodline. In the end both Roderick and Madeline die together followed by the house crumpling around them confirming the collapse of the Usher family. Slide 13 Rather than characterising the traditional complex narrative structure, it is told in first person by one person only and contains an increasing intensifying suspense building to an excessive climax. The climax confirms Roderick’s fear as Madeline bursts through the doors covered in blood. Through this dramatic climax the Gothic value of excess is seen. Poe is a key figure in the transformation of Gothic fiction placing a larger emphasis on the internal rather than the external. He delves into the psychology of man and of the true nature of evil. Through his works Poe has had an ongoing influence of Gothic on contemporary literature. Slide 15-Shining Contextual Placement With the introduction of film in the twentieth century, the most prominent variation of Gothic literature was established. With this new outlet of technology, horror and terror could a be explored on a totally different level with special effect features, lighting and filming intensifying the gruesome and dark imagery of the genre. Punter effectively states the particularities of twentieth century gothic fiction: â€Å"Contemporary gothic reflects and provides a singular symbolic language for the discussion of preoccupations of our time: capitalism, inhumanity, information overload, child abuse, serial murder, pollution, and corruption†. Child and domestic violence, serial murder and corruption are clearly evident Slide 16- Shining Conventions The Shining exhibits traditional Gothic conventions as well as modern adaptations of the genre. The huge old vacant hotel that ends up being haunted hides a dark past of brutal murder. There are numerous supernatural events involving the ghosts of the previous family, Danny’s visions of their murder and the chases through the hallways. The double or the â€Å"doppleganger† seen at the end of the film presents a photo shown of a ball in 1921 with Jack standing in the middle of the gathering suggesting that Jack could be a reincarnation of himself and lives out the horrific events of the past once more. This also ties in the convention of The theme of appearance and reality is prevalent in the film, Gothic fiction exploring this murky ground between what is â€Å"real† and â€Å"fantasy†. This is what descends Jack into madness. Eee/ Gothic fiction has undergone significant transformation as seen and continues to significantly influence contemporary literature. Even though many conventions have been refined, adapted or created the core values and character of Gothic have provided society with an outlet into the dark world of decay, death and mystery leading you on a â€Å"road to that sublime place in the mind composed of fear and beauty.†