The Feudal System Essay Example For Students

The Feudal System Essay The Feudal SystemThe feudal system was a political, military, and economic system based on the holding of land. The system was developed since the whole entire basis of rule from all the civilizations before the Middle Ages was lost. Early Europe was in desperate need of such a system since they were constantly being raided by the Vikings and other outsiders. Man was lonely during the Middle Ages. Life was very harsh and everyone worked except the king. The usual life expectancy was 35. People lived in small farming communities. Everyone lived in constant fear of being raided by foreign invaders such as the Vikings. When they were not worrying about being invaded they were scared of plague and other living conditions. Mans position in the world was unknown. Knowledge, wealth, and governing body had to be recreated. Cities were far and few between and much less populated and developed like todays cities. The Middle Ages was a religious age. Man clung to God as creator. People painstakingly built churches. Religion was what was the most important to people for a long time, and to be excommunicated was horrible. We will write a custom essay on The Feudal System specifically for you for only $16.38 $13.9/page Order now As time progressed the feudal system was created. It was designed to divide the lands and protect from attack. The king first gave a fief or a piece of land to a royal vassal. As proof for this exchange in land a vassal would swear to the lord to be his man all the days of his life and protect him against all men who may live or die. Next came investiture. Investiture was a symbolic gesture when a King or a lord presented a royal vassal or a vassal a stick, a small rod, or a clod of earth to show that he has given him a fief. Now this royal vassal was in charge of a huge piece of land. In order to defend it he would then divide his land into smaller pieces. He would take these smaller pieces and give them to warriors or who agreed to be his own vassals. Thus, the royal vassal became a lord to other vassals. The vassals now under this lord would now divide their lands and grant fiefs to warriors of their own. Last in the dividing of land was the knight whose parcel of land was too sma ll to be divided. Everyone in the feudal system worked except the king. A lord could demand 40 days of battle from his knights in a time of war. During peacetime a vassal had to hold courts of justice, charge tolls on bridges, collect taxes, and much more. A peasant lived on a manor or a small estate from which the lords family gained everything it needed. A peasant farmed the land and did lots of jobs for the lord. Serfs were kind of the same as a peasant except at birth they were bound to the land and could not leave. A free peasant might have become a serf if a bad harvest took place in exchange for bread and protection. Words/ Pages : 533 / 24

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DISCUSSION QUESTION RESPONSE Essay Example | Topics and Well Written Essays - 250 words - 36

DISCUSSION QUESTION RESPONSE - Essay Example I think the use of hand gestures is also very true for communication with a peer. Do you think that slang or jargon might also be an appropriate in this type of scenario too? I think because of the informality of this type of communication, these elements would be all right to use. I think the easiest type of person to communicate with in a persuasive manner would be an open-minded person. This type of person will be willing to listen to what you have to say no matter what approach you might use. At the same time, however, I think this type of freedom can be a bit overwhelming. I also like what you said about body language and non verbal communication being an important component of persuading a challenging person. If this person sees you with a confrontational stance or attitude, they are likely to also remain confrontational or challenging. Therefore, I think a person would have to be hyper aware of everything that they are doing when communicating with this type of person. Good

Is It Cheaper to Keep Inmates on Death Row or Execute Research Paper

Is It Cheaper to Keep Inmates on Death Row or Execute - Research Paper Example This essay will be outlining the varying opinions and suggestions for the arguments. One reason why it is cheaper to keep inmates on death row for life imprisonment than to execute them is because of the number of appeals that take place by the yet to be executed inmates. During the appeals, the tax payers bear the cost of hiring lawyers, which, when calculated, comes up to millions of dollars. In comparison, in case a person is imprisoned for life, the costs of maintaining the convicts can only run from 15-25 thousand dollars annually, which is approximated to be about one million after a period of 40 years. The costs of retaining a lawyer is more severe when the crime committed is a capital case, hence it will consume an amount of legal and maintenance fees. This is because the cases can take 20 years or more before any verdict is reached, which accumulates and adds up to the sum of maintenance which is hard with the worsening economic conditions (Trevor, 136). Another key reason w hy capital punishment like execution is being discussed and discouraged is the risk of convicting an innocent person. Majority of the convicts have been found to be innocent after DNA tests have been carried out. The costs of carrying out appeals are expensive as majority of the lawyers who handle such cases are well recognized and experienced, and they would require large sums of money to be hired. In some places in Texas, United States, it is difficult to find lawyers who will take up other cases as they view some of the cases as non- lucrative. This is despite the fact that statistics show that if one hires a good lawyer the chances of being sentenced to death are considerably less (Mutual, 165). Other costs that accrue from executions include costs resulting from a number of DNA tests, costs of relocating inmates into specialized segregated rooms as well as costs of hiring and training specialized guards to look after the inmates. Statistics in Europe have shown that the number of death sentences in the continent have gone down by 7% in 1999 to 15% in 2008, the reason being that a second chance can be achieved during life imprisonment. In addition to the complex appeals, procedures and tasks, a person who is well convicted has another chance or possibility of repeatedly applying for pardons which then adds up to the excessive appeals procedures. It has also shown that prosecutors in Dallas County have stopped asking for death penalties, instead they are requesting life in prison with the possibility of being pardoned after a period of 40 years. It is estimated that a return to execution rate of six per year would cost approximately 90 million dollars annually (Michael & Borg, 62). However, other people have a different view, arguing that death penalty is the only sure and open way to clearly indicate that justice has been done. They state that even though the case may take longer and large costs might be encountered, eventually justice will be accomplished . In support of this, a pro-capital punishment group led by Kent Scheidegger argues that if an effective appeal is brought, the whole process then must cost less and eventually justice can be obtained in the shortest time possible. The only way was to revamp the appeal process to take place more quickly so that the inmates need not spend more of their years before execution can take place (Hans, Klas & Villian, 56). According to California crime statistics, its appeal system produces a wait of about 20

External Forces that have brought Cross boarder restructuring in the Essay

External Forces that have brought Cross boarder restructuring in the airline industry - Essay Example The cause of this crisis was the increase in the fuel prices as in the worse economic fiasco faced by many nations across the globe. This led to the falling down in demand of fuel in USA and Britain. Breaking out of Gulf War saw many airlines shutting their business down, among these were the Eastern Airlines -US, British airline Air Europe, Pan American and a few smaller airlines like Midway-US and TEA in Belgium. The end of Gulf War was not any better for any of these airlines. From the worlds top-20 airlines only British Airways, Cathay, SIA (Singapore Airlines) and Swissair made a net surplus in each of the three years 1991-1993. The worst hit was the North-American airlines; on the contrary many Asian airlines functioned beneficially. Many airlines needed huge capitals to survive in those years among them was Air France. The member states of the European Union received US $ 10.4 billion in state aid in the year 1995. This was government support offered following authorization by the European Commission. In 1997, Alitalia was given $ 1.7 billion of state aid. Several Airlines received government funds about $ 1.3 billion that were not classified as state support. Subsequently, in 1994 and the years to follow, with financial prudence a number of airlines returned to stipulate development and gain profits. Generally, this was the time when a boom occurred in the airline business. In addition, 1998 was the most lucrative year ever. (Doganis, 2001) By and large, joblessness in the New York state remains towering, at 7.4 percent, and current statistics illustrate that more or less 40 percent of those laid off subsequent to 9/11 are still jobless. Even though billions of dollars in centralized support have been billed to help the airlines affected by the rebellious assault, removed airline employees have by and large been unsuccessful to profit up

Children Learning and Symbolic Play

Children Learning and Symbolic Play Abstract Our understanding of children development and learning is complicated because of the numerous and varied factors that impact it. These include physiological, mental, emotional, social, linguistic, cognitive, socio-cognitive, and cultural aspects. Two of the most considerable theories on the growth and development of cognitive thinking in children were proposed by Jean Piaget and Lev Vygotsky. Both offered explanations for childrens cognitive learning styles and abilities; their explanations and ideas have significantly contributed to the field of learning and instructions. While they have different views into the cognitive development in children, Piaget and Vygotsky both emphasized that much of childrens early learning is achieved through play and symbolic play in particular. The objective of this paper is to examine the major constructs of Piaget and Vygotsky theories about cogitative development in children and to evaluate the implications of their theories for instructions and sy mbolic play practices for children in preschool (kindergarten) age. Cognitive Development Theories: Children Learning and Symbolic Play Cognitive development refers to the development of the ability to think and reason. It is the transformation of the childs undifferentiated, unspecialized cognitive abilities into the adults conceptual competence and problem-solving skills (Driscoll, 2005). For many psychologists, cognitive development answers the questions about how children moves toward reaching the endpoint of gaining the adults skills, what stages they are pass through and how do changes in their thinking occur and what role dose learning play? Among many theories that are introduced to explain the children cognitive and knowledge development, Jean Piaget and Lev Vygotsky proposed the most influential theories that contributes to this component of psychology. Their theories underlined that the way the children learn and mentally grow has a critical role in their learning progress and abilities development. Piaget and Vygotsky were considered as constructivists who believed that learning occurs as a result of mental construction and by fitting the new information into the cognitive structure (scheme) that the learners already have (Driscoll, 2005). Constructivism approach also suggests that learning is affected by the context in which knowledge transfer occurs and by learners beliefs and attitudes . Piaget and Vygotsky also agreed on the societal influences in cognitive growth; however, they differ in the learning progression process. Piaget believed that children learn by interacting with their surroundings but with no impo rtance for the input from others and that learning occurs after development; Vygotsky, on the other hand, held the idea that learning happens before development and that children learn through history and symbolism and they value the input from their surroundings (Slavin, 2003). Further, it is imperative for teachers to understand the progression of cognitive development and the constructs of the major theories in the field in order to be able to attend the unique needs of each child and to develop the learning program, instructions plans and classroom activities in a developmentally appropriate approach. Kindergarten program is an example of these learning programs that is of particular interest because it influences children in very young age and shapes their cognitive development journey. Kindergarten learning programs should be designed on the natural approach for children learning as suggested by the cognitive development theories. The natural approach suggests that the physical, socio-emotional and cognitive development of children depends on activity and interactions with others (Driscoll, 2005). This means the play is a key aspect of the Kindergarten learning programs and that is seen as phenomenon of thoughts and activity growth (Piaget, 1951). Play consists of activities performed for self-amusement that have behavioral, social, and psychomotor rewards. Play is directed towards the child, and the rewards come from within the individual child; it is enjoyable and spontaneous. Children engage in different types of play depending upon situations and different needs. Types of play range from physical play which involves jumping, running and other physical activities to the surrogate play at which ill children watch others play on their behalf. They also range from inactive observation play to active associative in group play that requires planning and co operation. Play types also include expressive play which involves playing with materials (such as clay, play dough,à ¢Ã¢â€š ¬Ã‚ ¦) and the manipulative play that gives children the measure of control over others and their environment (for example, to throw a toy out of a cot, watch a parent pick it up, and then throw it out again). Symbolic play (also be referred to as dramat ic play) is another important type of play at which children enact scenes where they substitute one object for another (for example, a child will use a stick to represent a spoon or a hair brush to represent a microphone). This kind of pretend play takes on various forms: The child may pretend to play using an object to represent other objects, playing without any objects and pretending that they are indeed present. Or the child may pretend to be someone else and imitate adults and experiment what it means to be an adult in a role they are exposed to in their surrounding environment (for example, mother, father, care-giver, doctor and so on). They may also pretend through other inanimate objects (e.g. a toy horse kicks another toy horse). Symbolic play in children can usually be observed during the beginning of the second year of life and it has been linked through the studies and experiments to the cognitive problem solving skills, creative abilities, and emotional well-being. In the following sections of this paper, the major constructs and ideas proposed by Piaget and Vygotsky theories will be examined in relation to symbolic play for cognitive and knowledge development of children; and the implications of each theory for instruction and practice in Kindergarten educational settings. Theories of Cognitive Development: Piaget and Vygotsky It is a fact that most of the methods and approaches for teaching are driven from Piaget and Vygotsky research studies. They both offer teachers good proposals on how to teach certain learning materials in appropriate approach that matches the child developmentally conditions. Piaget (1896-1980) believed that children progress through an invariant sequence of four stages. Theses stages are not arbitrary but are assumed to reflect qualitative differences in children cognitive abilities (Driscoll, 2005, p.149). He proposed that each stage must represent a significant qualitative and quantitative change in children cognitive and that children progress through these stages in a culturally invariant sequence. Each stage will include the cognitive structures and abilities (schemes) of the previous stages (constructivism) which all will act as an integrated cognitive structure (accumulated knowledge) at that given stage (Driscoll, 2005). These schemes can be alerted, changed or developed through assimilation and accommodation. Assimilation occurs when a child perceives new objects or events in term of existing scheme (Driscoll, 2005); in other words, within information the child already knows. Accommodation occurs when existing schemes are modified to adopt (or fit in) a new experience or information. If the new information doesnt fit or it conflicts with the existing scheme then the disequilibrium occurs. Equilibrium, however, is the master developmental process which encompasses both assimilation and accommodation and prepares for the child transaction from one state of the development to the next (Driscoll, 2005). Piaget stages of development are: sensorimotor, preoperational, concrete operations and formal operations. Sensorimotor stage is over the period between the birth to two years. During this stage, the child experiences the surrounding world through the senses and movement. The child develops object permanence which refers to the ability to understand an object exist even if it is not in field of vision (Woolfolk, 2004). Toward the end of this period, children begin to mentally represent object and events but to that point they only can act and during the transaction to the mental representation, they may use simple motor indicators as symbols for other events (Driscoll, 2005). They also begin to understand that their actions could cause another actions developing a goal-director behavior; for an example, throwing a toy from the cot to make parents pick the toy and pressing the doll button to make the sound and so on (kind of the manipulative play). Preoperational stage extends from the child second year to seventh year. According to Piaget, children have not yet mastered the ability of mental operation or to think through the actions (Woolfolk, 2004) but they acquire the semiotic function early in this period. This means that they are able to mentally represent the objects and events, as evidenced in their imitation of some activities long after it occurred (Driscoll, 2005). Hence, pretending, or symbolic play, is highly characteristic stage and the language acquisitions. One more interesting idea proposed by Piaget is that during this stage children are considered to be egocentric assuming that others share their points of view and which makes them engage in self monologue with no interacting with others (Woolfolk, 2004). Concrete operations period that is from seventh year to eleventh, is characteristic to be the hands-on period at which children overcome the limitation of egocentrism and learn through discovery learning while working (operating) with real tangible objects (Woolfolk, 2004). They become more internalized and able to create logical-mathematical knowledge resulting in operations (Driscoll, 2005). Formal operation occurs from eleventh year to adulthood and at which propositional logic is developed. Reaching this stage, children (who become adult) should be able to not only to think hypothetically but to plan systematic approaches to solve problems (Driscoll, 2005). The acquisition of the met-cognitive (thinking about thinking) is also an important characteristic of the formal operations. Piaget also believed in the active role of the child during development. He proposed that children act on their own environment and cognitive is rooted in the action (Driscoll, 2005). He acknowledged the social interaction aspect of the children development but only to move the child away from egocentrism to develop the social knowledge that can be learned only from other people (language, moral rules, values..). Although, Piaget theory of cognitive development proposed an integrated and beneficial framework for children learning that can be utilized by educators and parents to influence and enrich the learning process of the children; the theory has faced serious challenges and especially in the recent years with the contemporary research add to this filed. For an example, Piaget believed that all children, regardless of the culture, progress through four stages and once particular stage is reached, the regression to earlier stage cant occur. Replications of Piagets experiments have shown that children in different cultures do not pass through the same types of reasoning suggested in Piaget stages (Driscoll, 2005). Moreover, there are people, in any culture, who fail to reason at the formal operation level; we experience interacting with these people in our day-to-day life in personal and professional levels. Also, Piaget claimed that there must be a qualitative discontinues change in cognit ive from stage to stage; this has been questioned with the ability to accelerate development and the studies and experiments showed that that children can learn more than Piaget thought they could (Siegler Svetina 2002 as cited in Driscoll, 2005). One more is that children dont exhibit the characteristics of each stage; for example, children are sometimes egocentric beyond the proportional stage and the preoperational children are not egocentric all the time (Driscoll, 2005). However and despite these challenges, understanding Piagets proposed stages and development sequence suggests useful and effective certain learning and teaching strategies at each level. Example of these strategies as implications of Piaget theory will be discussed in the next section. Vygotsky (1896 -1943) proposed an alternative to the Piaget stages of cognitive development, he stated that children learn mainly by social interactions and their culture plays a major role to shape their cognitive (woolfolk, 2004). He believed that individual development could not be understood without reference to the social and cultural context within which such development is embedded (Driscoll, 2005, p.250). His theory suggests a co -constructed process of social interactions at which through children move toward individualized thinking. When a child receives a help through this process, her or she may be able to develop better strategy in the future to deal with a similar problem. This co-constructed channel of communications between the child and his culture will lead to internalization and eventually to independent thinking (Woolfolk, 2004). A good example to understand social dialogue and internalization is what introduced by Vygotsky himself and cited in Driscoll (2005) One a child stretching out her hand for an object she cant quite reach, an adult interprets the gesture of pointing and responds accordingly. Until the adult responds, the child is simply grasping for an object out of reach, however, the situation change with the adult respond to be a social exchange and the act of grasping takes on a shared meaning of pointing. When a child internalizes the meaning and uses the gesture as pointing, the interpersonal activity has been transferred into intrapersonal one. (p.252). The zone of proximate development is another principle introduced by Vygotsky. He agreed with Piaget that there is knowledge and skills associated with the child developmentally range of understanding, but he believed that with given help and support, children can perform problems that Piaget would consider out of their staged mental capabilities (Woolfolk, 2004). Scaffolding is the technique proposed by Vygotsky to support the discovery learning through social interaction and in the zone of approximate development. Scaffolding entails providing the child with a hint or clue for the problem solving and encouraging childs thinking in order to allow him or her to better approach the problem in the future. Further, Vygotsky highlighted the importance of the mediation cultural tools to support learning and higher-level processing in children. These cultural signs and tools involve technological, symbolic and any available resource that aids in social communication (language, signs, symbols, media television, computer, booksà ¢Ã¢â€š ¬Ã‚ ¦). Although the tools at hand may include sophisticated toys, children are successful at creating imaginary situations with sticks and other common objects in their environment. This leads into the symbolic play as a strategy for children teaching. Driscoll (2005) noted that in play, Vygotsky argued, children stretch their conceptual abilities and begin to develop a capacity for abstract thought; the signs they establish in their imaginations, in other word, can make up a very complex symbol system, which they communicate through verbal and nonverbal gestures(P.259). The development of language is another major principle that is proposed by Vygotsky s theory. Althoug didnt address specific implications for instruction of language, he believed that language constitutes the most important sign-using behavior to occur during the cognitive development and this is because it frees children from the constraints of their immediate environment. The language of a certain group of people reflects their own cultural beliefs and value system and children initially associate the words meaning to their contexts and life aspects till they learn to abstract the word from a particular concrete context (decontextualization). This process of decontextualization must occur with any symbol system if it is to serve higher mental functions such as reasoning (Driscoll, 2005, p. 259-260). Once again, Vygotsky suggested that symbolic play is important for language learning in young children. He also emphasized the importance of the private speech as a self-directed regula tion and communication with the self to guide actions and aid in thinking; this is in contrast to Piaget who viewed privative speech as egocentric (or immature) (Woolfolk, 2004). Undoubtedly, both Piaget and Vygotsky provided educators with influential insights and important views on the cognitive development in children. Piaget suggested that the children progress through maturation stages and discovery learning with minimal social impact. Vygotsky, from other hand, stressed the importance of the cultural context and language on cognitive development. The following will browse, in general, some implications of the both theories for instructions in different educational settings then more specific for symbolic play in kindergarten. Implications for Instructions of Piaget and Vygotsky Educators and school systems have been applying the cognitive development theories of Piaget and Vygotsky in classrooms teaching for some time. The most important implications of the both theories are that the learning environment should support the discovery-learning and that child should be effectively involved in the learning process. They stressed the role of peer interaction and the symbolic play. Both also agreed that development may be triggered by cognitive conflict; this entails adopting instructional strategies that make children aware of conflicts and inconsistencies in their thinking (Driscoll, 2005). A good example of this would be the Socratic Dialogs which fosters the critical thinking through a series of questions and answers that enable learner to develop the understanding of the learning materials. However, Piaget and Vygotsky differ in the way to guide the children in the discovery learning. Piaget recommended a very little teacher interference while Vygotsky prompted the teacher to guide the discovery learning offering questions to students and having them discover the answer by testing different options (Scaffolding). According to Piaget, teachers dealing with children in preoperational stage (like in kindergarten) are encouraged to incorporate the play as a pedagogic strategy; in play children are engaged in active self-discovery activities employing concrete object or symbolically. It also helps to understand that and since the children in this stage have not yet mastered the mental operations, the teacher should not only use action and verbal short instructions but also to demonstrate these instructions. Using visual aid is very important in this stage to create attractive and discovery-oriented learning environment (Driscoll, 2005). Moreover, is to pay attention to the egocentrism in this stage as suggested by Piaget and the teacher to be sensitive that children may not realize that not everyone shares their view or understand the word they invented (Woolfolk, 2004). It is important to in the stage to provide the children with a range of experiences and knowledge to build the foundation (basic scheme) for concept learning and languages those children are expected to master in coming stages. Teaching children in the concrete operation stage should involve hands-on learning at which children have the opportunity to test and manipulate objects, perform experiments and solve problems in order to develop logical and analogical thinking skills. Teacher should consider using familiar examples to explain the complex ideas and this is by linking to the existing knowledge of the learners (scheme). While teaching the students in formal operations stage requires teachers to offer student open-ended projects that enhance their advanced problem solving and reasoning skills. It is critical in this stage for the teachers to help learners understanding of the broad concepts and their applications in the real life. The teachers applying Vygotsky teaching methods would be very active player in their students education. The most popular technique to be utilized is the scaffolding at which teachers will provide assistance and the feedback as the knowledge source to support learning of new information. The teachers then will not present information in one sided way but will provide the guidance and assistance required for learners to bridge the gap between their skills level and the desired skills; when they are able to complete tasks on their own, the guidance and support will be withdrawn (Greenfield, 1984 cited in Driscoll 2005). Also teachers applying Vygotsky theory utilized the meditation tools and teach students how to use these tools in their learning (computers, books,à ¢Ã¢â€š ¬Ã‚ ¦). Vygotsky emphasized the language and other sign systems (such as symbolic playing) as important tools for children learning. Language is the cultural communication tool that transmits history and cultural va lues between individuals and from parents and teachers toward children. Most importantly, is incorporating the group or peer learning as an important source of cognitive development. A good application of Vygotsky principles of social learning and the zone of approximate development zone is the strategy at which teachers encourage children with varying level of knowledge to help each other by allowing the child who master the skill to teach and guide his or her peer who still trying to master this skill. It is evident to be an effective learning strategy not only in children learning but also in adult learning. Piaget also believed that peer interactions are essential in helping children move beyond the egocentric and that children are more effective to provide information and feedback to other children about the validity of their logical constructions (Driscoll, 2005); hence the instructional strategies are favored that encourage peer teaching and social negotiation. Applying Piaget or Vygotsky, the teachers main goal should be to support learners and to provide the assistance plan that fulfill the learner needs and promote his thinking skills and cognitive development. Teachers should also prepare the learning environment that attracts children attention and encourages their self-discovery. The instruction plan should be designed on the premises that classrooms have students with different cultural, linguistic and knowledge backgrounds. In preparing learning activities, teachers should be able to get children to play and learn collaboratively and enhance their understanding through teacher feedback, peer feedback and social negotiation. Symbolic Play: Cognitive and Language Development As introduced, the cognitive development theories encourage play and symbolic play-in particular- as a pedagogic strategy for active self learning and language development. In play, the children initiate and take control of their activity (Driscoll, 2005); and this very nature of play along with other criteria are what distinguish play from other behaviors: play is essentially motivated with self-imposed goals, play is activity of spontaneous and pleasure, play is free from imposed rules, player is an active participants in the play; play focuses on means rather than ends, play is characteristics by the as if dimension that encourages children to use objects and gestures as if they were something else ( Hymans, 1991 ; Fein Rivikin as cited in Yan, Yuejuan Hongfen, 2005; Piaget, 1951; Rubin, Waston Jambor, 1978). In symbolic play that starts in second year of life, children use tools of objects, actions, language, signs and roles to represent something from their real or imagined world of experiences. It enables the children to build and express their understanding of either individual or social experience (Driscoll, 2005; Hymans, 1991; Lenningar, n.d; Lyytinen, Poikkeus Laakso, 1997; Piaget, 1951; Woolfolk, 2004). Symbolic play indicates that the child developed the two main cognitive operations: reversibility and decentralization; reversibility refers to the child awareness that he or she can come from the pretended role to the real world at any time while decentralization refers to the child understanding that the child in the play is still him/her at the same time with the person he/she is imitating (Rubin 1980 as cited in Marjanovic Lesnic, 2001). The next intellectual skill noticeable in the symbolic play is conservation which refers to the child ability to preserve the imaginary iden tity of the play materials despite the fact they are perceptually and could be functionally inadequate (Marjanovic Umek Lesnic Musek, 2001). The social element of the symbolic play is also a very important aspect to be considered for the cognitive development in the children. According to Vygotsky, children learn to use the tools and skills they practice with social parents; he also emphasized that learning occurs in social interactions and it is affected cultural context it occurs at. He further proposed that social interaction could lead to developmental delays or abnormal development as well as to normal or accelerated development (Driscoll, 2005). Piaget also highlighted the importance of social interaction for the children to develop beyond the egocentrism that is a characteristic of pre operational stage. The impact of symbolic play in this dimension is supported by Smilansky (1968) studies at which she proposed that social activities influence the development of the childs cognitive and social skills. When children are engaged in a role performance; they have to reach a agreement about the play idea, the course of actions and the transformation of roles and play materials and this can only be achieved when individuals come over their egocentrism and develop the ability to communicate and empathize (cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky then developed the Scale for Evaluation of Dramatic and Socio-Dramatic Play; the scale tracks the progressive development in the use of the objects in the symbolic play over five stages. The first stage includes simple manipulation followed by the stage of imitating the adults activities of adults by using the model of the object as adult do (as using the hair brush as a microphone). In the third stage, the object becomes an instrument for enacting certain roles while in the forth stage the use of object/toy goes together with the speech and gestures. The final stage focuses in the speech without using objects or gestures (Smilansky 1968; Smilansky Shefatya, 1990 as cited in Marjanovic Umek Lesnic Musek, 2001). Smilansky scale supported also the role of symbolic play in the language development that was firstly proposed by Vygotsky and this language-play relation has been investigated all the way since then. The research studies discussed the component of the language in the context of symbolic play and mainly in the role playing part of it. In role playing, children engage in a communication dialogue with their playing parties. It is evident that the role playing and object transformations enable the childe to use lexicographic meanings and clear speech (Pellegrini Galda as cited in Marjanovic Umek Lesnic Musek, 2001). According to Lyytinen, Poikkeus and Lassko (1997); their study to observe and examine the relationship between language and play among 110 18-month-old children showed that early talkers of these children displayed significant more symbolic play than the late talkers ; a significant connection was found between the language comprehensive and percentage of symbolic play. Th is is supported by the study conducted by Marjanovic Umek and Lesnic Musek (2001) at which they compared three age groups of children in preschool settings with different level of play using Smilanskys Scale for the Evaluation of Dramatic and Socio-dramatic Play; the observations and results proved stronger use of the language in the function of defining roles, scenes and materials that are required for the play context. More interesting studies looked into the implications of symbolic play for the education of children with special needs and disorders such as Down syndrome and Autism. Example of these studies is the study conducted Stanley and Kinstantareas (2006) who investigated the relationship between symbolic play and other domains such as nonverbal cognitive abilities, receptive language, expressive language and social development among 131 children diagnosed with Autism Spectrum Disorder (ASD). The result indicates a significant positive relation between symbolic play and development of these domains in children with (ASD). The study also stressed that training in symbolic play will help to improve these children skills in other domains (Stanley Kinstantareas , 2006). Another recent study conducted by Venuti, Falco, Giusti and Bronstein (2008) to investigate the impact of mother-child interaction in the play on the cogitative functions of children with Down Syndrome concluded that such inter action leads to enhanced cognitive functioning (Venuti, Falco, Giusti Bronstein , 2008). Symbolic play, then, inked through the literature to the development of cognitive problem solving skills, linguistic transformation and creative abilities. It also supports the emotional and social development. Role playing is evident to be a way of coping with emotional conflict through which children can escape into a fantasy world in order to make sense out of the real one. From different aspect, it enhances the child self awareness and self directed; when a parent or sibling plays a board game with a child, shares a bike ride, plays baseball, or reads a story, the child learns self-importance. The childs self -esteem gets a boost. Parents send positive messages to their child when they communicate pleasure in providing him or her with daily care. From these early interactions, children develop a vision of the world and gain a sense of their place in it. In term of social development, the children enjoy playful interactions with others staring with parents through which they learn their culture values and aspects. Interaction with other children helps the children helps children to learn about boundaries, taking turns, teamwork, and competition. Children also learn to negotiate with different personalities and the feelings associated with winning and losing. They learn to share, wait, and be kind. Some of the more common functions of play are to facilitate physical and moral development. Physical play develops both fine and gross motor skills. During play, children repeat certain body movements purely for pleasure, and these movements develop body muscles and control. Moreover, when children engage in play with their peers and families, they begin to learn the acceptable and unacceptable behaviors. During playing with peers, they learn that taking turns is rewarding and cheating is not; they learn to appreciate teamwork, share and respect others feelings. Therefore, models of children learning and preschool education in professional settings are mainly driven from different understanding and implications of symbolic play which are in turn based on the premises of different cognitive development theories. Play and Learning: Educational Framework in Kindergarten Settings Children learn through play is the golden rule that any educational frameworks in the preschool (Kindergarten) settings should revolve around. According to the theories and studies

Techology Review

Technology Review Create a list of five educational games website: 1. Pbskids. org 2. Starfall. com 3. Ixl. com 4. FunBrain. com 5. abcmouse. com www. Ixl. com- IXL make math practices fun and motivate students through interactive games and practice questions. Widely recognized as the Web's most comprehensive math site, IXL offers a dynamic and enjoyable environment for children to practice math. Students who use IXL are succeeding like never before. With that said, this website allow teachers and parents to create accounts for their students, track their progress, and view a rich assortment of reports showing them just how their students are improving. It also enables students to correct their mistakes and master math concepts easily. With little training, it is very easy to use and manipulate. For a teacher and thirty students to have unlimited access to this educational Web-based technology for the whole year, the school or teacher must pay $199. This technology provides an excellent technical support. It is readily available at any point and time of day; twenty-four seven of the day. Many teachers have testify that this web-based technology help students to be stimulated, engaged, enthusiastic about math and reduces frustration out of math because it gives students the opportunity to practice at his or her own pace and keep them focused. www. FunBrain. com- Teachers can use or customize over 40,000 ready-made quizzes for all ages and grade levels, track student and class progress daily with instant analysis, and assign FunBrain games that build skills and correlate to national testing standards. Teachers can confidently encourage students to use Funbrain in the classroom during their free time, assured that kids will enjoy an educational, safe online learning experience. Funbrain's games help students build on what they have learned in class and acquire new skills in reading, math, and problem solving. Funbrain to delivers an easy, fun and safe experience for even the youngest children. It introduces preschoolers to the Internet and teaches them how to manipulate the mouse and keyboard. Funbrain is free of cost to students but teachers ought to pay $39. 95 membership fee yearly to have full access. This technology is available to teachers twenty four seven but I think students have access to it only at school. This personalized to help students of all ages take control of their learning and make it part of their everyday lives. www. Starfall. com- The Starfall reading program is designed to be fun, exciting, and to instill confidence in young children as they learn to read. This web-based technology provides clear and effective tools to help teachers implement proven teaching methods. The Starfall Website is easy for students to navigate independently, but it is not intended as a surrogate for the teacher. Starfall employs the computer to develop feelings of wonderment and play, not rote assessment. The activities, songs and books complement your classroom by creating an atmosphere of fun and enthusiasm that infuses all aspects of learning. This site is available to teachers and students twenty four seven and it’s free of charge. Technology Review1 Technology Review Joyce A. Sama EDU225: Instructional Technology January 18, 2012 Professor Tisha Faulkner – Grant Technology Review2 Starfall. com is a web based resource technology that can easily be integrated into most k-2 classrooms to enhance students’ language and literacy skills which can increase student learning. Starfall includes alphabet knowledge, cvc readers, emergent readers and seasonal interactive activities. The format is engaging and student-user friendly. Here are two ays Starfall could be integrated into the classroom setting. The teacher could use the projected on the Interactive white board during a whole group review or at the student’s computer centers when reviewing literacy skills. To use Starfall technology within the classroom, the teacher would need an internet connection and a computer or two. This is a free resource, all teacher may need is a projector, lap top and interactive white board for whole group activiti es and classroom computers or computer lab for the students to use independently. A teacher must also book mark Starfall by adding it on the computers toolbar. The bookmark has the words Starfall and an image of a star making it super easy to teach students what bookmark to click on to access Starfall. Starfall is making teaching more effective through the combination of educational games, online stories, and songs which is meeting the needs of those who are lacking in many areas with a fun and interesting activities. Technology Review3 There are three ways a teacher could integrate IXL into the classroom. One way is to [pic]take the work out of homework. This is what the teacher will have to do. For homework assignments, she could have the class work on IXL skills from their home. She must pick out skills that correspond to your lesson for the day, and then have the students reinforce their understanding of those skills on IXL. The next day, use IXL’s reporting suite to make sure that all the students completed their assignments, and to see how well they did! Another strategy she could use is to pair up IXL with the electronic whiteboard. IXL technology is compatible with all electronic whiteboards, so project the site onto your classroom e-board to involve the entire class. The teacher could have the students answer questions in turn, or even make a competition out of it. With this integration the students will be excited to show you the teacher what they’ve learned on IXL. The last way IXL could be integrated into the classroom is by making the most of the class lab time. Since IXL is accessible from anywhere, it’s the perfect way to make sure the students are learning valuable skills in the computer lab. Give the kids some IXL topics to work on, and be ready to marvel at how much fun they have earning medals and awards for mastering skills. Plus, the lab is one place you’ll be happy to have real-time progress updates as you are using IXL’s reporting suite to make sure everyone stays on task. Technology Review4 Here are few ways FunBrain. com could be integrated into classroom. One ways is the teacher setting up a learning center with the Smart Boards. Because Smart Boards are touchable, it gives student the opportunity to touch them with special markers and the screen respond. This versatile tool allows a wide range of teaching and learning option in the classroom. Funbrain. com could be projected on smart board so that the children can play math or language art games from the website. The teacher could use the FunBrain web-based technology to quiz students individually on a classroom desktop computer as a formative or summative assessment. Teachers could also use the FunBrain flashcard game as a review tool for the entire classroom. FunBrain. om also have an online activity called â€Å"Pain by Idioms† that provides examples of idioms which asks students to determine the real meaning of the phrases. Teachers could use this tool as a formative assessment to determine which students have mastered this skill. Another activity I found online that a teacher could integrate into her classroom is the activity called â€Å"Figurative Language Skits. The game is started by a student picking a card from deck of figurative language cards that has been design ed by the teacher, and must act out the word on the card until someone guesses the answer. For example, a student could act out running as fast as lightening or ducking cats and dogs as it rains. This activity appeals to spatial, verbal, interpersonal and kinesthetic learners, targeting different students who learn information in varying ways. Technology Review5 Reference www. Starfall. com/Aboutus Company Information. www. IXL. com http://www. ixl. com/membership/school/integration Facts about Us. www. FunBrain. com How to Integrate IXL into the Classroom. www. edutechlife. com Integrating FunBrain. www. eHow. com

Safeguarding the welfare of children

Parents with less money may also find it hard to afford the right food or not a lot of food which some children end up going to school with no breakfast this may lead to poor diet and health. B. Educated parents. If a child is brought up with well-educated parents this can take over a child's life this can have a big impact on their social life as the parents may have the child taking a lot of extra lessons for example piano lessons or dance lessons pushing them to be the best they may not realize that the child is emotionally and physically drained but not wanting to disappoint the child carries on.The child may feel left out in the fact that their friends are out enjoying life and having fun and they are missing out on heir childhood. The child may not be as intelligent as their parents and finding it hard or stressful that they are struggling with work because they don't want to fail their parents. A child with less educated parents may be struggling with school work or home work as their parents can't help them with studying they may also not care about the child's education because they may not have been brought up to care by their parents.C. Lone parent. A single working parent has less time for their child especially if they are siblings it ill be hard for them to give equal time to all children. This may affect the child's behavior as they may see this as an opportunity to take advantage of the situation they may bunk off school or start hanging around with the wrong crowd or Cumming in late. Emotionally this may leave them feeling left out and doing bad things such as thieving thinking this is the only way they can get your attention.They could start to fall behind at school because their parents aren't involved enough and not giving them the encouragement they need. The child may have also had to grow up quicker asking their own tea maybe dropping off and picking up siblings why the parent is at work meaning they don't have a social life because their caring for their brothers or sisters. The positive side to a working parent is that the child's education may be better like being in a private school, also the child more than likely doesn't go with out when it comes to new things for example clothes, laptop etc.A single parent on benefits may have all the time in the world for their children, giving the child less opportunity to bunk off school or fall behind with work but the child may be less ordinate when it comes to clothes and gadgets which may lead to the child being bullied and not fitting in socially with their peers this may lead to the child falling behind on work as they can't concentrate feeling like they don't want to be in school where these bullies are. B) Health A. Over weight.A child over weight through genetics not self-inflicted may struggle with day to day tasks such as struggling to get there selves dressed or even the simple task of going up and down stairs or doing pee at school. This may affect them emotio nally because asks are more difficult to do leaving them to feel self-conscious and upset, this may cause bullying affecting their social life as they may find it hard to go swimming or bike riding leaving them with not many friends. Their behavior may be that they are very quiet and sit away from everyone or they may act out and become the bully so they don't get picked on.Their parents may be supportive or they could be pushy towards the child to lose weight making the child feel like they have no one to turn to. B. Young career. A child looking after a parent may look strong on the outside but may feel very tired ND fragile on the inside struggling to cope but putting the brave face on as they love their parent and feels this is their duty. Their education may be falling behind as they are missing days off school or struggling to focus maybe falling asleep in class.Emotionally they maybe blank on the outside and not letting anyone in , but inside all they want is a brake to be a child with friends, socially they probably don't have many friends due to the fact that their missing school and when they are at home they can't go out because their caring for their parent. They may get bullied because they not play out with the other children and they pick up on the fact that the child is different to them affecting the child's behavior they may act out in frustration to release stress or Just shut themselves off from others.C. A child with disability. A child with a physical disability such as not being able to move will have all the emotion and intellect on how they feel and think but won't be able to show them physically. They will more than likely be at a special need school which will have group activities and learning methods tailored to their needs but they can't do every says task such as getting dressed or feeding themselves. This will be emotionally frustrating for the child knowing what they want to do in their head but can't act it out physically.Soci ally they may have special groups they can go to but they won't be able to go out and do every day things like other children. This may leave them to act out by shouting and showing their angry through facial expressions. A child with a mental disability might not understand how to behave if their withdrawn and don't communicate with family or friends. Or they act out with anger shouting and being hysterical towards others. Intellectually they may struggle to learn anything as they don't have the ability or find it hard to remember or focus.They will also more than likely go to a special need school which they will have learning tailored to their needs; they will be able to move around and play but may not understand the concept of games and group activities. Socially they may find it hard to play or communicate with others leaving it hard to have many friends. C) Environment. A. Deprived. A deprived area may have fewer amenities such as Just a corner shop. They may not have anythin g for children to burn some physical energy off for example a park, library or swimming facilities.This will affect the social behavior in this area such as vandalism, graffiti and theft. In deprived areas you may find that are different ethnic and religious families which may mean feuds or language barriers. Not having a library or other amenities may affect their intellect as they don't have the tools there to help them learn. B. Peer. As a child straight away you find that they make friends and become a group or gang hose friends can be from school or their estate they live on it can also depend on the ethnic origin or religion.Being with certain friends may lead the child to truant or drink and take drugs or it may come from their parents if they have friends round all the time drinking etc. Depending on your family or friends you may fall behind in work if they aren't committed to the work or committed to helping you with the study. C. Community. If a community doesn't have the right amenities for example a corner shop they may struggle to get groceries and bits if they can't afford to travel far, which may affect heir health or diet.Also if the community don't have a library with the computers or community centre the community would suffer because they wouldn't have the help to study and better their selves for a Job not many families have internet so these are a great help also this could affect their behavior and their intellect as they have nowhere to go to study or to take themselves away from gang culture etc. Not having a park or a swimming baths may affect their social behavior as there is nowhere for the children to go to hang out and play.

Irans Nuclear Program Essays

Irans Nuclear Program Essays Irans Nuclear Program Essay Irans Nuclear Program Essay Iran Nuclear Program and OIC -Background of Iran Nuclear Program; how could such program come to the existence? What has motived Iranian government to do so? -What is Iran Nuclear Program and its importances? ; To what extent does the program affect the international stage? Threatened? -What actors involved in the program? (Iran, I-IN, the U. S. , Israel, OIC) -What is the role of OIC in supporting the program? -Current status Introduction (Background knowledge of Irans Nuclear Program) ***info brief historical details before 1950s) The Iranian nuclear program is a contentious and losely monitored issue in international politics. kkkhe US, Israel and their European allies have accused Iran of pursuing a nuclear weapons program. Iran says its nuclear program is totally peaceful and within the framework of the Nuclear Non-proliferation Treaty (NPT) to which it is a signatory. Tehran officially launched it first nuclear power plant in the southern city of Bushehr last month by loading f uel into the core of the facilitys reactor. The US has admitted that the plant is completely used for peaceful purposes. Ata al-Manan, who met Irans permanent representative to OIC Hamid-Reza Dehqani n Tuesday, also thanked Iran for its humanitarian aid supplies to flood-hit people of Pakistan. At least 1,760 people died and 21 million were affected by the recent flooding, which submerged nearly one-fifth of Pakistan. The United Nations says millions of people have been left without food, water, shelter and other basic necessities in Pakistan as a result of the floods. he US, Israel and their European allies have accused Iran of pursuing a nuclear weapons program. and other basic necessities in Pakistan as a result of the floods.

The Motives of Jeffrey Dahmer essays

The Motives of Jeffrey Dahmer essays Its a beautiful day. The sun is out and the birds are chirping. Breakfast is ready and the kids are actually cooperating with their morning rituals preparing for school. You sit down at the kitchen table with a steaming cup of coffee, breathing in serenity, as you begin to indulge yourself into the morning paper. And thats when it happens. HOUSE OF HORRORS UNCOVERED WITH THE ARREST OF LOCAL CANNIBAL KILLER, is what the headline read. To the cynics, this would not create much concern. But, for most of us in the summer of 1991, the horrors that were uncovered in apartment 213 on Milwaukees North 25th St. sent shockwaves through the country. Jeffrey Dahmer commanded the attention of all America, creating a buzz about the term cannibal and resparking debates about the phenomenon of the serial killer. When the carnage was over the body count had risen to 17. All of Dahmers victims were minority men. Typically Dahmer would go to a gay bar, seduce a chosen man, and bring him ba ck to his apartment. He often lured them to his place by offering them money to take nude photos of them. Once they were in his apartment they would drink and have sex. At some point Dahmer would mix up a drink with powdered Halcion and give it to the victim. The Halcion immediately made the victim pass out. Once the victim was unconscious he would continue to have sex with them. His next step was to kill them by strangulation. When the victim was deceased Dahmer would then have sex with them again before the process of dismemberment began. Dahmer chopped up his victims. Some of the body parts were eaten by Dahmer and saved in the freezer. The other parts of the body ended up in a barrel of acid Dahmer had concocted to disintegrate the cadavers. What kind of a human being does this? If we could find what motivates one to commit such atrocities, wouldnt w ...

Navajo Nation Water Crisis - Propose a legislation change Essay

Navajo Nation Water Crisis - Propose a legislation change - Essay Example Speaker, Lawrence T. Morgan of the 21st Navajo Nation Council seeks to focus the attention of the Council on the need to enact a new piece of legislation to remedy a long-time anomaly in the Navajo area, i.e. convenient access to safe and affordable drinking water. The Navajo Nation is a semi-autonomous region of Native Americans and is spread in the northeastern Arizona, southeastern Utah and northwestern New Mexico, covering just 26,000 square miles of territory. Its unique position of being the largest Native American jurisdiction in the USA, gives it a heightened importance both as a semi-autonomous region and a culturally distinct entity. Thus in the eyes of the external world, it’s a very important civilization with a dynamic cultural dimension. Human existence and survival has been facilitated much more by the presence of water and this need is just second only to the air that humans breathe. Through centuries of human settlement expansion, the available amount of pure drinking water has been depleted and right now sources of such natural drinking water have naturally shrunk to a few spread over a large expanse of the territory. The Navajo Nation is not immune to this creeping problem either. Right now many people in the Nation have to travel considerable distances to fetch drinking water (DeZuane, 1996). Apart from the hazards involved there are such negative factors as costs, inconvenience and loss of time to be taken into account. The relative scarcity of drinking water in the region is a well known problem and so far little or no attention has been paid to possible remedial measures that can be adopted to solve the problem. Before it happens to assume crisis proportions, the Navajo Nation Council ought to actively promote a legislative remedy to bring about a solution. However such a legislative process intended to remedy an existing anomaly or shortcoming of this magnitude requires thorough pre-planning and a rational program of action. As the

Principles of Employment Relations in Australia Essay

Principles of Employment Relations in Australia - Essay Example Over the past about twenty years, many nations have experienced a wide spread change and as such, the current theories are not a clear conceptual lens of understanding these changes. Australia has also experienced these changes since 1983. Industrial relations researchers have been doing a wonderful job in this sector, making critical observation like the transformation that has been experienced over the past 20 years or so. The theories of the Industrial relations are connected to the real world as they attempt to find logic from the natural human social behaviour and help to comprehend the consistent human real life activities (Allan et al 2008). Each human activity is identified in terms of theory, social context, experience and practice. Theories are perceived differently in the real life situation implying that these could be very different circumstances for instance the work of a shop Stewart and a human resource manager. Basically there are five main theories of industrial relations that have been explained by Industrial relations researchers (Allan et al 2008). These theories include Unitary, Conflict, Systems, and social action. Under this theory, an organization or a firm is v... The organizations management team and the workforce work together to meet the same goals and mutual respect and cooperation are emphasized here (Allan et al 2008). The main feature of this theory is the common purpose that the management and staff work to meet and the mutual cooperation that is emphasised in meeting these objectives. The stronghold of this theory is the fact that the trade union can be rendered useless as the organization has already established loyalty between workers and itself and this relationship is mutually exclusive. The whole industry is visualised as one and not as two sides where any conflict is treated as a disruptive and a consequence of agitators, poor communication and interpersonal problems. The organization is integrated in one harmonious firm and each worker identifies with the common organizational goal. There is not conflict of interest as the owners of capital are partners for effective production, good salaries and wages and good profits as well (Alexander et al 2008) Such kinds of operations have weaknesses in that, the workforce cannot challenge the managers' decision and trade unions are perceived as intruders to the existing unity and organizational structure. The existing trade unions become competitors to the workers loyalty. Unitary theory does not appreciate conflict as this is perceived as interpersonal friction, incitation, failure to understand communality and faulty communication (Allan et al 2008). Neo unitarism is a variant of the unitary theory (unitarism); this theory gets the workers to provide better production by human resource management tactics. Conflict Theory Many scholars believe that the theory of conflict bases its roots on the beliefs of Karl Marx and his Marxism theory. This theory