Thursday, October 31, 2019
RESPOND Article Example | Topics and Well Written Essays - 250 words
RESPOND - Article Example Online students should not be underprivileged in terms of social learning since they are not able to attend campus. Their access must not just be access to content; instead it should imply access to a rich learning environment that offers a chance for connectedness and interaction (Daniel Palacios-Marquà ©s, 2012). Additionally, numerous office workers are more familiar with different virtual communication tools accessible from instant messaging to e-mail to social networks. However, as training courses also move online, they incline to the loose majority of the cooperative constituents that has resulted in these new technologies to be operational in other fields. The biggest task as seen by the instructors is keeping members engaged. To make operational online participation, instructors should apply four approaches that address the proper use of technology to carry out online instructor-directed learning, participant engagement, enabling of fruitful brainstorming gatherings and team collaboration, and session design so as to achieve good results (Young, 2009). Furthermore, Asynchronous learning is a learner-centered teaching technique that applies online learning means to enable information distribution outside the constrictions of place and time amongst a network of individuals. It highlights the significance of peer-to-peer interactions. Resources of online learning that back up asynchronous learning comprise of blogs, wikis, email, online discussion boards, among others. Additionally, course management systems have been formed to back up interaction online, allowing students to organize discussions, reply to and post messages, among others (Jane E. Brindley,
Tuesday, October 29, 2019
Company Law Essay Example | Topics and Well Written Essays - 2000 words - 4
Company Law - Essay Example Act 1985 codified this criteria by dictating that directors owe a duty of care to act in the best interests of both the members and the employees of the company.3 In the context of the problem company, Backup was persuaded to advance a loan to EL by Connie and Darshani, two of EL’s directors who also happen to be on the board of directors of the parent company ISL. There is clearly a question of a conflict of interest in that Connie and Darshani have the interests of the parent company and two subsidiaries, which may be competing interests. Moreover, in assessing the duty of care owed by Connie and Darshani and the remaining directors of Backup, the standard of care is relevant. That standard is the measured by reference to the reasonable skill and care that is generally expected of a business man possessing the relevant skills and training.4 The directors of Backup appeared to have reservations about the utility of the loan after hearing of EL’s impending financial problems from Connie and Darshani. Even so, they went against their own business instincts and acted for what appeared to be the best interest of the parent company and each of its subsidiaries. Although Connie and Darshani may have been confronting a conflict of interest, their position as directors of the parent company, a shareholder in EL, a subsidiary provides a means by which they may escape liability. In Re Southard &Co Ltd T where Templeton LJ said that: â€Å"A parent company may spawn a number of subsidiary companies, all controlled directly or indirectly by shareholders of the parent company. If one of the subsidiary companies, to change the metaphor, turns out to be the runt of the litter and declines into insolvency to the dismay of its creditors, the parent company and other subsidiary companies prosper to the joy of the shareholders without any liability for the debts of the insolvent subsidiary.†5 Drawing on the reasoning by Templeton, LJ in Re Southard &Co Ltd T Connie and
Sunday, October 27, 2019
Asian Tourism Comparison And Effect On Economic Growth Tourism Essay
Asian Tourism Comparison And Effect On Economic Growth Tourism Essay Tourism is one of key industry in the development of some countries in Asia. Malaysia, itself depend on tourism in its nation growth. In Asia, country like Malaysia has benefited a lot from the development of its tourism industry. The developments of tourism in Asia are differing amongst countries. Natural disaster such as air pollution, floods and earthquake will bring an effect on the tourism industry in Asia. There has been previous research regarding to tourism which study the relationship between natural disaster and tourism. In the year of 2010, hazardous flooding in Pakistan has influence its economy growth. Decision-making by tourists on travel plan is influenced by economic, technological, international or political, sociocultural and environmental factors including those directly related to environmental and natural hazards ( Mathieson and Wall, 1993). According to Sinclair and Stabler (1997), the range of goods and services encompassing tourism include natural resources and especially the non-price feature and the positive benefits derived from attractive environment and the negative effect of pollution. Sinclair and Stabler noted that the perceived cost of travel increases by the realization of natural disaster has effect tourism at all. The research by Campos, (1999) stated that there was relationship between tropical cyclone (natural disaster) and the income of hotels (tourism industry), meanwhile Chang (1983) found that hurricane and other natural disaster can decreases revenues to a municipality through reduce tourism revenues, although the increases assistant by Federal Government to the effect area. Comparison and effect of tourism in Asia on the development of economy can be discussed specifically by making comparison between the chosen countries. The countries included on the list of this study were Malaysia, Singapore, Brunei, Philippines, Indonesia,Thailand, Vietnam, Laos and Cambondia. 1.3.1 Malaysia The research by Mohd Hafiz Hanafiah and Mohd Fauzi Mohd Harun in June 2010 regarding to tourism in Malaysia show that tourism in Malaysia is the third largest industry after oil and automobiles. Malaysian economy will increase due to the increase in tourism sector. Number of tourists visits Malaysia is a major factor which influences the Malaysian economy alone. During Asian Financial Crisis 1997, number of tourists declined and reached a new record after the economic stalemate. There was another research which shows how tourists influence the growth of tourism in some countries. According to Song and Witt (2000), they described tourist products as the amount of tourism demand that the consumers are willing to acquire during a specific period of time and under certain conditions which controlled by the explanatory factors used in the demand equation. Smeral (1988) and Syriopoulos and Sinclair (1993) empirically examined the relationships between the variables underlying the determinants of tourism demand. Lim (1997), Song and Witt (2000) and Song et al. (2003), used econometrics forecasting model to which forecasts changed as a result of changes in the variables that act as economic drivers of tourism. Loeb (1982), Nordstrom (1996), Uysal and Crompton (1982) have used the demand function approach to identify the quantitative relationships of tourism demand. Jorgensen (1996) and Muller (1999) have focus on the statistical properties of an important time serie s, namely on the international tourist demand. 1.3.2 Singapore In Singapore the research analysis on tourism was done by Xianming Meng, Mahinda Siriwardana, Brian Dollery and Stuart Mounter in June 2010 on the impact of the World Financial crisis in 2008 by using CGE analysis. They found that tourism industry is one of the important sectors in Singapore that contribute to the increase in the country economy development. Singapore tourism was greatly effect during the World Financial Crisis in 2008. It shows on Singapore Tourism Board (2009), tourism declined 13.5% in the first half of 2009 compared with the first half of 2008. Blake and Sinclair (2003) used a 98-sector CGE model of the US economy to estimate the impact of 911-event in the absence of any offsetting policy response which is when the fall in the tourism expenditures reduces GDP and it will worsen the government budget and under different policy responses. Blake et al. (2003) use CGE model to analyse the impact of Foot and Mouth decease (FMD) on tourism and the UK economy. From the model it can be consider that there is a fall on the real GDP, declining in exports, increase in BOP deficit and falls in government revenue. 1.3.3 Brunei The research by Kwabena A. Anaman and Chee N. Looi in September 2000 was on Economic impact of haze-related air pollution on the tourism industry in Brunei Darussalam.They found that haze-related air pollution is a major problem why Brunei has a problem on increasing their number of visitors comes to their country. The causes of this problem in Brunei tourism is because of the pollution that happen and country losses about one million to the tourism industry. The pollution and human health effects tourists to visit Brunei and this will decreased the benefits of Brunei economy. 1.3.4 Philippines In Philippines, study by (October 2000) by P.L. Cadiz and H.P. Calumpong (2000) on the revenues gained from tourism show that Philippines has a potential to increase in the tourism industry especially in Apo Island. According to White and Dobias 1990, the overall cost and benefits of tourism development options showed from a particularly of who is incurring the cost and who is benefiting. They also agree that tourist will visits Philippines because of the beautiful beaches and marine parks. From study of White 1996, the entire island coral reef was declared a marine reserve and a small portion a fish sanctuary in 1986 and this boost the economy growth. 1.3.5 Indonesia Local Economic Impacts of Dragon tourism in Indonesia (2000) by Matthew J. Walpole and Harold J. Goodwin (2000) in their study of Local Economic Impacts of Dragon tourism found that tourism in Indonesia is an important industry to increase Indonesia economy so they can compete with other country. The number of tourists visit Indonesia will be show from the environment of this country. According to Goodwin, Kent, parker and Walpole 1997 and1998, many international tourism emerged rather than industrialize countries. Brohman 1996, believe that tourism industry are increasingly being promoted in rural areas as a means to combat the historic trends of dependency and inequality. From Boo 1992 perspective, ecotourism is increasingly held to embody both sustainable development ideals and conservation. 1.3.6 Thailand The study by Aswin Sangpikul and Ardash Batra (2007) on perpective of Thai Youths regarding to ecotourim found that Thai youths had a general knowledge and experience on ecotourism industry. The study is to decide their knowledge and attitude towards ecotourism as well as to survey their travel experiences relating to ecotourism. From the statement of Walailak University, 1997, they believe that people are regarded as one of the key factors for the success of ecotourism development. The study shows that Thai youths still have a limited knowledge on ecotourism but they understood the meaning of ecotourism. Thai youths also have a problem to know on how ecotourism can effect on Thailand tourism. Besides, youths on Thailand like to visit places that are maintained and preserved beauty and pureness.From the previous study of Tonekaew, 1998 and Kunarucks, 2000, two concerned parties have been identified to provide more knowledge and promote ecotourism among Thai youths, namely educati onal institutes and government agencies. 1.3.7 Vietnam Professor Malcolm cooper (1998) makes a research about the roles of IT in the development of tourism. He found that IT playing important roles in developing a national tourism industry based on the sustainable development model. Vietnam is located in both a tropical and a temperate zone. This is because it is a fastest way to inform others about the tourism industry in Vietnam. The study is to compare the information provided by current systems, and managing development while preserving the value of the cultural and physical environment. Besides, Vietnam contributes on the increase in the countrys GDP. Good environment quality leads country to have more tourists visiting Vietnam. 1.3.8 Laos Steven Schipani (2006) study how tourism benefitted Upland Rubber Cultivation in Laos. In the study, he found that Laos tourism will reach a million of tourists arrive over a year. The study of Laoss tourism estimated that visitors are interested in the countrys natural and cultural attractions. The study of Laos industry is to examine the ecotourism as an alternative to Upland Rubber cultivation in the Nam Ha National protected Area, Luang Namtha. Ecotourism in Luang Namtha generate financial benefits for local people, providing small group for cultural exchange, minimising adverse cultural and environmental impacts and generating public funds for environmental and cultural protection. Ecotourism activities and rubber plantations can both be conducted independently. 1.3.9 Cambodia Kathryn Conway (2008) whom make a research of ecotourism, poverty, and conservation in Prek Toal found that ecotourism revenues can be analyzed using poor subsistence fishing village on Cambodias Tonle sap lake, the conservation organization Osmose to finance poverty intervention programs and promote conservation in a threatened ecosystem. This study is to examine the local perceptions of tourism. According to Valene Smith, shes defines tourism as a temporary and voluntary travel to a place away from home for the purpose of experiencing a change. In Cambodia tourism, the level of general awareness of tourists activities is low in the community wide. Besides there is a limitation on the perceptions of any negative impacts associated with tourism. 1.4 Method and Analysis used by Researcher in The Past Method and the way analysis which has been used by previous researcher are vital in this research and therefore it will bring great advantages in this research especially in chapter 3 which will be discussed later. Mohd Hafiz Hanafiah and Mohd Fauzi Mohd Harun (June 2010) study on Malaysia tourism use Gravity model and economic data to analyse the tourism demand in Malaysia. Xianming Meng, Mahinda Siriwardana, Brian Dollery and Stuart Mounter ( June 2010) study on Singapore tourism use CGE models, data and parameters to estimate the negative effects of the 2008 world Finacial Crisis. Kwabena A. Anaman and Chee N. Looi (Septemver 2000) using OLS regression Model and Linear and log-linear on the visitor and tourist..P.L. Cadiz and H.P. Calumpong (October 2000) study on Philippines tourism used questionnaire to determine the number of tourists visiting Apo Island every month other than monitor the number of visitors diving and snorkelling outside and inside the marine sanctuary. Meanwhile, Matthew J. Walpole and Harold J. Goodwin (2000) study on Indonesia tourism used macroeconomics techniques ,questionnaire and ANOVA test to examine the magnitude and distribution of tourism employment and revenue generation in communities in an Indonesian Park.Aswin Sangpikul and Ardash Batra (2007) study on Thailand tourism used questionnaire and ANOVA test to decide their knowledge and attitude towards ecotourism as well as to survey their travel experiences relating to ecotourism.. Professor Malcolm cooper (1998) study on Vietnam tourism, Steven Schipani (2006) study on Laos tourism use data management and forecasting method. Kathryn Conway (2008) study on Cambodia tourism used fieldwork timeline, translator / assistant, sampling, consent process, data collection and data management to examine the local perceptions of tourism. 1.5 Conclusion As every of us knew tourism play a big role in the development of economy in some countries. Issue such as natural disaster certainly degrades the growth of tourism in the country and of course economy as well. In this research, the event of how the situation of tourism in some countries in Asia will be used in completing this research successfully. Besides, the method and analysis used by previous researcher will give a big help in this research as it will help the researcher in the formation of questionnaire and other relevant analysis. And this will include how tourist had a strong relationship in the development of tourism economy.
Friday, October 25, 2019
A Comparison of Runes and Magic in Beowulf and in Anglo-Saxon England :: comparison compare contrast essays
Runes and Magic in Beowulf and in Anglo-Saxon England      In the Old English poem Beowulf we see the mention of runes, which were used with connotations of magic or charms. Examining evidence from historic times, we find that early Englishmen were fully conversant with the Germanic runic alphabet and that runes did have special connotations.  In Beowulf the hero is in deadly combat with Grendel’s mother in the mere. He is at the point of being killed by the monster when suddenly God shows to him the presence of a special sword nearby on the wall. Beowulf seizes the giant weapon and kills the monster. Then:                                                             that sword had begun to melt                    in battle-bloody icicles; that it melted away                   was as much a marvel as ice itself                               when the Father unwinds the bonds of frost,                    loosens the freezing chains of water,                       Who keeps the power of times and seasons;               He is the true God. . . . Already the sword                   had melted away, its blade had burned up;           too hot the blood of the poisonous spirit              who had died within. . . . the wave-sword burned up,     quenched in that blood. . . . then the strange gold hilt           was placed in the hand of the gray-bearded king,         wise war-leader old work of giants;                   after the fall of devils it came into the hands               of the lord of the Dane-men, from magic smithies;                 once the fierce spirit, long God’s opponent,              guilty creature, and his murderous mother        had quitted this world, it came to the power                of the best overlord between the two seas,              of all world-rulers in Scandanavia             who gave good treasures. Hrothgar spoke,                      examined the hilt, great treasure of old.                There was engraved the origin of past strife, when the flood drowned, the pouring ocean killed           the race of giants. . . . On its bright gold facings          there were also runes set down in order,                    engraved, inlaid, which told for whom                the sword was first worked, its hair-keen edges,                  twisted gold scrolled in the hilt,                    the woven snake-blade(1605ff).  Chickering in his â€Å"Commentary†would have us believe that the melting sword is a reference to patristic theology, to St.
Thursday, October 24, 2019
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 person’s 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 Froebel’s 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 children’s 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 children’s 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 child’s 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.
Wednesday, October 23, 2019
The Major Issues and Conflicts on Bilingual Education
Bilingual education was first initiated in 1968. It was a new means to educate the children who spoke a minority language. thirty-one years later the same problems exist for those children who speak a language other then English. The experiment of Bilingual education has been a failure and now it†s time to move on. The first English only initiatives were brought forth in 1981 by newly elected president Reagan. Since then the conflict over Bilingual education has drove on. Currently twenty-three states have â€Å"English Only†laws with 4 states having laws that are pending. The issue of bilingual education and the conflict that surrounds it is primarily focused between whites and Hispanics, although since the mid 70†³s it†s also been involved with the Chinese and Mung cultures. Bilingual education has failed however, currently the movement is towards and English only educational system. The simple fact of the matter is that people who speak a language in this country will never get ahead. We†ve tested the ignorant notion that you could get by without speaking English; or speaking English very minimally, but that†s promoting and even more ignorant idea which is that you don†t need speak English fluently to succeed in America. In 1968 we didn†t know that Bilingual Education wouldn†t work, however, it†s time to move on and do the right thing and switch to English Only. Lyndon Johnson was president, we had the futile dream of world peace, at the same time we were â€Å"Bombing the North Vietnamese into the stone-age†. In the final year of LBJ†s presidency sever new education initives were taken as part of the last step in his â€Å"Great Society†programs. One of these new initives was Bilingual education. At the time it was supported by the Liberal whites in this country, for the most part the conservative Hispanic sect was opposed to such measures. The idea at the time was, kids would learn in their native language and simply pick up English gradually. Those ideas were radicalized in the 1970†³s however, the premise moved away from gradual learning of English; to English wasn†t really necessary. In 1981 Bilingual education came under assault from newly elected president Reagan proposed moving to the English Only system. The idea wasn†t viewed as Anti-Hispanic at the time, or as some kind of racist proposal. Reagan was adored by a majority of the Hispanic community, drawing unprecedented support among Latino voters. The issue of bigotry wasn†t brought forth until the Democrats were sent packing in Gingerich revolution of 1994. In 1999 the debate rages on another 4-5 states are preparing for an â€Å"English Only†law to go on the 2000 Election ballots. The assault on Bilingual Education will continue on. There have been several attempts to put an â€Å"English Only†amendment in to the constitution, all have failed. However, as public support for English only hits record highs an amendment maybe inevitable. The latest of the states to abolish Bilingual education was the state of California; not exactly a conservative state by any means. The controversial Prop 227 was passed by a significantly wide margin 61% to 39%. Prop. 227 was headed by Millionaire computer executive Ron Unz himself the son of immigrant parents. During the battle to pass Prop 227 Unz was called everything from a sell out to a White supremacist. The surrounding Bilingual education is now fueled by a Hispanic minority that refuse to adapt to American culture. They refuse to see the facts, Americans who do not speak English fluently have a poverty rate nearly 25% higher then Americans who speak fluent English. Their arguments are unsubstanciated, English only laws are not racist in nature. They†re attempting to create better equality a theory that you simply cannot call racist. By making children of parents who speak a minority language speak English, the people who are really benefiting are the children. By allowing children to think it†s perfectly ok to use their native languages in our society is promoting ignorance and poverty. American is run in English, twenty-four states publish all their information in nothing but English. To say that speaking another language and knowing very little English will get you anywhere in this country is stupid. Diversity is wonderful, however, it belongs in homes and not in our schools. American culture is speaking English and only English. America was formed on certain principals lad out with certain fundamental underlying assumptions, it always wasn†t possible for everyone to speak English, but the concept was that this is America and we speak English here. There are basically five arguments coming from opponents of English only education. They say it ignores our countries civil rights tradition; it fails to promote the integration of minority citizens into the American mainstream; it neglects the need for American merchants to be able to communicate with foreign markets; it restricts the ability of the Government to be able to reach all its citizens; as well as it raises constitutional concerns. The main supporters economically of Bilingual Education are the educators. The NEA and various other education groups spent nearly twice as much money trying to defeat Prop 227 in California then the groups supporting the initive spent. Why would they do this? It†s simple, MONEY, Bilingual education creates jobs for teachers and valued funding, no matter how right something is, teachers simply don†t turn against teachers. The thousands of positions bilingual education has created are now being eliminated. The only way they can preserve these jobs is by claiming that English only legislation is racially motivated and instills hostility towards minority groups who use another language other then English. I†m firmly in favor of English only. First, Bilingual education does not ignore our countries civil rights tradition. It†s simply stating that if you want to be ignorant, live in poverty, collect welfare and detract from society, that†s fine but you will do it on our terms. To say America also has a civil rights tradition is also questionable. Is this not the country where slavery was permitted for 300 years, where women couldn†t vote, and where abortions are readily available. People†s civil rights are being infringed on all the time, from a black slave to an unborn baby, there is no tradition of great civil rights in America. The second argument, it fails to provide integration of minority citizens into the mainstream is ridiculous. What†s more mainstream American a new Chinese immigrant speaking Chinese or one speaking English? The notion that allowing someone to speak a native language, is bringing them in to the mainstream is insane. Third, it doesn†t neglect the American Government from reaching it†s citizens. This is AMERICA we†re associated with English, we speak English, Thomas Jefferson wrote the Declaration of Independence in English, our laws are passed in English. Maybe if you can†t speak our language you don†t belong in our country. It†s also not the Government†s duty to reach out to the citizens, people are suppose to be self reliant, we don†t want the Government to reach into our lives. That†s why we had that little revolution against King George. If you really need the Government†s assistance you should reach out to them, something that would be pretty hard if you don†t speak English. Fourth, it does not neglect the ability of merchants to interact with foreign markets. We were dealing with foreigners a long time before Bilingual education and we will be doing so a long time after it†s elimination. Translators! Now that†s a noble idea, more practical then allowing 300 languages to exist. It†s also cheaper. Finally, our Constitution is written in English and since 1908 printed exclusively in English by the United States Government. Teddy Roosevelt said in 1908 that â€Å"To print the American Constitution in any other language but English, would be like spitting in the face of our forefathers†. The Untied States Supreme Court has also ruled numerous times that English only laws do not violate the 1st amendment of our Constitution. I personally believe that in our nation there needs to be a main language, not 3 or 4 or 1200. George Washington wasn†t giving orders at Valley Forge in Russian he was speaking English. Abe Lincoln didn†t give the Gettysburgh Address in Portuguese. It†s not to much to ask for every American citizen to be able to speak English fluently. No one is forced to live here, and if you refuse to adapt you probably shouldn†t be living here. If you want to speak German by all means go ahead and do so, but do it back in Germany. While you†re in America however, we speak English, and if you don†t know it you†re in trouble. The conflict is over rated. It†s not a matter of racism or of any other kind of hatred. It†s a simple matter of principle. American†s speak English it†s not to much to ask.
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