Computer Use in Early Childhood Education Essay Example for Free

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

Racism in Huck Finn Essay -- Racist Literature Huckleberry Finn Mark T

Racism in Huck Finn Kids are often exposed to books long before they are ready for them or exposed to them in a manner that seems almost calculated to evaporate whatever enthusiasm the student may bring to them. Very few youngsters of high school age are ready for The Adventures of Huckleberry Finn. Leaving aside its subtle depiction of racial attitudes and its complex view of American society, the book is written in a language that will seem baroque, obscure and antiquated to many young people today. The vastly sunnier Tom Sawyer is a book for kids, but The Adventures for Huckleberry Finn most emphatically is not. (Baker 114) The Adventures of Huckleberry Finn has been considered one of Mark Twain's best works. Huckleberry Finn, Jim and Tom Sawyer are the main characters in the book. The book is a story about Huck Finn who is the son of a harsh drunkard. Huck decides to run away to Jackson's Island in the middle of the Mississippi River. He finds Miss Watson's slave, Jim, while on the island. They decide to head to the free states, but along the way, they run into many problems including getting into a feud between the Grangerfords and Sheperdsons and meeting two thieves. After overcoming a lot of troubles, Huck goes to the Phelps' who just happen to be relation to Tom Sawyer and are expecting Tom. Huck acts as if he is Tom for a long while. Finally, word comes that Jim is free because Miss Watson freed him before she died. As the story ends, Huckleberry decides once again that he will head up north and leaves without telling a single soul. The Adventures of Huckleberry Finn is a racist book. Probably the most discussed aspect of the book is how it addresses the issue of race. Many critics agree that the book’s presentation of the issue is complex or, some say, uneven. No clear-cut stance on race and racism emerges, yet the book uses racist language, was accepted in the time period in which it was written, and may have a negative effect on students who read the book.   Ã‚  Ã‚  Ã‚  Ã‚  In order to understand this argument, it is important to look at the background of this problem. Despite the fact that Huck comes to respect Jim as a human being, he still reveals his prejudice towards black people. Dianne Telgen, a contemporary Latina writer, tells us that Huck’s astonishment at Jim’s deep feelings for his family is accompanied by the statement â€Å"I do beli... ...ckleberry Finn. London: Unwin Hyman, 1987. Fisher, John. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Gilliam, Dorothy. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Henry, Peaches. â€Å"The Struggle for Tolerance: Race and Censorship in Huckleberry Finn.† A Case Study in Critical Controversy: Adventures of Huckleberry Finn. Ed. Gerald Graff and James Phelan. New York: Bedford Books, 1995. 359-382. Robbins, Fred. Personal interview. 11 October 2000. Serafin, Steven R. ed. â€Å"Samuel Clemens.† Encyclopedia of American Literature. New York: Continuum Publishing Company, 1999. Shockley, W.B. and A.R. Jenson. Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998. Telgen, Dianne, ed. Novels for Students. Volume 1. New York: Gale Research, 1997. Twain, Mark. The Adventures of Huckleberry Finn. New York: Amsco School Publications, Inc., 1972 Wallace, John. â€Å"Huckleberry Finn Is Racist Trash.† Readings On The Adventures of Huckleberry Finn. Katie de Koster, ed. Greenhaven Press: San Diego, 1998.

A Right to Bear Arms: Living the Second Amendment

Linda Hasselstrom vehemently defends her choice of means to protect herself in her essay, â€Å"A Peaceful Woman Explains Why She Carries a Gun†.The topic of gun control provides for a heated debate between those that believe guns are dangerous and unnecessary and those who rely both on the protection of the gun and the right to its possession.Rather than waxing philosophic on her rights under the Second Amendment, she describes years of feeling powerless and finding that the conventional and more passive methods of self-defense are simply ineffective. Hasselstrom makes a convincing case for her choice to carry a gun.The most persuasive aspect of the essay is the way that Hasselstrom leads the reader to the obvious conclusion that gun possession was her only option. She describes, on page 371, the advice given to women to avoid certain situations.While she complies, she is irritated at the idea that the precautions only apply to females, and that females must fear men. Next, s he describes incidents in which she felt helpless because more physically powerful men were immune to polite requests and common decency. Instead of going directly to the gun, she spent time learning martial arts and self-defense, only to realize that the sheer size difference was too great a disadvantage.Her most convincing argument is the story of the woman who called for help for a flat tire only to be raped and beaten. Hasselstrom’s implication is that if the woman had a gun in her possession, it never would have happened.In conclusion, Hasselstrom does not suggest that every woman carry a gun, nor does she recommend using that gun to threaten anyone unnecessarily. Rather, she keeps the gun for protection and only reveals it in order to protect herself.Not only is â€Å"A Peaceful Woman†¦Ã¢â‚¬  a convincing argument for gun possession, but it is also a tribute to the lasting nature of the Second Amendment.

Planning Functions of Management - 1530 Words

Planning Functions of Management â€Å"Planning is concerned with the future impact of today s decisions. It is the fundamental function of management from which the other four functions stem† (Erven, 1999). Considering planning is the first of the four functions of management, one can appreciate the importance and impact it has on the other functions. Production cannot begin and staff cannot be mobilized unless the planning phase has been completed. Factors however, do exist which affect the planning phase and if not considered can set the organization on a detrimental course. This paper will examine to what degree different management planning functions impact the Tyco Corporation as well as factors that influence the planning phase.†¦show more content†¦While corporate responsibility can be negative if presented in the wrong context, corporate responsibility can also be a positive influence on the planning phase. If Tyco has been synonymous for honesty, integrity and responsibility one will find it likely those in charge may have taken a more productive path. Once respect for corporate responsibility is lost, one will find it difficult to reestablish it. One additional step t o establishing the value of corporate responsibility at Tyco was to â€Å"remove Kozlowski, Swartz, Belnick and other members of its board of directors, and replace them with outside professionals, Edward Breen, David Fitzpatrick, and William Lytton (Einstein Industries, 2008). Understandably, corporate responsibility carries with it a level of implied social responsibility. To promote a management plan that is legal, ethical and corporately responsible, the organization must consider how society in general will be affected. Social Responsibility â€Å"A former Tyco International Ltd. executive agreed to pay $450,000 to settle financial reporting and record-keeping charges connected to a fraud case in which Tyco overstated income by more than $500 million† (Reuters, 2006). Instances such as these have caused Tyco to rethink their commitment to social responsibility. Considering many stockholders lost money in Tyco while the stock was in decline,Show MoreRelatedThe Management Functions Of Planning927 Words   |  4 Pagesassigned reading and peer-reviewed journals. The three concepts discussed are: The Management Functions of Planning, The Management Functions of Controlling and The Management Functions of Organizing. The management functions of planning is a crucial function of management as it is setting goals for specific results and determining how to achieve those results Satterlee (2013). There are many aspects that impact planning within an organization such as it gives organization direction; decreases uncertainty;Read MoreThe Planning Function of Management1206 Words   |  5 Pagescompanies have a vision, mission statement, and a set of core values. These three things are normally made up by a group of senior managers or a leadership team. Once these three things are decided upon, the upper management or leadership team should deliver the information to the management below them, so the important information is delivered to all levels of employees within the company. After the these three things have been set, most companies will post their vision, mission statement and coreRead MorePlanning Management Functions1840 Words   |  8 PagesManagement Functions Planning Introduction In this assignment we should learn more about management, this function and the principal task of the function management is planning. Management is the process of reaching organizational goals by working with and through people and other organizational resources, were they need to follow three characteristics: 1. It is a process or series of continuing and related activities. 2. It involves and concentrates on reaching organizational goalsRead MoreWorldcoms Management Planning Function1355 Words   |  6 PagesIn every aspect of life, todays decisions impact the state of the future, this is determined by planning. In management planning involves setting objectives and determining a course of action for accomplishing these goals. This requires managers to be good decision-makers as well as aware of environmental conditions facing their organization in order to predict future conditions. Established in 1988, WorldCom Public Relations Group was formed to allow the most independent public relations firmsRead MorePlanning Function of Management - Hooters1309 Words   |  6 PagesUniversity of Phoenix The Planning Function of Management Introduction: Corporate America did not become who they are today by hiring vast numbers of random employees, but by hiring proven managers who can effectively implement successful plans to meet the Corporate objectives. Management is responsible for and is evaluated on how well they meet the organizational objectives through the effective and efficient use of resources. A manager is evaluated by his or her performance of gettingRead MorePlanning And Organising Functions Of Management1251 Words   |  6 PagesPlanning and organising are two important functions of management. According to Akrani (2010), planning is making a decision at the moment what to do in the future. It is the progresshon whereby companies settle their assets with their goals and opportunities. Samson and Daft (2015) argue that the placement of organization capitals to reach strategic goals is organising. Companies cannot attain their goals without planning and organizing. This essay first will provide a general view of planning.Read MoreOrganizational Planning And Functions Of Management Essay1787 Words   |  8 Pages QUESTION 3: DISCUSS THE STEPS RELATED TO ORGANIZATIONAL PLANNING AND FUNCTIONS OF MANAGEMENT INCLUDING ECONOMIC TRENDS AND MARKETS WITH RESPECT TO THE DIETARY SUPPLEMENT INDUSTRY. Originally, all body supplements are being produced by a pharmaceutical companies whose nature of business is to produce variety of medicines . Later on, the producers became mindful of the costs associated with ineffective planning which potentially results in poor quality of products of dietary supplementsRead MoreFunctions Of Planning : Planning, A Essential Aspect Of Management1838 Words   |  8 Pagesin a period of five years. PROJECT PLANNING: Projects involving a few activities, resources, constraints, and inter-relationships can be visualized easily by the human mind and planned informally. However, when a project crosses a certain threshold level of size and complexity, informal planning has to be substituted by formal planning. The need for formal planning is indeed much greater for project work than for normal operations. Without effective planning, there may be chaos (Chandra, 2009)Read MoreFunctions Of Management : Planning, Directing And Controlling Essay933 Words   |  4 Pagesfour major functions of management in order to succeed. The success of any business organization depends on how well these functions are applied. These management functions make it possible for a business to handle its business strategy, tactical and operational decisions in a more efficient and effective manner. The aim of this paper is to discuss the four main functions of management: Planning, Organizing, Directing an d controlling. a. Planning - This is the first management function and it isRead MoreManagement: Planning Function Essay examples1624 Words   |  7 PagesManagement: Planning Function Planning is a major function of management. Planning may be the most important of all management functions. Planning involves a six-step process that assists an organization in setting goals and determining how to accomplish them best (Allen, 1998). â€Å"Effective planning helps an organization adapt to change by identifying opportunities

Essay about 1984 - 1272 Words

The theme of 1984 lies in the fact that it is possible for any one authoritative power to have absolute control or reality by gaining control of the minds of a collective society because they are the ones who perceive what reality is. The only relevant reality is the one in the minds of the individuals and if the minds of the individuals can be manipulated, so can reality. In the novel, the party can control the past because it can effectively control reality through the human mind. When the population is given the allusion of luxury by telling them that the past was a much worse place than it is now and that there are surpluses of goods when, in reality, there are record shortages, the people will be grateful and content under a†¦show more content†¦This confirms this heresy and has them admit through that they have anti-Party thoughts to a trusted individual who is actually a member of the Thought Police. Then, since it is on record that they are heretics to the Party, the y can be prosecuted and degraded. Winston was asked if he would be prepared to throw sulphuric acid in the face of an innocent child if need be for a revolt and he said yes, along with a number of other dramatic actions. When he was being interrogated later, O’Brien recalled what Winston had admitted and told him that he is no more morally superior to the Party itself for execution of its means. Armoured guards beat Winston to within an inch of his life while emaciated just to a level of basic survival. This theme of degradation plays in the mind control of the people. O’Brien calls Winston pathetic and reduces his dignity to no more than that of a dying animal, bleeding lifelessly on the floor and clawing at any chance for survival, even if it meant selling anyone out, including himself. When the middle class are indoctrinated and no more a threat to the Party’s means, they are rewarded for their co-operation and will live their life under content acceptance of any presented belief, even if it is contrary to their own. The people with the most Party-driven thoughts have the most money and the most power. They are ignorant to the means in which they are receiving their power because they are content. TheShow MoreRelatedThe Presidential Election Of 19841339 Words   |  6 Pages The United States presidential election of 1984 was the 50th quadrennial presidential election. It was held on Tuesday, November 6, 1984. The presidential race was between the incumbent Republican candidate, President Ronald Reagan, and former Vice President Democratic candidate, Walter Mondale. Reagan was helped in the election by a strong economic recovery from the deep recession of 1981–1982. Reagan carried 49 of the 50 states, becoming only the second presidential candidate to do so after RichardRead MoreAnalysis Of George Orwell s 19841450 Words   |  6 PagesThose familiar with George Orwell’s â€Å"1984† will recall that â€Å"Newspe ak was designed not to extend but to diminish the range of thought.† I recently felt the weight of this Orwellian ethos when many of my students sent emails to inform me, and perhaps warn me, that my name appears on the Professor Watchlist, a new website created by a conservative youth group known as Turning Point USA. I could sense the gravity in those email messages, a sense of relaying what is to come. The Professor Watchlist’sRead MoreThe Case of Malcolm Farley1275 Words   |  5 Pagesapprehending a criminal they were after for a long time. The role of paint analysis in this case was enormous and to date it is one of the cases people refer to when discussing the relationship between forensic science and crime (Smith, 2005). In 1984, Bedfordshire and Buckinghamshire residents suffered sleepless nights with fear and terror in their homes. Armed burglaries, rape as well as indecent and uncouth sexual assaults became the order of the day. The residents barred their windows, the policeRead MoreThe 1984 Anti-Sikh Riots in India1175 Words   |  5 PagesThe 1984 Anti-Sikh Riots in India The Anti-Sikh riots in the 1984 year of riots had been anything in particular. People are aggrieved when they hear of the incident and narrate stories of how runaway crime could have increased on Sikhs during the time. The main reason for the advent of the riots was the shooting down of Mrs. Indira Gandhi in morning of 31 October 1984. The riots had started off in the evening just after her morning death. The information of the riots was already taken by GiyaniRead MoreComparison Of 1984 And 19841089 Words   |  5 Pagesâ€Å"It really is as if he got hold of an early copy of the novel and used it as a blueprint.† The novel, 1984 by George Orwell, is a dystopian novel published in 1949. This novel is based in London, Oceania. This was Orwell’s prediction of what future societies would be like. North Korea is a country located in East Asia that is ruled by Kim Jong-Un. Kim Il-Sung set up the government they have now, around the same time as Orwell wrote his novel. Many similarities and differences are present betweenRead More1984817 Words   |  4 PagesGeorge Orwell s 1984 is an exemplary work of dystopia. Although written in 1940s, 1984 is a vivid depiction of China during the Cultural Revolution and Soviet Union during the Elimination of Counterrevolutionaries. Dystopia came into being after the World War â… ¡, when the world was at a loss about its future. Although the world was purged of fascism, personality cult and communist dictatorship arose to take its place.Dystopia is characterized by an authoritarian and totalitarian regime that oppressesRead MoreAnalysis Of 1984 s 1984 1317 Words   |  6 PagesLiterature and Composition Summer Project 1984 Ms. Shaw 1. 1984 The title 1984 is significant to the some of the themes throughout the novel which are developing technology, propaganda, and the ability to manipulate the truth. Developing technology is shown throughout the novel when telescreens and bombs become commonly used within society; these are examples of the technology modernizing throughout this time period. A second theme significant to the novel 1984 is propaganda led by using an exampleRead MoreSimilarities Between 1984 And 1984963 Words   |  4 Pages1984 Essay Although modern society may not be a totalitarian society, 1984 reflects many of modern society’s circumstances. Such as psychological understanding, surveillance technology, and wealth distribution. As a result of this, the society of 1984 may not be as far off from today as would seem, from 1984 societys wealth to standard of living, both places share many similarities. Both 1984 and modern society has developed a deep psychological understanding. 1984 expressed this understandingRead MoreThe Themes Of 1984 And George Orwells 19841237 Words   |  5 Pagestopics in his book, 1984. In 1984, George Orwell illustrates what a totalitarian society would be like. At the time that he wrote this book, many citizens of England were afraid of their government having too much power over them. Orwell wrote 1984 to warn the public of what a powerful government can lead to. Even currently, 1984 can be related to different places or events in our world. The purpose of this paper will be to show how the past and present connect to George Orwell’s 1984. The misuse of powerRead More1984 Research Paper On 1984 Essay1026 Words   |  5 PagesOllie Pearson Mr Funk English 2 HN 2 October 2017 1984 Research Paper Thomas Jefferson once said that â€Å"Everyone has the unalienable rights of life, liberty, and the pursuit of happiness.† If the government spied on its citizens, the citizens would carry the burden of having the government constantly watch every move being made, interfering with citizens pursuit of happiness. With that being said, if a citizen’s privacy was invaded then their pursuit of happiness would be demolished. The government

Be Strong(Ryka Case Study) - 947 Words

CASE TWO RYKA: BE STRONG What does it take to compete in the athletic shoe busi ¬ness? Some experts think you need lots of celebrities hawking products, an incredible array of products for every form of exercise and recreation, gimmicks such as lighted heels, and hundreds of millions of dollars for ad ¬vertising. If so, who would believe that a young woman named Sheri Poe of Massachusetts could succeed by sell ¬ing a limited line of athletic shoes with no money for ad ¬vertising? Maybe no one, but after eight years of hard work, that young woman s company, RYKA, is finally profitable, and its sales are growing at more than 40 per ¬cent a year. By combining niche marketing, a good un ¬derstanding of customers, creative promotion, and†¦show more content†¦In every box of shoes, RYKA places a tag with the telephone number of the National Victim Center In ¬folink (1-800-FYI-CALL), a set of safety rules for women, and an explanation of the company s commit ¬ment to supporting women. The t ag advises: For some people, exercise is a form of release. For others, it can be a personal salvation. While a shoe can only offer support, the nature of that support can make all the difference. RYKA athletic shoes are the first to be made for women, by women. They are also the first athletic shoes to offer a sup ¬port system for women, physically, mentally and spiritually. Be Strong. RYKA QUESTIONS 1. Describe RYKA s segmentation and positioning strategies. Why would these be successful? 2. By visibly supporting causes, such as ending vio ¬lence against women, Sheri Poe involves the RYKA Company in passion or cause marketing. Is this sort of marketing appropriate? Will it be enough to carry RYKA in the face of increased competition from Nike and Reebok? 3. Do you agree that the RYKA ad described in the case goes too far in attacking violence against women? In your opinion, why would this ad be criticized? 4. In your opinion, will RYKA s aquatic aerobics shoe be a success? Why or why

Fibonacci Essay Example For Students

Fibonacci Essay Leonardo PisanoI researched a scientist or rather a mathematician that made contributions to his discipline such that they have affected a majority of the people that have lived on this earth since his time. His name is Leonardo Pisano. It is hypothesized that Leonardo was born in the town of Pisa which is in modern day Italy circa 1170. Leonardo moved at a young age with his father to a town in northern Algeria. Leonardos father held a diplomatic post where his job was to represent the merchants of the republic. At a young age Leonardo worked with numbers learning the in and outs of accounting and balancing books. In Algeria and other countries that he visited with his father he learned different numbering systems and how they had advantages to the one that he grew up with. In Algeria from the Arabs he learned the base 10 system and was responsible to spreading this system across Europe which in turn was spread across the world and is now the most widely used number system (Connor 1 998). Most people today know Leonardo by his nickname Fibonacci. By the turn of the century Fibonacci had returned to Italy and began to write texts. He wrote on number theory, geometry, algebra, and documented problems and proofs. Fibonacci lived before the printing press had been invented and all copies of his books had to be had written copies from his own hand written copies. Today we still have four of his books; Liber abaci (1202), Practica geometriae (1220), Flos (1225), and Liber quadratorum. According to an article by Keith Devlin, Executive Director of the Center for the Study of Language and Information at Stanford University, Fibonaccis first book Liber abaci is the book that gave numbers to the western world. Fibonacci was born in the Roman Empire and therefore was taught in his youth the Roman numeral system which is very limiting when one wants to calculate complex equations. As mentioned earlier Fibonacci traveled extensively in northern Africa with his father where he learned the base ten system from the Arabic people who in turn learned it from the people of India who developed it sometime in the first millennium. In his book Liber abaci or The Book of calculation he documented the system in detail that he learned from the Arab traders including its efficiency in performing arithmetic (Delvin 2002). This system included ten symbols including a decimal point which could express partial numbers or fractions (Delvin 2002). The book begins; These are the nine figures of the Indians: 9 8 7 6 5 4 3 2 1. With these nine figures, and with this sign 0 which in Arabic is called zephirum, any number can be written, as will be demonstrated (Pisano 1202). Being the son of a merchant, the book is geared to help trading merchants learn the new system, how to apply it to there trades, and calculate exchange rates (Delvin 2002). It also discusses the rabbit problem for which Fibonacci is most well known. The rabbit problem introduces a sequence in which the n ext number in the sequence is the sum of the previous two numbers (1, 1, 2, 3, 5, 8, 13, 21). This sequence coincidentally appears randomly in nature in shells, bee hives, and even in electrical resistance which had not even been discovered yet (Knott 2005). Other books had been written about the Arab-Hindu numbering system but they had more of a mathematic approach and so were mostly only read by serious mathematicians. Since Liber abaci was written to help merchants better their math skills it was much more widely duplicated and introduced the numbering system to common people (Delvin 2002). Fibonaccis other books were more math oriented and not as popular as Liber abaci. Practica geometriae dealt primarily with algebra and trigonometry based on the math theory of Euclid. Liber quadratorum (The book of Squares) is a book on advance algebra and number theory. One thing that I learned from my research is discussed in this book; all perfect squares can be expressed as a sum of odd integers (f(22)=1+3, f(32)=1+3+5, f(42)=1+3+5+7)(Connor 1998). This to me was amazing and gave a simple look into the brilliant understanding Fibonacci had of the Arab-Hindu number system. Fibonacci was well respected by his peers and scholar members of the court of the Holy Roman Emperor Frederick II suggested that he meet Fibonacci when his court met in Pisa in 1225. Another of Fibonaccis books Flos is also largely devoted to algebra and contains answers to a series of problems posed to him in a contest organized for emperor Frederick II. Including an accurate approximation of 10x + 22 + x3 = 20 (Connor 1998). I played with this equation for quite awhile with my college math skills and I didnt come close to an answer. Unlike me, Fibonacci who learned a majority of his math while studying and learning during his travels with merchants was able to solve this equation with a correct answer out to the 9th decimal. Fibonacci was truly a genius mathematician for his time and I am sure even in our time. Fibonacci was even given an annual salary from the Roman Empire for his contributions to the empire (Connor 1998). I myself am amazed at his understanding of numbers and who knows how many practical applications have been or will be discovered as a result of Fibonaccis mathematical discoveries. References:J J OConnor and E F Robertson 1998 Posted by School of Mathematics and Statistics, University of St Andrews, ScotlandLeonardo Pisano Fibonaccihttp://www-history.mcs.st-andrews.ac.uk/Mathematicians/Fibonacci.htmlKeith Devlin 2002 Posted by The Mathematical Association of AmericaThe 800th birthday of the book that brought numbers to the westhttp://www.maa.org/devlin/devlin_10_02.htmlDr Ron Knott 2005 Hosted by the Department of Mathematics, Surrey University, Guildford, UK and in association with Amazon booksFibonacci numbers and the golden sectionhttp://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html