Using College Student Development Essay Samples

Using College Student Development Essay SamplesWriting a college student development essay can be a major headache. It's like trying to organize the most mind boggling collection of facts that can only serve to complicate and confuse. There is a solution and it is right in front of you.Look at some college student development essay samples. What exactly do they say? How did these sample students develop their essays? Is this the way that you are going to develop yours?This article will answer those questions for you and provide a guide on how to develop your college student development essay in the most efficient manner possible. The first thing you need to do is break down your essay into individual parts. If you don't know what parts, you can Google yourself and find out what the subject matter is and focus on the particular parts of your essay.The subject matter of your college student development essay should be something you really care about. Your essay will not be as good if y ou choose a topic that doesn't interest you at all. For example, if you are writing about a TV show and you love watching The Simpsons, then focus your subject matter on what you love about the show. This can be as simple as the fact that you love a particular episode or a particular character.The next step is to create a structure to your college student development essay. For example, you could write one part on each week that you watched the show and write the rest of your piece around that week. Each week will be built around the show so that it becomes more apparent why you are focusing on the events that happened each week. You can also use this structure to build more chapters into your essay so that the complete essay can be a cohesive whole.The last thing you want to do when developing your college student development essay is to make sure it flows well. The best way to do this is to have it formatted in a way that makes sense to you. Most college students write for school, so the structure is not as important. However, it's still a great idea to make your essay flow well so that it flows through your head without difficulty.Using college student development essay samples can provide a great source of information and can help you create a more powerful college student development essay. The main thing is to find a guide that shows you how to build an amazing college student development essay that the other people in your class will envy.

Application of Geography (GIS) In Biotechnology in Field Of Agriculture And Environment

Introduction Geographic information systems (GIS) have found widespread applications in many diverse fields as the number and range of such applications continue to increase with GIS extending to other fields. Biotechnology; a field in agriculture is one such area. The principal purpose of biotechnology is to improve productivity thus offering food security in areas that have faced food shortages in the past. With incorporation of GIS, meeting biotechnology goals has been realizable.Advertising We will write a custom essay sample on Application of Geography (GIS) In Biotechnology in Field Of Agriculture And Environment specifically for you for only $16.05 $11/page Learn More For instance, the South African government is realizing better crop production due to utilization of GIS coupled with biotechnology. With help of GIS, authorities are coming up with more authentic and precise crop estimates to counter uncertainty in the South African grain industry. This move helps in achieving biotechnology goals; that is, improved crop production hence, food security. Producer Independent Crop Estimate System (PICES) is currently in use in South Africa and is used primarily to estimate area covered by grain crops. Nevertheless, there are several challenges facing integration of GIS in this agricultural sector as explicated later in this paper. Why GIS in Biotechnology Elementarily, understanding geography and establishing its relationship with other fields like agriculture, enables people to make wise decisions and in this case, wise food security decisions. According to Wyland (2009, p. 4), â€Å"the ability of GIS to analyze and visualize agricultural environments and work flows has proved to be very beneficial to those involved in the farming industry.† In biotechnology, GIS is helping to foster production, manage land expeditiously, and cut unnecessary costs in production. It is true that farmers cannot control farming natural inpu ts like soil, land, and rainfall among others; however, understanding these inputs through analysis by GIS systems, would work to their advantage in achieving their objectives in farming. For instance, through GIS, farmers can determine crop yield approximates, canvass soil amendments, detect soil erosion and postulate remediation strategies. Moreover, GIS is used to study other farming practices like pest control, fertilizer application, and crop diseases among others. The Most Appropriate Data Model The most appropriate data model in this agricultural application is the vector data models/structures (Soller 1999). â€Å"This mapping approach characterizes the vertical variations of physical properties in each 3-D map unit† (Soller Berg 2003). This model addresses the issue of determining land under grain crops better. The three dimensional mapping element of this model qualifies it as the most appropriate tool.Advertising Looking for essay on agriculture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, this model is the best tool for mapping geographical space; it presents spatial locations precisely and relates entities implicitly (Doe 1997). According to Johnson, (1998, p. 16), this model has â€Å"Points associated with single set of coordinates with lines connected to sequence of coordinate pairs and area sequence of interconnected lines whose 1st last coordinate points are the same.† Therefore, given the objective of using GIS in this field, vector model stands out as the best. Estimating land under crop cover has to be more accurate and reliable if farmers are to root out the nightmare of food insecurity. Above all, the vector model represents what the map really looks like including all the dimensions (Tomlinson 2005). The data obtained in this model can be stored in separate files with a link connecting them thus enhancing information sharing and preventing complete information loss a t the same time (Soller Lindquist 2000). Moreover, this model comes in diverse varieties like, spaghetti, network model, dime files, and digital line graph (DLG) among others (Berry 1993). Therefore, based on the above key points, the vector data model is the most suitable one for this exercise. Applicable Data Sets and Data Sources As aforementioned, vector data model comes in varieties and this means that there are varieties of data sets available. In this agricultural field, one would consider using data sets like, ArcAtlas; Our Earth, which contains â€Å"global geographic and attribute data at three scales†¦with 1:20,000,000 for Africa† (ESRI Data Maps 2002). Others include digital charts of the world, and ESRI data and maps. These data sets enable users to break down geographical information into manageable sizes that can fit into computerized models (Lee Kretzschmar 2003). The 1: 20, 000, 000 scales have been used successfully in South Africa to estimate land u nder grain crops as aforementioned. Applicable data sources in this case include information from farmers and crop field boundaries that have been digitalized from satellite imagery. To complete this project of determining grain cropland cover in South Africa, the government is coming up with model maps representing this land. These model maps are the only products that this exercise has been able to come up with so far. To make these maps, several steps are involved as explicated next. Steps Used in Obtaining the Maps There are five steps used in developing the required maps that represent grain cropland cover in the estimation process. As aforementioned, the South African government is using PICES in this exercise.Advertising We will write a custom essay sample on Application of Geography (GIS) In Biotechnology in Field Of Agriculture And Environment specifically for you for only $16.05 $11/page Learn More The first step is getting satellite imagery. According to Fourie (2009, p. 9), the government of South Africa via Ministry of Agriculture provides the satellite imagery where, â€Å"SPOT Image Spot 5 satellite imagery with a 2.5-meter resolution is used as the base layer for digitizing.† After obtaining this satellite imagery, it is used to digitize the crop field boundaries. This exercise uses ArchMap, which lies under ArchAtlas. For clear-cut boundaries and images, 1:10,000 scales are used then the elaborate metadata captured in ArcCatalog from one province to the other. Through this method, the nine South African provinces are already digitalized. After obtaining clean and precise digitalized crop field boundaries, point frames are designed coupled with random sample point selection (Smith, Goodchild Longley 2007). The importance of random sample point selection is to ensure representation of possible cropped fields as subjects of field survey. A square point grid (45 m by 45m), is constructed for the total area und er each of the nine provinces. All the grid points falling outside the field boundaries are eliminated from the test population for they are improbable to locate any crop. The digitalized fields are then divided depending on the possibility of getting a crop. In these divisions, there are low, medium, and high divisions depending on the probability of getting a crop. It therefore follows that, the low classes have low probability, the medium have moderate probability while the high classes have the highest probability (Thurston, Poiker Moore 2003). The purpose of this classification is to improve sampling efficiency. Therefore, majority of sample points are drawn from areas with high probability. Wise (2002, p. 6) points out that the purpose of this process is to â€Å"obtain the most useful data within the budget constraints and keep the coefficient of variance (CV) as low as possible.† CV is the â€Å"ratio of standard deviation to the mean; it is used when comparing data sets with different units or widely differing means† (Doaks 1997, p. 16). From each stratum, grid points are selected, taken to a Microsoft SQL server database, and grouped consistently from north to south and east to west to guarantee optimum distribution of sample points across a given geographical area (Elangovan 2006). Thereafter, a stochastic starting point is selected and points picked at even intervals based on the number of points needed in each stratum.Advertising Looking for essay on agriculture? Let's see if we can help you! Get your first paper with 15% OFF Learn More The fourth step is carrying aerial survey of sample points, which obtains crop data. This means that, the crops planted in each sample point are determined and the process involves use of a light aircraft. â€Å"A tablet PC, connected to a GPS running on an ArcPad is used to capture this data† (Fourie 1999, p. 1). This survey involves collecting information on the crops growing on each sample noting whether the crops grow under irrigation or on dry lands. Moreover, more information on specific natural conditions of the land is included in this survey for future references. Finally, the field data â€Å"captured and stored in shapefile format† (Burrough 1998, 69). This information is then transferred to a central server and then to SQL server database (Soller, Berg Wahl 2000). From here, the information can be used in statistical analysis to estimate cropland under grain cover. Limitations Facing GIS in Biotechnology There are numerous challenges facing proper utilizat ion of GIS in this agricultural field. The preferred GIS model is complex and utilizes complicated strategies. For instance, â€Å"Combining several polygon networks by intersection and overlay is difficult and it uses considerable computer power† (Worboys Duckham 2004). Moreover, this process is time consuming and tedious and â€Å"simulation modelling of processes of spatial interaction over paths not defined by explicit topology is more difficult because each spatial entity has a different shape and form† (Maguire, Goodchild Rhind 1997, p. 97). Additionally, this process faces other computational problems and finally it is expensive and may be not applicable in areas with poor economical background. Other issues concerning application of GIS in biotechnology include the ethical concerns surrounding use of biotechnology. Many people have not come into terms with use of biotechnology and in as much as GIS is there for improvement of food production, it may be imposs ible to implement it in areas where biotechnology is not welcomed. On the other hand, GIS has played key role in promoting biotechnology and food security. It has become easier to study arable lands for improvement of production. Conclusion In contemporary times, GIS is becoming a common place across diverse fields. In biotechnology and agriculture in general, GIS has come with numerous advantages. With GIS, the South African government has successfully estimated cropland planted with grains to predict how these lands can sustain grain requirements in the country. Biotechnology is then used to foster productivity of the surveyed lands. On its own, biotechnology would not sustain and assure food security in South Africa because there could not be estimates of what is required. The vector model of GIS has been used widely in these studies given its three dimensional nature of analyzing geographical settings. Several processes are involved starting with obtaining satellite imagery, thr ough digitalizing crop field boundaries and designing point frame to aerial survey and statistical analysis. However, this process is expensive and time consuming given the complex nature of vector data structures and the required resources. References List Berry, J 1993, â€Å"Beyond Mapping: Concepts, Algorithms, and Issues in GIS†, Fort Collins, CO: GIS World Books Burrough, A Mcdonnell, R 1998, â€Å"Principles of Geographical Information Systems†, Oxford; Oxford University Press. Doaks, J 1997, â€Å"Another Introduction to GIS, New York: Bogus Press. Doe, J 1997, â€Å"An Introduction to GIS,† New York: Bogus Press. Elangovan, K 2006 â€Å"GIS: Fundamentals, Applications and Implementations†, New Delhi New India Publishing Agency. ESRI Data Maps 2002, â€Å"GSI Models†, CA: Environmental Systems Research Institute Fourie, A 1999, â€Å"Better Crop Estimates In South Africa†, ESRI Press, 9-14. Johnson, B 1998, â€Å"Digital Geologic Map Data Model. V. 4.3: AASG/USGS Data Model Working Group Report†, Available at  https://www.usgs.gov/science/science-explorer/geology Lee, J Kretzschmar, W 1993, â€Å"Spatial Analysis of Linguistic Data with GIS Functions†, International Journal of Geographical Information Science, 7(6); 541-560. Maguire, D, Goodchild, F Rhind, W 1997, â€Å"Geographic Information Systems: Principles, And Applications†, New York; Longman Publishers. Smith, M, Goodchild, F Longley, A 2007, â€Å"Geospatial Analysis: A Comprehensive Guide to Principles, Techniques and Software Tools†, International Journal of  Geographical Information Science, 8(6); 64-78. Soller, D 1999, â€Å"Proposed Guidelines for Inclusion of Digital Map Products in The National Geologic Map Database†, U.S. Geological Survey Open-File Report 99 (386); 35–38 Soller, D Berg, T 2003, â€Å"The National Geologic Map Database Project: Overview And Progress†, U.S. Geological Survey Open-File, Report 03–471. Soller, D, Berg, T Wahl, R 2000, â€Å"Developing the National Geologic Map Database, Phase 3—An Online, â€Å"Living† Database Of Map Information†, Available at  https://www.usgs.gov/ Soller, D Lindquist, T 2000 â€Å"Development And Public Review Of The Draft â€Å"Digital Cartographic Standard for Geologic Map Symbolization†, Available at  https://www.usgs.gov/ Tomlinson, R 2005, â€Å"Thinking About GIS: Geographic Information System Planning For Managers†, ESRI Press. Thurston, J, Poiker, T Moore, J 2003, â€Å"Integrated Geospatial Technologies: A Guide To GPS, GIS, And Data Logging†, Hoboken, New Jersey: Wiley. Wise, S 2002, â€Å"GIS Basics†, London: Taylor Francis Worboys, M Duckham, M 2004, â€Å"GIS: A Computing Perspective†, Boca Raton: CRC Press. Wyland, J 1999, â€Å"Agribusiness Grows With Crop-Specific Maps†, ESRI Press. This essay on Application of Geography (GIS) In Biotechnology in Field Of Agriculture And Environment was written and submitted by user Maya D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

About That Mysterious Astronomical Clock in Prague

About That Mysterious Astronomical Clock in Prague Tick tock, whats the oldest clock? The idea of decorating buildings with a timepiece goes back a long way, says Dr. Jià ¸Ãƒ ­ (Jiri) Podolskà ½, from Charles University in Prague. The square, lion-flanked tower in Padua, Italy was built in 1344. The original Strasbourg clock, with angels, hour glasses, and crowing roosters, was built in 1354. But, if youre looking for a highly ornamental, astronomical clock with its original workings intact, Dr. Podolskà ½ says this: Go to Prague. Prague: Home to the Astronomical Clock Prague, capital of the Czech Republic, is a crazy quilt of architectural styles. Gothic cathedrals soar over Romanesque churches. Art Nouveau facades nestle alongside Cubist buildings. And, in every part of the city are clock towers. The oldest and most celebrated clock is on the side wall of the Old Town Hall in Old Town Square. With glittering hands and a complex series of filigreed wheels, this ornamental timepiece doesnt merely mark the hours of a 24-hour day. Symbols of the zodiac tell the course of the heavens. When the bell tolls, windows fly open and mechanical apostles, skeletons, and sinners begin a ritualistic dance of destiny. The irony of the Prague Astronomical Clock is that for all its mastery at keeping time, it is nearly impossible to place in time. Chronology of the Prague Clock Dr. Podolskà ½ believes the original clock tower in Prague was built in about 1410. The original tower was no doubt modeled after  ecclesiastical bell towers that were sweeping the continents architecture. The complexity of gears would have been very high-technology back in the early 15th century.   It was a simple, unadorned structure back then, and the clock showed only astronomical data. Later, in 1490, the tower facade was decorated with flamboyant Gothic sculptures and a golden astronomical dial. Then, in the 1600s, came the mechanical figure of Death, leering and tolling the great bell. The mid-1800s brought still more additions- wooden carvings of the twelve apostles and a calendar disk with astrological signs. Todays clock is thought to be the only one on earth to keep sidereal time in addition to our regular time- thats the difference between a sidereal and lunar month. Stories About Pragues Clock Everything in Prague has a story, and so it is with the Old Town clock. Natives claim that when the mechanical figures were created, town officials had the clockmaker blinded so that he would never duplicate his masterpiece. In vengeance, the blind man climbed the tower and stopped his creation. The clock remained silent for more than fifty years. Centuries later, during dreary decades of communist domination, the legend of the blinded clockmaker became a metaphor for thwarted creativity. At least thats the way the story goes. When Clocks Become Architecture Why do we turn timepieces into architectural monuments? Perhaps, as Dr. Podolskà ½ suggests, builders of early clock towers wanted to show their respect for the heavenly order. Or, perhaps the idea runs even deeper. Was there ever an era when humans didnt build great structures to mark the passage of time? Just look at the ancient Stonehenge in Great Britain. Now thats an old clock! Source: Prague Astronomical Clock  © J.Podolsky, 30 Dec 1997, at http://utf.mff.cuni.cz/mac/Relativity/orloj.htm [accessed November 23, 2003]

Research Proposal Design Essay Example | Topics and Well Written Essays - 1000 words

Research Proposal Design - Essay Example Standard deviation = $21,200. Standard deviation is calculated as the square root of the variance; variance is calculated as follows, where M is the mean and N is the total number of scores. Determine the coefficient of skewness using Pearson's method. 0.041. This is calculated as Sk = 3( - ) / Sx where denotes mean, denotes median, and Sx denotes the sample standard deviation. A value Question 3, Part 2: The annual incomes of officers of another firm similar to TMV Industries were also studied. The mean was $129,000 and the standard deviation $8,612. Compare the means and dispersions in the two firms. The mean income of officers in the two firms is almost identical. However, the dispersion as measured by the higher standard deviation of the second firm indicates that its officers' incomes have a greater variation than TMV's officers. Question 4: Determine the mean and the standard deviation of the following frequency distribution. Mean = 12.7; standard deviation = 5.2. Class Frequency 0 up to 5 2 5 up to 10 7 10 up to 15 12 15 up to 20 6 20 up to 25 3 References Standard deviation calculated using a frequency table. (n.d.). Produced for Statistics Canada. Retrieved May 15, 2006, from http://www.statcan.ca/english/edu/power/ch12/variance.htm#ex2. Wikipedia.com. (n.d.). Variance; standard deviation; frequency distribution; coefficient of skewness; Pearson's method. Retrieved May 15,

The Exodus and Yahwehs Relationship with the Hebrews Essay

The Exodus and Yahwehs Relationship with the Hebrews - Essay Example This was instrumental in the creation of the country of Israel. The Zionist movement derived its inspiration from the Exodus that is described in the Old Testament of The Holy Bible. This then becomes the point in history that provided the Jews with an incident to look up to and a precedent to live up to. This paper shall look at the different aspects of this historical connection and the relationship that Yahweh had with the Hebrews. According to Rabbi Irving Greenberg, the main aspect of the importance of the Exodus is the fact that it can be connected to the modern secular concept of upliftment. The Jewish idea of liberation from Exodus can be applied, according to him, to the modern concepts of economics that seek to look at development and justice for the poor and the weak. This is exactly what God had attempted to do during the Exodus. The Exodus had provided an opportunity for the poor and the weak to migrate from a tyrannical Egypt to the Promised Land where they could then a ttain a standard of living that would be humane and just. The idea of justice is thus, what God promises in return for faith. Greenberg’s ideas are a bit far-fetched in as much as they equate faith and economics. However, it is also true that the ideas of empowerment of the weak are present in both modern economics and the ideas of religious justice. The Exodus is remembered in present times through acting out the exodus in one’s own life.... In this sense, the exodus has a greater significance. It can also be seen in a metaphorical sense whereby the exodus becomes a movement for personal fulfillment and personal empowerment. This then also becomes for the Jews of the present, a call to create a better world. It becomes a call to utopia in the world, in the way that the God of the Old Testament envisaged it. The collective action of the Exodus is then looked upon using the lens of personal religious involvement. The conflation of the personal and the religious then becomes an important part of the observance of the remembrance of the Exodus. Yahweh, the God of the Hebrews, during the Exodus, made it clear that he would provide protection to them during their movement from Egypt to the land that he had promised them (Berit). This concept of the protection of Yahweh always being present is then an important part of the life of a Jew even in present times. The basis of the Zionist movement has remained this implicit faith in the protection that would be offered by god to the people who have faith in him. The people who migrated to what is today known as Israel too had in them this faith. They were confident of the promise that Yahweh had made to them. Their identity was based largely upon this promise and this bound all Jews into one group. This then has been instrumental in the creation of an identity for the Jews of modern times in different parts of the world. The importance of this lies in the fact that a moment in history that had passed much earlier is held up as important for the creation of the identity of a later generation. The religious significance of the Exodus and the relationship between the Hebrews and Yahweh lies in the bond that is created between

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. 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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.