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Mady Bunnell English 11 Hour 2 Almost 50% of people with eating disorders meet the criteria for depression.Only 1 in 10 men and women with eating disorders receive treatment. Only 35% of people that receive treatment for eating disorders get treatment at a specialized facility for eating disorders. Up to 24 million people of all ages and genders suffer from an eating disorder (anorexia, bulimia and binge eating disorder) in the U.S. Along with all these appalling statistics, eating disorders have the highest mortality of any mental disorder(1). There are multiple causes of eating disorders leading to horrific consequences, but various treatment plans await those victims seeking to get help. An eating disorder is established by an unhealthy relationship with food and weight preferences that interfere with ones personal life. As of May 2013, The Diagnostic and Statistical Manual of Mental Disorders classified anorexia, bulimia, and binge eating as the three main eating disorders. Anorexia is classified as having an intense fear of gaining weight and a typical unhealthy practices of intense starvation for long periods of time. Bulimia involves repetitive cycles of binge eating followed by self induced vomiting, also known as purging. Binge Eating is associated with cycles of consuming colossal amounts of food in a rapid manner. People who binge eat also cannot control how much they as well as when to stop. Eating disorders do not just appear out of out of the blue, people tend to use food as a coping mechanism to deal with pain emotions or to have some sort of control in their lives, with the short rush of fulfillment, eating disorder victims are inclined to skim over the severe and fatal repercussions of their actions. Eating... ... eating disorder victims. They are required to stay for certain amount of time and then follow up with outpatient care. During the inpatient process, specialists are a lot more hands on with their patients. Doctors and therapists dictate exactly what each individual does throughout the day, how much and what patients are granted to eat for breakfast, lunch and dinner to meet the nutritional needs of the patient, and psychotherapy counseling. There are multiple causes of eating disorders leading to horrific consequences, but various treatment plans are available to anyone struggle with the burden of an eating disorder. Eating disorders are simply mental demons that strive to mutilate any sense of self-esteem that victims may possess. By heeding the symptoms as soon as possible fatal repercussions can be averted through the the outpatient and outpatient processes.

Employee Rights & Managing Discipline

Employee Rights & Managing Discipline All corporations strive to have strong employee relations, recognizing employee rights and effectively administering discipline are two vital aspects of developing this relationship. These aspects, meticulously executed, generate increased job satisfaction amongst employees and improved performance. Identifying and observing various employee rights is an integral piece of managing discipline. Management must be cognizant of these employee rights, divided into three separate categories: statutory rights, contractual rights, and other rights (Gomez-Mejia, Balkin, and Cardy 441).Statutory rights, particular rights protected by specific legislation are often regulated by an agency of a state or federal government. A crucial right, developed by the Civil Rights Act of 1964 is the protection from discrimination based on race, sex, religion, national origin, age, or handicap. The Equal Employment Opportunity Commission of the federal government monitors employers to ensure that current and/or potential employees do not suffer from unfair discrimination.Protection against unsafe or unhealthy working conditions, another vital statutory right, falls under the regulation of Occupational Safety and Health Administration (Gomez-Mejia, Balkin, and Cardy 441). Contractual rights, granted by the law of contracts, derived from a legally binding promise created by two or more competent parties with remedies for non-compliance are another key element. Employment contracts, a classic example, clearly define the terms and conditions of employment for all involved parties.An advantage of such contracts entitles an employee to compensation if he/she is discharged for reasons other than nonperformance; this particular privilege is usually only available to individually negotiated contracts. Yet, benefits sheltered by union contracts include the right to due process and wrongful discharge remedies. Due process, the impartial investigation of discip linary actions allow members under a union contract to claim back pay and other job rights if found to have been wrongfully discharged (Gomez-Mejia, Balkin, and Cardy 441-442).However, these contracts are rare in the work force; most individuals, commonly employed at will, grant employer and/or employee an opportunity to terminate the relationship at any time for any cause. Employee rights, neither statutory nor contractual are other rights, encompassing, the right to ethical treatment, a limited right to privacy, and a limited right to free speech. Fair and ethical treatment by an employer is a reasonable expectation of employees, thus management needs to devise a culture promoting such treatment.Developing this culture include, but not limited to, techniques, such as, developing trust, acting consistently, demonstrating integrity, and ensuring that employees are treated equitably. Incorporating some of these practices will aid organizations to avoid high turnover rates, which can be damaging to the bottom line. The limited right to privacy, another defined other right, enables employees from unreasonable and unwarranted invasions of their personal affairs. Searches of an employee’s personal workspace or listening to their conversations should be limited situations initiated by reasonable cause or acquiring prior consent.Mark Dupont and Roy Clarke, shareholders of Richards, Watson, & Gershon, outline an effective method in which a corporation can acquire consent from employees: â€Å"Cover everything. Make the policy as broad as possible to cover all types of electronic communications that occur on work equipment, including those that may be developed and implemented in the future [cell phone, e-mail, text messaging, instant messaging, and so forth). The policy should be set up to evolve with the rapid pace of technology. . . Make sure the policy matches practice. . .Take care that mid-level managers do not undermine the policy with stray comments and assurances that are contrary to the policy. Make sure that the policy matches up with actual practice. If the policy intends a no-personal-use policy, do not undermine that directive with mixed messages. It is also advisable to have employees sign an acknowledgement that they have read and understand the policy, . . At the same time, make sure the policy is practical if incidental personal use is inevitable, understand the implications of such a policy, and address it (Privacy rights). Another privacy issue arises from the handling of employees’ personnel files, containing sensitive personal information. These essential files ought to be available only to a limited population of the corporation in order to protect an employee’s privacy. Individuals vigorously protect the right to free speech, a cornerstone of the U. S. Constitution; nonetheless, this is limited within the private sector. An employee publicly disagreeing with corporate strategies is to expect disciplin e. Moreover, inflammatory or abusive language insulting superiors, peers, and/or clients warrant negative onsequences (Gomez-Mejia, Balkin, and Cardy 442-445). Successful implementation of discipline while adhering to the standards and expectations of employee rights does encounter adversity; random drug testing, whistle blowing, and the restriction of office romances consist of a few challenges management must confront (Gomez-Mejia, Balkin, and Cardy 447). Many employees view random drug testing as a direct violation of their right to privacy, claiming the practice is an unreasonable invasion. The intent of random drug testing is to create a safer work environment by the most equitable means, but it continually meets resistance.Therefore, many private corporations have opted for other avenues to ensure workplace safety. One method utilized by private firms is pre-employment drug testing, a test given to all potential employees, as a step in the hiring process dissipates tension bet ween employee and management concerning the issue, in essence, an applicant’s failure of this drug test enables a firm the right not to extend an employment opportunity. Another alternative is probable cause drug testing, occurring when an employee engages in unsafe or suspicious behavior.Both forms of testing do not arise randomly, but transpire for a predetermined reason, alleviating the issue of invasion of privacy (Gomez-Mejia, Balkin, and Cardy 447-449). The act of whistle blowing, an instance when an employee discloses illegal, immoral, or illegitimate practices of an employer, presents another delicate situation for corporations. A whistle blowing incident requires a tempered response from a firm’s management team, compelling them to retain authority without trampling an employee’s right to free speech.Managers must refrain from behaving inappropriately and encouraging dire measures, such as, ostracizing, harassing, or firing the vocal employee. Despite a reasonable response from management, whistle blowing is still a risky endeavor and an individual should accumulate the proper documentation before going forward. Yet, such undertakings have produced valuable legislation; the Sarbanes-Oxley Act of 2002, provides protection to whistle blowers and holds offending parties accountable for their infractions (Gomez-Mejia, Balkin, and Cardy 451-453). Administering restrictions on office romances commands another balancing act from managers.Management must determine the appropriate measures to limit the firm’s liability from sexual harassment litigation, but not infringe upon employees’ off-duty relationships and behaviors, invading their privacy. A few corporations elect to establish a no-dating policy even with this policy’s drawbacks; namely, the difficulty of enforcing the policy or being compelled to terminate a valuable employee for a violation of this policy despite no illegal activity occurring. Conversely, othe r firms encourage office romances acknowledging the benefits of a happier and more stable work force.These two scenarios are the extremes, most companies find comfort with the middle ground of neither condemning nor condoning office romances, rather accepting them as long as they do not involve a supervisor and his/her direct subordinate (Gomez-Mejia, Balkin, and Cardy 453-454). Effectively disciplining employees while respecting their rights may be cumbersome, but two different approaches, commonly used, are a progressive style and a positive style of discipline, both consisting of the manager discussing questionable behavior with an employee (Gomez-Mejia, Balkin, and Cardy 454).Progressive discipline, multiple interactions giving employees opportunities to correct deviant behavior before dismissal, typically addressing minor infractions comprise of three to five steps. The initial step, a verbal warning, describes the behavioral miscue and notifies the employee of possible consequ ences if the undesired behavior persists. An employee committing another infraction of the same policy within a specified period will be subjected to a written warning.This recorded documentation, entered into the employee’s personnel file, reiterates the issue and describes further repercussion if the problem continues. The severity of the situation increases with each successive step of the progressive discipline process, thus not heeding these warnings, an employee may face unpaid suspension and/or eventual discharge from a company (Gomez-Mejia, Balkin, and Cardy 455-456). Another multiple step form of discipline, positive discipline, is similar to the progressive method without the adversarial aspect.This process encourages cooperation among managers and employees, opening a dialogue to correct deficient behaviors. The first step involves a discussion of the poor performance and a verbal solution to the problem. If this proves ineffective, the subsequent step is another c ounseling session, but the agreed upon resolution is now documented. Squandering both these opportunities still results with the employee taking time away from the work, as with progressive discipline, however, under the positive method this is paid.This approach attempts to avoid ill-mannered behavior from the offending employee upon return with hope that the performance is improved, if not, separation of employment is the final action. While the initial implementation is costly and the administering of this method is time-consuming, both, managers and employees prefer this process. The cooperative construct of counseling eliminates apprehensions regarding discipline, creating managers more apt to intervene when an issue arises, fostering better working relationships with their employees (Gomez-Mejia, Balkin, and Cardy 455-457).Incorporating basic principles within the management of discipline regardless of the severity of the infraction creates uniformity and understanding. Manage ment should communicate the rules, expectations, and performance criteria to all employees clearly, thus creating a workforce knowledgeable of the policies, procedures, and consequences of their violation. All information, properly documented, enables both, management and employees, to present and/or dispute only facts.Furthermore, discipline administered quickly, consistently, and without discrimination is the most effective. Michael S. Lavenantan, attorney at the law firm of Landegger & Baron, specializing in labor & employment law suggest: â€Å"To avoid liability for harassment, discrimination, or wrongful demotion or termination, every organization should train its supervisors to follow these six non-negotiable rules of discipline. 1. Be fair. 2. Be consistent 3. Be uniform. 4. Be honest. 5. Be objective. 6. Be prepared.Following these six rules will help you minimize liability when an employee makes a claim. Educating supervisors about these rules will give them the right bal ance between authority and receptivity. The result will be low turnover and high productivity for your organization† (The Art of Employee Discipline). In conclusion, recognizing employee rights and managing discipline is a complicated task requiring the attention to numerous details, yet, done in an efficient, effective manner will generate a stronger work force prepared to succeed.Works Cited Gomez-Mejia, Luis R. , David B. Balkin, and Robert L. Cardy. Managing Human Resources. 6th ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2010. Print. Dupont, Norman, and Roy Clarke. â€Å"Privacy rights: employee use of electronic devices in the workplace. † Public Management 92. 10 (2010): 24+. Academic OneFile. Web. 30 Nov. 2010. Lavenant, M.. â€Å"THE ART OF EMPLOYEE DISCIPLINE: How to Retain Control & Increase Production. † Nonprofit World 1 Jul 2010: ABI/INFORM Global, ProQuest. Web. 1 Dec. 2010.

Computer Use in Early Childhood Education Essay

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

1986 saw the formation of the physical theatre company known as DV8 Physical Theatre which since its inception until present day has been led by Lloyd Newson (www. dv8. co. uk) . Based in the United Kingdom this company has produced a lot of pieces which have toured internationally and have received awards , they also add to their achievements four award-winning films for television (www. dv8. co. uk) . In this essay I will discuss the intertextuality that can be seen in Dv8 original film The Dead Dreams of Monochrome Men conceived and directed by Lloyd Newson and how Newson approached the piece . Intertextuality can be defined as â€Å"the complex interrelationship between a text and other texts taken as basic to the creation or interpretation of the text†(Wall, 2007:97). Or the ways in which the components of a performance text get meaning on the basis of their relationship with other texts(Jordan , 1992: 257). I this case this will be the way in which the piece makes reference to other material other than what the director and performers thoughts are about Nilsen. Dead Dreams of Monochrome Men is loosely based on Brian Master’s book Killing for Company which is the story of Dennis Nilsen a serial killer who lured his victims (all young men ) back to his homes in Cricklewood and Muswell Hill and killed them by chopping their bodies into little pieces and stuffing them down the drain (http://www. ailymail. co. uk). Newson liked to challenge his audience by taking risks in his pieces not only physical risks but risks in his approach and within the piece itself draw form real life -the sociological and psychological- â€Å" for many dance companies it seem risk just means nothing is risked in terms of content and approach† ( Lloyd :www. dv8. co. uk) . Newson stresses that as a company they only work on pieces that are motivated and driven by how the central idea affects them, they talk about their own personal experiences before they start to rehearse and set actual choreography, the process of coming up with the final piece is a collaborative process â€Å"by sharing the process the final work become collaborative and the performers get credited accordingly† (www. dv8. co. uk) . The film also draws into homosexuality, at the time homosexuality was still something that people didn’t talk about widely it was all done behind closed doors . In Dead Dreams of Monochrome Men Newson â€Å"explores the interwoven notions of loneliness, desire and trust† (www. dv8. co. uk) . As mentioned earlier at the time of the film homosexuality was seen as somewhat â€Å"taboo† Newson draws on societies views and explores if what led Nilsen to his disturbing actions could have been the mere fact that there were already so many negative views place on homosexuality he was lonely in need of company -killing for company- â€Å"societal homophobia often results in tragic consequences† (www. dv8. co. uk) . The film is in black and white this in itself could be seen as an intertext , a photographer by the name of Robert Mapplethorpe famous for his photo called Man in Polyester Suit all his pictures are in black and white most of his work could be described as homoerotic, so this can be seen as intertext from the start the films exploration of homosexuality . Dead Dreams of Monochrome Men starts off at a bar or club just like where Dennis would have picked his victim at this point of the film there is pop music (popular gay culture ) playing , the music used as an intertext , movement at this time is not to the music but influenced by the music . The body language of the performer is that of a hunter seeking its prey (victim) . Then as the piece progresses the music moves from pop to a more slower tonal sound . This is when the piece moves to a more â€Å"intimate† space – into Dennis’s home-. Looking at the design and setting throughout the piece we can see that there are many deep intertexts , the use of the sculptures being one , sculptures of nude men almost as an objectification of men as if to say this is how men should look like . The costumes the white underwear not something you would have people where as their full costume on stage , and the dull colored shirts and pants worn by the other characters . There are a few scenes don in the bathroom where we see visible pipes relating to the drains where Dennis’s victims body parts were found , this could be an intertext to point out that the body parts in the drain were the reason that Dennis was caught so have the pipes visible in that way shows his one mistake that lead to his arrest. Also Newson uses the bathroom which is a secret place where some of the action takes place this also draws to the gay culture -secretive â€Å"behind closed doors†- . In the film most of the action is not actual â€Å"dance† its all realism it’s realistic everyday moves and gestures â€Å"realist dance can be said to communicate to audiences ,to attempt to reveal the truths of our world†(Wall, 2007:91). In the bathroom scenes there is no dancing there is an exploration of weight and gestures no choreographed movement , the two men also exchange underwear this switching of something personal represents ntimacy (sexual acts) between them . The piece has a strong intertext to the womb in the bathtub the man lies in a fetal position there is also water and at some point he is immersed in it just like in the womb . The bathtub also being where Dennis drowned his victims or mutilated them . The picture of the man in fetal position in the water can be seen as both the beginning (fetus in womb) and the end (drowned by Dennis). Going back to the spacial design we see that besides the visible pipes the roof is not closed off -no ceiling- you can see the planks , when the performer is up on the roof and moving along the planks in an almost sneaky way this draws to secrecy again it also brings some Notre dame themes of people in the rafters sneaking around , bringing us back to the secrecy . Some have argued that in Dead Dreams of Monochrome Men Lloyd Newson portrays homosexuality in a bad way -as dirty and promiscuous- , they say that with this single film he has undone all the hard work done by gay activist in the past to have homosexuality accepted by society. In conclusion Dead Dreams of Monochrome Men is a powerful film digging deep into the action of a serial killer , playing on the intertextual meanings that we as the audience leave with questions about sometimes as viewers we consciously recognize where the style and ways of using style come from and at other times the origin just provides an unconsciously sensed undercurrent (Bazerman, 2001:1). Dead Dreams of Monochrome Men also shows that physical theatre is capable of taking on complex issues without simplifying the subject (www. dv8. co. uk).

Color of my personality Essay Example | Topics and Well Written Essays - 250 words

Color of my personality - Essay Example In recent times, psychologists have pointed out that hereditary factors being more central specifically for personality traits like emotional tones. Nevertheless, acquisition of values, beliefs and expectations seem more ascribed due to the socialization process and early childhood experiences. The green persona is straightforward and does things right for a fast time. They like a neat surrounding, therefore, keep everything in order. They are the most creative and rely heavily on their intuitions. They spend most of their time articulating and discovering new ideas thus embrace the brainstorming sessions since it involves coming up with new ideas. Moreover, the mental impediments that deter other personality colors do not restrict them. Consequently, the combination of their creative nature and absence of mental deterrents prompts the establishment of opportunities and solutions that meets needs of every participant. They are agents of change in the society though they seek it in a more peaceful environment unlike the yellows that are not collaborative. The greens are proponents of growth and prosperity (DiTullio,

Metaphoric comparison of Audi Manufacturing Essay

Metaphoric comparison of Audi Manufacturing - Essay Example These expressions vary depending upon the need. However, these expressions help in creating a perception of the organisation; provide information that may be used for further diagnosis of the organisation; and provide an experience of the organisation’s disposition from an emotional, sensory, and understanding perspectives. The present context of analytic study is based on exploration of the luxury car manufacturing giant, Audi manufacturing, from three different metaphoric perspectives namely, organisations as machines, organisations as intricately woven meshes and organisations as processes of flux and transformation. The process of exploration is based on literature review associated with these metaphoric expressions and information related to the manufacturing giant. In this process, besides understanding the meaning and application of these three metaphoric expressions to Audi manufacturing, critical reflection on the positive aspects of metaphoric explanations and weakne sses associated with respective metaphors will be undertaken. Originated in Germany, Audi stands as one of the top brands of luxury car manufacturers in the world. ... To possess an Audi, customers willingly wait for long time, which explains its level of success and popularity. Audi’s employees number about 60,000 across the all its production and service centres. Organisations are complex structures that function based on numerous systems, procedures, policies and practices, and requires a variety of skilled personnel that need to continuously learn and upgrade their skills in order to cater to changing external and internal demands. Hence, organisations are constantly challenged with ambiguity and uncertainty, and therefore require constant adaptation. These are achieved by constantly changing the work processes, systems, skills as well as places in contemporary times. These ever-changing patterns coerce management researchers to constantly scrutinize the internal and external environment, which ultimately result in various understandings as perceived by different individuals. These reflective perceptions have resulted in various metaphor ic expressions of contemporary organisations. On one hand, these images provide insightful information about the organisation, and on the other, they have potential to present distorted image of the organisation. Both, imminent information and distorted images have to be considered in arriving at meaningful outcomes or studies of organisations that can be of practical importance in implementing measures that could be beneficial to the business, employees and/or society and environment. The present study is aimed at understanding Audi Manufacturing through the lenses of three different metaphors, which are aptly applicable to this manufacturing giant. These finding may be used to understand the impact of metaphors on development of theory

Communication assignment Essay Example | Topics and Well Written Essays - 2000 words

Communication assignment - Essay Example Then finally the areas of improvement in the system are discussed. Finally the paper is concluded by developing a costing implementation plan. In recruitment process Communication is an inevitable element. The recruits are taking care of the company's organization structure, its policies and practices. To make people aware of company's supervisor, its rules and regulations Communication is necessary Communication helps to perform functions of employees effectively. Employees should be sincere in their job (i.e. Employees must show real affection to the organization in which they are working that will finally lead to its great success) If a Soldier really knows why is in his nation's army and why he have to follow certain rules/procedures with the citizens so it is easier to develop love towards nation as commitment to his nation. In order to make the subordinates know about their contribution to the enterprise activity Communication is unavoidable. By this the employees are motivated and will get some idea about what their supervisors and the organization are expecting from them. Communication is needed to teach employees about personal safety on the job. This is essential to reduce accidents, to lower compensation and legal costs and to decrease recruitment and training cost for replacement. Communication helps the manager in his decision process. ... his nation's army and why he have to follow certain rules/procedures with the citizens so it is easier to develop love towards nation as commitment to his nation. In order to make the subordinates know about their contribution to the enterprise activity Communication is unavoidable. By this the employees are motivated and will get some idea about what their supervisors and the organization are expecting from them. Communication is needed to teach employees about personal safety on the job. This is essential to reduce accidents, to lower compensation and legal costs and to decrease recruitment and training cost for replacement. Elite groups and the wider public have acquired about its goals, activities and accomplishments by the amount of support which an enterprise receives from its social environment. Communication helps the manager in his decision process. There is a spate of varied information produced in an enterprise. The manager must make a choice of useful and essential information which should reach him. Co-ordination is achieved through communication. Co-ordination is needed among its component parts on the basis of division of labors and specialization. Many interdependent activities are performed in different departments of an organization. This interdependence is not tolerated in the absence of communication. Communication promotes co-operation and industrial peace. Because of lack of communication most of the disputes in an enterprise takes place. CURRENT APPROACHES TO INTERNAL COMMUNICATION: Formal channels Intranets Intranet is the popular approach to internal communication. E-Mail Newsletter Periodic Presentations By The Boss Open House or Town Hall Sessions and even Good old Team Briefings or Staff Magazines, Notices and Posters. All can