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Providing Services for Human Sexuality and Well-being Essay

Offering Types of assistance for Human Sexuality and Well-being - Essay Example The most clear methods in coordinating a person's sexuality is through their genuine sex (Molina, 1999). Being a male or a female could as of now absolutely influence one's sexuality. People are diverse from multiple points of view even from the littlest viewpoints to the most striking highlights - guys and females walk, stand and sit uniquely in contrast to each other, both likewise have their own positive route in taking a gander at something, both will have various assessments about a specific issue, both think in an unmistakable way. In any case, one doesn't need to delve into the mental subtleties of being a male or a female since genuinely, the two sexual orientations as of now show various contrasts, from the state of the face to their body structure overall. This part of contrasts is clarified by a part of science called science - it clarifies about sexual separation, sexual reaction and sex hormones. It is through sexual separation that not just the external physical traits of male and female contrast yet in addition their sexual multiplication (Bancroft, 2002). Sexual orientation is resolved around there, the X and Y chromosomes are the assigned determinants of what a male or a female is (a XY chromosome recommends a male while and XX chromosome suggests a female). In light of this organic sexual separation, most of the general public just has two rooms structure sex character and that is for a kid and for a young lady, tragically, it isn't generally that sexual separation and chromosome advancement produce what is considered as right, right and worthy. There have been different instances of intersex or otherwise called hermaphroditism which is named as a â€Å"sexual disorder† and â€Å"chromosome anomaly† (Fallon, Jr., 2002).... There have been different instances of intersex or otherwise called hermaphroditism which is named as a sexual confusion and chromosome oddity (Fallon, Jr., 2002). Thusly, sexual reaction alluded to the sexual excitement and changes in the body physiologically (Bancroft, 2002). It is additionally alluded to as a psychosomatic hover in which changes that happen in the genitalia influence the procedures of the focal cerebrum strategies. What is sexual is distinctive among individuals as what is sexual for one won't be sexual for the other; it relies upon the encounters that the individual has experienced or the way of life that he has lived in and has been acclimated with (Bancroft, 2002). Sexual reaction is considered as a subjective action where it is both a discernment and an assessment (Walen and Roth, 1987, as refered to by Molina, 1999). As a discernment, it has three fundamental things which are discovery - which alludes to the ability of the individual in distinguishing boost and separating it from the other of its sort, naming - which relates to the ordering of the improvement event by the individual, and attribution - which alludes to the general explained legitimization of the entire observation. The said three highlights could extraordinarily influence the general sexual presentation of an individual (Molina, 1999). Finally, sex hormones is supposed to be significant factor in affecting sexual conduct (Molina, 1999). The hormones that are being emitted by the various organs in the human body, it is exclusively liable for why sexual separation exists. Male and female, however they are supposed to deliver similar hormones, vary in the measure of the hormones being created. In this manner, they are not the equivalent - for instance, guys

15 LGBTQ Audiobook Memoirs Narrated by the Author

15 LGBTQ Audiobook Memoirs Narrated by the Author I wasnt a big fan of memoirs until I discovered audiobooks. Now I cant get enough of them. In fact, I rarely read memoirs in print anymore. Ive come to crave that extra dimension of hearing a person tell their own story.  A good audiobook narrator adds emotional depth to the work, and when it is the author narrating, it can be especially poignant. Here are fifteen LGBTQ audiobook memoirs that Ive loved, all narrated by the author. These LGBTQ audiobook memoirs cover a lot of territory. Some of them have to do with being queer, and some of them dont. They are about coming out and transitioning, about parenting and dealing with illness, about grief. Some of them are straight-up memoir, and some of them blend memoir with other forms and genres: true crime, poetry, history and social justice, politics and activism. They are at turns heartbreaking, funny, devastating, and insightful. These authors represent a wide range of LGBTQ experiencesâ€"the one thing they have in common is that they are all truly exceptional narrators of their own stories. Fire Shut Up In My Bones by charles m. blow Blows powerful coming-of-age memoir is about growing up poor and black in a small Louisiana town, surviving sexual abuse, and his journey away from home to college, where he begins to explore his sexuality and wrestle with his past. She’s Not There: a life in two genders by jennifer finney boylan In this funny, honest, and moving memoir, Jennifer Finney Boylan writes about her transition experience, while also beautifully exploring so many human truths about sex, love, identity, and family. The Other Side of Paradise by Staceyann Chin In this memoir, poet and performance artist Staceyann Chin writes about growing up in Jamaica, coming out as a lesbian, and her journey to finding her voice as an activist and poet. Born unexpectedly to a mother who did not want her and a father nowhere in sight, she spent much of her childhood bouncing from home to home. She tells her story with humor, warmth, and the raw honesty and keen observation of a  poet. When They Call You a Terrorist: a black lives matter memoir by patrisse khan-cullors This book is so much more than an account of the founding of Black Lives Matter. Khan-Cullors writes beautifully and courageously about her childhood and young adulthood, and about the ways that mass incarceration and police brutality have deeply hurt her family. Its hard to read at times, as Khan-Cullors describes so many atrocities committed against black people in this country. But its also full of fierce queer love. This is a book that centers black women and black queerness, and though much of it is painful, it is ultimately a celebration of reliance and resistance. Not My Father’s Son by Alan Cumming In this funny, heartwarming and heartbreaking memoir, Cumming recounts his experience uncovering long-held and unexpected family secrets during the filming of a reality TV show about genealogy. He seamlessly weaves together childhood memories about growing up in Scotland with an abusive father and snippets of his present-day life as a celebrated film and TV actor. Cumming is so open, so inviting, so funny and insightful that listening to him tell this story its hard not to fall in love with him a little bit. Hunger by Roxane Gay Roxane Gays memoir about living with her unruly body (as she puts it) is perhaps the most painful, vulnerable, and astoundingly honest books I have ever read. Its about sexual violence, trauma, being fat, and living in a world that despises bodies that refuse to conform to societal expectations. Listening to her read it was almost unbearable at times, but always, always worth it. A Cup of Water Under My Bed by daisy Hernández Tackling a diverse range of subjectsâ€"race, money language, family, queernessâ€"Hernándezs far-ranging memoir about growing up a bisexual Cuban-Colombian American woman is told in a series of poignant and powerful thematically-related sections. She writes about the importance of honoring the past while also making space for change in her own life. Being Jazz by jazz jennings Jazz Jennings transitioned in childhood, with the support of her family, and became a national celebrity and vocal advocate for trans rights after she was interviewed by Barbara Walters. In her memoir (written when she was fifteen), she tells her own story with heart, warmth and the exuberance of a young teenage girl. The Fact of a Body by  Alexandria Marzano-Lesnevich Marzano-Lesnevichs breathtaking book, part memoir and part true crime, is unlike any other work of nonfiction Ive ever read. She expertly weaves together the story of her own childhood trauma with the story of Ricky Langley, a young man who murdered a six-year-old boy. The result is a powerful meditation on trauma, truth, narrative, and, ultimately, the astounding power of stories. This book is graphic and upsetting; it goes into details about child murder, pedophilia, and sexual abuse. If you can stand to read about these horrors, I cannot recommend it highly enough. Tomorrow Will Be Different: love, loss and the fight for trans equality by sarah mcbride In this memoir,  Sarah McBride,  national activist and press secretary for the Human Rights Campaign, recounts her journey from young college student struggling with her gender identity to national transgender activist. Against the backdrop of the national movement for transgender rights, she tells her own story of self-discovery, as well as the heartbreaking story of the death of her partner shortly after they were married. Redefining Realness by Janet Mock Janet Mocks moving memoir is about growing up black and poor and trans in Hawaii, about the deep power of trans sisterhood, about family and identity and her journey into herself. She writes with such honesty and also with a keen self-awareness that made this book a joy to read. She patiently delves into a lot of trans issues, making this a great book for readers interested in learning more transgender experiences. But this memoir goes much deeper than Trans 101 (which is still important), and is ultimately a book about identity, family, and the importances of what Mock calls our places of becoming. No Ashes in the Fire by Darnell L. Moore In this fierce and beautiful memoir, Moore recounts his childhood growing up black and gay in Camden, New Jersey, coming of age as a gay man and exploring his sexuality during the height of the AIDS epidemic, and ultimately finding his calling, as well as a home, as an organizer and activist in the Black Lives Matter movement. Im Just A Person  by Tig Notaro In this short but moving memoir, comedian Tig Notaro brings her brand of dark and honest humor to one of the worst years of her life. Over the span of a few short months, she was hospitalized with a terrible intestinal disease, diagnosed with breast cancer, went through a breakup, and lost her mother. Notaro writes about all this awfulness with humor, generosity, and a gift for reveling in the unexpected. Theft By Finding: diaries 1977â€"2002 by David Sedaris Ive enjoyed all of Sedariss work, but this book, a selection of entries from over twenty years of his diaries, is by far my favorite. Its full of his characteristic humor, but theres an honest and unpolished openness about it that isnt always present in his essays. These diaries were compulsively readableâ€"I laughed out loud through much of the book, but I was also often struck by a moments of true insight and wisdom. If you havent yet had the pleasure of listening to Sedaris read his own work, you are in for a rare treat. Brown Girl Dreaming  by Jacquline Woodson In this series of autobiographical poems, Woodson recounts into her childhood in South Carolina in New York, her first awareness of herself a black girl, and her lifelong love of words, stories, and writing. The poems flow together beautifullyâ€"at times it is almost dreamlike, but in a good way. Hearing her read it out loud, I could taste her wonder and love of the written word. What are your favorite LGBTQ audiobook memoirs?   Sign up for Audiobooks to receive the latest from the audiobooks world. Thank you for signing up! Keep an eye on your inbox.

From the Mouth of Harry S Truman

Harry S Truman served as the 33rd president of the United States during the end of World War II. The following are key quotes from Truman during his time as president. On War, the Military, and The Bomb In the simplest terms, what we are doing in Korea is this: We are trying to prevent a third world war. If there is one basic element in our Constitution, it is civilian control of the military. Sixteen hours ago an American airplane dropped one bomb on Hiroshima...The force from which the sun draws its powers has been loosed against those who brought the war in the Far East. It is part of my responsibility as Commander-in-Chief of the armed forces to see to it that our country is able to defend itself against any possible aggressor. Accordingly, I have directed the Atomic Energy Commission to continue its work on all forms of atomic weapons, including the so-called hydrogen or  Ã¢â‚¬â€¹super-bomb. The Soviet Union does not have to attack the United States to secure domination of the world. It can achieve its ends by isolating us and swallowing up all our allies. On Character, America and The Presidency A man cannot have character unless he lives within a fundamental system of morals that creates character. America was not built on fear. America was built on courage, on imagination and unbeatable determination to do the job at hand. Within the first few months, I discovered that being a President is like riding a tiger. A man has to keep on riding or be swallowed. Its a recession when your neighbor loses his job; its a depression when you lose yours.

Narcissistic Personality Disorder, By Emily Bronte

Emily Bronte uses effects of the characters’ actions to show that individuals who exhibit narcissistic personality disorder cannot participate in a functional, fulfilling relationship. Her ideas gain clarity when looking at each relationship involving a narcissist individually. Heathcliff and Catherine Earnshaw’s ties, central to the novel’s plot, encounter numerous and nasty obstacles as a result of their unending love - for themselves. Despite claiming to love each other unconditionally, to the point where Cathy claims â€Å"I am Heathcliff† (Bronte ), they consistently act on their own urges with no concern for the other. Hence, their feelings never actually come to fruition before Catherine dies. Nevertheless, the mutual burning passion between the two not only results in love, but a fair amount of hatred. When Catherine’s illness leads her to her deathbed, instead of comforting her, Heathcliff berates her for causing him pain, going so far as t o say she’s â€Å"possessed with a devil† (Bronte ) for the way she acts toward him. Before her death, many other issues were at hand. Another one of the faults in their â€Å"love† is their need to make each other jealous. Cathy marries Edgar for the wealth and honor (Bronte ch. 9) and Heathcliff marries Isabella to make Edgar angry (Bronte ch. 11) according to each of the star-crossed lovers. However, their ulterior motives are clear: to make the other want themselves more through jealousy. The resulting relationships are quite damaged as

Technology Into Early Childhood Education Free Essays

string(145) " for learning and when used in a pedagogically appropriate manner, they provide valuable educational experiences for children \(Edwards, 2005\)\." Matters to Consider when introducing Technology into Early Childhood Education Introduction Earlier research was more concerned with weather or not technology; including computers were, in fact, beneficial to children’s learning. Current research is concerned with how technology can be used to support children’s learning and development (Morrison, 2009). Acronyms like PC, CD, DVD, PDA, DSL, eBay, and . We will write a custom essay sample on Technology Into Early Childhood Education or any similar topic only for you Order Now com, are part of our professional vocabulary right alongside ECE†¦ technology has changed the way we teach children (Donohue, 2003). This author takes the position that technology is beneficial to early childhood education. This paper will outline how technology is beneficial to early childhood education through an analysis of contemporary literature. The paper has been set out in sections addressing a different aspect of technology and matters to consider as it effects early childhood education. This paper will begin by defining technology. It will discuss recent trends in technology and the importance of educators and the benefits for children. It will discuss computer technology in the classroom and the use of media in education. It will conclude with a discussion on the effects of television superheros on children’s behaviour in an educational setting. This paper will show by presenting different aspects of technology and arguing different perspectives from research; technology is beneficial to early childhood education. Defining Technology in Early Childhood Education Before a discussion on technology in early childhood education can proceed, there needs to be an understanding of what technology is comprised of. Depending on which author one reads or what the purpose of the research is for, the definition of technology varies to include or exclude varying forms of artefacts. Dockett ; Fleer (1999) explain technology to be inclusive of high technology such as television, fax machines and computers as well as replica objects of television characters (p. 150). Dockett ; Fleer use a very general definition of technology. Looking critically at this example leads this author to feel the information here is too limited in content. In addition, other ‘high technology’ items include cell phones, smartphones, PDA’s, personal computers, the internet, e-mail, and digital cameras (Donohue, 2003), and electronic teaching materials such as SmartBoards (Flynn et, al. 2010). Donohue (2003) and Flynn et, al. (2010) explain that we routinely use these tools in our classrooms, as well as the home and work. Both Dockett Fleer (1999), and Donohue (2003) use the term ‘high technology’. The purpose here is that there are other categories which can be viewed as artefacts of technology such as blocks, sandpit toys, play group equipment or infant toys (Dockett Fleer, 1999). While this author acknowledges the listed ‘low tech’ items as developments of technology, this paper will not be discussing such items. Technology as listed above (Dockett Fleer 1999; Donohue 2003) lists items which could be considered as hardware. But technology is not limited to hardware alone. Other forms of technology which this paper holds interest include media. Weddell (2001, p. 4) describes media as being†Ã¢â‚¬ ¦all forms of broadcasts, advertising, television, computer games, film, video, interactive online media (email, internet), recorded music, print material (newspapers, magazines, cards, stickers), toys and merchandising associated with media-related products†. This paper will refer to technology as including both technical hardware and digital media. Technological Trends in Early Childhood Education In this section, the author will address matters that need to be considered about trends in early childhood education. While differing views are presented, the favoured position is overwhelmingly for the inclusion of technology into the early childhood curriculum as shown in the research. The question of technology in the early childhood classroom is not if, but how and why we use it (Donohue, 2003). The use of computers and technology in early childhood education has grown each year, and the ways in which technological tools are used to manage and improve programs and enhance children’s learning have expanded dramatically (Donohue, 2003). It needs to be acknowledged that technology and media are social icons, and, most importantly, children are active consumers of these products (Weddell, 2001). There is little wonder why technology is being viewed as becoming, if not already, common place in the educational setting. Zevenbergen (2010, p. 1) states, â€Å"This generation has been immersed in technology since their emergence into the world. Their homes have computer technology in all facets of gadgetry-the remote control for the television, the programmable microwave, the mobile phone computers, digital games (such as Xbox, as well as those on the computer)†. Early childhood is a period of growth and rapid development. During this time, many children attend preschool, where they have access to technology as a learning tool (Chen ; Couse, 2010). There is increasing interest and belief in the need to start this education [technology] at an earlier age, possibly as soon as children begin formal schooling or even nursery school or kindergarten (Stables, 1997). In a survey conducted by Flynn et, al. (2010), the results showed more than half of the educators surveyed think that children should be introduced to technology between ages 3 and 4. Perhaps one reason the findings would indicate this is due to the motivational interest technology hold for young children. In support of this, Chen ; Couse (2010) state, â€Å"Encouragement in the learning process is directly linked to motivation, as illustrated in Haugland’s study (1999), which found the motivation of kindergarten and primary-aged children increased when academic instruction was paired with the use of technology (p. 77). Today, educators are using technology in many creative ways (Donohue, 2003). In a study conducted by Jarvis and Rennie (1994) (cited in Fleer Jane, 1999), young children were asked about their views on technology by using a picture quiz to identify their perception of the term ‘technology’. Of the 28 items shown that had something to do with technology, the most frequently listed item was the computer (p. 7). This author notes this research was carried out in 1994. The results of a similar study being carried out today could likely reveal a different result. Unfortunately this author was unable to locate such a study. Either way, in early childhood classrooms, computers have become an increasingly accepted tool for learning and when used in a pedagogically appropriate manner, they provide valuable educational experiences for children (Edwards, 2005). You read "Technology Into Early Childhood Education" in category "Essay examples" As children naturally explore and learn about their environments through inquiry, computer technology has proven an effective means of cognitive and conceptual development as children develop literacy and numeracy skills and competence (Edwards, 2005). Educators recognize ever developing potential of technologies to enhance the ability of children to learn, problem solve, and convey their ideas (Chen Couse, 2010). The trend will continue for the foreseeable future; but equity issues of access, affordability, and the need for computer literacy for early childhood teachers and faculty will remain s significant barriers for many early childhood programs and professionals (Donohue, 2003). The trend of introducing technology into the classrooms appears to have gained motivation to the point where it is accepted by students, educators and parents (Dockett Fleer, 1999; Edwards, 2005), the reason for this occurring is largely due to children being so familiar with technology as a result of this generations lifestyle (Zevenbergen, 2010), we must also consider another aspect for introducing technology into the classrooms as it has been pointed out by O’Shanesy (2013, MOCR), not all children have computers in their homes. This is one very important reason why educators need to introduce technology and computers to these children as early as possible so that they may also develop the computer literacy skills that their peers may take for granted (p. 3). Early Childhood Educators in an Age of Technology In this section, the author will address matters that need be considered about early childhood educators working in this age of technology. While differing views are presented about the educator’s level of training and confidence, it is without question that educators are the key to successful integration of technology into the school curriculum. Digital technologies and computers have become an integral part of many children’s daily lives. For this reason, it is important that early childhood educators are not only familiar with the use of computer technologies, but are able to guide children’s understanding of, and ability to use them (Morrison, 2009). In agreement with Morrison, Weddell (2001) also insists that teachers need to guide children’s learning to better understand and interpret technology (p. 5). Haugland Wright (1997) suggest, without training it is very difficult for teachers to obtain the necessary expertise to successfully integrate computers into their curriculum. Only when teachers feel comfortable with technology will computers play a significant role in early childhood education (p. 17). It seems that researchers agree that the key to successfully implement technology into the classroom rests with the early childhood educator. According to Filipenko and Rolfsen (1999, as cited in Edwards, 2005), the integration of computers in the early childhood classroom to support children’s learning and development is influenced by the educators’ level of computing knowledge (Edwards, 2005). The question is raised, are teachers provided with the appropriate level of training to successfully implement technology into the classroom? Stables (1997) suggests, some teachers have warmly welcomed the challenge of introducing technology education to children at an early age. They have found that it has allowed them to develop new dimensions to work already underway (p. 50). This is not the case however with all educators as the research shows. Burnett (2010, p. 1) states, â€Å"Studies have highlighted a lack of confidence and competence amongst early childhood educators in relation to new technologies. † In support of this statement, Stables (1997, p. 50) argues, â€Å"Some [educators] are confused by what technology education would mean for young children†¦ There are also those who believe that technology education is simply inappropriate with a younger age group. The author questions why there are such differing opinions amongst early childhood educators. Perhaps Zevenbergen (2010, p. 1) offers an answer to this issue as he states, â€Å"We contend that young children coming into early childhood settings may be different from other generations because of the social and technological conditions within which they are developing. † In support to this statement, Donohue (2003), argues that most early childhood educators, unlike the young children in their classroom, have come to computers as adult learners and can be resistant to using technology (p. 17). If this is the case, then how does one bring these generations closer together? How has it come to be that the early childhood learners, know more about technology, and are more comfortable using it than many of the educators? There are noted benefits of early childhood educators using computers in classrooms as Morrison (2009) mentions, when educators support children to use computer technology in their classrooms; it helps them to develop skills such as the use of a keyboard and basic computer software. It also assists children to build learning concepts around computer use and digital media over time (p. 6). A point being addressed here by Morrison is not regarding the benefits that computers offer to children but rather what benefits the educators off to children in developing their computer skills. Consistent with this research, it has also been bought to the authors attention by O’Shanesy (2013, MOCR) that educators need to be trained appropriately to scaffold learning a nd use the correct computer language when working with children (p. 3). Early Childhood Learners and Computer Technology In this section, the author will address matters that need be considered surrounding computers in the classroom. While differing views are presented, the position is overwhelmingly in favour for the instruction and use of computers in the classroom as shown in the research. Computers are all around us. It has become virtually impossible to function on a daily basis without using or benefiting from computer technology (Haugland Wright, 1997). It is inevitable in this technological age that children will be exposed to computers and that these computers will be instrumental in their daily lives (Haugland Wright, 1997). Computers have been shown to be beneficial to children’s cognitive development (Dockett ; Fleer, 1999). With the use of a computer, children can develop their skills in areas where they would otherwise be limited. For example (Clements, 1992), a child can further develop their composition abilities using a simple word processing program. It is argued that children will not be limited by their handwriting ability as it is easier to press the keys on the keyboard (Cited in Dockett ; Fleer 1999). Stables (2007, p. 1) states, â€Å"Curiosity as to how things work, leads to a determination to make things work. Consequently, opportunities to develop problem solving skills are provided [through the use of computers]. † Used in developmentally appropriate ways, the computer is a resource which fits children’s learning style (Haugland Wright, 1997). Introducing technology into the curriculum of young children is important because of the propensity of this age group to en gage in technological activity with an enthusiasm, curiosity and lack of inhibition that creates an optimum opportunity for development (Stables, 2007). Haugland Wright (1997) explain learning involves children actively exploring their world and then, through a process of assimilation and accommodation, acquiring and constructing knowledge. Piaget (1971 cited in Haugland Wright, 1997) states, â€Å"If we desire to form individuals capable of inventive thought and of helping the society of tomorrow to achieve progress, then it is clear that an education which is an active discovery of reality is superior to one that consists merely in providing the young with†¦ready-made truths to know with. † This author acknowledges how relevant is this tatement by Piaget of 1971 is to modern education. While based on the research indicating the many developmental advantages of computers in early childhood educational settings as presented in this paper, there is still some doubts as to the benefits that will come from computers. Haugland Wright (1997, p. 6) state, â€Å"Opponents believe computers should not be placed in early child hood classrooms. They fear computers will replace other activities, will rob children of their childhood, are too abstract, provide children an unrealistic image of the world, lead to social isolation, reduce feeling awareness and creativity. But based on research findings (Lipinski, et. Al, 1986, NAEYC in Press) this is not the case. It needs to be stated that a computer does not replace traditional resources for teaching in the classroom. Instead usual or traditional activities that take place in the classroom are as important as they always were. As suggested by Haugland Wright (1997), computers should be used to supplement or accompany the children’s normal learning experiences (p. 7). Classroom activities help children place computer experiences in context and reinforce the competencies and skills children gain from technology (Haugland ; Wright, 1997). Early Childhood Education and Media Technology In this section, the author will address changing opinions towards media technology. While differing views are presented, the argument for introducing media into the classroom is favoured as shown in the research. Television programs, whether positive or negative, do form a large part of children’s life experience (Dockett Fleer, 1999). In support of this research, Flynn et. al. (2010, p. ) states, â€Å"It is hard to find a national study of children’s use of media in the past 20 years that does not demonstrate that media, and especially television, are a dominant activity of childhood. † Flynn et. al. (2010) claims that young children have incorporated media technologies into their out-of-school lives in unprecedented ways in recent years. Early media use is now the norm, with baby videos and 24/7 cable television for children used by even infants and toddlers (p. 3). Weddell (2001) presents a position (but does not advocate to) that parents do not want media studies in their children’s curriculum. Waddell argues in most cases, parents and teachers report that children are exposed to enough [media] at home and in the community without it becoming part of their education (p. 4). Weddell (2001) comments that children aged three to five are watching up to 17 hours of television a week (p. 4). While the argument that parents do not want media studies in their children’s classroom is not further supported by the research this author has located, there is certainly supporting research (Dockett Fleer, 1999; Flynn et, al. 2010) that children are exposed to a great deal of media in their lives. There is research that indicates that parents are in favour of media being integrated into their children’s curriculum. Rideout Hamel (2006, cited in Flynn et. al. , 2010) state, â€Å"We have a generation of parents who are more accepting of not just television but also computers and other technologies and who view such technologies as more likely to help than hurt their childre n’s development (p. 3). Perhaps this change in opinion could be a result of changing attitudes from 2001 to 2006. Dockett Fleer (1999) argue there is a range of children’s programs in Australia designed by educators to enhance children’s cognitive, social and emotional development. There is a great deal of community support for these kinds of programs. As a result, these television programs are part of many children’s educational experience. The Effects of Television Superheros on Early Childhood Learners In this section, the author will address matters of the media that affect the behaviour of children. The research presented shows conflicting views. Once again, it is shown the educator is the key to successfully integrating media technology into the school curriculum. A significant amount of research into superhero play has suggested that teachers should work with the popular children’s culture initiated and developed through television and video (Cupit 1989 cited in Dockett Fleer 1999). This would be interesting and thus motivating for the children. However, research indicates this also has negative effects on children’s behaviour due to television superheros usually being associated with violent acts. According to a study by Lisosky (1991; cited in Levin and Carlsson-Paige, 1995); there are over 200 acts of violence per hour in a popular children’s show of that time (Dockett Fleer 1999). In addition, the same television program used footage of real-life actors and settings with special effects and animation. As a result, children see real people engaged in realistic acts of violence (Dockett Fleer 1999). According to Levin and Carlsson-Paige (1995, p. 0, cited in Dockett Fleer 1999), teachers surveyed on the effects of the said television program on children’s play believe that the use of real people in the program increased the negative effect on children. It was argued ‘at 4 and 5 years of age, children do not have the cognitive skills to separate the fantasy from the reality of the show’ (p. 153). In contradiction to this survey finding, Weddell (2001, p. 4) states, â€Å"Very few children will be influenced by antisocial images or violence they s ee on the screen, nor will they become obese, unimaginative, poor communicators. Weddell (2001) does not deny that some children may behave violently during play after watching their television superheros in violent acts, however Weddell (2001) claims that some children behave violently because they have a predisposition to violent acts and are in need of supervision. Dockett Fleer (1999) suggest that children act out their superheros violent actions as they are unable to imagine another storyline to go with their superhero character, as a result, children should be protected from violence in media (p. 153). In argument, Weddell (2001, p. 5) states, â€Å"The notion that children are inevitably ‘at risk’ from the media and therefore must be ‘protected’ from it is a distorted perspective. Encouragement-rather than protection-is needed to guide children’s viewing and to teach the art of watching and interpreting the media. † Weddell (2001, p. 4) states, â€Å"Most importantly we need to trust that children can learn to discern the media messages they receive. We seem to forget that children of this century will know more about the media than their parents or teachers. It is unlikely that teachers will be able to influence what children choose to watch at home. As a compromise of the research presented, perhaps while at school, this author suggests teachers should choose media programs that do not involve violence but rather appeal to the children through other means. In support of the author, Dockett Fleer (1999) suggest teachers use quality televi sion programs to stimulate positive children’s play. Programs such as ‘Playschool’ actively encourage children to construct the same or similar things as those shown on the program. The construction work (e. g. , building a doll’s house, making name tags, or making hats) may stimulate further play (p. 158). This suggestion (Dockett Fleer 1999) is consistent with the research presented from both positions. Children do, to varying degrees, imitate what they see on television. So rather than expose them to violent acts, in an educational setting, children should be exposed to ‘quality’ television media that stimulate their desire to learn. Conclusion The future looks bright for technology in early childhood classrooms (Donohue, 2003). The effects of technology in educational settings on the development of young children have been widely documented and strongly positive (Chen Couse, 2010). Technology has changed the way we teach children (Donohue, 2003). This author has taken the position that technology is beneficial to early childhood education and presented this position with supporting research through an analysis of contemporary literature. This paper addressed different aspects of technology and discussed matters to consider as it effected early childhood education. This paper began by defining technology to include technological hardware (Dockett Fleer, 1999) and digital media (Weddell, 2001). It discussed recent trends in technology arguing technology is present in all areas of children’s lives (Zevenbergen, 2010). It argued the importance of educator training and experience as being a key factor to successful implementation of technology into the curriculum (Haugland ; Wright, 1997). It also argued the learning benefits technology offers for children (Dockett ; Fleer, 1999) in early childhood education. It discussed benefits of computer technology in the classroom (Clements, 1992) and the benefits of using media in education (Flynn et. al. , 2010) including a discussion on the benefits of television in education (Dockett ; Fleer 1999). This paper has shown by presenting different aspects of technology and arguing different perspectives from research; technology is beneficial to early childhood education. References Burnett, C. (2010). Technology and literacy in early childhood educational settings. Journal of early childhood literacy, 10(3), 247-270. Retrieved 20 January 2013 from http://shura. hu. ac. uk/1308/1/Final_JECL_(3). pdf Carlsson-Paige, N. ; Levin, D. (1990). Who’s calling the shots? How to respond effectively to children’s fascination with war and play and war toys. Philadelphia, PA: New Society Publishers. Chen, D. ; Couse, L. (2010). A tablet computer for young children? Exploring its viability in early childhood education. Journal of Research on Technolo gy in Education, 43(1), 77-100. Clements, D. (1992) Computer technology and early childhood education. In Roopnarine, J. , ; Johnson, J. (eds). Approaches to early childhood education, 2nd ed. , pp. 97-316. Columbus, OH: Meril Publishing Co. Cupid, C. (1989). Socialising the superheroes. Australian Early Childhood Resource Booklets, no. 5, Canberra, ACT: AECA. Dockett, S. , ; Fleer, M. (1999). Play and pedagogy in early childhood. Bending the rules (pp. 149-168). Marrickville, NSW: Harcourt Brace ; Co. Donohue, C. (2003). Technology in Early Childhood Education: An Exchange Trend Report (pp. 17-20). Child Care Information Exchange, November/December 2003: Redmond, W. A. Retrieved on 23 January 2013 from http://www. secure. worldforumfoundation. org/library/5015417. pdf Edwards, S. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology. 21(2), 192- 210. Fleer, M. , ; Jane, B. (1999). Our experiences and understandings of technology and technology teaching. In Technology for children: Developing your own approach (pp. 3-21). Sydney: Prentice Hall. Fatouros, C. , Downes, T. and Blackwell, S. (1994). In control: young children learning with computers. NSW: Social Science Press. Filipenko, M. ; Rolfsen, G. (1999). What will it take to get omputers into an early childhood classroom? Canadian Children, 24(2), 35-38. Flynn, R. , Lauricella, A. , Robb, M. , Schomburg, R. , ; Wartella, E. (2010). Technology in the Lives of Teachers and Classrooms: Survey of Classroom Teachers and Family Child Care Providers. Latrobe, PA: The Fred Rogers Center for Early Learning and Children’s Media. Retrieved on 23 January 2013 from www. fredrogerscenter. org/media/resources/TechInT heLivesofTeachers. pdf Haugland, S. (1999). What role should technology play in young children’s learning? Young Children, 54(6), 26-31. Haugland, S. Wright, J. (1997). Young children and technology. A world of discovery (pp. 1-20). Needham Heights, Massachusetts: Allyn Bacon. Jarvis, T. and Rennie, L. (1994). Children’s Perceptions about technology: an international comparison. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching Anaheim, March 1994. Levin, D. and Carlsson-Paige, N. (1995). The mighty morphin Power Rangers: teachers voice concern. Young children, vol. 50, no. 6, September, pp. 67 – 72 Lipikinski, J. , Nida, R. , Shade, D. , ; Watson, J (1986). The effect of microcomputers on young children: An evaluation of free play choices, sex differences, and social interactions. Journal of Computing Research, 2, 147-168. Lisosky, J. (1995). Battling standards worldwide â€Å"Mighty Morphin Power Rangers†fight for their lives. Paper presented at the World Summit for Children and Television, March 12-16, Melbourne, Australia. Morrison, T. (2009). Putting Children First: Digital technology and computers in child care. National Childcare Accreditation Council 29 March 2009 (Pages 16-17). Retrieved on 15 January 2013 from http://ncac. acecqa. gov. u/educator-resources/pcf-articles/Digital_computers_and_technology_Mar09. pdf Piaget, J. (1971). The science of education and the psychology of child. New York: Viking. Stables, K. (1997). Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners. Journal of Technology Education. Spring, 8(2), 50-65 Waddell, C. (2001). Media-savvy young childre n. Understanding their view. Every Child, Summer, 7(1), 4-5. Zevenbergen, R. (2008). Computer use by preschool: Rethinking practice as digital natives come to preschool. Australian Journal of Early Childhood. 33(1) How to cite Technology Into Early Childhood Education, Essay examples

On September 1, 1939, The German Military Forces Invaded Poland Essays

On September 1, 1939, the German military forces invaded Poland to begin World War II. This invasion was very successful because of its use of a new military strategic theory -- blitzkrieg. Blitzkrieg, literally "lightning war," involved the fast and deadly coordination of two distinct forces, the Wermacht and the Luftwaffe. The Wermacht advanced on the ground, while the Luftwaffe destroyed the enemy air force, attacked enemy ground forces, and disrupted enemy communication and transportation systems. This setup was responsible for the successful invasions of Poland, Norway, Western Europe, the Balkans and the initial success of the Russian invasion. For many years after the first of September, the air war in Europe was dominated by the Luftwaffe. No other nation involved in the war had the experience, technology, or numbers to challenge the Luftwaffe's superiority. It was not until the United States joined the war effort that any great harm was done to Germany and even then, German air superiority remained unscathed. It was not until the advent of the North American P-51 Mustang fighter, and all of the improvements, benefits, and side effects that it brought with it, that the Allies were able to achieve air superiority over the Germans. Reasons for the Pre-P-51 Air Situation The continued domination of the European skies by the Luftwaffe was caused by two factors, the first of which was the difference in military theory between the Luftwaffe and the Royal Air Force. The theories concerning the purpose and function of the Luftwaffe and RAF were exactly opposite and were a result of their experiences in World War I. During WW I, Germany attempted a strategic bombing effort directed against England using Gothas (biplane bombers) and Zeppelins (slow-moving hot-air balloons) which did not give much of a result. This, plus the fact that German military theory at the beginning of WW II was based much more on fast quick results (Blitzkrieg), meant that Germany decided not to develop a strategic air force. The Luftwaffe had experienced great success when they used tactical ground-attack aircraft in Spain (i.e. at Guernica), and so they figured that their air force should mainly consist of this kind of planes. So Germany made the Luftwaffe a ground support force that was essentially an extension of the army and functioned as a long- range, aerial artillery. The RAF, on the other hand, had experimented with ground-attack fighters during WW I, and had suffered grievous casualty rates. This, combined with the fact that the British had been deeply enraged and offended by the German Gotha and Zeppelin attacks on their home soil, made them determined to develop a strategic air force that would be capable of bombing German soil in the next war. Thus, at the beginning of WW II, the RAF was mostly a strategic force that consisted of heavy bombers and backup fighters, and lacked any tactical dive- bombers or ground-attack fighters. (Boyne 21) The Pre-P-51 Situation Because of these fundamental differences, the situation that resulted after the air war began was: bombers in enemy territory vs. attack planes. The "in enemy territory" was the second reason for the domination of the Luftwaffe. At the beginning of WW II, and for many years afterward, the Allies had no long-range escort fighters, which meant that the bombers were forced to fly most of their long journeys alone. (Perret 104) Before the P-51 was brought into combat, the main Allied fighters were the American P-47 Thunderbolt and the British Spitfire, neither of which had a very long range. The rule-of-thumb for fighter ranges was that they could go as far as Aachen, which was about 250 miles from the Allied fighters' home bases in England, before they had to turn around. Unfortunately, most of the bombers' targets were between 400 and 700 miles from England. (Bailey 2-3) This meant that bombers could only be escorted into the Benelux countries, northern France, and the very western fringe of Germany. When these unescorted, ungainly, slow, unmaneuverable bombers flew over Germany, they were practically sitting ducks for the fast German fighters. On the other hand, the bombers were equipped with several machine guns and were able to consistently shoot down some of their attackers. Because of this, "U.S. strategists were not yet convinced of the need for long-range fighters; they continued to cling to the belief that their big bomber formations could defend themselves over Germany." (Bailey 153) The Allied Purpose in the Air War The Allies knew that they had to drive German industry into the ground in order to win the war. Since the factories, refineries, assembly-lines, and other industry-related structures were all inland, the