Difficult Preschool Behavior free essay sample

Working with preschoolers can be fun and energizing however it can likewise be tiring and a test. They are at the age where they need to learn new things. They are loaded with vitality and questions. At this age, they are a bunch, and when you have a study hall brimming with preschoolers you should be readied. For this situation, we see Jane Chambers a preschool instructor, utilizes powerful methodologies to run her study hall easily. The methodologies are expectation and redirection, regular backings, materials/space, cornerstone practices, joint effort, structure and schedules, and uncover reasons. The main procedure is a significant one for preschoolers. It was know as expectation and redirection. This is the point at which you envision that something may occur and you redirection a kid before you have an issue. For the situation, you can see a case of expectation with the building site. This site is a region in the room where the kids can play like development laborers. We will compose a custom article test on Troublesome Preschool Behavior or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Mrs. Chamber has picked the materials for this site. In expectation that youngsters may battle about the apparatuses, there is nobody sledge or one cap of one shading. Mrs. Chambers diverts a youngster who is perched on the sofa watch other kid do a riddle. She diverts the kid to painting in stead of sitting on the sofa. Redirection is an approach to occupy or divert the kid from an unfortunate conduct into a progressively suitable activity† (Marion, 1999). With preschool age youngster redirection is an incredible method to deal with undesirable conduct. The following methodology is common backings. These are the least nosy backings since they happen normally in the environmental factors (Bauer, 2004). In youth, the best help is backing of their friends.

Reflection on My Portfolio Essay -- Personal Narrative Writing

Reflection on My Portfolio Writing has entranced me since the beginning. I was consistently a very dynamic youngster, yet all I expected to settle down was a decent book. The universes made from the page inside my psyche were wondrous and stunning. Nonetheless, I never envisioned that I would turn into an English Literature major in school. In the same way as other others before me, I wasn’t sure what you could do with an English major however educate or compose, neither of which I anticipated doing. A business or the executives major appeared to be significantly more handy. In spite of these second thoughts, I realized that I needed a significant that I appreciated instead of one that was a â€Å"safe bet.† Therefore, when an educator of mine made me fully aware of the entirety of the potential outcomes, it didn’t take long for me to choose. Presently I can unquestionably say that my English major has given me important encounters and showed me countless exercises that will help me in my vocation life as well as in my own life too. I have had the option to build up my composition and inventive capacity with the goal that regardless of where I go or what I do I can benefit as much as possible from it. I additionally have the brilliant capacity to think about my life through looking at writing and making associations and appearance in my own life. As I get ready to leave Loras I am sure that my English Literature Major has arranged and completely qualified me for whatever is to come. At the point when it came time to choose which papers to remember for my portfolio I was in a significant situation. The vast majority of the papers I wrote in my school profession were spared electronically. Shockingly, some specialized issues came up and I lost these. This mishap essentially diminished my alternatives. Be that as it may, while this deterrent might be viewed as a catastrophe, in all actuality it ended up being a... ...ate with an English Literature Major, I realize that the Literature has consistently been a solid topic in my life. Recollecting me as a kid, I see myself stuffing a towel in the break of my room entryway so my folks wouldn’t see that the light was (on the grounds that I was secretively perusing as opposed to resting as I should). Or then again thinking back to secondary school, I was casted a ballot generally athletic, however I wasn’t a run of the mill muscle head. Or maybe, I was the understudy competitor who conveyed a book on the transport and read as opposed to playing a game of cards with different young ladies. These encounters laid an example in my life. Since I am moving on from school, I consider my To be Portfolio as the zenith of my adoration for writing; yet I don't consider it to be the end. I realize that as I proceed onward in my life, my encounters as a writing significant will never leave me and will help me in all that I do.

Strategy Of Oil Spill Disaster In The Gulf Of Mexico Essay

Methodology Of Oil Spill Disaster In The Gulf Of Mexico - Essay Example In the long stretch of April, the year 2010, a stage for deepwater boring in the Gulf, found fifty miles from the Louisiana coast upset and sank because of a blast. A few endeavors to seal the top the very much kept on being purposeless requiring tremendous volumes of oil to spill and spread to the shores. The spills came to the extent the swamps Louisiana. The organization that was behind the oil-boring endeavor was the British Petroleum. The impacts of this catastrophe are huge and cut over a few segments going from the economy to the natural supportability. The oil spillage undermined the business of in excess of 400 types of natural life. The ocean creatures whose lives were most undermined incorporates fish, whales, and shrimps along with a few types of flying creatures. The land creatures generally influenced by the debacle were the white-followed deer, dim fox a few creatures of land and water like the snapping turtle and the crocodile. The monetary expenses emerging from the spillage in the Gulf were immense (The Daily Green 2010, p.1). For example, by June 2010, the administration had paid $ 62 million as pay cases to 26,500 the inhabitants in the Gulf of Mexico. Moreover, the back up plans will probably spend up to $ 1.5 billion in pay. Near 12, 000 inhabitants of Louisiana are presently jobless because of oil slicks in the Gulf (The Daily Green 2010, p.1). For example, by June 2010, the administration had paid $ 62 million as remuneration cases to 26,500 the inhabitants in the Gulf of Mexico. Moreover, the back up plans will probably spend up to $ 1.5 billion in remuneration. Near 12, 000 inhabitants of Louisiana are presently jobless because of oil slicks in the Gulf (The Daily Green 2010, p.1). This isn't the underlying time the British Petroleum industry has needed to stand up to a debacle. A processing plant that the organization claims in the city of Texas encountered a huge blast in 2005.

The violin Essay Example | Topics and Well Written Essays - 1000 words

The violin - Essay Example This The violin work plots the beginning and use of this instrument. The name violin is an English word got from a Latin word vitula, which means stringed instrument in English. This suggests the instrument was not an English creation and just increased a great deal of conspicuousness in the United Kingdom in the sixteenth century following its broad use in the advanced Italy. The violin was played a great deal in Italy and turned out to be a piece of the Italian social legacy. Probably the most commended musician and violin producers, for example, Gasparo da Salã ² and Giovanni Paolo Maggini among numerous others were all Italians. The instrument assumed a job in the advancement of the cutting edge salsa move, which unintentionally was a piece of the Italian legacy as well. The spread of the instrument to different pieces of the world came about because of colonization and the resulting industrialization in the late eighteenth century. Italians spread all through the world to the Americas and different pieces of Europe taking their way of life with them. In doing as such, others started valuing the instrument in music creation. Celine Dion one of the current artists who have utilized violins in the majority of her melodies is a Canadian however of Italian better than average. The utilization of the instrument has today procured a worldwide acknowledgment and increase by various individuals from everywhere throughout the world. The improvement of the instrument has focused on the alterations of its highlights and expansion of style to make it look progressively excellent and produce better quality sounds. (Bartruff, 1989). Among the normal highlights of a violin are the strings. This is a crucial piece of the instrument commanded with the creation of the sound. The strings nailed to the tail stretch the whole length of the instrument and pass right to the upper most piece of the instrument called the parchment. In the antiquated Greek and Roman days, the strings were made of sheep gut, these were pieced, extended and dried to the ideal quality to deliver top notch sound and last more. With the current innovative headways, the strings are today made of steel or aluminum. Moreover, while in the antiquated day the individuals depended distinctly on the instrument to engage, the cutting edge mechanical improvements permit the sound to go through different machines that supports its benefit and quality. These make chronicles and music creations simpler. Moreover, the instrument wins the capacity to engage an enormous number of individuals notwithstanding is little size and the moderately low solid it produces. Tunings are other fundamental pieces of the instrument. These manage the quality and pitch of sound that each stroke of the stri ngs produces. The tunings look like those found in a guitar and are set at the parchment end of the instrument. These are projecting stick toward the finish of the instrument on which the strings wind. The musician hence utilize these to change the snugness of the strings relying upon the note of the music required. Without the tunings, the strings may effectively break; the tunings gives the strings a recompense to loosen in this way keeping any neural connections from inadvertent pulls. In spite of the various points of interest and reasons for the tunings, their essential capacity is to manage the pitches of the sounds created. Withdraws from other hand are most certainly not

Common App Essay on Common App Questions - Sample Essays for Common App Challenge

Common App Essay on Common App Questions - Sample Essays for Common App ChallengeThis is a quick summary of the five sample Common App Prompts. You can use them in your resume. They're easy to add to your computer and print out. Here are their addresses:I've listed these five on review sites. You can also read summaries of this essay on Common App Format. You can also find the sample essays online, but these five are pretty easy to find and make a great resume answer.Degree One has been in business for some time. They sell security equipment and other common school supplies. If you need a regular supply of paper, pens, notepads, and pencils, this is the site to go to.This is a link to grammar question you may be asking yourself. Look for it. It will tell you what software they recommend you use, the type of software, and other relevant tips.On this Common App site, you'll find a job-search guide, information about job fairs, and resume writing tips. This is a good site for quick tips on the Common App Challenge.This is for busy moms who can't leave the house but want to make sure the kids are well taken care of while they're there. This website includes kid health, education, entertainment, and even activities for parents. You might like it, or you might not.Maybe you are out of town and your family can't come to visit, but want to check in on them. Check out this online journal that includes a postcard, an email newsletter, and a daily snapshot of the family. It's also a good way to keep in touch with them, without giving up the drive.These five sample essays on Common App Challenge will help you get started in answering the Common App prompt, Common App Challenge Essay on Common App Questions. You should take advantage of them.

Technology into the Classroom Essay Online For Free - Free Essay Example

What are the advantages and disadvantages of incorporating technology into the classroom with a specific focus on non-ICT lessons? The use of Information Communication Technology (ICT) in education has been described as engaging, enabling and transformative (Clark et al. 2009; Prensky, 2010). ICT can improve both personalisation and collaboration, providing tools and experiences that can aid social and independent learning (OHara, 2008; Selwyn et al. 2010). Throughout non-ICT subjects, technology can help to create an enabling environment, founded on communication and interaction (OHara, 2008, p.29). ICT can also structure childrens understanding of curriculum content in non-ICT lessons, while helping them to develop knowledge of processes that will be of significant use in their future lives (DfES, 2006). However, only one in four schools are succeeding in employing ICT to enhance learning across the curriculum, which suggests that there are barriers to the effective use of ICT in non-ICT lessons (BECTA, 2009). While developing practical skills with technology is essential, children will also need to cultivate a reflective, metacognitive awareness (Flavell, 1979, p.908) of their own creative and safe engagement with ICT in order to use it effectively in non-ICT lessons (Sharples et al. 2009). This concept has been defined as e-confidence and is a key concern for teachers when planning learning experiences involving ICT (QCA/N AACE, 2007). A framework of possibilities for using ICT throughout the curriculum has been developed by the National College of School Leadership (Blows, 2009). This matrix involves a progressive scale of e-words, which describe the increasing effectiveness of ICT as a tool to transform learning and develop childrens higher-order thinking skills (Blows, 2009; Bloom, 1956). The ICT and Learning matrix can be seen in Fig.1: Fig.1 ICT and Learning: e-words matrix (Blows, 2009) By referencing this matrix against other educational theories, it will be argued that embedding technology into non-ICT has the potential to extend and empower learners (Blows, 2009). However, the key point is that ICT needs to be used to support, challenge and   empower learners, rather than simply being exchanged for traditional teaching methods in order to meet national agendas (Blows, 2009). Blows (2009, no page numbers) emphasises the importance of using ICT to enhance learning, rather th an simply exchange it with traditional resources. Furthermore, Prensky (2010) recognises the limitations of using technology just for the sake of it. For example, using an iPAD or SMARTboard as a dynamic, problem-solving device for group work in mathematics or geography would be beneficial to supporting cognitive development (Adey, 1992). However using these technologies as basic presentation tools, or only to display multimedia content would be a less effective use of the resources. Tondeur et al. (2006, p.963) assert that schools concentrate too much on teaching the practical use of ICT programs, rather than using technology to improve learning, collaboration and cognition. ICT is still seen as separate from other subjects and needs to be embedded into non-ICT subjects more organically (Tondeur et al., 2006). However, this should not be at the detriment of traditional skills, for example map reading and measuring in geography. Conole (2007, p.82) recognises three fundamental sh ifts in education since the beginning of the twenty-first century: from a focus on information to communication, [à ¢Ã¢â€š ¬Ã‚ ¦] from a passive to more interactive engagement, and [à ¢Ã¢â€š ¬Ã‚ ¦.] from a focus on individual learners to more socially situative learning. The implication is that technology must be harnessed to extend learners, rather than passively replacing previous resources (Blows, 2009). By successfully integrating technology into non-ICT subjects, ICT can create collaborative experiences that are both engaging and more effective than was previously possible (OHara, 2008). For example, students can use the internet to research and share knowledge, and use creative computer programs in collaboration with other social groups. However, a disadvantage of using ICT is that it can hinder students cognitive and problem-solving by providing too much support (OHara, 2008). An interactive database in science is beneficial to learning, but should not over-simplify l earning as this would be to the detriment of student progression and understanding. In contrast, the new Computing Programmes of Study (DfE, 2013) suggest that students need practical skills in computing before ICT can be used to enhance non-ICT subjects. ICT can be advantageous in non-ICT subjects as long as it balances practical application with collaborative and creative learning. Technology can be employed in non-ICT lessons to support children in creating material for specific purposes and audiences, using various modes of communication (Bearne, 2003). An example of this could be setting up a class blog in Literacy or Art lessons with which pupils could display and discuss their work and learning, using photos and sound files to create their own multimodal blog-site. Richardson (2009, p.27) argues that blogs are a truly constructivist tool for learning and can therefore be employed by teachers to engage and structure learning. It has been suggested that while formal writing can be described as independent monologue, blogging should be regarded as a conversation (Selwyn et al. 2010, p.30). ICT allows childrens work to be dynamically shared with parents and family on a regular basis, resulting in the continuation of learning outside of school and improved links to the community. However, while ICT can provide a supportive learning framework or resource, this relies on the teacher to guide children through progressive stages of learning (Wood et al. 1976). The use of ICT in non-ICT lessons relies on the presence and planning of a skilled teacher who recognises how to harness technology to improve learning, rather than just replace, for example, existing literacy practices. When embedding ICT into non-ICT lessons, the teacher should act as a facilitator and enabler, using technology as a tool to increase learning possibilities for a group of children working at different attainment levels (Prensky, 2010). Technology can enhance learning by connecting th e elements of exploration, contribution and completion (Richardson, 2009). An example is the proposal that video games can engage reluctant learners (DfES, 2005). Young pupils may have become disengaged by a digital divide between their home use of ICT, and the ICT that they have access to in school. Therefore, using games as a learning resource in Mathematics or Geography could create links between home interests and school classroom cultures (Sutherland-Smith et al. 2003, p.31). Using ICT to connect curriculum areas has the potential to increase social participation in schools and reengage disenfranchised learners (Clark et al. 2009). An example of this concept is the video game Wild Earth: African Safari on Nintendo Wii; in which the player is a photojournalist touring the Serengeti National Park, taking photos of indigenous animals. This game could be used to actively demonstrate a different part of the world to young learners, which would be impossible without ICT. Children could subsequently create paintings, drama or simply discuss what they have seen to improve collaboration and cognition (Hong et al. 2009). ICT can therefore enhance cultural understanding and critical thinking in non-ICT subjects (Hague and Payton, 2010). However, the teachers selection of game, or other ICT resource, must be relevant to the learning experience and support the achievement of learning objectives, so that technology is not simply replacing traditional resources (Learning and Teaching Scotland, 2010). Structured by their interactions with ICT, children can develop communication skills that will prepare them for the future. However, it could be argued that ICT is never a substitute for real experiences. It should instead be viewed as a tool for improving non ICT-lessons. This example demonstrates that ICT offers teachers a set of virtual tools that can enhance learning in non-ICT lessons (Simpson and Toyn, 2012, p.1). However, students will need to be taught how to use these tools effectively so that they can employ them in non-ICT subjects. ICT in other subjects requires additional training and instruction, which may detract from general teaching and learning time (Simpson and Toyn, 2012). Using technology in non-ICT lessons is all about balance, with the teacher needing to balance ICT with traditional and transitional learning skills in order to support progression. ICT can enhance (Blows, 2009) learning experiences in non-ICT lessons by structuring the development of skills and understanding. However, Prensky (2010, p.72) proposes that there is a difference between a learning experience being relevant to children and being real. Rather than providing passing allusions to childrens interests, teachers must use ICT to find ways to help children connect with real issues. ICT must be employed in authentic and purposeful contexts (Loveless, 2003, p.102) to empower learners (Blows, 2009) so that they can achieve a greater understanding of a to pic in non-ICT lessons. An example is using video-conferencing technology to create links between the classroom and other areas, and broaden the landscape for learning. A teacher could set up a conversation with a school in a different location, with a contrasting community but similar issues. Classes could ask each other questions and describe their school and community environments. This would support the development of speaking and listening skills, alongside personal [and] social development (DfCSF, 2008, p.13). By linking learning to other places and communities, ICT can create a wider community of practice in non-ICT lessons, where young children recognise that education and learning are not isolated to their school location (Wenger, 1999, p.4). Technology can therefore have a positive and transformative effect (Wheeler and Winter, 2005) by allowing children to develop personal reflection during purposeful social participation (Richardson, 2009). However, young people ne ed to recognise how to utilise technology to support their ongoing learning. Hague and Payton (2010, p.8) argue that education systems need to help young people to understand and benefit from their engagement with digital technology and digital cultures.   ICT supports and extends (Blows, 2009) both independent and social progression, but young people need to recognise how to use technology as a tool to expand their learning in non-ICT lessons. An appraisal of advantages and disadvantages of using ICT in non-ICT lessons needs to investigate potential problems and highlight areas of concern. Critics argue that early computer use can affect young childrens vision and physical development, leading to a possible deficit in the advancement of their motor skills (AfC, 2000). Furthermore, technology can often fail to work, which could disrupt lessons and demotivate learners in non-ICT lessons (OHara, 2008). Practitioners also need to be knowledgeable enough to successfully integr ate ICTs into teaching and learning, and this is reliant on available budgets for high quality training (OHara, 2008). A lack of expertise can be a limiting factor that can negate the potential of ICT to improve learning across the curriculum (Beetham, 2007, p.32). Similarly, students may have different skill-levels with ICT, so the teacher needs to incorporate this into lesson planning in the same way that they would differentiate by ability in core subjects (Hague and Payton, 2010). Perhaps the most debated area of concern of using ICT across the curriculum is that of e-safety (Sharples et al. 2009). The integration of ICT into non-ICT lessons must be supported by a comprehensive school e-safety policy (Byron, 2008). The supposed moral panic (Bennett et al. 2008, p.775) associated with childrens use of ICT, particularly the internet, can create pedagogical difficulties for teachers. A balance must be achieved between encouraging pupils to participate in creative, collaborative activities in non-ICT subjects, while also protecting them from risk (Sharples et al. 2009). Prensky (2009) asserts that adults should not simply instruct young learners about the risks associated with using ICT. Children must also develop digital wisdom in order to understand safe practice and an awareness of their identity as users of technology (Prensky, 2009, p.11). The topic of e-safety shows that incorporating technology into non-ICT lessons has simultaneous advantages and disadvantages that need to be diligently managed by the school, the teachers, and by the students themselves. The use of technology in non-ICT lessons can engage learners and enhance learning experiences (Wheeler and Winter, 2005). However, the integration of ICT into classroom practice requires balance so that it does not detract from physical and social development (AfC, 2000). ICT can be embedded into learning activities to improve collaborative learning (DfES, 2006), yet it also supports the personali sation of activity and assessment. Activities involving ICT should negotiate a balance between creativity and safety, in order to adhere to the schools e-safety policy (Sharples et al. 2009). Children need to develop practical skills in ICT, alongside a social and cognitive awareness that will help them to succeed in a technology-driven society. An essential part of using ICT in non-ICT lessons is that young children are gradually encouraged to recognise the difference between information and knowledge (Nutt, 2010). ICT provides new means to investigate and retrieve information (BECTA, 2009) and empowers learners (Blows, 2009) with new modes of communication (Bearne, 2003). However, these benefits would prove irrelevant without the transformation of information and digital discourse into knowledge and understanding. Technology can have huge advantages for learning in non-ICT lessons, while the disadvantages and barriers can be managed by educators. However, ultimately, it is not what ICTs children are using across the curriculum, but what they are using them for that really matters for the future. References Adey, P. (1992) The CASE results: implications for science teaching. International Journal of Science Education. 14 (2) pp.137-146. AfC (2000) Fools Gold: a critical look at computers in childhood. [Online]. Available at: https://www.allianceforchildhood.org/fools_gold (Accessed: 6th Oct 2015). Bearne, E. (2003) Rethinking literacy: communication, representation and text. Reading, Literacy and Language. 37 (3) pp.98-103. BECTA (2009) Bectas Contribution to the Rose Review. [Online]. Available at: https://clc2.uniservity.com/GroupDownloadFile.asp?GroupId=20115174ResourceId=2892751 (Accessed: 7th Oct 2015). Beetham, H. (2007) An Approach to Learning Activity Design, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.26-40. Bennett, S., Maton, K. and Kervin, L. (2008) The digital natives debate: A critical review of the evidence. British Journal of Educational Technology. 39 (5) pp.775-786. Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, in Bloom, B.S. (ed.) Taxonomy of Education Objectives, Handbook 1: Cognitive Domain. New York: McKay, pp.201-207. Blows, M. (2009) E-words for ICT and classroom creativity. National College of School Leadership. [Online]. Available at: https://future.ncsl.org.uk/ShowResource.aspx?ID=812 (Accessed: 7th Oct 2015). Byron, T. (2008) Safer Children in a Digital World: the Report of the Byron Review. Nottingham: DCSF Publications. Clark, W., Logan, K., Luckin, R., Mee, A. and Oliver, M. (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. Journal of Computer Assisted Learning. 25 (1) pp.56-69. Conole, G. (2007) Describing learning activities à ¢Ã¢â€š ¬Ã¢â‚¬Å" tools and resources to guide practice, in Beetham, H. and Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age. Abingdon: Routledge, pp.81-91. DfCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DfCSF Publications. DfE (2013) Computing programmes of study: key stages 1 and 2. DfE. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 6th Oct 2015). DfES (2005) Harnessing Technology: Transforming Learning and Childrens Services. Nottingham: DfES Publications. DfES (2006) 2020 Vision: Report of the Teaching and Learning in 2020 Review Group. Nottingham: DfES Publications. Flavell, J. (1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist. 34 (10) pp.906-911. Hague, C. and Payton, S. (2010) Digital Literacy Across the Curriculum. Bristol: Futurelab. Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K. and Chang, H-Y. (2009) Assessing the educational values of digital games. Journal of Computer Assisted Learning. 25 (5) pp.423-437. Learning and Teaching Scotland (2010) About Game Based Learning: w hat children learn. [Online]. Available at: https://www.ltscotland.org.uk/usingglowandict/gamesbasedlearning/about/understanding.asp (Accessed: 6th Oct 2015). Loveless, A. (2003) Role of ICT. 2nd edn. London: Continuum. Nutt, J. (2010) Professional Educators and the evolving role of ICT in schools: Perspective Report. [Online]. Available at: https://www.cfbt.com/evidenceforeducation/our_research/evidence_for_schools/school_improvement/the_role_of_ict_in_schools.aspx (Accessed: 7th Oct 2015). OHara, M. (2008) Young children, learning and ICT: a case study in the UK maintained sector. Technology, Pedagogy and Education. 17 (1) pp.29-40. Prensky, M. (2009). H. sapiens digital: From digital immigrants and digital natives to digital wisdom. Innovate 5 (3) pp.1-9. [Online]. Available at: https://www.innovateonline.info/index.php?view=articleid=705 (Accessed: 6 Oct 2015). Prensky, M. (2010) Teaching Digital Natives: Partnering for Real Learning. London: SAGE. QCA/NAACE (2 007) E-Learning: What is it, why it is important and how it will develop? [Online]. Available at: https://www.shambles.net/elearning/publications/elearning_naace_aug07.pdf (Accessed: 6th Oct 2015). Richardson, W. (2009) Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. 2nd edn. London: SAGE. Selwyn, N., Potter, J. and Cranmer, S. (2010) Primary Schools and ICT: Learning from Pupil Perspectives. London: Continuum. Sharples, M., Graber, R., Harrison, C. and Logan, K. (2009) E-Safety and Web 2.0 for children aged 11-16. Journal of Computer-Assisted Learning. 25 (1) pp.70-84. Simpson, D. and Toyn, M. (2012) Primary ICT Across the Curriculum. 2nd edn. London: SAGE. Sutherland-Smith, W., Snyder, I., and Angus, L. (2003) The Digital Divide: differences in computer use between home and school in low socio-economic households. Educational Studies in Language and Literature. 3 (1-2) pp.5-19. Tondeur, J., Van Braak, J. and Valcke, M. (2006) Curricula and the use of ICT in Education: Two Worlds Apart? British Journal of Educational Technology. 38 (6) pp.962-976. Wenger, E. (1999) Communities of Practice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wheeler, S. and Winter, A. (2005) ICT à ¢Ã¢â€š ¬Ã¢â‚¬Å" Winning Hearts and Minds, in Wheeler, S. (ed.) Transforming Primary ICT. Exeter: Learning Matters, pp.7-25. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry. 17 (2) pp.89-100.

What Is Literature Essay - 1778 Words

Since the 18th century, the definition of the concept literature has become a problematic and a controversial issue among various literary schools. What is literature? What are the qualities that distinguish a literary text from a non-literary one? Does literature have any particular function in society? These are some crucial questions whose answers were supposed to limit and define the scope of literature. However, various literary and critical schools have advanced different and contradictory responses to these same questions, which have consequently led to a failure in producing an authoritatively established definition of literature. This failure can be ascribed to many reasons, but because the length of the paper doesnt†¦show more content†¦This new sense, which was ascribed to the development of printing, was a specialization Â… to the printed word and especially the printed books with certain quality [imaginative works] (Williams, 46). To elaborate on this definition, R. Wellek and A. Warren have stated that in all of them [the printed books with certain quality], the reference is to the world of fiction, of imagination (Wellek and Warren, Theory of Literature, 25). However, a simple review of the history of prose narrative forms would show that this definition of literature as a category of fictional and imaginative writings is irrelevant. Many writings which were written as anthropological documentaries were making use of fiction, while many other fictional works were given the status of documentary and factual writings. All travelogue writings and western historiography between the middle ages and the twentieth century are good examples to illustrate this point. Works like T.E. Lawrences Seven Pillars of Wisdom, W.M. Thackerays From Cornhill to Cairo, Kingslakes Eothen, and Sir Thomas Mores Utopia made use of both fact and fiction. Moreover, at the time of their appearance, most of these works were conceived of by the western audience as factual and documentary writings. Later on, due to some historical and political changes in the world, these writings became conceived of as fictional and imaginary works.Show MoreRelatedWhat Is Literature Es say689 Words   |  3 Pages12:00 What is Literature? Poems, novels, and stories; these are some of the things that first came to my mind upon pondering on the question What is Literature?. And just lately I have known that literature also includes songs, speeches, plays, and many others in written and spoken forms. I have also known that things that are produced out of creative imagination can be referred as literary works which are the ones that comprise literature. Considering this description of what literature is, theRead MoreWhat Is Literature Review?3725 Words   |  15 Pages 4. What is literature review? Discuss in not less than 2000 words Introduction: as a general rule, researchers should first investigate previous research to see whether or not others may have already addressed similar research problems and must acquaint themselves with the relevant literature. Literature review is used to help the researcher link concepts from other sources to his or her research, a good literature review require a balance. A literature review often forms part of a larger researchRead MoreWhat Is Literature Writing?2296 Words   |  10 Pagesdistinguishable from other pieces of writing by their creative, or artistic intent. A piece of literature differs from a specialised treatises on astronomy, political economy, philosophy, or even history, in part because it appeals, not to a particular class of readers only, but to men and women; and in part because, while the object of the treatise is simply to impart knowledge, one ideal end of the piece of literature, whether it also imparts knowledge or not, is to yield aesthetic satisfaction by the mannerRead MoreEssay on What Is Literature and Why Study Literature711 Words   |  3 PagesWhat is Literature? Why Study Literature? At often times, literature is thought of as lackluster works and long books and passages. People often think that literature is one thing, not knowing that it is in actuality composed of several elements that we all use in our daily lives. In order to get a clear understanding of exactly what literature is, we must first identify the definition. According to Merriam- Webster, literature is defined as the body of written works produced in a particularRead MoreWhat Is The Concept Of Change In Literature1627 Words   |  7 Pagesbook is deeper and how the author uses right describing details. Also the effective story-writing of Walter Dean Myers.  Character Theory Chapter â€Å"The Greatest, Muhammad Ali† by Walter Dean Myers, the book is about Muhammad Ali and his life what he did. I think the character theory is not just Ali boxing throughout the book, its also about him standing up to segregation and the Vietnam War. One peice evidence that supports my theory. Is because of his religion he shouldn’t have to go toRead MoreLiterature Review on What Is Strategy1840 Words   |  8 Pagesthe Michael Porter (1996) literature ‘what is strategy’; one of the concept of the organization strategy can be understood as being â€Å"different† from the competitors and so with the different end outcome and added value to the organization as a long-term advantages. It means that, an industry or organization could be operated in a different way than it`s competitor, which will allow to achieve long-term value creation. In other words; strategy can be understood as, what are the organization uniqueRead More What Christian Literature Is Essay4677 Words   |  19 PagesWhat Christian Literature Is Lewis here writes about Christianity and literature, specifically what is Christian literature and how does it differ with secular literature. He read this paper to a religious society at Oxford fairly early in his Christian walk. The question he seems to be answering is, What is Christian literature? His main argument is that the rules for good literature are the same for both Christian and non-Christian. He writes, The rules for writing a good passion play orRead MoreWhat Does Ethnic Literature Mean?994 Words   |  4 PagesWhat does ethnic literature mean? We all have some ethnicity in us that is different than the rest, so doesn’t that mean that all of our literary contributions make up that of American ethnic literature? Before the Civil War, many of the minority people of America started writing poems, songs, and other types of literature that helped describe what life was like in America as an outsider in the â€Å"white† world. These writings became the beginnings of what is now called American ethnic literature.Read MoreWhat ´s a Literature Review? Essays1818 Words   |  8 PagesIntroduction A literature review is a study written by someone on a specific topic by researching relevant literature available and interpreting it (Aveyard, 2010). A research question is developed and by using relevant literature the question is analysed in detail (Aveyard, 2010). The literature review is important because it gives you a shorter version of all relevant literature on the topic chosen, this is so the reader does not have to access the number of literatures used (Aveyard, 2010).Read MoreLiterature Is Not Only What We Read, Reflecting On The1522 Words   |  7 PagesLiterature is not only what we read, reflecting on the context in which it is written in. The role of value of judgement in the reading of literature is almost part of the world, involving systems of valuations between literary texts and authors. Value of judgement is between the rightness and wrongness of something or someone in context with the utility of importance. The value of judgement in the reading of literature is much more complicated, pointing out the