Play Based Learning and Teaching

Play Based Learning and Teaching This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcome s and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn. In terms of what should be being taught at the Foundation Stage level, the document Curriculum Guidance for Foundation Stage (see DfEE, 2000) sets out six areas of learning that are intended to form the basis of Foundation Stage learning: communication, literacy and language; knowledge and understanding of the world; personal, social and emotional development; mathematical development; physical development and creative development (QCA, 2008). Each of these six areas of learning has a set of related early learning goals that the teacher should aim for completing, in terms of recording the child’s achievement on their Foundation Stage Profile (DfES, 2007). By Key Stage 1, children should have mastered all of the necessary early learning goals and should, through this, be enabled to begin the learning process that will take them through the programme of study as set out in the National Curriculum for Key Stage 1 right through to their National Curriculum Assessments (see DCSF, 2 007). Thus, from an early age, children have an extremely structured learning pathway, in terms of the learning outcomes that are desired under the current National Curriculum framework for Key Stage 1 children and due to the Foundation Stage Profiles that need to be filled out for every Foundation Stage level child (DfES, 2007). How this learning pathway is delivered to children, and how these learning outcomes are achieved is, however, not so rigid and teachers are free to deliver these learning outcomes in the way in which they see fit, although in most Government-run places of education in the UK, this is usually performed under the framework of dependence on previous models of success (i.e., the long-established routes for achieving learning outcomes in children). The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. As Vosniadou (2001) argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning. This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National C urriculum which begins at Key Stage 1 level. Bransford et al. (1999) argue that the design of learning environments, however that learning is presented to children, needs to be based on what needs to be taught, how this needs to be taught and on how the success of the learning approach is to be assessed. As Bransford et al. (1999) argue, different learning goals require different learning approaches, and different learning environments should be developed according to the degree to which these environments need to be learner-centred, knowledge-centred, assessment-centred or community-centred. For learning to be successful, three principles generally need to hold: i) that learning environments encourage children to be active, and thus effective, learners; ii) that learning environments encourage collaboration with other students and iii) that learning environments encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). Without such a learning environment, under whichever teaching regime (i..e, ‘pla y-based’ or ‘formal’), the child will fail to learn and the teacher will have failed that child (Bransford et al., 1999; Vosniadou, 2001). If the teacher decides to use child-initiated (‘play-based’) learning in the classroom, the three principles should hold. Child-initiated play should enable children to use resources in their correct manner within their correct settings and to behave in appropriate ways according to the particular setting and the role-play contexts that are being encouraged, whilst teaching them about responsibilities such as tidying up after themselves and sharing toys and spaces with other children (Vosniadou, 2001). As such, play-based learning can be a valuable learning tool but a tool that needs to be appropriately supported by teaching staff with adequate resources and support and systems in place for adequately monitoring, observing and recording how the children under their care play, and providing suggestions for modifications to their mode of play if their play is not responsible, for example, or is causing problems for other children under the teachers care (i.e., is accompanied by rowdy behaviour) (Vosniadou, 2001). Similarly, formal learning should be conducted on the basis of fostering the three principles, namely the encouragement of active learning, the encouragement of active sharing amongst children and the encouragement of meaningful tasks through authentic learning materials (see Vosniadou, 2001). In terms of the Foundation Stage Profiles and the National Curriculum Assessments for Key Stage 1 level children, it is perhaps seen as the easier option for teachers to use formal approaches to learning rather than play-based approaches, in terms of directing children’s learning in the ways that will fulfil the requirements of the assessments. Studies have shown that this is perhaps not the best way of fostering an atmosphere of motivation for learning, and such heavy slanting towards testing and fulfilling Curriculum ideals can actually actively de-motivate children, especially children so young as Foundation Stage and Key Stage 1 levels (Strand, 2002). Strand (2002) concluded that continuous assessments of children does little more than de-motivate those children who are not attaining good scores on such tests, does not encourage motivation to do better on subsequent tests, does not increase overall attainment year-on-year and, as such, does little more than put a massive administrative burden on teachers and schools. Whatever the teaching method employed, many research studies have shown that attainment at Key Stage 1 is more dependent on factors other than school organisation and teaching methods, because background factors (such as gender, age, socioeconomic status) lead to variations in individual possibilities for attainment, in terms of expectations and motivations for learning (Sammons et al., 1997). These findings seem to suggest that the actual teaching method is often unimportant in determining learning outcomes as other factors have far more of a hold over a child’s educational achievements than the particular teaching method that is employed in the classroom the child attends. It has long been known, for example, that parental input in to a child’s education can convert in to higher educational achievement, thought to be due to the fact that this encouragement enables and facilitates confidence, which then translates to higher educational achievement (see, for example, Ho over-Dempsey and Sander, 1995 and Christenson and Sheridan, 2001), not only for ‘able’ children but also for those children with special needs, be these gifted children or children with physical or mental disabilities affecting how they are able to learn (see Will, 1986). This essay has debated ‘play-based’ and ‘formal’ approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay began by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. It was concluded that, from an early age, children have an extremely structured learning pathway but that how this learning is delivered to them is, essentially, up to their teachers. The essay then moved on to look at the factors that are generally agreed to be important in successful learning, defining three principles for successful encouragement of learning and achievement of learning outcomes, namely that i) learning environments should encourage children to be active, and thus effective, learners; ii) that learning environments should encourage collaboration with other students and iii) that learning environments should encourage the use of meaningful tasks and authentic materials (Vosniadou, 2001). If these principles are followed, through whichever approach to teaching (i.e., ‘play-based’ or ‘formal’) and under whatever learning environment, then the child’s learning will be enabled to the maximum. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes (see Christenson and Sheridan, 2001) and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant. At these stages, and indeed throughout the child’s education, what is important is that the child’s own learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and, through this, that the teaching of children is attempted on as individual a basis as possible, tailoring the specific learning needs of the child to the specific learning outcomes that are desired. This is because children of this age all have individual learning needs, and preferred styles of learning, based on their specific developmental stage and other, external, factors that influence how well the chi ld learns and how much motivation the child has to learn (Bransford et al., 1999). A child’s learning should, ideally, be fitted to the style through which the child learns best (be this ‘play-based’ or ‘formal’), to facilitate the child’s learning: in this day and age, however, targets are more important than this fundamental truth, and so this is often not possible in the context of Government-run UK schools, which are more interested in testing than developing teaching plans suited to children’s individual learning needs. In this context, thus, more than ever before, parents have a shared responsibility to enable their child’s education. References Bransford, J.D. et al. (1999). How people learn: brain. Mind, experience and school. National Academic Press. Christenson, S.L. and Sheridan, S.M. (2001). Schools and families: creating essential connections for learning. DCSF (2007). National curriculum assessments at Key Stage 1 in England, 2007. DfEE (2000). Curriculum guidance for the foundation stage. Available from http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf [Accessed 29th February 2008]. DfES (2007). Foundation stage eProfile. Available from http://schoolsportal.suffolkcc.gov.uk/schools/FSP/FSPUserGuideV25.pdf [Accessed 29th February 2008]. Hoover-Dempsey, K. and Sander, H.M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record 1995. Hutchin, V. (2003). Observing and assessing for the foundation stage profile. Hodder Murray. Kyriacou, C. (1997). Effective teaching in schools. Nelson Thornes Ltd. Vosniadou, S. (2001). How children learn. International Academy of Education. Educational Practice Series, Number 7. QCA (Qualifications and Curriculum Authority) (2008). Foundation stage profile assessment. Available from http://www.qca.org.uk/qca_11958.aspx [Accessed 29th February 2008]. Sammons, P. et al. (1997). Accounting for variations in pupil attainment at the end of Key Stage 1. British Educational Research Journal 23(4), pp.489-511. Strand, S. (2002). Pupil mobility, attainment and progress during Key Stage 1: a study in cautious interpretation. British Educational Research Journal 28(1), pp.63-78. Will, M.C. (1986). Educating children with learning problems: a shared responsibility. Exceptional Children Feb, pp. 411-415. Wood, E. and Atfield, J. (1996). Play, learning and the early childhood. Paul Chapman Publishing.

Abstract for Cryogenics

Historically, cryogenic rocket engines have not been used for in-space applications due to their additional complexity, the mission need for high reliability, and the challenges of propellant boil-o& While the mission and vehicle architectures are not yet defined for the lunar and Martian robotic and human exploration objectives, cryogenic rocket engines offer the potential for higher performance and greater architecture/mission flexibility.In-situ cryogenic propellant production could enable a more robust exploration program by significantly reducing the propellant mass delivered to low earth orbit, thus warranting the evaluation of cryogenic rocket engines versus the hypergolic bi-propellant engines used in the Apollo program. A multi-use engine. one which can provide the functionality that separate engines provided in the Apollo mission architecture, is desirable for lunar and Mars exploration missions because it increases overall architecture effectiveness through commonality and modularity.The engine requirement derivation process must address each unique mission application and each unique phase within each mission. The resulting requirements, such as thrust level, performance, packaging, bum duration, number of operations; required impulses for each trajectory phase; operation after extended space or surface exposure; availability for inspection and maintenance; throttle range for planetary descent, ascent, acceleration limits and many more must be addressed.Within engine system studies, the system and component technology, capability, and risks must be evaluated and a balance between the appropriate amount of technology-push and technology-pull must be addressed. This paper will summarize many of the key technology challenges associated with using high-performance cryogenic liquid propellant rocket engine systems and components in the exploration program architectures.

Metaphysics †Epistemology Essay

Kvicchdgsgjfkvlhl. ook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc. , and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc., and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc. , and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinionook I of the Essay is Locke’s attempt to refute the rationalist notion of innate ideas. Book II sets out Locke’s theory of ideas, including his distinction between passively acquired simple ideas, such as â€Å"red,† â€Å"sweet,† â€Å"round,† etc. , and actively built complex ideas, such as numbers, causes and effects, abstract ideas, ideas of substances, identity, and diversity. Locke also distinguishes between the truly existing primary qualities of bodies, like shape, motion and the arrangement of minute particles, and the secondary qualities that are â€Å"powers to produce various sensations in us†[1] such as â€Å"red† and â€Å"sweet. † These secondary qualities, Locke claims, are dependent on the primary qualities. He also offers a theory of personal identity, offering a largely psychological criterion. Book III is concerned with language, and Book IV with knowledge, including intuition, mathematics, moral philosophy, natural philosophy (â€Å"science†), faith, and opinion.

The Effect Censorship has on Art Essay examples - 943 Words

Though out history artist have rejected any forms of censorship. Governments have had to enforce censorship laws for the sake of public safety. As well, as to maintain control of society and to uphold the moral and ethical values that the populous demands. Whether you are for or against censorship in art, it serves a useful purpose in moderation, but it can be taken to extremes. Whether it’s a fascist government or a extremist religious organization it is easy for a controversial law to be twisted in order to grab and maintain absolute power over the masses. We as a people need structure and laws but we need our freedom to express ourselves. Lean one way or the other too far and society can potentially fall apart. The Effect†¦show more content†¦In the quest for marketability, some artists have pushed the bounds of acceptability. Throughout time, there have been many dark periods that censorship has plagued the artistic freedom of the artist. According to Herbert Mitgang(1993, p. 1.11) One such period was during WWII when the Nazi Censors ceased artwork, books, and sculptures deemed racially inferior. Nazis imprisoned or executed artist they found to be in conflict with the Third Reich. The persecution artists have endured for expressing themselves in a manner that has not agreed with a power in charge has been brutal at times. From Fascist Governments to extreme religious leaders imposing there own beliefs, artist have had a â€Å"bull’s-eye† painted on their backs. When religion and art mix, it can be beautiful and inspiring. In contrast, if the artist is not of a religious faith and depicts their art in a fashion contrary to the beliefs of a particular religion, then that artist may make a very powerful enemy. Religious fundamentalism may have had the greatest impact on art censorship. Christian values and freedom of expression often collide. From early religious beginnings to present, religious organization and leaders have had conflicts with artistic freedoms of expression. To quote The Encyclopaedia of the Renaissance(Counter-Reformation, 1987) for an example,â€Å"Since Protestant ideas and Catholic spiritualist notions (understood to theirShow MoreRelatedPros And Cons Of Censorship1590 Words   |  7 PagesCensorship can be beneficial in some aspects but if used improperly it can also be harmful. Censorship is the control of what people may say or hear, write or read, or see or do. Censorship can affect all forms of art, music, spee ch, and expression. It can be seen as a means of suppressing free speech, especially in the case of musical lyrics and the impact music has on behaviors. According to Richard Taruskin, â€Å"It is all but irresistible kinesthetic response that music evokes that makes it suchRead MoreThe Perception Of Beauty Is Subjective And Dependent On The Viewer1645 Words   |  7 Pagesthings are appealing to one, another will most likely have an alternative perspective. Artwork is all about the expression of ideas, the meaning behind why the ideas are expressed a particular way, and the impact the piece has on the viewer’s emotions. The point of censorship is to monitor what information or ideas are being exerted in order to remove harmful or sensitive content from being viewed. However, by removing content, discussion and the expression of ideas are also being removed. This putsRead MoreThe Censorship Of The Arts1173 Words   |  5 Pages Censorship In the Arts Innocence, purity, youth — qualities that society strives to protect. In order to safeguard these sanctities, society often employs censorship to combat vileness. 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Ever wondered the reason behind racial discrimination, sexual discrimination, children committing crime or violence? The main reason is that censorship is not properly imposed or there is a need of censorship in the society. Censorship is the suppression of ideas and information that certain people, individual, groups or government officials find it objectionable, offensive or dangerous on others. There are varieties of other definitions but all have in common the conceptRead MorePosition Paper: Censorship1391 Words   |  6 Pages Every structured society has suffered from some form of censorship of literature, art, or entertainment. Plato, the famous the famous Greek philosopher, was the first to record a method of censorship in a democratic society. In his Republic one of the first guidelines Plato designates is that The first thing will be to establish a censorship of the writers of fiction, and let the censors receive any tale of fiction which is good, and reject the bad; and we will desire mothers and nurses to tellRead MoreCensorship of Music: Limiting One’s Rights Essay1072 Words   |  5 PagesMusic has been under scrutiny on behalf of censorship for decades. Censorship is defined as an authorization to examine material and to remove or suppress what is considered morally, politically, or otherwise objectionable. Lyrics are essential to nearly everything in music; its poems, ballads, monologues, etc. They may take the form of actual spoken or sung sounds or of written words, as literature does. Without the musical component, you’re left with literature and words; this leavesRead MoreCensorship Is Not Freedom, Morality, And Safety Of The People1549 Words   |  7 PagesWhen you think of the word, â€Å"censorship†, what do you think of? Secrecy? Morality? Oppression? Liberals often see censorship as a limit set by the government. A limit to suppress the capabilities of the human race. A limit that keeps a country’s citizens intact. A limit that keeps the people ignorant so that the powerful can stay powerful. But what if I told you that censorship isn’t what the liberals say it is? What if I told you that censorship is the thing that is keeping our country togetherRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511241 Words   |  5 PagesEinstein). In Ray Bradbury’s novel Fahrenheit 451, the novel explores censorships role as a hindrance on individuality, and the severe toll it takes on society’s self-awareness. 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