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. Academia has widely argued the reason behind Bradbury’s dystopian themed work of art. Most interpretations of the novel suggest the work resembles anti-censorship propaganda. On the other hand, Bradbury himself stated: â€Å"I wasn’t worried about censorship-I was worried about people being turned into morons by TV† (Smolla, TheRead MoreFreedom of Expression is Ensured in India1473 Words   |  6 Pagesgovernment can potentially censor anything. No other form of expression has had so many run-ins with these constitutional mandates as cinema. In India the National Cinematograph act (1952) lays down the guidelines to be followed during certification of films. It comes under the National Film Development Corporation (NFDC) which in turn comes under the jurisdiction of the Ministry of Information and Broadcasting. The censor board has to depend on the police to enforce its rulings. A film certification

Morality Is Acceptable By Your Standards Or Not - 860 Words

MORALITY DOES NOT HAVE ONE FLAVOR Human beings are very complicated creatures. I’m not talking about the shape, I’m referring to the feelings they, have and the technique of their thinking. Each human has his or her own believes and theory, so sometimes people argue about reality and fiction or right and wrong. As humans we do have characteristics such as chivalry, honesty, and trustworthy. Among the feelings and the characteristics comes morality, it is the knowledge of knowing the right and the wrong and distinguish between them but we cannot say that morality have one flavor because some people have a different perspective from others. Through my experience and our religion lessons, anything that makes us behave like an animal is forbidden. As a reader you have to understand the author’s morality through his or her writing so you can determine if the writer’s morality is acceptable by your standards or not. Raymond Carver is an amazing writer although I did not read all of his works, but he always leave the writer hanging at the end not knowing what is happening except for the actions which is a sad thing, also the way he writes about the ending is complicated because the goal of the story lays at the end of it. Unknowing what is the end precisely makes the reader in a huge circle of wondering and of course cannot determine the morality of the story, which is the writer’s morality at the first place. In Popular Mechanics by Raymond CarverShow MoreRelatedHenry : What Are You Doing? Essay976 Words   |  4 Pagescome to learn from your fountain of knowledge. Henry: Tell me my dear Socrates, what you want to know? Socrates: Is there any difference between ethic and morality. This matter has been bothering me and I want to know your view about it. Henry: Socrates do you think there is any difference between ethics and morality? Socrates: Yes, but it seems the same to me my dear friend. 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Essay about Muslim Women in the Entertainment Industry

Muslim Women in the Entertainment Industry Imagine a world immersed in beauty, wealth, gloss, and fame. I may be generalizing, but lets just say it’s a world in which you are born with a streaming talent that most individuals could only dream of. You constantly have hordes of spectators cheering your success and everyone wants to be your friend. The greatest fear of most women seems to be being hideous or lacking capacity and you have no idea what that feels like. Seems spectacular, doesn’t it? If you are a female actress or singer in the North American region then you probably know it is your cluster that I am referring to. Of course, what I talk about are only the optimistic and positive aspects of working in the acting or music†¦show more content†¦Taking part in movies that portray love scenes or god forbid, kissing, is horrifying and according to the extremists in Islam, the women who indulge in these acts are no better than trash. It is true that religious zealots are not the only ones who speak o ut about women in the entertainment industry, but their voice is heard louder than anyone else’s in the Muslim world. Their voices are so loud in fact, that there is now an undeclared set boundary that female singers and actresses are expected to respect and obediently stay within in the Islamic society. Things such as incorporating sexual moves in a dance or being l lyrics in an album or track, depicting a sexually charged character a show, or even displaying skin while dancing or performing are all extremely looked down upon by the Islamic community. Although I am not endorsing all of these things (too much skin can get a bit uncomfortable to watch), I am suggesting that these females are too restricted within their own career by being told how to act and behave. The intention of Islam is not to purposely discriminate against actresses and female singers. In fact, its intentions are pure and honorable. 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tourism in LEDCs Essay Example For Students

tourism in LEDCs Essay In the more economically developed countries (MEDCs), synonymous mainly with the industrialised countries of the northern hemisphere there, has been an explosion in the growth of leisure and tourism industry, which is now believed to be the worlds second largest industry in terms of money generated. In order to differentiate between leisure and tourism it should be recognised that leisure often involves activities enjoyed during an individuals free time, whereas tourism commonly refers to organised touring undertaken on a commercial basis. Development in the two areas could be attributed to changing patterns in working lives within the last four decades. Generally, people now have more disposable wealth, work shorter hours, receive longer, paid annual leave, retire earlier and have greater personal mobility. In addition, according to Marshall Wood (1995), the growth of the tourist industry per se can be associated, in part, with the concentration of capital; the emergence of diversi fied leisure based companies, sometimes within wider corporate conglomerates and often associated with particular airlines. Furthermore, the development of tourism can generate employment both directly, in jobs created in the hotels, restaurants etc, and indirectly, through expenditure on goods and services in the local area. Nevertheless, although the tourist industry is competitive, which essentially keeps down the cost of foreign travel, the success of tourism in any one area can be influenced by weather, changing consumer tastes, demographics, economic cycles, government policy, not to mention international terrorism and other forms of conflict.(1) Although such factors may have a detrimental affect on the economy of a popular tourist destination (or even tourism in general, in light of September 11th 2001), the consequence of tourism in general is often three fold: environmental, social and cultural, which in turn has prompted a search for new friendly approaches that are less destructive. It is a well-noted fact that tourists from the developed world, or rich western nations, are in favour of visiting unspoilt natural environments and places steeped in tradition. However, Lea (1988) regards such attractions as being a sign of underdevelopment and rarely tolerated by the host nations just because they meet with foreign approval of visitors. Instead, it is the priority of the respective governments to raise living standards to acceptable levels, which means modernisation and the implementation of various infrastructures. Nevertheless, if administered effectively mass tourism could provide a form of sustainable development by meeting the needs of the present without compromising those of the future. Due to a significant lack of resources and technology, which aid the industrialisation process, many less economically developed countries (LEDCs) believe tourism to be an effective catalyst for development as well as increased international understanding. It offers one of the best ways to modernise and promote economic development, through infrastructure; foreign exchange; employment; investment and forming relations with the West. These 5 factors are also known to be the multiplier effect. Tourism necessitates the building of infrastructure in order to provide the basic amenities for tourists. Many LEDCs are renowned for their lack of sanitation, fresh water supply, and electricity and communication networks. China acknowledged that its poor transport network contributed to hotel under-occupancy. However, Dove (1995) suggests that following years of heavy investment modernising airports and roads and purchasing aeroplanes and other forms of transport for public use there is now no such problem. Investment in transport infrastructure also benefits local businesses and communities. For example, the recent building of the motorway from Beijing to the city airport has benefited both locals and local businesses it not only created many jobs but there is now less traffic build-up, increasing efficiency and reduced pollution. Tourism also brings in large amounts of foreign exchange, which many LEDCs desperately need for purchasing raw materials and machinery to kick-start economic development. According to Warburton (1990), Tanzania, exporter of commodities such as cotton, tea and coffee, suffered from a severe balance of payments deficit due to fluctuating prices governed by the west. Consequently she could not afford to import enough oil to industrialise. However, with growing investment from western hotel chains and invariably more tourists (going on safaris and spending money), the nation appears to be more politically stable due to a healthier economy. This in itself perpetuates tourism. Developing countries suffer from high levels of unemployment. Tourism can offer to alleviate at least some of the pressure by providing employment in catering, accommodation, leisure, transport and many other informal jobs. Dove (1995) highlights Chinas recognition of the demands created by tourism and subsequently acted upon them; training courses to educate employees in guiding and hotel work, while other workers were needed for restoration works at historic sites. A Similar example could be made of Kenya where many street vendors make a living by selling local artefacts and souvenirs along tourist routes and members of the Masai perform tribal dances in the national parks, which not only provides the tourist with a cultural experience but the participants a stable wage. In effect, the provision of a wide range of jobs boosts the local economy, as there is greater disposable income that has the potential to lead to better lifestyles and further developm ents. A country opening itself to the tourist industry will invariably attract a stream of investment, as no doubt financiers will recoup the invested capital and proceed to make considerable profits. While foreigners principally oversee the construction phases and occupy the majority of skilled positions (due to superior education and previous experience), locals provide the manual labour thus minimising overheads and keeping the cost of holidays down. In the building stages, local materials like cement may be used thus reducing import costs whilst promoting local businesses and employment. The returns not only benefit the capitalists of the first world, but also improve relations between countries. The Importance Of Being Earnest EssayFigure.1 International Tourist Arrivals It is evident from figure 1 that there is a slight influx in visitor numbers during holiday periods consistent with those taken in the northern hemisphere, in particular, those of more economically developed countries (MEDCs). However, there is not the significant difference in numbers, on a monthly basis, compared to holidays taken in Mediterranean resorts or even China which both experience definite high seasons between May and October, (due to more favourable seasonal weather). Visitor numbers seem to fluctuate between 700,000 and 900,000 in months throughout the year, which could be attributed to year round warm weather. It is also interesting to note that, once again on a monthly basis, visitor numbers were generally higher than those of the preceding year, up until August. When compared to the previous year there was a more prominent decline numbers, which could be in part a result from the terrorist attack on New York on September 11th. Depending upon the way in which governments react to such atrocities tourism in general could suffer as could the economic development of countries who depend upon tourism as far a major form of revenue. Mass tourism can also damage the environment and ecosystems. Large numbers of tourists within any area of any national park results in certain characteristics, chiefly overcrowding and consequential soil erosion. This in turn may damage already fragile savannah environments; kill plant life and more importantly result in the disturbance of wildlife by interrupting the breeding habits of animals and birds. Sadly, when Amboseli National Park was created in 1970 the restrictive treatment of the Masai effectively led to the disruption of the ecosystem, as for thousands of years they have been nomadic pastoralists but practically overnight they were confined to certain areas and had to adapt to farming in those spaces. Not only did this exert greater pressure on the land but it also attracted the interest of wild animals into those areas. McGregor (1997) claims that in an attempt to protect their crops and livestock the Masai speared elephants and poisoned lions in retaliation. Other envi ronmental concerns arise at places of historic interest such as Badaling and The Forbidden City in China. According to Dove (1995), the rising numbers of both foreign and domestic tourists seeking a cultural experience often results in overcrowding, pollution, and erosion at honeypot sites, which therefore commands constant attention, which might result in unfavourable visitor experiences. Environmental concerns are not just limited to the land. For centuries the local communities that settled along the rich coastline of Tanzania exploited natural resources of coral, fishing seaweed and mangroves, without significantly damaging the environment. However since the introduction of tourism, populations have grown, as has their dependency on coastal resources, which has led to a number of problems. Tourists place an even greater demand on water supplies and are major consumers of other resources such as fuel and foods. Furthermore, the associated increase of sewage and effluent into the sea harms the delicate coral reefs, as does the interest of tourists in the curio trade, which has led to the removal of live coral from the reefs. Unlike most economically developed countries (MEDCs) where, through better wages and subsequent taxation schemes, money can be invested into the conservation of national parks, LEDCs commonly lack available funds and expertise. Furthermore, through the lack of industrialisation processes of many African countries there are still many people who exist on the land, essentially nomadic pastoralists and /or subsistence farmers, and therefore make such conservation schemes difficult to implement. Basically the dependency on tourism by LEDCs could be considered too great. Economic growth necessitates tourism as many LEDCs have very little by way of other resources, which facilitate industrialisation and financial development. Therefore they place such a great deal of emphasis on tourism because it is an excellent source of revenue and employment, which kick-starts economic growth. However, tourism development has had many negative impacts on less economically developed countries; based mai nly on the exploitation of environments, native people and their respective cultures. There are also many variables that can all too easily affect the industry; severe weather patterns, civil unrest, decreasing wildlife numbers, changing attitudes and fashions, recessions in MEDCs to name but a few. Although little can be done about external factors, of which LEDCs have little if any control over, governments (of host countries) can do more to alleviate internal factors that threaten their countries main source of revenue. The promotion of ecotourism, which theoretically, is designed to have a more sensitive and sustainable approach to people and the environment, is believed by many to be the way forward. Curry and Morvaridi (1992) believe that the most successful tourism policies are directed at local participation and tailored towards local needs. In essence this would involve long-term investments that would ensure the productivity of resources in relation to tourism. According t o Potter, Binns et al (1999) a country already successful in the development of ecotourism is Costa Rica, where the Monteverde Cloud Forest Reserve (established early 1970s) has created over 80 local businesses; the majority of which are locally owned. Furthermore, community participation combined with tourism has led to heightened prosperity and improvements in local education and subsequent conservation of natural resources; all of which have contributed to the perpetuation of tourism.