How to Succeed in (or Flunk Out of) College Essay Example for Free

How to Succeed in (or Flunk Out of) College Essay How to Succeed in (or flunk out of) College Everyone has hopes and dreams to succeed in college, but things don’t go as plan all the time. As a result it can cause you not reach your highest potential. It’s hard for some to make the transition from High School to College because having complete freedom to do whatever you like can be a task within itself. For example deciding when and how long you stay in a particular class and things of that nature. So there is much more to explain and guide you along how to make the best of your college experience and also succeed in the classroom. So let’s begin. Being successful in college is harder than you think; first you have to figure out which school best suit you as a person and the career of your choice. Then you must set up certain classes that are in respectful time frame that’s suitable for you and will help you attain your degree. Also you must learn where each class location around the college campus. Once you have achieved those tasks this is where the real work begins. Meaning preparing yourself for the long hours of studying and writing ten page term papers. In addition there are ways that you can fail in college also. For example, not being prepared for class and not being on time. Also not having your work done in the correct time frame it has to be done within. Also letting other things affect you meaning if you having problems with your roommates or partying too much and not making sure your studies are not taking care of before you do whatever that you want to do. In closing, there are plenty of ways to fail in college and plenty of ways to succeed also. Yes, you might be excited that you are able to come and go as you please but you also need to know when to have fun and when it’s time to hit those books and study. There is no step by step process because everyone is different and is able to do things that others may not be able to do. All things considered you can learn from people that been there and have been in your shoes and take the information that is giving you and used it in your own way.

Role of Self Control in Juvenile Delinquency

Role of Self Control in Juvenile Delinquency Introduction A common issue in the behavioral science field is attempting to determine who is in need of services, determining where best to spend resources, and in general trying to determine a model of prediction to determine juvenile delinquency in order to apply prevention techniques. It is the goal of this proposal to show that the General Theory of Crimes concept of self-control and the influence it has on determining juvenile delinquency is the better method than other more common models. Research has shown that self-control moderates some (if not all) of the relationships other theories have with delinquency. One of the more recent theories, the general theory of crime (Gottfredson, Hirschi. 1990), suggests that the concept of self-control is the single best forecaster of crime. Self-control refers to a person’s ability to think of the long-term consequences of antisocial behavior, (Hirschi, 2004). Substantial attention to this theory has resulted in remarkable empirical support for its direct effects on delinquency, yet various external factors (i.e. friends) still appear to have significant additional effects as well, (Pratt, Cullen, 2000). In contrast to relying upon a particular viewpoint, for example those used in the general theory of crime; others suggest using multiple theories at the same time, (Messner, Krohn, Liska, 1989). Researchers have been investigating the extent to which self-control moderates the association between a variety of outside factors and criminal behaviors; however it is only recently that researchers have started to look at how much self-control influences criminal behavior. Some studies have found that outside factors, such as the area they live in, will have a more significant influence for those with a greater level of self-control, (Wikstrà ¶m, Loeber, 2000). In other words, some have suggested that outside influences are simply insignificant for those with low self-control, (Gottfredson, Hirschi, 1990). As a result, those with some level of self-control will have an influence by outside factors. On the contrary, others have found that social influences (i.e. delinquent peers) have definite effects for those most at risk. For example, Wright and colleagues (2001) suggest that those with little self-control have a greater tendency towards deviant behavior and therefore harmful social influences serve only to worsen that tendency. In contrast, those with high self-control are able to defy the temptation of these negative social influences. However, it has been suggested that certain individual characteristics could possibly moderate the effects of factors such as those found in social learning theory, (Agnew, 2006). Social learning theory has achieved a rather large amount of empirical support. Current theories may need to look at their concepts, and policies aimed at criminals who don’t have self-control may need to refocus their efforts on social issues that may not be as important for those criminals that show signs of superior levels of self-control. As mentioned above, it remains uncertain how strong the connections are, and in what way their effects present, however it is believed that the General Theory of Crime presents a more defensible viewpoint to be the best predictor of juvenile delinquency, since it includes self-control. Moreover, the purpose of this proposal is to attempt to provide a greater insight into which of these theories best predict juvenile delinquency, in order to provide better treatment/prevention for this population (i.e. better management with impulses). Literature Review The behavioral science field has for a long time searched to find the best way to explain the broad ranges of criminal behavior. Numerous theories have developed due to this most often with distinct and more often than not incompatible suppositions to explain criminal behavior. These explanations vary from sociological factors and individual characteristics, to the more recent interaction between the two effects. Before describing these potential interactive relationships, a few theories will be discussed to show the important contribution each has made on its own. Social Learning Theory: Akers presented one of the best known social learning theories, and over the years has been given substantial support. Akers re-examined the theory of differential association put forth by Sutherland, in an attempt to explain criminal behavior that looked at the idea of differential reinforcements, imitation, definitions, and differential associations. The conforming or nonconforming of these factors will be determined by whether or not the behavior is balanced, (Akers, 1998). Differential associations are perhaps one of the most important parts of the social learning theory. The concept of differential association refers to the interaction with different groups, and how antisocial people associate more with each other than they do with those that would be considered pro-social, (Akers, 1985). Differential associations happen first and provide the context for the conceptualization of definitions, introduction to reinforcements, and models to copy, (Akers et al., 1979). The rewards and punishments of recognized associations will influence the capability to create new associations and uphold the old ones, (Akers, 1998). The common groups with whom one differentially associates include, family, peers, church, neighbors, schools, and teachers, however they are not limited to just these, (Akers, 1985). The priority, duration, frequency, and intensity of each relationship establish its strength, (Akers, 1998). Specifically, those relationships that happen most often, begin earlier, last the longest, and involve those with whom one is closest will have the greatest sway on the behavior. The number of delinquent friends that one associates with is the best forecaster of criminal behavior, (Akers et al., 1979). In the end, it is this balance of these reinforcements (either as rewar ds or punishments) that provide to increase or decrease delinquent behavior. The General Theory of Crime: The General Theory of Crime unlike the previous theories seeks to explain delinquent behavior as the result of a single individual trait, (Gottfredson, Hirschi, 1990). This single trait, i.e. self-control, refers to a person’s ability to think about the long-term, negative consequences of antisocial behavior, and all of the possible consequences of a individual’s actions, (Hirschi, 2004). With the understanding that pain is experienced differentially and that pleasure is equally enjoyed by everyone, a person’s level of self-control will have an effect on how much a person works out consequences. Therefore, the less a person ponders prospective consequences, the greater the chance they will commit delinquent acts when the opportunities to do so arises, (Gottfredson, Hirschi, 1990). Hirschi and Gottfredson (1994) felt that their theory explains not only delinquent acts, but also a number of behaviors concerning instant gratification at the risk of long-term pain. M oreover, if one lacks self-control they are often described as impulsive, short-tempered, having risky behaviors, insensitive, and selfish, (Gottfredson, Hirschi, 1990). Delinquent acts are committed in order to satisfy ones self-interest, and their immediate satisfaction. For those lacking self-control, these delinquent acts tend to satisfy their impulsive desires, and are often harmful to others, (Gottfredson, Hirschi, 1990). Additionally, because those low in self-control are more inclined to look for acts that offer instant satisfaction at the risk of long-term pain, one can assume that they will engage in delinquent behaviors (i.e. drinking and drug use. Furthermore, those committing one type of delinquent behavior are more likely to commit another type of delinquent behavior, which means ones past delinquent behavior is the best forecaster of future crime, (Hirschi, 2004). On top of variety, delinquent behaviors will be committed more often by those lacking self-control, (Gottfredson, Hirschi, 1990). According to Hirschi and Gottfredson, everyone is prone to deviate in the beginning; however it is through good parenting that self-control is acq uired, and will remain somewhat stable throughout a person’s life (Hirschi, Gottfredson, 1994). Though, Gottfredson and Hirschi (1990) felt that opportunity was necessary along with self-control they did admit that there were numerous opportunities to commit delinquent acts, and therefore diminished the part they play. Summary Research has shown that important concepts resulting from social learning theory (i.e. associations, definitions, and reinforcements), and the general theory of crime (i.e. self-control) are linked to antisocial behavior. Concepts from each of these theories have shown to have an effect on delinquent behavior; however there is also evidence that shows that there are interactive effects as well, though they have failed to agree on the exact way this interaction takes place. The theories discussed earlier attempt to show why people commits deviant acts through direct and independent measures, and can be considered as either a social causation or social selection model. Social causation proposes delinquent acts are the result of deviant social relationships, which social learning would fall under since it suggestions factors outside the person lead to antisocial behavior. On the contrary, social selection suggests delinquent acts are the result of individual characteristics, which the general theory of crime is a good example of since it proposes that self-control predicts a person’s involvement with deviant peers or having attachments that are weak to other people that are more generally open. Looking at only social causation or social selection model has led to a partial description of delinquent behaviors, and has been shown that the effects of outside factors remained considerable when individual measures (i.e. self-control) were included, (Wright, Caspi, Moffitt, Silva, 1999). For that reason, a model that includes both processes would present a more defensible viewpoint, (Wright et al., 1999). Methodology The aim of this research project is to target adolescents between the ages of 12 and 18 years in both middle school and high school in the Lexington, KY area. Two surveys, one based on social learning theory and another based on the general theory of crime, will be designed to examine crime and delinquency in both middle and high school students. Two weeks before the surveys will be distributed to the students and an informed consent form will be passed out detailing information about the researcher, that the surveys are voluntary and not required by the school to be taken, their purpose, and explaining how the surveys and their collections will be confidential. Both parents and students will need to sign the consent form indicating that they have acknowledged the above and give consent for the student to participate in the survey, which the student would be required to turn in at the time of the surveys. Multiple (4+) team members will be required to be on hand in order to assist th e students with any questions, and to insure that the survey sheet is placed in a sealable envelope and that there are no identifiable markings on the survey. All surveys once completed would then be gone over and any with identifiable marking would then be destroyed and the rest would be shuffled to insure that someone could not tie a particular survey to a particular student. Delinquency, the dependent variable, would then be measured by asking the students how many different crimes they have ever committed; spread over multiple different types of delinquent behavior questions, i.e. have you ever used alcohol, have you ever stolen something worth $50 or less, and as such. The independent variable social learning theory would then be comprised of three items, which are reinforcements, peer associations, and definitions. Definitions are defined as the student’s attitude towards a behavior that they recognize as positive, negative, or neutral. Peer associations, would then be measured by asking the number of their friends that had committed any of the acts of delinquency previously mentioned. Finally, reinforcements would then be measured by asking whether or not their friends would respect the student getting away with any of the acts of delinquency previously mentioned. The independent variable general theory of crime would then be broken down into two measures of self- control, which are behavioral and attitude; with self-control being defined as being impulsive, insensitive, physical, risk-taking, short-sighted, and nonverbal (Gottfredson Hirschi, 1990). Behavioral would then be measured by behaviors similar to crime (i.e. I’m more likely to hit vs. talk when mad), and attitude would then be measured by the students character traits (i.e. I often act on the spur of the moment without stopping to think). After all of the data has been completed I would then compare the two results to each other and see which of the variables showed the greater correlation. Works Cited Agnew, R. (2006). General strain theory: Current status and directions for further research. In F. Cullen, J. Wright, and K. Blevins (Eds), Taking Stock: The Status of Criminological Theory (pp. 101-123). New Brunswick, NJ: Transaction Publishers. Akers, R. (1985). Deviant behavior: A social learning approach, 3rd ed. Belmont, CA: Wadsworth. Akers, R. (1998). Social learning and social structure: A general theory of crime and deviance. Boston: Northeastern University Press. Akers, R., Krohn, M., Lanza-Kaduce, L., Radosevich, M. (1979). Social learning and deviant behavior: A specific test of a general theory. American Sociological Review, 44, 4, 636-655. Gottfredson, M., Hirschi, T. (1990). A general theory of crime. Stanford, CA: Stanford University Press. Hirschi, T. (2004). Self-Control and Crime. In R. Baumeister and K.Vohs (Eds.), Handbook of Self-Regulation: Research, Theory, and Applications (pp. 537-552). New York: The Guilford Press. Hirschi, T., Gottfredson, M. (1994). The generality of deviance. The Generality of Deviance (pp. 1-22). New Brunswick, NJ: Transaction. Magnusson, D. (1988). Individual development from an interactional perspective: A longitudinal study. New Jersey: Lawrence Erlbaum Associates, Inc. Messner, S., Krohn, M., Liska, A. (Eds). (1989).Theoretical integration in the study of deviance and crime: Problems and prospects. Albany: State University of New York Press. Pratt, T. Cullen, F. (2000). The Empirical Status of Gottfredson and Hirschi’s General Theory of Crime: A Meta-Analysis. Criminology, 38, 3, 931-964. Wikstrà ¶m, P., Loeber, R. (2000). Do disadvantaged neighborhoods cause well-adjusted children to become adolescent delinquents? A study of male juvenile serious offending, individual risk and protective factors, and neighborhood context. Criminology, 38, 4, 1109-1142. Wright, B., Caspi, A., Moffitt, T., Silva, P. (1999). Low self-control, social bonds, and crime: Social causation, social selection, or both? Criminology, 37, 3, 479-514. Wright, B., Caspi, A., Moffitt, T., Silva, P. (2001). The effects of social ties on crime vary by criminal propensity: A Life-course model of interdependence. Criminology, 39, 2, 321-351.

Essay --

George W. Bush was born in New Haven, CT, on July 6th 1946, the first child of George H W Bush. He was raised in Midland and Houston, Texas, with four siblings. There should have been five but his sister, Robin died from leukemia when she was three in 1953. George Bush's grandfather, Prescott Bush, was a U.S. Senator from Connecticut. George W. Bush's Dad, George H. W. Bush, was Vice President from 1981 to 1989 and President from 1989 to 1993. He was a big influence on his son George W. Bush’s life. George Bush attended public schools in Midland, Texas until the family moved to Houston after he finished seventh grade at a Midland Middle School. He then went to The Kinkaid School a Houston prep school for two years. George ended up finishing high school at Phillips Academy an all-male boarding school in Massachusetts, where he played baseball and his senior year was to my surprise the head cheerleader. Bush attended Yale University from 1964 to 1968, graduating with a Bachelor in history. While at Yale he was a cheerleader and a member of the Frat Delta Kappa Epsilon, and was elected the fraternity's president for his senior year. George Bush also was a member of the Skull and Bones society as a senior at Yale. In the fall of 1973, Bush enrolled in the Harvard Business School, where he earned a Masters degree of Business Administration. He is the only U.S. President to this date to have earned an M.B.A. At a backyard barbecue in 1977 George was introduced to his future wife Laura a school teacher and librarian. Bush proposed to her after only a three-month courtship, and they married on November 5 of 1977, the same year that they met. The pair settled in Midland, Texas George’s childhood town. On November 25, 1981 ... ...l of Senator Ted Kennedy. Bush made his debut as a motivational speaker on October 26 at the "Get Motivated" seminar in Dallas. In the aftermath of the Fort Hood shooting that took place on November 5, 2009, in Texas, the Bushes paid an undisclosed visit to the survivors and victims' families the day following the shooting, having contacted the base commander requesting that the visit be private and not involve press coverage. They spent one to two hours at the base. Bush released his memoirs, Decision Points, on November 9, 2010. During a pre-release appearance promoting the book, Bush said he considered his biggest accomplishment to be keeping "the country safe amid a real danger", and his greatest failure to be his inability to secure the passage of Social Security reform. President Bush might have not done the job right all the time but he sure did the job. Essay -- George W. Bush was born in New Haven, CT, on July 6th 1946, the first child of George H W Bush. He was raised in Midland and Houston, Texas, with four siblings. There should have been five but his sister, Robin died from leukemia when she was three in 1953. George Bush's grandfather, Prescott Bush, was a U.S. Senator from Connecticut. George W. Bush's Dad, George H. W. Bush, was Vice President from 1981 to 1989 and President from 1989 to 1993. He was a big influence on his son George W. Bush’s life. George Bush attended public schools in Midland, Texas until the family moved to Houston after he finished seventh grade at a Midland Middle School. He then went to The Kinkaid School a Houston prep school for two years. George ended up finishing high school at Phillips Academy an all-male boarding school in Massachusetts, where he played baseball and his senior year was to my surprise the head cheerleader. Bush attended Yale University from 1964 to 1968, graduating with a Bachelor in history. While at Yale he was a cheerleader and a member of the Frat Delta Kappa Epsilon, and was elected the fraternity's president for his senior year. George Bush also was a member of the Skull and Bones society as a senior at Yale. In the fall of 1973, Bush enrolled in the Harvard Business School, where he earned a Masters degree of Business Administration. He is the only U.S. President to this date to have earned an M.B.A. At a backyard barbecue in 1977 George was introduced to his future wife Laura a school teacher and librarian. Bush proposed to her after only a three-month courtship, and they married on November 5 of 1977, the same year that they met. The pair settled in Midland, Texas George’s childhood town. On November 25, 1981 ... ...l of Senator Ted Kennedy. Bush made his debut as a motivational speaker on October 26 at the "Get Motivated" seminar in Dallas. In the aftermath of the Fort Hood shooting that took place on November 5, 2009, in Texas, the Bushes paid an undisclosed visit to the survivors and victims' families the day following the shooting, having contacted the base commander requesting that the visit be private and not involve press coverage. They spent one to two hours at the base. Bush released his memoirs, Decision Points, on November 9, 2010. During a pre-release appearance promoting the book, Bush said he considered his biggest accomplishment to be keeping "the country safe amid a real danger", and his greatest failure to be his inability to secure the passage of Social Security reform. President Bush might have not done the job right all the time but he sure did the job.

Statue Of Liberty :: essays research papers

I chose to write about the Statue of Liberty. The Statue of Liberty serves as a symbolic fixture of the principles America was founded on. She represents freedom, liberty, and opportunity. The location of the Statue of Liberty is an amazing feat in itself, it is right in the middle of a very wide and a very deep Hudson river, and at the time it was brought there, with the limited technology, was amazing. Adding to the location, The State of Liberty as everyone knows is right next to the old customs ports where thousands of hungry, and poor immigrants fresh off the boat would pass through looking for a better life. The fact that Liberty is a woman is an ingenious idea because a woman tends to be more sympathetic and willing to help, if Liberty was a man the statue would seem more cold, stiff, and even militant. Throughout history statues have been built to represent a great moment but the Statue of Liberty was build to symbolize a great idea and country. At that time in history people were flocking to America because they were either being persecuted in their home countries or they were just disappointed at the status of their lives and wanted to come to â€Å"the land of opportunity† to start a new life.   Ã‚  Ã‚  Ã‚  Ã‚  This is a great symbol of art because The Statue of Liberty is magnificent in every way, and serves its purpose to a superb level. Like I mentioned previously, â€Å"location, location, location .. â€Å" the statue’s location was perfect back in the days of Ellis Island and is perfect now as a tourist site. Shortly after the immigrants on the boats first spotted the land of their new homes, they came into the Hudson river to see this grand statue, and to most people it wasn’t just some lady who was standing in the middle of a river, it was the lady who was going to free them or help them from their inadequate lives.

The Medias Influence On Society :: essays research papers

Unquestionably the media being newspapers, internet, radio and television, influence society. They can affect, have affected and will continue to affect the progression of life in this nation and around the world, as electronic technology continues to be the chosen mode of communication for a whole generation, offering direct, often anonymous influential information. The media presents "one minded" views that have the ability to reflect societies moods and influence the balance of power. - Death of Princess Diana on August 97 in a Paris Car accident is an example. - Australia t.v showed pictures of the car accident - which told the whole story - Public was influenced by this and felt sorry - The public layed 60 million floral tributes and gifts in her memory - mourners sharing grief - emotionally moving pictures during and after - funeral watched by millions - event which has become one of the most known in this century in history - Media influenced the public to love Princess Diana when the a survey showed by the Australia Bure of Stat showed the 50% of the Australian Population couldn't care much for the Princess before the accident, but after was mortified. - Proved my point The media can cause major shifting in public opinion in the role of authority. - Harry Knowles a journalist stated "it doesn't matter how much money, power or influence you have in today's world world, it can be undermined by the media through technology" - No longer do Hollywood celebrities or industrial giants take control over there future - Take for example US president George Bush - fell down stairs and was filmed on camera - Questions about health arose - and became an instant political issue with the media exploiting him - The image showed dazed Bush - this image did little for his campaign in the election - This collapse would have been brushed away by word of mouth but the probing camera transformed to the net, paper and so forth, shifted the view of the public with Bush for the election. - Prove argument - restate back to topic sentence. The media has progressed to a new public agenda with the advances of technology. - No media technology has ever transformed Australia's life as radically and as rapidly as todays technology - The media is driving the public agenda armed with satellites - 24 hour feeds - the potencial power of this new technology, backed by the media has been named the "global village", meaning the world as one

Business Applications of Measure of Central Tendency

Measures of Central Tendency â€Å"Measures of central tendency (averages) are statistical constants which enable us to figure out in a single effort the significance of the whole.† (Prof Bowley) The main objectives of measure of central tendency are:To reduce data in a single value. To make easy comparisons between data. There are different types of averages; each has its own business applications.1. Arithmetic Mean 2. Median 3. Mode 4. Geometric Mean 5. Harmonic Mean 1.1 Arithmetic Mean 1.1.1 DefinitionMost important measure of location is the mean or average value, for a variable. The mean provides a measure of central location for the data. If the data are for a sample, the mean is denoted by; if the data are for a population, the mean is denoted by the Greek letter ÃŽ ¼. (David R. Anderson et al) 1.1.2 Business Applications of MeanArithmetic mean is considered a deal average. It is frequently used in all the aspects of business i.e. number of items produced per day on a l arge assembly line, number of orders received per month for a firm. further In economic analysis arithmetic mean is used extensively to calculate average production, average wage, average cost, per capital income exports, imports, consumption, prices, etc. (www.publishyourarticles.net)1.1.2.1 ExampleSay we want to find the average annual salary of all secretaries. We believe we can do this on the basis of our knowledge of annual salaries of 6 particular secretaries, who each earn $.10400, $34000, $14000, $25800 respectively.Our result is a sample mean because we are interested in finding the mean annual income of all secretaries on the basis of the annual income of a smaller sample consisting of only 6 secretaries. (Cheng F. Lee et al, 1993)1.2 Median1.2.1 Definition The median is another measure of central location. The median is the value in the middle when the data are arranged in ascending order .With an odd number of observations, the median is the middle value. An even number of observations has no single middle value. In this case, we follow convention and define the median as the average of the values for the middle two observations. (David R. Anderson et al) 1.2.2 Business Applications of MedianMedian is positional measures of central tendency. The median salary gives a value close to the average salary commonly paid, without taking the extreme values into consideration. There are mainly used in the qualitative cases like honesty, intelligence, ability, etc. These are also suitable for the problems of distribution of income, wealth, investment, etc. (www.publishyourarticles.net)1.2.2.1 ExampleThe U.S. Census Bureau finds the median household income. According to the U.S. Census Bureau, â€Å"median household income† is defined as â€Å"the amount which divides the income distribution into two equal groups, half having income above that amount, and half having income below that amount.† (www.ehow.com) 1.3 Mode1.3.1 DefinitionThe mode is d efined as the element that appears most frequently in a given set of elements. Mode can also be defined as the element with the largest frequency in a given data set. (www.wyzant.com) 1.3.2 Business Applications of ModeThe mode is the most important when an analysis is looking for what happens most often. In analyzing prices, most of the sales occur at a particular list price or possibly at a reduced, sale price. While there may have been sales at other prices, very few customers will have paid an average or a  mean price. Those values are therefore less important when setting pricing in terms of what most customers paid. (www.publishyourarticles.net)1.3.2.1 ExampleMode is used to calculate the ‘modal size of a collar', ‘modal size of shoe', or ‘modal size of ready-made garments' etc.The mode may be beneficial for a manager of a shoe store. For example, you would not see size 17 shoes stocked on the floor. Why? Because very few people have a size 17 shoe size. Th erefore, store managers may look at data and determine which shoe size is sold the most. Managers would want to stock the floor with the best selling shoe size. (www.ehow.com)1.4 Geometric Mean1.4.1 DefinitionGeometric mean is well defined only for sets of positive real numbers. This is calculated by multiplying all the numbers (call the number of numbers n), and taking the nth root of the total. (ww.easycalculation.com)1.4.2 Business Applications of Geometric MeanGeometric Mean is used in the construction of index number. The averages of proportions, percentages and compound rates are computed by geometric mean. The growth of population is measured in it as population increases in geometric progression.1.5 Harmonic Mean1.5.1 DefinitionHarmonic mean is used to calculate the average of a set of numbers. Here the number of elements will be averaged and divided by the sum of the reciprocals of the elements. The Harmonic mean is always the lowest mean. (ww.easycalculation.com)1.5.2 Busi ness Applications of Harmonic MeanHarmonic mean is applied in the problems where small items must get more relative importance than the large ones. It is useful in cases where time, speed, values given in quantities, rate and prices are involved. But in practice, it has little applicability.

Computer Use in Early Childhood Education Essay

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