Voting Age Essay Example for Free

Voting Age Essay Democracy is an egalitarian form of government in which all the citizens of a nation together determine public policy, the laws and the actions of their state, requiring that all citizens (meeting certain qualifications) have an equal opportunity to express their opinion. And that opinion is expressed by the simple act of voting which is one of the most important human rights . In lebanon , we get introduced to that concept at a young age in school when kids get to vote for their class president for instance, then we develop a better understand of its political aspect at university. During the 19th century , the most common age at which the citizens acquired the right to vote was 21 or higher . However , by the end of the 20th century the voting age has become 18 in almost all countries with the exception of Lebanon and a few others. Some people believe that Lebanon should lower its voting age from 21 to 18 and many proposals were made regarding that , but are 18 years old here mature enough to make such decisions? Does the Lebanese history allow them to vote independently despite their parents cival war grudges? And finally are we ready to disturb our sectarian balance with the deluge of new voters? In most western countries , when you reach adulthood you become on your own . You move out of your parents house , get a job to pay for your own education and move on from there . Whereas that’s not the case in Lebanon . Rare are the people that leave home at 18 here due to many traditional beliefs youth usually stay with their parents till their married. Thus we don’t learn responsibility at this young age like adults in other countries. It might be true that giving younger people voting rights will force politicians to take them seriously but its also very dangerous 18 year olds although in adult bodies, still have the mind of children that have to be protected . At 21 , their political views are likely to be more thoughtful than at 18 who are just going to copy their parents opinions or adopt silly ideas for the sake of rebellion such as voting for legalizing drugs .. In addition , Lebanon has suffered from a 16 –year civil war. Even though it ended 22 years a go we are still enduring its consequences til this day. So arguments and rules that apply to other countries cant be applied here. The Youth campaign and the Civil one that proposed the lowering of the voting age should reconsider the fact that youth here are very much influenced by their parents who  faught in the civil war and still hold family grudges against each other. They are not independent with their political thoughts , they seek vengeance for their parents instead of making conscious decisions based on knowledge and education after the university experience . Furthermore, university elections have clearly shown over the years that Lebanese youth are not ready or mature enough for this kind of responsibility with all the clashes that has been happening between youth that follow different political parties like the fight between supporters of the Future Movement and Haraket Amal at the Lebanese American University in November 2011 that led to many injuries or even different clashes at Notre Dame University, Lebanese university and others†¦ Last but not least , the main reason why the Lebanese Parliament has rejected the bill to lower the voting age from 21 to 18 is the fact that it led to a sharp division between Muslim and Christian politicians. Lebanon has 18 different sects, that function according to a sectarian law . it seems amending the voting age would add far more Muslims than Christians to voter rolls . Rabih Haber, president of the research company Statistics Lebanon, have done an approximate study and got his numbers from the Interior Ministry . It says that with the new voters, it would add nearly 175,000 Muslims and around 58,000 Christians to the roles with Shia Muslims being the sect with the most potential new voters. To change the voting age , lawmakers must amend the constitution which requires the support of two-thirds of both the cabinet and Parliament which will not happen because different Political Parties have different benefits and this law is only beneficial for Huzballah and Amal and disturbing the sectarian balance in a country like Lebanon can’t be healthy . In Conclusion , I think the perfect age for voting in Lebanon is 21 since at that age the youth have enough maturity and independence to make their own decisions without basing it on history feuds and parental brainwashing. Plus I don’t think Lebanon can afford an instability in its sectarian system just yet . Maybe if we were more politically stable , that change would have been possible but with these conditions I think giving 18 year olds the right to vote can be very dangerous and they might use it in foolish ways . References: http://www.nowlebanon.com/NewsArchiveDetails.aspx?ID=142180 http://en.wikipedia.org/wiki/Voting_age http://www.dailystar.com.lb/News/Politics/2011/Nov-01/152795-student-supporters-of-hariri-berri-fight-at-beirut-university.ashx#axzz1qUe64XuF http://www.euromedp.org/testimonies/lebanon/

Friedrich Froebel Essay Example for Free

Friedrich Froebel Essay In 1837, having developed and tested radically new educational method and philosophy based on structured activity based learning, Froebel moved to Bad Blankenburg and established his Play and Activity Institute which he renamed in 1840 Kindergarten. Kindergarten was essentially three parts: ââ€"  Toys for sedentary creative play. (Froebel called gifts and occupations) ââ€"  Games and dances for healthy activity. ââ€"  Observing and nurturing plants in a garden for stimulating awareness of the natural world. Froebel stated many things among them are statements such as: It was a search for metaphysical unity, in which the potential growth to wholeness of the individual child within the natural world would fulfil harmonious Ideal with the mind of God. Play is the highest expression of human development in childhood for it alone is the free expression of what is in a child’s soul. The gifts and occupations are the living connection which makes both play and work expressions of the same creative activity.

Effective Pedagogy for Early Childhood

Effective Pedagogy for Early Childhood For the purpose of this study an activity has been planned by the author and introduced within the authors own work setting. Any learning intentions will be evaluated and consideration given to any learning opportunities offered to establish the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), consideration given to the differentiation of children`s needs and variety of pedagogical approaches required. Research will be undertaken to establish the considerations given in planning to the Early Years Foundation Stage Principles, themes and commitments supported by relevant theory and research findings . Research will be undertaken into different theorists and how their findings may influence current practice within the workplace. A video recording will be made to capture all interactions and opportunities utilised for shared, sustained thinking. Opportunities for the development of language, and diversity of learning will be evaluated and assessed with the help and guidance of the settings manager. The Early Years Setting The area used for the planned activity is within the main room of a Foundation Unit which caters for children who are aged three to five years old. The area chosen is within the creative part of the setting allowing access to all materials and equipment available. The area has been prepared for the activity, all resources have been prepared and organised adhering to the health and safety guidance of the setting. The aim of the activity is to establish a child`s ability to handle tools and objects safely and effectively, this has been achieved through the provision of a variety of equipment and materials supported through the interaction of the early years practitioner. Planning has been differentiated allowing for children of lower abilities to be included within the activity, and different strategies implemented in order to cater for individual developmental needs. This is in line with the aims and principles of the EYFS approach to learning. Good planning is important for effective practice in order to give a varied and progressive approach to learning. It enables practitioners to build on their own personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform practitioners, building on experiences of children and enhancement of any learning opportunities. Activity `Bubble Balloons (Appendix a) Planning implemented to develop an activity that would support the existing theme of work within the setting ` Transport; In the Air , and previous week`s observations was developed . Consideration was given to the development of different levels of learning ,with the inclusion of a lesson plan to support the original theme. A copy of the lesson plan was then given to the manager who will observe the activity and make notes which will evaluate the success of implementation, development of language and any other relevant information . This activity was planned for implementation within the main room of the setting. A mixture of six children aged three to five years old were invited to participate. The children were given aprons to protect their clothes and the activity introduced by the practitioner. Different techniques, materials and processes were modelled, and encouragement given to make independent choices. The purpose of the activity was explained, describing any learning intentions and relevance of the activity to the settings main theme. An example of a finished product was shown to aid visual awareness of children present. Opportunities to discuss the activity allowed the children to establish clarity of the adult`s expectations. Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to initially blow through a straw into a cup of water to establish their ability to blow and not suck. Following this assessment the practitioner was able to ascertain which children required the alternative strategies for the activity. The differentiation of planning enabled less able children to access finger paints and decorate balloon templates instead of bubble painting. It is the responsibility of early years providers to focus on each child`s individually learning development through the differentiation of planning and ensuring positive attitudes to diversity, as stated in the EYFS Statutory Framework (DCSF, 2008). The children were encouraged to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated building up the density of paint onto the paper. This is an activity that is supported by the EYFS Early Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and investigate materials using all their senses as appropriate. Opportunities for the practitioner to observe the childrens reactions to the stimuli and note any `wow moments enabled evidence to be collected and reflect on the outcome of the activity. Throughout the activity encouragement was given to talk about changes of textures, colours and different techniques used. When finished, children offered ideas and suggestions to what they could do next to improve or extend the activity. Guidance and support of the practitioner was offered when required, enabling children to input their own ideas encouraging independent thinking, confidence and development of cognitive skills. Following this discussion the children began to independently decorate square pieces of card using a variety of materials of their own choice. With support from the adult the children attached the balloon template to the `basket with a variety of methods of their choice. Opportunities at the end of the activity were given to discuss as a whole the different methods used, and opportunities given for the children to share their finished `balloon. This allowed the children to share in their own creativity, thoughts, feelings and ideas with their peer group. This activity was observed, recorded and assessed throughout by the manager of the setting. Notes were made of actual interactions for accurate study. Use of appropriate language and expansion of language was recorded and suggestions made to alter or support the pedagogical approaches used. An opportunity to discuss the findings with the manager at a later date allowed a collaboration of ideas to be shared, and any advice given to be built upon and implemented in future practice. Pedagogical Approaches Throughout the activity consideration was given to the language used and opportunities for children to interact freely through exploration and experimentation. An introduction to the activity giving clear, positive instructions and expectations helped the children to follow a clear guideline of the task ahead. This` modelling is identified in the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001) in the three key parts of adult interaction which impact directly in a child`s learning; effective interactions, sensitivity and freedom to learn and explore independently. The introduction of a finished product gave the children a visual aid to illustrate what was required. Visual aids illustrates a different approach that will support communication together with the spoken word. Bruner(1983) describes the relationship between adult scaffolding, learning and a child`s level of language development. However Trevarthan (1998) describes that without a child`s own desire to learn or participate, progress will be impaired requiring practitioners to develop an awareness into supporting these needs, giving opportunities for children to freely express their individual intentions. Visual aids, body language, sharing and communication all illustrate a holistic approach to learning and is encouraged within the main principles of the EYFS Framework (DCFS, 2008). This is shown in the differentiating of planning for the activity for children who have identified barriers to learning and whom may require more adult support . Through utilising a mixed and multi-sensory approach to learning, various pedagogical approaches have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the activity in a calm, safe and structured environment. This can be shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK; Visual, Auditory and Kinaesthetic aids. (DfES , 2004) Evaluation Of Manager (Appendix b) As shown in appendix b, the manager has bullet pointed many positive aspects for competent teaching and an ability to deliver a clear, precise but informative lesson was identified. The delivery of the lesson was highlighted and described as fun and exciting, with children eager to learn and participate. The use of this type of communication is described as `conversational scaffolding, the importance of the practitioners role in supporting and motivating the children is reinforced through stimulating the children`s interests and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning (EEL) project (2001). The manager was able to identify that a deep understanding into the methods and resources for the activity had been achieved through the introduction of the lesson plan, resources and ability to deliver a clear, but informative introduction to the activity. The use of different techniques and skills introduced to the children were identified allowing the children to explore freely within their own creativity. Language was used to expand the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions. The targets identified to improve pedagogical approaches within practice were to give the children more freedom to answer, using their peers to discuss their work and during this discussion to focus more on the questions given to the children in order to allow more child led learning. Reflective Evaluation Following this activity I was able to stand back and reflect on my professional capabilities and approach to the pedagogical methods used. I feel that I had successfully researched data, implementing my own learning skills and knowledge into the lesson plan. The EYFS guidelines (DCFS, 2008) were followed during the planning process, and developmental guidance taken into the provision of age related targets for planning. A deep understanding of any learning intentions was acquired in order to plan accordingly for a child`s individual developmental needs by following the EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches discussed in order to develop professionally with the workplace. Throughout the activity an holistic approach to learning ensured that all the children could freely communicate, think about their intentions and enhance any physical skills through their own creativity. Support and guidance was given when required encouraging the children`s own experimentation. This is a theory supported by Erikson (1963) whom believed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult intervention. Whereas Bruce (1991) identifies the importance of free play to enable a child to be in control without restrictions. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and secure medium has been achieved within this activity. The aims and objectives intended for the activity were reached effectively, the children competently handled all the necessary tools and materials safely. A diversity of learning was achieved through the differentiation of planning, complying with the principles identified in the National Curriculum (DFEE,1989) overcoming potential barriers to learning by responding and planning according to a child`s individual learning with the inclusion of suitable but achievable learning challenges. I found that the activity was successful, all health and safety issues were taken into consideration, children were individually assessed to ascertain developmental capabilities, and differentiation in planning enabled all children to participate in the activity according to individual levels of development. The activity seemed to flow along without any major alterations and I was able to respond and support all language and skills required. I have established that the process of planning, ability to identify certain developmental areas in need of focus, observation within practice, group collaboration and reflection vital to my own professional development. This method of reflection is described by Schon (1983) as reflection- in- action. Conclusion Pedagogical approaches in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must be able to demonstrate a good knowledge and understanding into the principles, aims and content of the EYFS framework and successfully implement them within practice. Planning, observations and assessments are all influenced through the ability to adapt intentions according to the holistic approach encouraged by the EYFS. An ability to understand a child`s individual developmental needs and focus on appropriate learning objectives aid in the provision of appropriate pedagogical resources, activities and interaction within the setting . Different theorists and government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A need for on- going development ensures that all early year practitioners need to be aware of current policies and procedures that may impact on practice within the workplace. It has been established that through collaboration with colleagues a better understanding into different strategies would improve practice within the workplace and steps to improve these factors will enhance any further professional development. Word Count; 2,200 References Department for Children, Schools and Families (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham : DCFS Publications. Department for Children, Schools and Families (2008) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Bruner,(1983) in Pound, L (2005) How Children Learn. London: Step Forward Publishing Ltd. Department for Education and Employment (1989) The National Curriculum. London: HMSO. Department for Education and Science (2004) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Years: Section 3- Diverse Learning Needs. London: DfES. Erikson, E (1963) Childhood and Society. Harmondsworth: Penguin. Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Project: Achievements and Reflections. London: House of Commons. Schon, DA(1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books. Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M., Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.

eHarmony Promotion and Price :: essays research papers

eHarmony.com is a subscription-based, relationship-building service that provides a unique solution for serious single men and women seeking fulfilling, long-term relationships. It is the only service, on- or offline, that utilizes empirical research, clinical study and a patent-pending predictive technology to effectively match singles. (www.netplusmarketing.com) The company’s focus is matching people together who eventually want to be married or at least have a long-term, committed relationship. Their company’s founder, Dr. Neil Clark Warren, is an older, distinguished gentleman, whose focus is to put people together, and keep them together. eHarmony’s member count is at about five and a half million, with more than 9000 marriages that they can confirm. Their clients tend to be college-educated, many with some secondary education. From a psychographic standpoint these are people who are looking for a long-term relationship; to find the love of their lives; and somebody with whom they can get married. It caters to people who want to be matched on deep dimensions of compatibility. As a result of more than 35 years of experience in counseling married couples, Dr. Neil Clark Warren determined that there were 29 key drivers or dimensions of long-term relationship-success like character, values, intellect, and emotional make-up. The company has designed a compatibility quiz to determine these areas and match people accordingly. The ‘29 Dimensions of Compatibility,’ are lumped into four major categories -- Character & Constitution; Personality; Emotional Makeup & Skills; and Family & Values. The company has even patented the concept, known as the Compatibility Matching Systemâ„ ¢. (www.eHarmony.com) Their spokesman is Dr. Warren himself, and he appears in all of their TV spots, is the voice in their radio ads, and appears in print advertisements as well. He is the unifying message for the company. It is his model, and he explains it well. He keeps the terms simple and straightforward – targeting those single adults who are looking for committed relationships. In the TV ads, Dr. Warren speaks first and tells a bit about the service eHarmony offers. The shot then breaks to focus on actual couples who have had success using eHarmony. The radio ads feature Dr. Warren’s voice, and go along the same lines as the TV ads – it is his calm and mature voice, extolling the virtues of his company and how the compatibility test will help you find your soul-mate. The print ads, running in USAToday are prominent quarter-page ads featuring eHarmony’s simple message – if you’re looking for deep, long-lasting, committed love, this is the place for you.

From Playwright to Production: the Process of Recreating Shakespeare :: William Shakespeare Essays

From Playwright to Production: the Process of Recreating Shakespeare Works Cited Missing A full understanding of Shakespeare's plays is arrived at through the process of imaginatively recreating them. Reading a play, or watching a production, or being involved in a production, or reading what someone else has to say is not enough fully grasp any given play. All of these things must be done to achieve a deeper comprehension. On the following pages I will try to organize my ten week Shakespearean experience by drawing parallels between my own experience and the experience of the rude mechanicals and royal audience of A Midsummer Night's Dream. Origin of a Shakespearean Production: The Bard Himself Any representation of a Shakespearean work must necessarily begin with Shakespeare himself. He is the creator and the genius behind the dramatic works that hold a revered place in our literary and theatrical culture. Part of what makes Shakespeare great is his consciousness of the enduring role of the poet and a playwright. As a result, he wrote not only for his own age but, in Ben Jonson's words, 'for all time.'; Shakespeare focuses not on what was popular and relevant in his contemporary world, but on the themes that would be enduring beyond his death. Shakespeare's musings on the function of the poet and playwright are included as themes of many of his plays. In A Midsummer Night's Dream, Theseus speaks for Shakespeare at the beginning of Act Five: the poet's eye, in a fine frenzy rolling, Doth glance from heaven to earth, from earth to heaven; And as imagination bodies forth The forms of things unknown, the poet's pen Turns them to shapes, and gives to airy nothing A local habitation and a name. (Act V.i.12-17) The poet is a visionary and his main tool is his imagination. Through his imagination he looks at heaven and earth and sees what the average person does not. The imagination gives 'bodies'; to and brings forth what cannot be seen by the naked eye. The poet is given insight into a world beyond what is seen every day of the surface of the world. He is like Bottom, who when awakening after his adventures with Titania says: I have had a most rare vision. I have had a dream, past the wit of man to say what dream it was....The e ye of man hath not heard, the ear of man hath not seen, man's hand is not able to taste, his tongue to conceive, nor his heart to report, what my dream was.

English As A Second Language Education Essay examples -- Educational M

English As A Second Language Education When the English as a second language learner (ESL) or the English language learner (ELL) students have achieved English proficiency, it helps students to develop their understanding of mathematics. Students then effectively use mathematical tools, charts, patterns and other strategies, as well as their prior learning experiences to make connections to solve related problems. The majority are able to transfer their manipulative exploration to solving problems with pencil and paper. Students use multiple solutions and strategies when they solve problems. They express their mathematical thinking through drawing, writing, and speaking. Students socialize their intelligence through playing games and taking part in opportunities for team or pair work, when they explain their thinking. Upper grade students often find it difficult to discuss or write in mathematical terms, even after they have been given multiple opportunities to investigate. In order to make schematic connections, instruction must be meaningful (in a language students can understand) and relevant (relating to students’ prior knowledge). Meaningful contains native language or sheltered English. Relevant contains culturally and/or experientially familiar. English language development that is integrated with developing knowledge about, for example, American school life and procedures, is usually a more effective way of proceeding than simply focusing on English language (Duff, 2001). The activities, tasks, and problems that students encounter should be accessible to students with a wide range of knowledge and skills. That is, students with diverse backgrounds should be able to understand what is required, make meaningful ... ...erse Students. http://www.sofweb.vic.edu.au/lem/esl/evce.html. Lass, M. J. (1988). Suggestions from research for improving mathematics instruction for bilinguals. School Science and Mathematics, 88, 480-486. McKeon, Denise & Samway, Katharine. (1999). â€Å"Myths and Realities: Best practice for language minority students.† Heinemann. Perkins, Cathy. Equity in mathematics assessment for English as a second language students. The University of Georgia. Summer 1995. http://jwilson.coe.uga.edu/EMT705/EMT705.Perkins.html. Raborn, Diane. â€Å"Bilingual Education Journal.† Mathematics for students with learning disabilities from language-minority backgrounds: recommendations for teaching. NY, V10, pp. 25-33. Summer 1995. Seceda,Walter G. Teaching mathematics for understanding to bilingual students. http://www.ncela.gwu.edu/pathways/immigration/mathematics.htm.

Discrimination Against Body Art

Discrimination Against People with Body Art Employers should not discriminate against people who have body art. A few reasons why is because people should not judge people on how they look, body art does not affect peoples working abilities, and its a form of art so people should be able to express it. If someone chooses to have some form of body art, people should accept their decision, and not judge on their appearance.Just because someone has body mean, does not mean they are not capable of doing the same work as other people. When at an interview, body art can determine weather or not you get the job. The person with body art could have been a better match for the job, but the employer would probably want someone else, that does not have body art. â€Å"The question comes down to ability: body decorations don't affect the reliability of an employee, so employers who value ability over appearance are starting to overlook body art.Even with that, though, nearly half of the employe rs surveyed in a National Association of Colleges and Employers study stated that a â€Å"nontraditional appearance† would sway their hiring decisions. † – Phebe A. Dunrand, from the Yahoo! Contributor Network Body art is a form of art, and could also be part of someones religion. People should be able show it without being discriminated against. It might offend someone if another person discriminates against them because it could mean something important to them. These are the reasons why employers should not discriminate against people who have body art