Changing Values in Indian Culture Essay

Teaches moral values in its point of view. But no one is aware of such kind of moral values in The Holy book. For example, how many children’s know the religious thought from their school days! Though school has moulded a good student to the society, they are not considering the student contribution on society. Then how do they know Moral values in their life. Moral values should be taught by school. The Government of India should include the moral value as one of the subject. Then only Moral values will spread over the students. – Nowadays, smoking, hukka parlours, drinking, late night parties, exposure of physical beauty, pubs are considered as status symbols. Persons not doing these things are considered old fashioned or stereo type. Simplicity and etiquettes were things of the past. – People want to earn either by hook or crook. They don’t care if their acts are in agreement with moral values. They can sell their moral values for money because money now buys status. – Everyone knows the dirty game of politics that is being played nowadays. If our â€Å"respected† politicians had good ethical values, they would have not been only concerned with filling their own pockets in place of developing our poor country. – To be religious is now mocked at by most of the people. Instead of learning some good things from â€Å"Satsang†, people enjoy criticizing the Saints. – Chain snatching and horrendous acts like rape are common terms in newspaper and news channels. – Physical appearance is all that matters in a person. Even players are not identified by their runs and goals but by their looks. Thus it will not be an exaggeration to say that morals and values of people are degenerating. I think that moral values of the youngsters of India are degenerating day by day because of our mimicry of the western culture. Moreover we are all aware of the fact that crime against women are increasing day by day. This is because of our narrow mindedness towards  women. Yes most definitely the morals and values of our youth are regressing day by day. How can you argue with me when it is the plain truth? What can you conclude upon seeing a group of teenagers sitting at a restaurant together and instead of talking they are texting on another. Doesn’t it seem obvious to you my dear reader that morals and values are declining as a result of advancing technology. Families stopped visiting and merely communicate via social networks. It is ridiculous. We are slowly but surely falling prey to technology and its about time we get our facts straight. Ponder over it. Our world Is in our hands. We either choose to be victorious or fall victims. Changing Values In Indian Culture Nature Of Indian Culture From ancient times India is known for diversity and prosperity in its Culture. It has one of the oldest civilization and culture in the world. Despite of such diversity Indian culture has the immense power to unite peoples together. There are fifteen national languages recognized by the Indian constitution and these are spoken in over 1600 dialects. With language changing across different parts of country, culture is also diverse. The Culture of India has played a vital role in its civilization. Changing Values We all know that Change is the law of nature. This law is governing almost everything in this universe and so as the Indian Culture. Over Centuries Indian Culture has influenced by a lot of changes and many of them have incorporated in this culture remaining the other features intact. These Changes are more or less like two faces of a coin. Some changes are beneficial for our society and culture, and some others are dangerous. In other words these changes have both Positive and Negative aspects. Changes In Indian Culture that are Positive for Indian Society A few Centuries ago â€Å"Sati pratha† was abolished and â€Å"widow remarriage† was approved. These Changes were the major achievements of Indian Society. These changes have removed the traditions and methodologies which was a curse to all the women and humanity. These Changes were the major revolution in the Indian Society. From that time,changes have influenced a lot to the Indian Society. Now a days, there are many visible changes in our society. Some of them are:- †¢With technology becoming fast and easily portable people of different parts of the world are interacting together. Today they can easily know each other’s culture and tradition.So technology has made this world a smaller place and make the peoples come closer to know each other’s lifestyle and culture. Now a days people of a country are well known about the culture and tradition of other countries and so their knowledge has broaden. Peoples are becoming more independent. They are no more restricted in their own methodologies. New thinking are evolving between society. †¢ Today peoples of our country are moving to other parts of the world for higher education and learning better technology.Now a girl of our country is no more restricted to home,and a woman to a housewife.Things are changing.Girls are also getting opportunities for their better education and lifestyle, same as the boys. Old traditions and wooden customs are changing.These changes are the seeds for the better society where girls and women have the same right as the boys and men have.These changes are empowering our girls and women. †¢In case of marriage the changes are visible.Now a days younger generation chooses their life partner themselves.Traditionally their parents used to find a marriage partner for them.Today If their parents choose a life partner for them then they allow their young ones to spend time with their life partner to understand each other and then perform the marriage ceremony.By doing this they gave their children a better chance to have a better future.So now a days young generation have freedom of choice in contrast with the old culture of Indian society where parents were solely responsible for choosing life partner for their children. †¢A major change that can be sensed in Indian Culture is the change in Indian Cinema.We all know that cinema is the mirror of our society.It clearly reflects the culture and methodologies of our society.Few decades ago Indian cinema was only meant for entertainment.At that times films were of conservative type.But today film makers are moving to the various social issues and giving the Indian cinema a touch of perfection. Films displaying the critical and major issues like terrorism and bogus CBI has already produced.These films teach a lesson to society regarding these issues and its  consequences.Also the films promoting art and music have produced over a few years.Such types of films also encourage new talents and provide new opportunities. Negative Aspects Of Changes In Indian Culture As stated earlier that â€Å"every coin has two face†.So If there are some positives, negatives also lies within. The changes in Indian Culture is also giving some negative consequences. Some of them are discussed below:- †¢With growing technology competition in the market is also rising. People are spending their lots of time in office and at workplace. Consequently they have not much time to spend with their family especially with their children. So nowadays parents have a less time to care for their children in contrast with the old age, where an immense care was given to a child by his family members. So the present generation of children are very much unaware of our Indian Culture. No one is there to make them understand about this. At present this is not a major issue but in future it will be of great concern. No one of us will ever want that our future generation will remain unaware from our Indian Culture. Problem: – Our next Generation will remain unaware about our Indian Culture and slowly they forget it. Solution: – Parents should spend a valuable time with their children discussing about our culture and tradition. Classes should be organized by schools for making them aware of our culture and its value. †¢With the growing demands of the world level of education has also changed. Pedagogy has changed. In old ages learning of a few subjects was enough but nowadays a child has to learn about the different subjects and different areas of concern including present technology and science. So the level of mental stress has increased. In such conditions behaviour of parents act as catalyst. Now a days parents used to impose their desire and dreams on their children. Consequently mental stress rises exponentially leading to the act of suicide and state of depression. Problem: – Mental stress on a child has increased. Solution: – Nature of Pedagogy should be in a way, favourable with children. Parents should not impose their desires and dreams on their children. Every child is special; every child has a special talent. Provide them care and love and help in enhancing their mental strength so that their confidence in  themselves will increase. They need these things because they are the future of our country. How would be our next society and culture largely depends on them. †¢In this world of growing technology, nearness and full of connections it is almost impossible for anyone to remain unaware about the culture following in different parts of the world, especially to our young generation. They are crazy about being modern and in their journey of modernization they are more attracted towards western culture. Regarding this they have accepted some freaky ideas of western culture. Now a days, physical pleasure are preferred by them over mental pleasure in almost every aspect, whether their life is concerned or whether their love. In search of physical pleasure they often commit crime. They are the building blocks of our society and culture. What would happen to our future generations if they themselves solely tend towards western culture? Modernization is necessary but it should be in a way so as to preserve our culture and values. Problem: – Physical pleasure is preferred by our young generation over mental pleasure. Solution: – Parents should take care of their teens. They should restrict their teens up to some extent. Freedom is necessary but it should be in a limit. Parents should also be frank with their teens as like friends. Parents should give lessons to their teens about the consequences of bad habits prevailing in society, and how they can contribute in removing them. They should also make their teens frank with them and their family. Parents should discuss each and every issue of their teen among themselves and should tackle it patiently and smartly. If a proper care is given to them, they can be a responsible Indian in the Future. Conclusion So in past 10-15 years our Indian Culture has changed a lot. These changes were very much necessary for the development of our society. Still we need some changes. A custom or tradition that does not change over time becomes poison for the society. Indian Culture has an immense power to incorporate changes remaining its other values intact. With technologies spreading all over the globe, we should learn different methodologies and cultures from different parts of the world. We should incorporate them in our culture too, but in a civilized way so that we can also preserve our own culture. There are some negative aspects of change in our Indian culture but they can be solved easily if we take them in account seriously. For any Culture to be  strong and society to be developed, the children and the young generation should be strong, mentally, socially, physically, technically and culturally. And if our culture would be strong and society would be developed then, automatically our Coun try will be in the list of developed countries.

Automobile and Bumper Sticker Essay

Copy and paste the questions into the student comments section. Read the questions thoroughly. Answer the questions in a full and complete manner. Use complete sentences, including proper spelling and grammar. When you are ready to turn in your assignment, add a check mark to the Submit for Grading box and then select Submit. Module 5: Laws and Rules of the Road Create a car saying (Bumper Sticker) or a Road Sign (Billboard) that would describe one main point you learned in Module 5. This is an example of a bumper sticker from a former student: â€Å"â€Å"Driving the right speed is always a good deed. Enjoy your ride and don’t collide! † 1. What would yours say? â€Å"SPEED. Do It Right & Save A Life 2. How would it look? It would have a black background, the saying would have red letters, and there would be speed limits signs around the words. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. Remember to use complete sentence answers and proper spelling and grammar. My billboard would be great because so many drives, whether they are young or old, are speeding causing unnecessary accidents, killing or injuring innocent people. More and more drivers are becoming reckless. To either just show-off or from being impatient.. 3. Now, write at least one paragraph (5 sentences or more) which explains why you thought this would make a great bumper sticker or billboard, and how it summarizes the information you learned in Module Five. Module 6: Effects of Alcohol and Drugs Some day you might find yourself in a dangerous driving situation because of drugs, alcohol, or extreme drowsiness due to medication. Talk to a parent or guardian about what they would like for you to do if you find yourself in this situation. Answer the following questions in one or more complete sentences. 1. Explain three ways you can get home safely, without getting behind the wheel, if there are drugs or alcohol in your system. A. I would see how well I was feeling that day. B. I would see how any medication affected me before getting behind the wheel. C. Call your parents, call a cab, take a bus 2. Explain three ways you can get home safely if the friend you rode with has drugs or alcohol in his system and you prevent him from getting behind the wheel. A. Drive yourself. Call another friend to pick you up. Call your parents to pick you up. B. Get a taxi, get a bus. Try walking it C. I would take the wheel and drive him home 3. What would your parent/guardian want you to do? My parent would want me to take responsiblity and drive my friend home safely. 4. Look up and list the number of a local taxi or car service in your community. Include the company name and telephone numbe 24/7 Yellow Cab Serving the 33157 Area. (305) 244-4444 A A A Taxi Inc Serving the 33157 Area. (305) 999-9990

Language Acquisition and Learning Essay

There are several theories as to how people acquire and learn the intricacies of language not only to communicate but also to communicate their ideas across an audience. As a matter of fact, most of these theories if not all of them contends with each other. The two famous contending ideas are that of the Behaviorist Theory purported by B. F. Skinner which argues that language learning is a matter of â€Å"imitation, practice, reinforcement, and habit formation (Author, Year)† and the Innatist Theory posited by Noam Chomsky which presents the notion of a Universal Grammar found in every human being’s mind that made them cognitively capable in learning a language (Author, Year). While both of these theories account for the similarities and differences in first language and second language learning, it is Stephen Krashen who first made a basic distinction that first language is acquired while second language is learned (Author, Year). According to Krashen, to acquire a language is to understand the language just like that of a child acquiring his/her first language without any conscious attention to the language form. On one hand, learning a language is to focus on the form and rules of a particular language. Aside from these basic differences there are also other factors that affect both first language acquisition and second language learning such as the cognitive and environmental aspects. In the cognitive aspect, Chomsky said that humans in terms of language learning have The Critical Period Hypothesis, a genetic program that contains the kinds of knowledge and skill necessary for the learning of a language in a specific period of every human’s life. This further suggests that most of human’s first language endeavor happens in this period which makes it easier to learn as opposed to second language learning that will happen beyond CPH. It is argued that beyond these critical periods, it is already difficult if not impossible to acquire those language learning skills as supported by the case study of a 12-year old boy Victor who grew up in the wilderness of France without any contact with any human language but the sound of the animals and the woods (Author, Year). It is believed that second language can no loner access the innate acquisition they have when they learn their first language which lead them to rely on their other cognitive skills. The second cognitive aspect is the knowledge of a prior language. Second language whether children or adults have already acquired a first language on their own that works both as an advantage and a disadvantage. It is an advantage because of the fact that they have a prior language on how languages work. It is a disadvantage in a sense that this prior knowledge would affect and influence the learner’s knowledge of the second language that would inevitable lead them to make incorrect guesses on how the second language works. Second language learners already have cognitive maturity and metalinguistic awareness that a first language learner does not have which allows them to solve problems and engage themselves in language discussions. Moreover, there are also attitudinal and cultural differences involve in between first language acquisition and second language learning. First is the willingness to use and experiment the new language. For instance, children learning their first language would try to express themselves in different ways sometimes in erroneous ways even when their proficiency in the language is limited. However, adult second language learners would find it stressful to not able to express themselves which inhibits them to endeavor with the language. Lastly, there is an environmental differences involved in language learning acquisition and learning. For instance, first language learners are exposed in an informal environment where parents respond to their children’s language in a natural way such as a correction based on meaning as opposed to a correction based grammar accuracy. Correction is often made through reaction as opposed to a second language learning setting where every wrong utterance is corrected. In this way, second language learners are deprived of the experiencing language in a real communication set- up which is hazardous in their learning.

Documentary Film Analysis Term Paper Example | Topics and Well Written Essays - 1750 words

Documentary Film Analysis - Term Paper Example The portrayals that are used throughout this film as well as the different elements which were used all created defining points about poetics and aesthetics that link together both the documentary and art film. The concept of documentary film is now portrayed in six different categories, specifically because of the filming style and different elements that are used for the final displays. This includes expository, observational, poetic, participatory, reflexive and performative. The division of documentaries is divided specifically by the elements in the film, including the narration, decision to include specific types of materials and the techniques that are used with the various films. It is also noted that each of these definitions overlap, specifically which is defined by the pieces of film that the director decides to use. For instance, some clips may include observational scenes, which shows the setting and basic elements surrounding the area. This is followed by a performative approach, which may be used with interviews and individuals that are expected to relay specific pieces of information, such as through the voice of the narrator. Interactions that retell different parts of sto ries that aren’t filmed but only available through oral storytelling may also be considered (Plantinga, 105). The poetic documentary is one which is defined by the different techniques that are the main focus of portraying information. This is given by using aesthetics as the main component, including the film shots, settings and the portrayal of different characters. The use of these techniques is followed by the audio that is used. There are different types of music that will be used during different shots of the film, specifically to create a deeper understanding and meaning of a given setting and to create a higher response by emotions from the film. The narration is used to

WOMEN IN LEADERSHIP Thesis Example | Topics and Well Written Essays - 3500 words

WOMEN IN LEADERSHIP - Thesis Example This paper focused on women in leadership and how women face resistance regardless of how they prove that they are equal to men and regardless of what position they hold within the organization or political presence. This paper also recognized women that have struggled to achieve their leadership status and the qualitative leadership behaviors that have led to their success. It has been proven that women in business still continue to raise controversy in organizations when men are referred to as the backbone an organization. It has been said that men are compensated 10 to 25% more than women in the same position. Research has proven that although women are â€Å"created as equal,† they still struggle to be considered for positions that a man has previously held despite their education, proven accomplishments, and abilities to make change within the organization (Ross, 2011). The importance and benefits of having women in powerful positions outweigh the negatives. For example, their ability to communicate, be more productive, focused, and have more of an inter relationship with their subordinates (Ross, 2011). A woman in leadership is important because it is believed that men can provide both tangible and intangible benefits to an organization. On the contrary, women are just as capable of offering the same benefits as men (Lincoln and Guba, 2000). â€Å"In order to be an effective leader, you must possess the qualities of having a vision, courage, and interpersonal communication skills† (Lincoln and Guba, 2000). According to (Lips, 2009), power operates as a social structure, made up of numerous practices that maintain a cultural system of dominance. The practices that maintain a power system include patterns of discourse, shared understandings about and participation in a set of values, expectations, norms and

Levels of Inflation in Brazil Research Paper Example | Topics and Well Written Essays - 500 words

Levels of Inflation in Brazil - Research Paper Example This paper presents brief analysis of historical data of the inflation rates in Brazil. From the research it is clear, that the rate of inflation, prevailing in the Brazilian economy is high, as compared to other developed economies in the world. The reported rate of inflation in Brazil was 5.1 percent in April 2012. The reported rates of inflation in the US, UK and China were 2.3%, 3.47%, and 3.45% respectively. All these rates of inflation are lower than that of Brazil. The economic conditions in the South American countries are not as good as compared to other developed countries. However, the economy of Brazil has been growing at a rapid pace and it is becoming one of the well developed economies in the world. Brazil is the largest economy in South America and it has been growing at phenomenal rates in the recent past. With the rapid economic expansion, certain challenges are bound to be faced and one of such challenges is the high rate of inflation. Inflation refers to the rise in prices when compared to a specified level of purchasing power. The historical data of the inflation rates in Brazil suggests that the inflation rates in the Brazilian economy have not followed a constant trend and there have been numerous fluctuations in the inflation rates. In the set of analyzed data, its highest rate of inflation can be observed in the year 2005 which is 8.07% and in the immediately next year, the inflation rate fell to 4.63% which is a significant fall. The rate of inflation has showed a near constant behavior.

The Economics of Wheat in Australia Essay Example | Topics and Well Written Essays - 1000 words

The Economics of Wheat in Australia - Essay Example The essay "The Economics of Wheat in Australia" discusses the macroeconomic aspects of wheat production and consumption in Australia. The crop is grown on a large scale basis and accounts for a significant percentage of the global wheat exports. About 25,000 out of the 121,000 farms in Australia have wheat as one of the major crops planted by farmers. Crop land devoted to wheat in the country averages 2,250 acres. Domestic demand and consumption of wheat in Australia is much less than the country’s production. While the country accounts for only 3% of the global wheat production by volume, it meets 18% of the global export value. Clearly, the country exports a larger percentage of the cereal than the fraction of world’s wheat it produces. The Australian Bureau of Statistics noted that the country produced wheat worth $5.6 billion in the financial year 2003-2004, which made up 15% of all farm production in value. Over 60% of this was sold in overseas markets, underscorin g the significance of the country as a major player in the global wheat market. According to the Australian Bureau of Statistics, wheat accounted for 22% of the total crop production for the country in 2010. The volume of wheat produced in the country has been rising over the last four decades. Australia has a GDP ($ 999.6 billion; the equivalent of USD 1454 billion) and a GDP growth rate of 2.4%. Inflation (CPI) stands at 2.5% while unemployment is at 5.6%. Â  Statistics show that the GDP growth rate fell by a small margin towards 2015.

Global consideration Paper Essay Example | Topics and Well Written Essays - 500 words

Global consideration Paper - Essay Example Since majority of HRM theories and practices, which are used by global organizations, have instigated from developed countries, most of the growing business organizations while expanding their business in the developing countries choose to use these HRM practices abhorrently while ignoring the primary differences such as socio-cultural constraints. Therefore, while entering into the Indian market, Starbucks must also adapt to HRM concepts and practices that are parallel to the Indian culture by keeping in view the social and cultural factors. These factors are as following; Language issues: Indian middle class population (target market of Starbucks in India) is perhaps a very educated one. Language barriers can almost be neglected in most of the areas since English is generally spoken as well as Hindi1. However, there are some states in India where local languages are given more preference. Gender Issues: India is generally considered as a male dominated society where women are thought off as the sole care-takers inside homes. While attempting to build a homogenous workforce, Starbucks' HRM may face serious gender issues since men generally do not feel comfortable while working under women dominance in India. Religious practices: As discussed earlier, India is a mixture of

Peace Like a River by Leif Enger Essay Example | Topics and Well Written Essays - 1250 words

Peace Like a River by Leif Enger - Essay Example A man, Reuben Land, through flashbacks remembers the events of his birth, the challenges, and his family, and narrates the story. He is the protagonist in the novel who instils faith and hope to the readers through his life story. This shifts to the present day, 1962, when the man has grown up and lives as a good man. A narration of these events in his life helps the readers to appreciate the maturation that occurred in his life (Robertson, 2013). This eventually helps in moulding him into the grown up good man that he is present. The novel illustrates how Reuben’s family goes through an extra length to ensure one of them, Davy, comes back to the light. Enger uses the first person point of view in his novel. This is because Reuben tells the narrative from his point of view of the events that occurred in his life. This starts with a flashback of his birth, how God revived him so that he could witness the miracles performed through his father. Through his narration, we learn abo ut his brother Davy, and his choices in life that led him to prison. Through Reuben, the readers find out the deal that his father made with God so that the former may die instead of Reuben. Readers are able to discern the occurrences in Reuben’s life through narration from both the young and adult Reuben. Symbolism and use of metaphors are also some of the literary elements employed by Enger in producing his work. Metaphors refer to the use of direct comparisons between ideas and characters. Examples of metaphors in Enger’s Peace like a river include the scene where Jeremiah’s actions are compared to that of God. Jeremiah blows air and life into a son, who is motionless and clay-like, just as God blew air into Adam whom He made from clay. A metaphor is also used when Mrs DeCuellas’ hair is described as black and woolly. Symbolism is evidenced in the character of Swede, Reuben’s sister (Enger, 2001). The novel starts as she works on her poem, and h er character develops with it. This portrays the growth of the Land’s family. Another symbolism is Reuben’s asthmatic condition. It symbolizes the challenges and burdens of life that must be met with strength and faith for one to succeed, just as Reuben did. His daily struggle with breathing and his continued effort in keeping alive denotes the persistence very much needed for success in day-to-day activities. Peace like a river also portrays the repetitive use of themes throughout the book. This is called a motif. The first motif in this novel is dreams. Enger displays the use of dreams by Reuben when in his terrible dream; he is crossing a shallow river. He also dreams about the skin bag, after which he wakes up to find Waltzer looking at him (Enger, 2001). Enger has used miracles in his novel a number of times. When Jeremiah commands Reuben, in the name of the living God to breathe, a miracle occurs. Another miracle is observed when Jeremiah paces at the edge of the water without falling. Other miracles occur in the novel including the never emptying bowl of soup, Reuben’s survival after the gunshot wound, and the healing of Holgren’s face among others. The theme of war is also used repetitively in the novel. The first instance is where Davy fights with and kills the two bullies. This paints the picture of war. Another instance where war theme is portrayed is in heaven when Reuben and his father encounter people singing a hymn where they march as if they are preparing for a war.  Ã‚  

The Devil and Tom Walker Essay Example for Free

The Devil and Tom Walker Essay The Devil and Tom Walker is a cautionary tale about the result of greed and cruelty. The parable is filled with dark ruminations of nature, forbidding forests and secret, stolen wealth. 1 The proverb assumes the reader is familiar with Biblical terminology, such as Israel or ZionWalkers. These terms presume the reader is intimately familiar with Christianity. The story is precluded to a particular region, Boston and New England. This is an interesting tidbit, the proverb appears to be as familiar to Northerners as are the tales of Brer Rabbit are to Southerners. Each are filled with types of behavior and an ultimate moral conclusion. The aspects of nature in this story is an interesting aspect of American Romanticism. The forests are dark and danger is implied throughout the story. The description of Toms house as something of such pallor, of such demeanor to forbid strangers or travelers from coming near. Even the lone horse is described as decimated and longing for escape from this cruel entrapment. This type of treatment carries over, even when Tom achieves success. His greed only grows, as does his cruelty. The story continues in cautioning the reader in engaging in false Christianity. The life of Tom is filled with loneliness, cruelty, greed, and a form of religion that cannot offer solace to the insincere. The reader is assumed to have an intimate form of knowledge of Christianity. The terms Israel, the City of God and Zionwalkers those who at the least profess the faith of Christianity. The fable appears to take a negative aspect of Christianity, clearly warning the reader of any form of false religion. Although Tom begins to attend Sunday Service and carry his Bible in his pocket and even kept a bible on his workshop table. In the end the Bible is not a saving factor, left perhaps forgotten in the end in the heat of Tom greedily taking from the poor, an express sin in Biblical terms. This tale appears to have been known throughout New England. Quakers and Anabaptists1 are mentioned twice in the story. These two types of beliefs were considered exceptionally odd compared to the Puritan belief. The Quaker2 faith has always been considered strange, because of the way the faith is practiced. The Quakers are unusual in that those of this faith are extremely devoted in that these people of faith attempt to live out their faith through non violence and acts of contrition and charity. This is adverse of the Puritan faith which equates secular wealth with the blessings of God. 3, that is, one who is materially successful must be of or blessed by God and therefore destined for Heaven. The Anabaptists1 were considered unusual in that those of this faith acted independently from any type of hierarchical method of church administration. Anabaptists acted independently from any authority other than the believed hierarchy of God, that is there was nor could there be any authority higher than God alone. 3 The tale of Tom Walker and the Devil is very reminiscent of a story reminiscent of a book by Stephen King, Needful Things4, especially in the ending. Throughout the story the protagonist is described as being dark and gruff, which is also true of another story by Stephen King, The Stand. Stephen King of a New England background would have likely been very familiar with this very old story, this being so, his writing reflects the character of Old Scratch. In the ending of Needful Things the protagonist escapes via a horse drawn hearse, which takes easily to the air granting this creature or being immediate escape. The protagonist in both The Stand and Needful Things is described as ethereal, without any true form, but with the ability to take the form of that which is acceptable to the desired soul.

Role of The Early Years Practitioner in Learning

Role of The Early Years Practitioner in Learning Background: General Introduction to Topic: This study is two fold; firstly it relates to a personal interest as an early years practitioner and secondly a professional resolution to understand the role of the practitioner and the influence the individual can have on children’s learning. For effective learning within early years settings, identification of how the practitioner affects children’s learning needs to be recognised (Rodd, 2000:7). How the practitioner can influence the behaviour of others, particularly staff and children, to contribute to a creative early childhood programme. It is paramount the practitioners work collaboratively together within the same organisational goals to create a community enriching children’s personal growth and progress, which enhances the practitioners’ expectations and individual standards (Rodd, 2000:8). I feel passionate concerning the recognition of the practitioner’s role influencing on children’s learning and the factors that may contribute to this. Within the educational institution, the power of success of the student relies on the strength of the curriculum. The content of the curriculum has to entice and engage the learner, who will respond with motivation and focus. A poor, unsuccessful curriculum, is one that is unchanged over years, and will suffer unless new educationalist are pro-active in bringing current trends into play, which is normally the case. New fresh ideas and approaches to old problems bring new life into any task, for a synthesis of theory and practice is necessary because theory without practice is dead, whilst practice without theory has no direction (Bruce, 1987). The complexity involved in learning is discussed and covered by many, and the direction of improvement is always under investigation. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. (Literacy Trust, 2006) Can this produce the desired effect on learning. There are several different styles of learning which are examined here and aspects are highlighted, including the term Learning Power (Deakin Crick et al, 2002) which sets out to explain with extensive research, observation and experimentation that a series of unique dimensions exist. These dimensions are Changing and learning Creativity Critical curiosity Fragility of dependence Learning relationships Meaning and making Strategic awareness From these dimensions and their descriptions resulted a useful language, one for the ‘naming of something’ that fills a gap within education to provide an excellent dialog of the quality between teachers and their pupils. By successful inclusion this language could enhance the learning power of the pupil by the development of self-awareness; to encourage and produce responsibility for one’s own learning; and to ultimately improve and support all the relationships of learning and assessment. Research for this whole study involved investigating current policy and identifying up-to-date literature. Conducting this research I discovered a gap in literature concerning the specifics in my study. Examining books, journals, articles and Internet websites for archive information relating to the practitioner’s role I discovered limited data that discusses this issue. I decided to analyse the factors that can contribute to the practitioner’s role and how it has shaped the modern early years practitioner. I was interested in how the role has developed and what shaped the 21st century practitioner, this lead to the factors that attribute to this evolvement. Factors that may influence a Practitioners Role: How the practitioner’s role has developed Type of Setting; impact on practitioner’s role effecting children’s learning Age and Experience of Practitioner; whether this has any bearing Government Policy; the changes effecting a practitioner’s role As my study became broader I explored factors such as the shaping of early years practitioner’s and what contributed to this, became as important as the original research question. As I researched my aims became defined, breaking down the elements to reach clear objectives for each aim. Aims: The principle aims of this research are: To analyse the role of the early years practitioner in relation to children’s learning. Explore a range of early years practitioners. Investigate what they do and determine whether their role is the same or diverse in the context of various settings. Examine how the profession has developed. Analyse Government Policy to determine whether this affects the practitioners’ role. The aims are intended to provide a broad indication of the purpose of the research, (Fitzpatrick, 1998:153). To clarify the criteria I aim to determine precise statements of intent by sub-dividing the aims into objectives, as follows. Objectives: To conduct in depth, semi-structured interviews with a sample of 12 practitioners who have worked for at least 2 years (this is due to practitioner’s requiring the experience in order to respond to questions relating to their role). To conduct this research using practitioners of varying age and experience to determine whether these variables have any bearing on practitioners influence on children’s learning. To investigate a range of settings; High Scope, Montessori and The Foundation Stage to determine whether the settings curriculum model influences learning and changes the practitioner’s role. Investigate the changing role of the Early Years practitioner. Reflecting on historical and contemporary issues. Reflect on Early Years policy and practitioners role. Research Design: Method and Methodology: To indicate the practical ways in which my research project will be organised, including an impartial appreciation of the strengths and weaknesses that may arise. Within my study I aim to put strategies into place that will minimize the disadvantages for the methodology used and to enhance the advantages (Oliver, 2004:135). I plan to carry out a study involving 12 participants, who work within varied early years provisions; these participants must have at least two years post qualification experience. I have chosen this length of service to establish realistic expectations and feelings of individual’s. The provisions must be varied therefore I have chosen three separate settings; High/Scope, Montessori and The Foundation Stage (learning through play), within these provisions I aim to use in-depth, face-to-face interviewing of four practitioner’s conducted at their settings. This method is appropriate as it allows for flexibility (Robson, 2002:278) and freedom with responses. Using semi-structured questions including some structured questions, such as, standard factual material. An additional reason for using a qualitative method is that individual’s insight of a particular workplace can be analysed[1]. The disadvantages are numerous; one example is the reliability of the participant ’s responses and the lack of standardisation that will inevitability arise with a semi-structured interview technique. I plan to contact the selected settings asking for permission to conduct in-depth interviews explaining the reasons for the study. To explain the reasons for the research within the setting, acknowledging the interviewee’s sense of comfort in a familiar environment. It may relevant to send a sample of the questions to allow the participants to prepare. After the interviews and data collected and transcribed, the analysis begins. The use of content analysis may be a worthwhile method for its effectiveness when examining text materials[2]. However, there are advantages and disadvantages. Advantages include; the data is fixed and allows for re-analysis and reliability checks. Disadvantages include; limited data may be difficult to assess as the participants are casual acquaintances and therefore responses may only be reflections of an individual (Robson, 2004:358). Another method is using a quantitative strategy after gathering the data, placing gathered information into charts, graphs etc to determine the percentage of same responses. This makes research data manageable and easy to read, in essence using methodological triangulation; combining qualitative and quantitative approaches[3]. I am aware of various epistemological positions that I could adopt reflecting a different approach to the research question (Cuba et al, 1994:99), however, these methods appear appropriate and suitable to the research question. Literature Review: Although the study being conducted is fairly localised, this strengthens the research for the widening debate for exploration of the significance of the study (Oliver, 2004:98); for example, investigating Government policy and its impact on practitioner’s role. The literature is relevant to the project to make it easier to read I have sub-divided it into categories: The Role of The Practitioner Curriculum / Learning and Education Theorists The Role of the Practitioner I found limited literature that dealt with the issue of the practitioner’s role in children’s education as a result I expanded my research[4]. Examining the books available (Rodd, 2000:9) suggests there is limited literature on the practical application of a practitioner’s role. This lack of information is important in relation to understanding the early childhood context and the practitioner’s role within it. The limitations in current literature need to be explored rather than omitted[5]. By this statement Rodd (2000:9) implies the role is an important one in shaping children’s learning. In agreement, Riley (2004:24) suggests, practitioner’s interaction levels are of the prime importance in children’s learning[6]. This literature signifies the importance of the practitioner’s role when involved in children’s learning. Both books detail the positive aspects of practitioner’s involvement, such as developing curricu lum practice to allow spontaneous learning and free choice. Riley (2004:24) compares her findings to another study (Tizard and Hughes, 1984 as cited in Riley, 2004:24) where supporting open-ended questions provide a framework for conversation with the child. The importance of the practitioner’s role is also emphasised in (Manning-Morton et al, 2003:155) who suggest, the practitioner has a crucial role in children’s learning[7]. This application of the practitioner is quite varied including taking on the role of psychologist, for many of the assessments made with regard to entry into the present Foundation Stage is by observation. Curriculum / Learning and Education The second category focuses on the curriculum and the part the practitioner plays in successful implementation[8] without this a stimulating environment is not fostered and therefore hinders children’s learning. In summary the literature details the responsibility the practitioner has in shaping children’s learning in meaningful contexts that are appropriate and suitable. The authors discuss the importance of multi-professional collaboration[9]. This signifies the importance of practitioner’s working together to create an environment that enriches children’s lives. With practitioner’s that are motivational in delivering an effective learning environment supporting children to reach their full potential now that will carry on through the years, or in other words to start the pathway for Lifelong Learning. The responsibility of implementing a successful learning programme depends not just on the practitioner, nurturing minds, having a positive effect[ 10]. The literature supports the practitioner’s intervention for effective learning, where situations and surrounding play an important part. The differences in our situations and surroundings that we live in are factors that influence our quality and quantity of our learning process, and this process encompasses social, moral and academic learning. (Child, 1997) This effective learning process of Lifelong Learning, was brought into the open through employment and employers throughout the last decade of the 20th Century where changes of technology and cultural issues came about in the workplace (Crompton, Gallio, Purcell, 1996). To begin with, in 1996, the European Year of Lifelong Learning, the British government published a Policy Framework for Lifetime Learning (DfEE, 1996). Enhanced by the Fryer Report (National Advisory Group for Continuing Education and Lifelong Learning (NAGCELL) in 1997), and which surprisingly was omitted from the Dearing Report (NCIHE 1997) as sanctioned by the government with National Higher Education. Although well criticised, the report contained recommendations and targets for education and training that set out to motivate and enable learners to develop and benefit in society. Overall it outlined the aims to be sustainable, and to finally shape a democratic path. In parallel to all this was a negative that was highlighted by Elliott (1999) who stated that educationalists and the policy makers had on occasions ‘hijacked’ the phrase Lifelong Learning for other reasons. Reasons which came out from their own agendas, producing a system of their self-interest which resulted in being an obstacle and destructive to learning. The learning process of development has been under investigation for many years. The British Cohort Study (BCS70) as far back as 1970 confirmed that a pre-school program generally increased cognitive attainment for children of 5 years of age. Yet did not prove a great difference within disadvantaged children (Osborne Millbank, 1987). Research also found that the social adjustment and language was poor at the age of 5, and also showed that inferior reading skills were present at the age of 11. Feinstein et al (1998) showed that in education during the years of 1962-1973 the pre-school contribution made no improvement to children entering secondary school. Now some thirty years on pre-school is taken as an important part of amongst others learning the social skills to prepare for formal education. Comparing types of provision, such as Montessori and High/Scope was by way of literature and via Internet websites[11]. Analysing these became a framework for an alternative curriculum implementation, detailing the practitioner’s role and the methods used for a successful ethos. The High/Scope regime is an â€Å"active learning† educational approach[12], the child’s interests and choices are at the heart of the programme, where the central model of learning is the ‘plan, do and review’ cycle. The High/Scope educational approach for infant-toddler, preschool, elementary, and youth programs is a set of guiding principles and practices that adults follow as they work with and care for children and youth. These principles are intended as an open framework that teams of adults are free to adapt to the special needs and conditions of their group, their setting, and their community. Active learning — the belief that children learn best through active experiences with people, materials, events and ideas, rather than through direct teaching or sequenced exercises — is a central tenet of the High/Scope approach for all age levels. (High/Scope, 2005) They construct their own knowledge through interactions, planning their activities for the day in a small group with a teacher or ‘educator’. Each small group will have a ‘keyworker’ a member of staff assigned full time to them, so although they work with different adults, the children in the group have the security of a central relationship. Later in the day the whole group will review their progress, and as language is central to learning, so children describing both plans and activities to each other becomes very beneficial. So with the whole group being involved in undertaking the first steps in the learning process, out of high-quality early years environment come the development of feelings for high self-esteem, with high-aspirations and secure feelings of self-efficiency. Believing in their own capability to start solving problems, to understand new ideas, and develop new skills. The result being, that the children feel in control of their environment and grow in confidence with their abilities. This pattern continues in focused adult/child and child/child conversations, placing the responsibility very much on the individual child for their own learning, whilst the practitioner’s offer physical, emotional, and intellectual support. So taking on Vygotsky’s notion of ‘effective instruction within the zone of proximal development’ (1993, p.36). Summarising the Montessori method this includes education of the senses; the aim is two-fold, biological and social[13]. The Montessori environment is solely linked with natural objects for children to explore and investigate in their first seven years. The practitioner’s role is to support children within their access of objects and environment. The DfES Foundation Stage ethos focuses on learning through play and learning intentions to support children through stages of achievements. The practitioner’s role is to support children’s progress through each stage by implementing activities and opportunities to extend their learning through a play environment. Each curriculum requires the practitioner to be motivational, enthusiastic and knowledgeable in their field. In 1998 the introduction of a National Literacy Strategy (NLS) for school years 1-6 was undertaken, and with it came considerable pressure being placed on schools to implement this program, following which most primary schools have continued to adopt it. The National Literacy Strategy (NLS) has a central core, which is the framework for teaching that covers the statutory requirements in reading and writing within the National Curriculum. The school curriculum comprises of all learning and other experiences that each school will plan for its pupils, and the National Curriculum is an important element of that school curriculum. The NLS provides a framework of pre-specified objectives that revolve around: text, sentence and word level work which are delivered via a daily structured hour long session, which is termed ‘Literacy Hour’. Following this introduction Primary teachers are now urged to support and conform with this prescribed teaching pattern, in fact practitionerâ €™s are now being told not only what to teach, but also how to teach it. ‘Education influences and reflects the values of society, and the kind of society we want to be. It is important therefore, to recognize a broad set of common values and purposes that underpin the school curriculum and the work in schools. If schools are to respond effectively to those values and purposes, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which schools develop their own curriculum, and are outlined as follows: Firstly the school curriculum should aim to provide opportunities for all pupils to learn and achieve. Secondly the school curriculum should aim to promote pupil’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.’ The National Curriculum, Key Stages 1 2. 1999 DfEE Despite all this, a report undertaken by the Association of Head Teachers [2003] claims there is a mounting concern amongst teachers about the effects of this Literacy strategy. Arguing that formal teaching as prescribed through the Literacy Hour, is developmentally inappropriate for many 6 year olds, and therefore recommends that the principles of the Foundation Stage be extended to cover all children aged 3-7 years. In enhancing this thinking, going back to 1996 where the Department for Educational Studies (DfES) funded the undertaking of Effective Provision of Pre-School Education a longitudinal study that was for children of 3 to 7 years of age. Where it majored on pre-school through into primary assessing from a cross-section of social backgrounds. This complimented another undertaking in Findings from the Early Primary Years (EPPE Summary 2004) that collected data from children, their parents, their home environment and the pre-school they attended. All of which went on to prove that cognitive and social effects were positive for the children going into primary school. It was found that parent’s education and social class remained as predictors of intellectual and social development, and that very long periods of pre-school were connected with anti-social behavioural problems entering primary school and through to the end of Key Stage 1. This fact was attributed to the presence of non-parental childcare before three years of age. The education level of the child’s mother was seen to be a factor in the child’s performance. Overall, it reported that the attainment reached in reading and math’s from an effective, high quality pre-school attendance, proved a positive impact which was not depleted by the end of Key Stage 1, and that attendance before the age of 3 was very positive towards the child’s attainment. By continual research key findings within the EPPE Summary of 2004 over the pre-school period included that disadvantaged children may benefit appreciably from good quality pre-school experience, especially when they are with a mixture of children from different backgrounds. It also went on to show that overall, disadvantaged children have a tendency to only attend pre-school for short periods of time compared to those from more advantaged groups. From this result recommendations were made: i) To develop and encourage more episodes of ‘sustained shared thinking’ with the children. Use of freely chosen play activities provides the best opportunities to extend children’s thinking. ii) Continually work towards an equal balance of child and adult initiated activity. iii) Develop staff to have both the knowledge and understanding of child development and the curriculum. By way of a pilot scheme, in 1998 parts of England by the National Literacy Strategy (NLS), which was a direct result of nationwide poverty implications in 1966, all infant and primary schools were expected to teach English within what was termed the Literacy Hour. The hour was divided into segments to allow teaching as a whole class, as groups or individuals, with the focus for each segment also prescribed in detail: children being taught reading and writing at whole text, sentence or word level. Teaching objectives had to be included in this daily Literacy Hour with the class. The format is dictated to being the same for Year 1 through to Year 6. Reaction from teachers, many unprepared to teach this due to lack of time, were concerned and uneasy over several issues, and some reported that time spent in other curriculum areas were affected. A perceived lack of flexibility about the Literacy Hour was commented on unfavourably, with fears voiced of the possible negative effect resulting from six years of children being taught in the same way (Anderson Urquhart, 2000) The feedback on this, Hourwatch, was undertaken from the autumn of 1998 through to the summer of 1999, from a cross-section in Year 1 and Year 2 at Infant School, and reception class and year 6 in Primary School. The feedback from teachers was not favourable. Planning of group activities took a considerable extra time to prepare. Overall the framework objectives for the hour resulted in a lack of coherence, making implementation time consuming, out of all proportion to its share of the curriculum, and generally uninspiring. One such response from an experienced teacher, remarked that although Learning Hour had some good points, â€Å"it was too rigid a structure, takes too much time to plan, too analytical, not matched to children’s current level of experience and skill. It gets boring following the same format day in day out, it does not provide enough opportunities for creative and extended writing, and it results in too much unfinished work† (Anderson Urquhart, 2000 ) Overall the organizational and bureaucratic demands were overwhelming the educational value. In 2000 the Government in the UK introduced a revised National Curriculum (Curriculum 2000) and the Foundation Stage that was for the 3 to 5 year olds, giving this period in the child’s education a distinct identity and attention. Curriculum 2000 emphasized inclusion, aiming to secure learners participation and ensure appropriate opportunities for them to achieve, and offered flexibility within for schools to develop their own normal curriculum. It offered a less prescriptive approach, in which flexible allocating of time for required subjects allowed them not to taught each week, term or year, therefore allowing choice of method and the maximising of teaching and learning. A study of the transition from infant to Primary in England: from Foundation Stage to Key Stage 1 was carried out in 2005 (Sanders et al, 2005), where it was discovered the biggest challenge to children being the move from play-based approach in the Foundation Stage to a more structured curriculum in Key Stage 1. It also noted that the Literacy Hour had proved challenging as it was difficult for young children to sit still and listen to their teacher. The ensuring of stability, has been promised and undertaken by the Government for this transition period, in understanding and support for staff training, the child’s learning and guidance for parents (DfES, 2003). Researching journals on the subject was also limited with only one journal; Early Childhood Research Quarterly. This research[14] discusses the aspect of practitioner behaviours in the environment and the practitioners’ application, detailing the importance of collaboration and an understanding of curriculum and learning. Reading the journal article shows a support for my research in as much that the role of the practitioner is vital in providing an effective learning environment for children to progress and grow. In respect to how children progress and grow, a large portion learn, construct knowledge and develop skills, in today’s world of computers and computer games. The act of play for a young child is seen as being far more important, and in the past there have been successful arguments in the fore and against the time allocated for play in the early important years of a child’s education. Parents and school administrators always demand results, and yet question the value of a child playing. Educators and child development specialists endorse play as being the best way for young children to learn the ultimate curriculum for the social, physical and cognitive advancement needed to set a solid foundation for later school and life success in our increasingly complex and technological world. The importance of play in a child’s development is shown to have various kinds of concepts (Wardle, 2000), each having their own strengths: Motor/physical play – critical for the development of physical strength, and to establish a fitness regime against heath problems through being overweight in latter years. Social play – interacting with others builds skills and underlines important social rules, including give and take, co-operation and sharing. All go towards moral reasoning and developing a mature sense of values. Constructive play – the manipulation of the environment to experiment, build and create, resulting in accomplishment that empowers them with control of their environment. Fantasy play experimentation of language and emotions in an abstract world, where young children can stretch imaginations in a risk-free environment. This area of abstract time is believed to be so important in our growing technological society. Games with rules – vitally important in a child’s development, to learn and understand that situations cannot exist without everyone adhering to the same set of rules. This concept teaches children a critically important concept, in that the game of life has rules (laws) that we all must follow to function productively (Wardle, 1987). Government policy reflects the importance of the practitioner’s role with learning and education in early years settings. The proposed Childcare Bill introduced to Parliament on 8th November 2005 supported a link between Foundation Stage (3-5 years), Every Child Matters, Birth to Three Framework and OFSTED National Childcare Standards for nurseries; combining these four documents[15]. By placing early childhood provision on a statutory footing will assure practitioners’ of the Government’s commitment to improving early years provision. The Government recognise for the youngest children the distinction between childcare and education is indistinguishable. This supports my research by the Government recognising the important role the practitioner has in the welfare of children, in education and care. In the UK this problem is being addressed by the Government taking on a ten-year strategy for childcare, published in 2004, which is now subject to Parliamentary Approval in 2006 (Education Skills, 2006). It is the Government’s response to a fundamental challenge facing Britain in the need to ensure available, affordable, and high quality childcare in the 21st Century. More women are going to work than ever before, they choose to work for increased family income that can improve lifestyle (out of poverty) and improve their children’s life chances. With the emergence of this new Childcare Bill the practitioner has to ensure their role positively shapes children’s learning in meaningful contexts. Now in 2006 discussion and assessment is well underway for the Early Years Foundation Stage that will start in 2008. In 2005, the Government announced plans to merge the Birth To Three Matters Framework and the Foundation Stage, to form a single Early Years Foundation Stage covering care, learning and development in all early years settings from birth to age five. Are the lessons that have been learnt by the government ministers over the years now going to lay correct foundations for the practitioners to deal with? As childhood is not merely a pe