Preschool Literature Program Research Paper Example | Topics and Well Written Essays - 1250 words

Preschool Literature Program - Research Paper Example My effort in this regard would be to introduce literature-based instructional program to promote a combination of learning techniques including behavioural, cognitive and constructivist approaches. Selecting literature titles Developing literature-based instruction primarily involves selecting age appropriate literature material for children (Assessing Children’s Literature, 2003). When selecting a title it is important to consider how far children of that particular age group could connect to it. The title needs to make sense to them so that they can understand its meaning. It has to be kept short and simple and tell about the main subject of the story. As children of this age are not aware of abstract concepts, it is wise to have titles that describe concrete objects that children see around them, love to have and that would appeal to their imagination. A teacher could select a title depending on what she/he wants to teach them. So that children start learning values of life through literature and start associating with them from an early age. In this respect it has to be seen that the titles do not harp at any stereotypical ideas, prejudices and biases (Assessing Children’s Literature, 2003) as the main purpose of having literature-based learning is to inculcate liberal values in children. Selection of media When it comes to literature-based instruction for preschool children it is best to opt for an interactive media. Interactive media in this case would mean instructor-led teaching mode. For so small children the teacher would be the best medium for facilitating learning. The teacher or the instructor plays the pivotal role in building up an interactive learning environment either through reading storybooks or providing with audio-visual treat of a story. So whatever media she/he chooses, it is her/his interpretation of the text that the children will eventually pick up. Vygotsky (1985) claims that reading aloud makes way for an interactive p rocess between the adult and the child that helps the child comprehend the meaning of the text. Therefore the teacher has to ensure proper interaction in the class whether it is reading storybooks or audio-visual story-telling. Developmental goals in introducing literature based instruction Language development For preschool children the first step of learning is language learning. Language is best learnt in a given context. Literature provides the context for learning language. When the teacher reads out a story in a class and enacts it too where necessary, the children are introduced to a sea of new words used in a particular context. They not only learn a new word but its specific usage too. Had the word been taught independently, its significance would have been lost on the child. In this way the child’s vocabulary increases and also his ability to comprehend meaning in a given situation (Clay, 1976). Intellectual development Literature helps in developing critical thinki ng and heuristic skill. After reading out a poem or a story, or showing them a visual representation, the teacher should ask open questions about what the children saw or heard and through probing questions encourages the child to think about other alternatives. The teacher’s focus is to develop the child’s intellectual capacity. Personality development The process of interaction involves in forming and

Silence, Feminism & Racism Essay Example for Free

Silence, Feminism Racism Essay The essays done by Hooks simply described the voice as an relevant tool in achieving freedom from oppression, not only for the perspective of one woman, but using the voice in order to liberate other women experiencing cruelty. This is an example of one important role of women in the society. Silence on the contrary keeps women from being in the state of oppression, because they are hindered from using their voice to speak of their situation. Women in silence never learned how to speak for themselves, and the only solution is to free them from silence. For other women, even though they are subjected to domination, they still use their voice to resist the impact of those who oppress them. Hooks mentioned that feminism is transformative. The writings of today are racist and at the same time sexist as dictated by the culture. But then the way a student reads a composition, for example a novel, the style of literary criticism may be varied from the usual cultural dictatorship that makes the women oppressed in those readings. I agree, feminism is a possible tool for critical and analytical examination of writings, and when the feministic view is inserted in the classrooms, this may transform the customary outlook of women. But as for me, the feministic view cannot be totally pushed into the minds of people but could be just used as a guide in making literary criticisms, but not an overall guiding principle in much or almost all of the things. Some of the women chose not to be identified in the feminist movement because of the fear or responsibility. Attached to being a feminist is the confrontation and many critical encounters from the opposition that would punish the ego and esteem of women. Of course, much of the views of a feminist will be opposed by the status quo of men stronger than women, which entails public critique to their feministic ideals. Hooks was happy learning many things from her teachers who happened to be black also in her younger days, until she transferred to another institution of all-white teachers in the 1960s because of school integration. Here she was always confronted because of her color. It made her think that the teachers are not willing to enrich their intellect but to make them consider education as just a form of obedience to them. Also, there was not even any subject or discussion incorporating the life of the blacks. This is one of the factors that made her decide to continue writing for their culture and for womanhood. She had made it a channel for arousing her imagination of conceptualizing teaching as a way to free people from captivity of the mind, especially the women at that time.

The Restoration Under Charles II Essay -- Essays Papers

The Restoration Under Charles II Generally, the English people had a great celebration when Charles II returned to the throne in May of 1660.1 Many believed that restoring the monarchy was the only way to secure constitutional rights. In fact, there was an expectation that bringing back the king would return life to the way it was before 1642 and the rule of Cromwell. Charles II was responsible for improving the government for the people. However, despite some achievements, the king was not very successful in creating a stronger and more effective monarchy. He was dependent on his advisors and other parts of the government from the very beginning of his reign. There were constant conflicts between the king and Parliament over religious issues. When Charles II finally did gain some independence, he still did not accomplish much to improve the monarchy. Overall, the government was very inconsistent during the 1660s and 1670s, and the people became disillusioned with the monarchy. The king did not hold all of the responsibility for what happened to the government, though. The people should have taken charge and worked for a change in the system. The rule of Charles II helped show the English citizens that they could not rely on the government so much, but they needed to take more of the power into their own hands and become more autonomous. Edward Hyde Clarendon From the very beginning, Charles was determined to establish himself as a constitutional leader. Also, his advisors wanted to make sure that the new monarchy followed the law, so the people could begin to trust the government again.2 The most influential of these advisors was Edward Hyde Clarendon. For the most part, Charles foll... ...688 (Totowa: Rowman and Littlefield, 1979), 8-10. 3. Jones, Restored Monarchy, 12. 4. Jones, Restored Monarchy, 21. 5. Jones, Restored Monarchy, 13. 6. J. R. Jones, ed., Liberty Secured? Britain Before and After 1688 (Stanford: Stanford University Press, 1992), 138-140. 7. Jones, Liberty Secured, 130. 8. Jones, Restored Monarchy, 15. 9. J. R. Jones, Charles II: Royal Politician (London: Allen and Unwin, 1987), 60-62. 10. Jones, Restored Monarchy, 10. 11. Jones, Royal Politician, 74-75. 12. Jones, Royal Politician, 79. 13. Jones, Restored Monarchy, 15. 14. Jones, Restored Monarchy, 19-20. 15. Jones, Restored Monarchy, 10-11. 16. Jones, Royal Politician, 162-163. 17. Jones, Restored Monarchy, 21. 18. Jones, Royal Politician, 187. 19. Jones, Restored Monarchy, 23. 20. Harris, 37.

Was the Outbreak of General War in 1914 Inevitable After the Assassination of Arch Duke Franz Ferdinand

Was the outbreak of general war in 1914 inevitable after the assassination of Arch Duke Franz Ferdinand? Various different factors led to the outbreak of the first World War- a war which incorporated all human, economic and military resources available to achieve total victory over the enemy. Roughly, the causes can be classified into long term (Franco-Prussian War, Imperialism, Alliance System, Anglo- German Naval Arms Race, etc. ), short term (Morrocan Crisis, Agadir Crisis, Bosnian Crisis, Balkan Wars) and the immediate cause of World War I: The assassination of Arch Duke Franz Ferdinand in Sarajevo.Although all of the causes added to the outbreak of World War I, the assassination of Arch Duke Franz Ferdinand made the war inevitable for the European Powers. It took the last chance of a peaceful solution to the European conflict and can be classified as the most important immediate cause of the war. The assassination of Arch Duke Franz Ferdinand is seen as the most important immedi ate cause of World War I. On the 28th of June, Franz Ferdinand was shot by Gavrilo Princip, a member of the Slavic nationalist group â€Å"Black Hand Movement†, in Sarajevo, Bosnia.The Arch Duke had been on a good-will mission to Bosnia in order to calm the situation and bring peace to the region. Directly after the assassination, the Serbian Government was blamed by Austria-Hungary as being responsible for Franz Ferdinand’s death. This assumption may have been made because there were some few connections between members of the Serbian government and the â€Å"Black Hand Movement†. On the same day, Serbia denied any responsibility for the assassination.After this, the Austrian-Hungarian government assured itself of German Support on the 5th of July 1914 through the diplomat count Hoyos by sending a letter to Berlin which stated that it was almost sure that the Serbian Government was involved in the assassination. It also implied Austria-Hungary’s will to crush Serbia militarily in order to prevent a strong bulwark of Slavic nations under the leadership of Serbia. To the letter, Kaiser Wilhelm II answered that Austria-Hungary could â€Å"rest assured that his Majesty will faithfully stand by Austria-Hungary, as is required by the obligations of his alliance and of his ancient friendship†.After the German reassurance, Austria-Hungary proceeded by setting an ultimatum to Serbia on the 23rd of July with the following terms: 1. Officially condemn anti-Austrian publications and propaganda 2. Suppress anti-Austrian societies 3. Ban anti-Austrian teachers and books from their schools 4. Dismiss any government officials that Austria might name 5. Accept help from Austria in checking obnoxious propaganda 6. Allow Austrian officials to assist in the investigation of Archduke Franz Ferdinand.Serbia accepted all terms except the one that allowed Austrian officials to further investigate the murder of Franz Ferdinand on the 25th of July. T his marks the final trigger for the outbreak of World War I; on the 28th of July 1914, Austria-Hungary declared war on Serbia and a fatal chain reaction began. One reason for the outbreak of World War I being inevitable after the assassination of Franz Ferdinand was that this assassination was the long awaited chance for Austria-Hungary and the other European Powers to begin a war. For Austria-Hungary, war was favorable because it aimed to gain power in the Balkan region.This was only possible if Serbia was in a weak position without the chance to interfere with Austrian-Hungarian interests. Furthermore, Austria-Hungary feared that a strong Serbian state would lead to a unified Slavic empire under the leadership of Serbia. Therefore, a military intervention to crush Serbia was in the interest of Austria-Hungary. For Germany, war was favorable because of the Weltpolitik principle, according to which Germany wanted to seize a more important role in the World by territorial expansion a nd military power.Also, Germany was obliged to its alliance with Austria-Hungary and had to stand with its ally in case of war. Various German generals, e. g. von Moltke, believed that the July crisis was a good time for Germany to go to war in order to prevent being crushed by the entente powers and to preempt Russian mobilization in order to be able to fulfill the Schlieffen plan. Also, war was a good means of distraction from domestic problems in Germany, like the rise of socialist movements.For the Entente Powers Russia, France and Great Britain war was favorable because it gave them the possibility of weakening Germany, which had grown to a big threat for these powers. According to Pearce and Lowe, Great Britain had shown its will for war through the naval talks with Russia in 1914. Nonetheless, there is some ambiguity about Great Britain longing for a war of this scale. For Russia, war was favorable because it had to show strength after some weak responses to the Balkan Crises . Through the general mobilization, Russia reinforced this will.Only France did not really want to get involved in a large scale after the defeat in the Franco-Prussian war of 1871. Nonetheless, France had to mobilize after the German side took up the Schlieffen Plan. Another reason for war becoming inevitable was the Alliance System that was set up during the various European disputes before World War I. Austria-Hungary and Germany as well as Italy were connected in a Triple Alliance. On the other side, there was a Triple Entente between France, Russia and Great Britain. After the assassination of Franz Ferdinand, this took full effect.After the declaration of war on Serbia by Austria-Hungary on the 28th of July, Russia mobilized in order to protect Serbia. This brought Germany having to declare war on Russia on the 1st of August because of its guarantee to protect Austria-Hungary. In order to be able to fulfill the Schlieffen Plan (this plan was meant to quickly defeat France and to then focus on the Eastern Front in order for Germany not having to fight a two front war against France and Russia), Germany declared war on France shortly afterwards on the 3rd of August.This brought Great Britain into the war on the 4th of August because it had to declare war on Germany in order to hold its alliance with France. Lastly, Austria-Hungary declared war on Russia on the 6th of August in order to support Germany. So in only 9 days, all European powers were at war with each other. According to AJP Taylor, â€Å"World War I was a war by time table. † Through the alliance system, war was being made inevitable simply by the obligations of the European Powers towards each other.On the one hand, powers like France and Britain were not completely committed to beginning a world war; on the other hand they had to adhere to the clauses of the Triple Entente in order to stay under protection themselves and to not lose credibility while facing disputes around Europe. Over all, the Alliance System was one of the main reasons that made the outbreak of war inevitable after the assassination of Franz Ferdinand. One other reason for the outbreak of war becoming inevitable was the military preparation that had already taken place and that made it easy to act and easy to step into a war.Firstly, all of the European powers had increased their spending on military goods drastically. From 1872 to 1912, Germany’s armament spending increased by nearly 350 per cent, Russia’s by around 250 per cent and Britain’s by around 175 per cent. This shows, that all European Powers were already planning for war time. In 1914, the alliances had a strong military force and were about equal in their weaponry. Secondly, the European Powers all had finished war plans ready to be taken up very quickly. Germany had the Schlieffen Plan, France had Plan 17 and Austria-Hungary had Plan R.These plans included tactical movement and a detailed procedure of how to qu ickly outmaneuver the enemy. Through the existence of the plans, the European powers felt strong because they knew that they were prepared for a quick transition into war. This lowered the barrier for an outbreak of war very much. Through the war plans that were ready and the high military spending the outbreak of war was facilitated very much. Another reason that made war inevitable was the reliance of Austria-Hungary upon Germany. Had Austria-Hungary acted immediately, according to John Keegan, the war could have stayed only in the Balkan regions.Furthermore, according to Keegan, more communication could have prevented the First World War. Had all the European Powers communicated clearly their goals, negotiations and local wars could have been the consequence instead of a massive world war. Austria-Hungary lacked the courage to act independently in the Serbian Crisis. Germany wanted a diplomatic success but was not totally interested in taking part in a World War. Russia did not w ant the outbreak of a world war but did know that their support for Serbia would increase the probability of the outbreak of a world war.France had not yet mobilized but feared that Germany wanted to trigger a World War. Great Britain was reluctant to a war but would not leave France in danger of a German attack. Had all of these aims and thoughts been communicated clearly between the nations, then a war could possibly have been prevented. Through the Russian mobilization and the declaration of war on Serbia by Austria-Hungary with German support, the war was triggered before negotiations and peace talks could have taken place. Overall, war became inevitable after the assassination of Arch Duke Franz Ferdinand for various reasons.Firstly, many European Powers saw the assassination as the chance to get involved in a war to strengthen the own position. Secondly, the alliance system made it very hard to evade a war breaking out. Thirdly, the European powers had already done a lot of pr eparation for the war. This made the outbreak of war easier. Lastly, the lack of communication and negotiation between the European powers took the last chance of a peaceful solution. In my opinion, after the assassination of Arch Duke Franz Ferdinand, the outbreak of World War I became inevitable.

American Spanish war in 1898, Spain Loses Colonies

It is quite difficult to make a conclusion on the particular incident that lost 258 American sailors on board the battleship USS Maine, not because of the complexity of the incident but because of the lack of sufficient findings of the case. Even some writers address the incident as â€Å"The USS Maine mysteriously blew up. † The USS Maine was sent to Havana harbor with a mission to protect US citizens in Cuba. According to Phillip Oppenheim â€Å"The Spanish immediately apologized† but â€Å"what evidence there was pointed to an accidental explosion in the Ship’s magazine† (p.  101).The findings however was, the cause of the tragedy was an accidental explosion as a result of spontaneous combustion in the coalbunker near the powder magazine. This finding was particularly concluded by Hyman G. Rickover, a US Navy Admiral and a scientist, published in 1976. Hyman’s findings may be convincing, but then Reckover’s findings according to a wikipe dia article have been disputed by US Naval History Center (Wikipedia).My conclusion on the Cuba incident was the USS Maine was intentionally blown up either by some pro Spanish group such as the â€Å"Spanish Voluntarios† or by Cuban independence fighter in order to spark the war between the United State and Spain. Citing Captain Sigsbee, the commanding officer of the Maine, Evelina Gleaves Cohen pointed out Captain Sigbee’s message reporting that the USS Maine was destroyed by a Mine. Sigbee’s message stated, â€Å"I surmise that her berth was one planted previous to her arrival, perhaps long ago† (Cohen, p. 63).It would be reasonable to believe in the survivor’s account as they have witnessed in detail what exactly had happened. It was intentional as the mine could not be there if it was not planted for that purpose. The only thing that maybe difficult to establish was who were behind this incident. Nonetheless, it serves its purpose. The Origin of the War The origin of Spanish American war cannot be attributed to the so called â€Å"Cuba incident† as the USS Maine were sent to protect US citizens from the hostilities that were orchestrated by pro Spanish Voluntarios which gave the United States a basis to launch in the warship USS Maine.According to Wikipedia article, the war started after Spain rejected the American demand to resolve peacefully the Cuban struggle for independence. The explosion of the USS Maine may have ignited the already smoking conflict but it was the interest of the United States on Spain’s overseas territories that led to them to participate in the Cuban political struggles (Wikipedia). The USS Maine According to Oppenheim the USS Maine â€Å"sailed provocatively into Havana harbor†¦Ã¢â‚¬  (p. 101).An internet article entitled Increasing Spanish-Cuban tensions: Late 19th Century, mentioned that when the conflict broke out in Cuba in 1895, Spain sent 200,000 troops under the infam ous general Weyler, also known as â€Å"the Butcher,† to squash the insurrection. Weyler imprisoned large number in concentration camps under the harsh and inhuman condition causing prisoners rapid death especially from disease. This outraged portions of the US public that called out for immediate action which the provoked the US to issue an ultimatum to the Spanish authorities.With Spain’s refusal to oblige, the US congress passed a declaration of was against Spain prior to the destruction of the USS Maine (The Spanish American War 1898-1901). Consequences of the Confrontation The consequences of the confrontations on the Spanish authorities were enormous as most of their remaining ships were destroyed aside from many lives that were lost in the battle. But most importantly, Spain losses all its overseas colonies including their most treasured possession, Cuba. It also marked the collapsed of Spain’s power.However, the consequences of war on the United States w ere rather positive. The United States became a world power after it acquired the Spanish colonies (Spanish American War). What loosing Cuba meant for Spain? Basically, it seemed that politically and economically Cuba does not really have such importance for Spain than any of their colonies in Asia and all other part of the world. Perhaps the importance of Cuba for Spain was that it was during the Cuban rebellion that led to war against the United States, which eventually led to the loss of the remaining overseas colonies of Spain.Cuba was the last image of Spanish greatness and pride thus Spain was determined to keep the country under their control despite pressure from the United States to grant independence to the beleaguered colony. What other Colonies were lost by Spain The American victory against Spain enables the United States to acquire Spanish colonies such as the Philippines, Guam, and Puerto Rico. The Philippines was acquired by the United States after the Spanish forces in the Philippines surrendered manila to Admiral George Dewey in battle of Manila Bay (Spanish American War).The American forces needed the support of Filipino rebels particularly of Emilio Aguinaldo before finally subduing the Spanish forces in the Philippines. After American victory in the Philippines, Spain lost Guam to the United States with out a fight. Spanish Authorities in Guam According to the internet article Spanish American War were unaware that the war had started until American warship arrived in Guam on June 20, surprised; the authorities surrendered the island without a fight. Another colony that Spain lost to the United States due to their defeat in the war was Puerto Rico.According to the article, the invasion of Puerto Rico began on afternoon of July 21 from the Guantanamo bay. The invasion was spearheaded by battleship Massachusetts, Dixie, Gloucester, Colunbia and Yale, under the command of Captain of Frances J. Higginson with 3,500 U. S Army troops. Although t he US Army encountered pierce resistance but they subsequently over power the Spanish Forces depending the country. Other colonies lost by Spain through treaty and sale to the United States were Hawaiian Islands, The Guantanamo Bay, the Virgin Islands, and part of the Samoan Archipelago. ConclusionThe Spanish American war was the classic encounter between the declining super and the rising world power. The war seemed to be that turned over of power by the exiting world power to the United States as the emerging world power. But the lesson that the war may have taught Spain, and the United States was that war was not only a means for settling disputes, but it was also an expression of unsatisfied cravings for more. The Spanish American War (1898-1901) tp://www. sparknotes. com/history/american/spanishamerican/section1. html Spanish American war http://www. conservapedia. com/Spanish-American_War

Free Essays on Shoplifting

A raising trend among many teenagers now a days has become shoplifting. The temptation of simply not paying for an item, just casually hiding the item away or stuffing it in your purse and saving your own money is a large factor for many teenagers. One might just think he or she’s getting a product for free but doesn’t realize all the affects of his or her actions, all of which are negative to themselves and others. One who chooses to steal affects not only themselves and the store they stole from but everyone around them as well. Some of these affects cause problems emotionally with parents and the person who stole, with friends, and their whole community. Stealing of any kind is not okay. When one shoplifts and gets caught his or her actions are always going to come with a punishment. When one gets caught stealing they soon come to learn how wrong it is and how it is not only a disadvantage to themselves but everyone else as well. Shoplifting effects the community in a big way. The stores get about three cents per every dollar purchased for an item. Therefore if one steal an item they are not only stealing the item but they are taking money away from the stores, when the stores don't make a whole lot of money from the profit of an item in the first place. Every shoplifter that takes a product also is taking away from the company that made the product, which costs money by the store so that also is a set back and puts the store more in dept. Some stores might even eventually have to close down because of shoplifters making the store go bankrupt. When a store is shoplifted from often the store is forced to raise their prices which then causes more people to resort to shoplifting. The people that don't shoplift just end up having to pay more money for the product or choose to go somewhere else to shop. If the customer decides to go to a different store because of the rising prices the store will also lose a lot of business and... Free Essays on Shoplifting Free Essays on Shoplifting A raising trend among many teenagers now a days has become shoplifting. The temptation of simply not paying for an item, just casually hiding the item away or stuffing it in your purse and saving your own money is a large factor for many teenagers. One might just think he or she’s getting a product for free but doesn’t realize all the affects of his or her actions, all of which are negative to themselves and others. One who chooses to steal affects not only themselves and the store they stole from but everyone around them as well. Some of these affects cause problems emotionally with parents and the person who stole, with friends, and their whole community. Stealing of any kind is not okay. When one shoplifts and gets caught his or her actions are always going to come with a punishment. When one gets caught stealing they soon come to learn how wrong it is and how it is not only a disadvantage to themselves but everyone else as well. Shoplifting effects the community in a big way. The stores get about three cents per every dollar purchased for an item. Therefore if one steal an item they are not only stealing the item but they are taking money away from the stores, when the stores don't make a whole lot of money from the profit of an item in the first place. Every shoplifter that takes a product also is taking away from the company that made the product, which costs money by the store so that also is a set back and puts the store more in dept. Some stores might even eventually have to close down because of shoplifters making the store go bankrupt. When a store is shoplifted from often the store is forced to raise their prices which then causes more people to resort to shoplifting. The people that don't shoplift just end up having to pay more money for the product or choose to go somewhere else to shop. If the customer decides to go to a different store because of the rising prices the store will also lose a lot of business and...

Madelungs Rule Definition and Example

Madelungs Rule Definition and Example Madelungs Rule Definition Madelungs rule describes electron configuration and the filling of atomic orbitals. The rule states: (1) Energy increases with increasing n l (2) For identical values of n l, energy increases with increasing n The following order for filling orbitals results: 1s, 2s, 2p, 3s, 3p, 4s, 3d, 4p, 5s, 4d, 5p, 6s, 4f, 5d, 6p, 7s, 5f, 6d, 7p, (8s, 5g, 6f, 7d, 8p, and 9s) The orbitals listed in parentheses are not occupied in the ground state of the heaviest atom known, Z 118. The reason orbitals fill this way is because the inner electrons shield the nuclear charge. Orbital penetration is as follows:s p d f Madelungs rule or Klechkowskis rule originally was described by Charles Janet in 1929 and rediscovered by Erwin Madelung in 1936. V.M. Klechkowski described the theoretical explanation of Madelungs rule. The modern Aufbau principle is based on Madelungs rule. Also Known As: Klechkowskis rule, Klechowsy rule, diagonal rule, Janet rule Exceptions to Madelungs Rule Keep in mind, Madelungs rule may only be applied to neutral atoms in the ground state. Even then, there are exceptions from the ordering predicted by the rule and experimental data. For examples, the observed electron configurations of copper, chromium, and palladium are different from predictions. The rule predicts the configuration of  9Cu to be 1s22s22p63s2  3p64s23d9  or [Ar]4s23d9  while the experimental configuration of a copper atom is [Ar]4s13d10. Filling the 3d orbital completely gives the copper atom a more stable configuration or lower energy state.