Is Google Making Us Stupid - 1748 Words

Analysis essay for â€Å"Is Google Making Us Stupid?† In the modern era, there are significant developments in technology with the internet being one among the numerous developments. The internet has become a necessity for people from all walks of life and it has greatly influenced how people live, study, communicate and work. Knowledge acquisition has also become easier as many people now look up for new and advanced knowledge in internet search engines like Google. In his essay Is Google Making Us Stupid?Nicholas Carr uses his personal experience and research results to illustrate the impact internet create on its user. Although the title of the statement mentions the influence created by the search engine, Google, the article also describes some subtle changes that have happened on human brain and body during the progress of the technology. As a web writer, the author is gradually accustomed to the convenient acquisition channel of information provided by the network during his daily life. Even at the time he is not working, he spend s a large amount of time surfing the internet, searching for headlines, writing blogs and acquiring all sorts of information. Through his research, the author gradually found that other people may be in the same situation as he is since their thinking pattern could only adapt to the instant, compendious messages and information whose literal meaning is in internet form. People have therefore started to depend more on the internet for informationShow MoreRelatedIs Google Making Us Stupid?1240 Words   |  5 Pagesone idea to be represented in many different ways. Both Nicholas Carr’s article â€Å"Is Google Making Us Stupid?† and M.T Anderson’s novel Feed, the broad idea of the relationship between humans and technology is portrayed. Carr’s article complains of how technology changes the way we think. Carr instigates the idea that we are losing our passion for learning as a result of the internet and search engines such as Google. These advancements, Carr proposes, lead to a world where our intelligence â€Å"flattensRead MoreIs Google Making Us Stupid1140 Words   |  5 Pages Is Google Making Us Stupid In the Atlantic Magazine, Nicholas Carr wrote an article, â€Å"Is Google Making Us Stupid?† Carr poses a good question about how the internet has affected our brain, by remapping the neural circuitry and reprogramming our memory. Carr states, â€Å"My mind isn’t going—so far as I can tell-but it’s changing. I’m not thinking the say way I used to think.† Carr went on farther, saying that he cannot read as long as he used to, his concentration starts to wonder after two or threeRead MoreIs Google Making Us Stupid?920 Words   |  4 Pagesa different perspective than that of Manuel Castells. In â€Å"Is Google Making Us Stupid?† Carr believes the Internet has taken the foundation out of learning, socializing and reading. Coupled with Manuel Castells, Nicholas Carr agrees that the Internet has been of good use in some cases (Wikipedia for the many hours of research conducted for its database that we access) but he also believes the Internet is slowly making him and us stupid. Carr says â€Å"My mind now expects to take in information the wayRead MoreIs Google Making Us Stupid?1548 Words   |  7 Pagesindependent will and creative imagination. These gives us the ultimate human freedom†¦. The power to choose, to respond, to change (Independence Quotes. Brainy Quote. Xplore. Web. 16 Nov. 2015.).† The Declaration of In dependence allows people to do whatever they please as long as it’s within the law, but Google is restraining what people can really do. It may not seem that a search engine can limit people, but one needs to think about the many things Google consists of that doesn’t allow people to chooseRead MoreIs Google Making Us Stupid?1048 Words   |  4 Pagesï » ¿Is Google making us stupid? Three authors weigh in One of the most common clichÃÆ' ©s is that the Internet has robbed us of our attention spans and impeded our ability to communicate effectively. Once we could write properly, now we only text. Google has made us lazy in terms of how we research and access data. However, is this true? In three major news publications, three major essayists have grappled with this question and come to completely different conclusions. Although the neurological evidenceRead MoreIs Google Making Us Stupid?879 Words   |  4 PagesAmerican writer, Nicholas G. Carr, in The Atlantic July/ August 2008 Issue titled â€Å"Is Google Making Us Stupid?† argues that the amount of time we spend online, especially google, has caused us to lose our minds by â€Å"tinkering† with our brains, â€Å"reprograming our memory,† and changing the way in which we process information. Carr’s purpose is to contribute to the idea that â€Å"Google† along with other online tools, is programi ng us to be less attentive and to the inhibition of our critical thinking skills. GuidedRead More`` Is Google Making Us Stupid?1505 Words   |  7 Pagescritically inspect both the positive and negative effects technology can have on development and cognition and all assert that technology is not as daunting as some make it out to be. However, some opinion based pieces such as Nicholas Carr’s â€Å"Is Google Making Us Stupid?† conclude that we should be apprehensive about technology advancing. The differences in outlook towards digital technology s future effect on the mind can best be seen in how authors view technology as a source of distraction, hypertextRead More`` Is Google Making Us Stupid?1384 Words   |  6 Pagestechnology is changing the way we access information; anything is accessible in mere seconds. This implementation has resulted in the most aware society of all time. Most information is just a quick and simple Google search away. An article, written by Nicholas Carr â€Å"Is Google Making Us Stupid? â€Å" in a 2008 issue for The Atlantic magazine, questioned the negative cognitive effects of the world wide web. Carr recognizes how much we rely on the internet and believes that humanity needs reform. AccordingRead MoreIs Google Making Us Stupid?1040 Words   |  5 Pagesquestion â€Å"Is Google Making Us Stupid?† This has set off a debate on the effects the internet is having on our brains. Obviously the internet is here to stay, but is it making us scatterbrained? Are we losing the ability to think deeply? Criticism of the Web most often questions whether we are becoming more superficial and scattered in our thinking. In the July-August 2008 Atlantic magazine, Nicholas Carr published Is Google Making Us Stupid? (http://www.theatlantic.com/doc/200807/google). Like otherRead MoreIs Google Making Us Stupid?733 Words   |  3 Pages Nicholas Carrs article, â€Å"Is Google Making Us Stupid?† makes points that I agree with, although I find his sources to be questionable. The article discusses the effects that the Internet may be having on our ability to focus, the difference in knowledge that we now have, and our reliance on the Internet. The points that are made throughout Carrs article are very thought provoking but his sources make them seem invaluable. Carr discusses the effects that the Internet has on our minds and the way

Using An Mp3 Recorder, The Interview Process - 1081 Words

In order to conduct the research ethically and effectively, the researchers will tape the interview process. Using an MP3 recorder, the entire interview process will be recorded with the prior consent of the respondents. Moreover, assurance of confidentiality will also be given to the participants so that there does not arise any queries regarding ethical issues. The ethical consideration of this study helps to hold concept to gather primary data in a proper way that cannot do harm to the PRA experts, respondents. The researchers hide personal information of the respondents to ensure their safety. The researcher also requested the respondents to give data and if someone does not agree to give data, the researchers take that is easy and do†¦show more content†¦The selection of ineffective research approach can be considered as a limitation of the methodology. If the researcher cannot maintain time plan to conduct the research then it may hamper the role of appropriate researc h methodology. The lack of resources is also some problems to apply proper methodology in this research. The experience of the researcher is not satisfactory to conduct this research, which may affect on the research outcome negatively. Task 4 4.1 Findings and Anticipation The core characteristic of an exploratory research is that the findings or explorations are based on anticipation and this is inspected by the researcher using the empirical data in the research model. This research study has been conducted to explore the importance and determine the relationship between organizational culture and leadership decision. But in case of telecom industry it is quite a new approach. The overall purpose of the research is to measure their relationship and investigate their impact on each other. Various methodology and approaches have been used to achieve the basic objective of the study. Analyzing the entire research, firstly we have developed the primary outcomes and conducted further analysis linking it with the context of Samsung, UK. Accomplishment of this research concentrates on the expected outcomes that include the major forecasts regarding the fact that there is a strong relationship of organizational culture with leadership

Educating Slum Children Free Essays

There are colours and vibrancies in the world of children. Their activities are full of energies and attract attention of others. The mischiefs, dream world, away from worries are very dear memories of childhood that have lasting impact on one’s life. We will write a custom essay sample on Educating Slum Children or any similar topic only for you Order Now Such happiness doesn’t play its part for some children. Slum children have to face the life’s hardships during early age. These children are compelled to work and have to struggle for their existence. They are easily manipulated because of their docile nature. The plight of slum children is they are forced to do work i. e. to act as slaves, picked up for domestic help, involved in hazardous work, trafficked and even compelled to be part of illegal transactions. For survival they are put into shameless act such as pornography and prostitution. These tortures at an early age not only affect their mental and physical health but they are even exposed to harmful disease such as HIV AIDS. Slum children appearances are deformed, and are enforced to beg to earn for their survival. Cruelties faced during tender years affect their natural growth and they become indifferent towards life. Government and local bodies are running many programmes to raise the status of such children but its outcomes are very less. There is need to do lot of work. To educate slum children many educational institutions and NGOs have shown interest. These institutes face lot of problems in educating slum children and also to cut down the dropout rates. Present requirement is to not only to make the education interesting but also to give basic skills training required for earning. Right to education is now the basic right, according to Article 29 of Indian Constitution. An education cannot be denied to child on caste or creed basis or due to lack of funds. Studies are done by government organisations and NGOs to know the cause of unwillingness towards education and high dropouts from schools by slum children. The studies show that parent’s ignorance and discouragement towards education, fight to meet their basic ends meet and children helping hand in running the household of lower socio income group act as a catalyst in not joining educational process. These people face discrimination of the society which discourages them to be a part of growth factor of society. Various innovative ideas and creative approach developed by government, NGOs, and educational institutions are streamlined to bring about these slum children as an enterprising people. The meaning of education is not only to make them accustomed to 3 R’s but also to give training in basic skills needed for earning a living. Computer education is also provided to prepare them to stand high with the fierce competition of the world. NGO’s and educational institutions assist the slum children in getting enrolled with nearby government schools and help in giving tuitions to cope up with school work. Schools are even run on wheels i. e. mobile schools to educate slum children in various states â€Å"Education for all† is the movement which is spreading with the help of media to educate deprived children. This has inspired lot of citizens to work for the good cause. Right direction is required to trace the slum children potentials. How to cite Educating Slum Children, Papers

Themes Of Animal Farm” by George Orwell Essay Sample free essay sample

Although Orwell aims his sarcasm at dictatorship—Communism. Fascism. and Capitalism—Animal Farm has its construction mostly based on the events of the Russian Revolution that took topographic point between 1917 and 1944. when Orwell was composing the novelette. Much of what happens in the novelette symbolically describes specific developments in the history of Russian Communism. and several of the carnal characters are based on existent participants in the Russian Revolution. Due to the cosmopolitan relevancy of the novella’s subjects. we do non necessitate to possess an encyclopaedic cognition of Marxist Leninism or Russian history in order to appreciate Orwell’s sarcasm of them. Subjects are the cardinal and frequently cosmopolitan thoughts investigated in a literary work. Animal Farm is most celebrated in the West as a rough analysis of the history and linguistic communication of the Russian Revolution. Reciting the narrative of the outgrowth and develo pment of Soviet communism in the signifier of an carnal fabrication. Animal Farm allegorizes the rise to power of the dictator Joseph Stalin. In the novelette. the overthrow of the human oppressor Mr. Jones by a democratic alliance of animate beings rapidly gives manner to the consolidation of power among the hogs. Much like the Soviet clerisy. the pigs set up themselves as the governing category in the new society. The battle for domination between Leon Trotsky and Stalin emerges in the hostility between the hogs Snowball and Napoleon. In both the historical and fictional instances. the idealistic but politically less powerful figure ( Trotsky and Snowball ) is expelled from the radical province by the wicked and violent supplanter of power ( Stalin and Napoleon ) . The purgings and show tests with which Stalin eliminated his enemies and solidified his political base happen look in Animal Farm as the false confessions and executings of animate beings whom Napoleon distrusts following the prostration of the windmill. Stalin’s oppressive regulation and eventual forsaking of the founding rules of the Russian Revolutio n are represented by the pigs’ bend to violent authorities and the acceptance of human traits and behaviors. the furnishings of their original oppressors. Although Orwell believed strongly in socialist ideals. he felt that the Soviet Union realized these ideals in a awfully bad signifier. His novelette creates its most powerful sarcasms in the minutes in which Orwell depicts the corruptness of Animalist ideals by those in power. For Animal Farm serves non so much to reprobate dictatorship or absolutism as to impeach the dismaying lip service of dictatorships that base themselves on. and owe their initial power to. political orientations of release and equality. The gradual decomposition and perversion of the Seven Commandments illustrates this lip service with graphic force. as do Squealer’s lucubrate philosophical justifications for the pigs’ blatantly unprincipled actions. Therefore. the novelette analyses the force of the Stalinist authorities against the human existences it ruled. and besides points to Soviet communism’s force against human logic. linguistic communication. and ideals. Animal Farm offers comment ary on the development of category dictatorship and the human inclination to keep and re-establish category constructions even in societies that purportedly stand for entire equality. The novelette illustrates how categories that are ab initio unified in the face of a common enemy. as the animate beings are against the worlds. may go internally divided when that enemy is eliminated. The ejection of Mr. Jones creates a power vacuity. and it is merely so long before the following oppressor assumes autocratic control. The natural division between rational and physical labor rapidly comes to show itself as a new set of category divisions. with the â€Å"brainworkers† ( as the hogs claim to be ) utilizing their superior intelligence to command society to their ain benefit. Orwell neer clarifies in Animal Farm whether this negative province of personal businesss constitutes an built-in facet of society or simply an result dependant on the unity of a society’s clerisy. In either instance. the novelette points to the force of this inclination toward category stratification in many communities and the menace that it poses to democracy and freedom. One of the novella’s most impressive actions is its portrayal non merely of the figures in power but besides of the laden people themselves. Animal Farm is non told from the point of view of any peculiar character. though on occasion it does steal into Clover’s consciousness. Rather. the narrative is told from the point of position of the common animate beings as a whole. Innocent. loyal. and hardworking. these animate beings give Orwell a opportunity to chalk out how state of affairss of subjugation arise non merely from the motivations and programs of the oppressors but besides from the simpleness of the oppressed that are non needfully in a place to be better educated or informed. When presented with a job. Boxer prefers non to perplex out the deductions of assorted possible actions but alternatively to reiterate to himself. â€Å"Napoleon is ever right. † Animal Farm demonstrates how the inability or involuntariness to oppugn authorization condemns the working category to endure the full extent of the opinion class’s subjugation. One of Orwell’s cardinal concerns. both in Animal Farm and in 1984. is the manner in which linguistic communication can be used as an instrument of control. In Animal Farm. the hogs bit by bit twist and alter an look of socialist revolution to warrant their behavior and to maintain the other animate beings in the dark. The animate beings heartily grip Major’s airy ideal of socialism. but after Major dies. the hogs bit by bit twist the significance of his words. As a consequence. the other animate beings seem unable to oppose the hogs without besides opposing the ideals of the Rebellion. By the terminal of the novelette. after Squealer’s repeated reconfigurations of the Seven Commandments in order to let the pigs’ perfidies. the chief rule of the farm can be openly stated as â€Å"all animate beings are equal. but some animate beings are more equal than others. † This shocking abuse of the word â€Å"equal† and of the ideal of equality in gene ral typifies the pigs’ method. which becomes progressively bold as the novel progresses. Orwell’s fashionable disclosure of this abuse of linguistic communication remains one of the most compelling and digesting characteristics of Animal Farm.

American Literature Romanticism and Transcendentalism Flashcard

American Literature: Romanticism and Transcendentalism

Lycopene Chemistry and How It Protects Against Cancer

Lycopene Chemistry and How It Protects Against Cancer Lycopene (see chemical structure), a carotenoid in the same family as beta-carotene, is what gives tomatoes, pink grapefruit, apricots, red oranges, watermelon, rosehips, and guava their red color. Lycopene is not merely a pigment. It is a powerful antioxidant that has been shown to neutralize free radicals, especially those derived from oxygen, thereby conferring protection against prostate cancer, breast cancer, atherosclerosis, and associated coronary artery disease. It reduces LDL (low-density lipoprotein) oxidation and helps reduce cholesterol levels in the blood. In addition, preliminary research suggests lycopene may reduce the risk of macular degenerative disease, serum lipid oxidation, and cancers of the lung, bladder, cervix, and skin. The chemical properties of lycopene responsible for these protective actions are well-documented. Lycopene is a phytochemical, synthesized by plants and microorganisms but not by animals. It is an acyclic isomer of beta-carotene. This highly unsaturated hydrocarbon contains 11 conjugated and 2 unconjugated double bonds, making it longer than any other carotenoid. As a polyene, it undergoes cis-trans isomerization induced by light, thermal energy, and chemical reactions. Lycopene obtained from plants tends to exist in an all-trans configuration, the most thermodynamically stable form. Humans cannot produce lycopene and must ingest fruits, absorb the lycopene, and process it for use in the body. In human plasma, lycopene is present as an isomeric mixture, with 50% as cis isomers. Although best known as an antioxidant, both oxidative and non-oxidative mechanisms are involved in lycopenes bioprotective activity. The nutraceutical activities of carotenoids such as beta-carotene are related to their ability to form vitamin A within the body. Since lycopene lacks a beta-ionone ring structure, it cannot form vitamin A and its biological effects in humans have been attributed to mechanisms other than vitamin A. Lycopenes configuration enables it to inactivate free radicals. Because free radicals are electrochemically imbalanced molecules, they are highly aggressive, ready to react with cell components and cause permanent damage. Oxygen-derived free radicals are the most reactive species. These toxic chemicals are formed naturally as by-products during oxidative cellular metabolism. As an antioxidant, lycopene has a singlet-oxygen-quenching ability twice as high as that of beta-carotene (vitamin A relative) and ten times higher than that of alpha-tocopherol (vitamin E relative). One non-oxidative activity is regulation of gap-junction communication between cells. Lycopene participates in a host of chemical reactions hypothesized to prevent carcinogenesis and atherogenesis by protecting critical cellular biomolecules, including lipids, proteins, and DNA. Lycopene is the most predominant carotenoid in human plasma, present naturally in greater amounts than beta-carotene and other dietary carotenoids. This perhaps indicates its greater biological significance in the human defense system. Its level is affected by several biological and lifestyle factors. Because of its lipophilic nature, lycopene concentrates in low-density and very-low-density lipoprotein fractions of the serum. Lycopene is also found to concentrate in the adrenal, liver, testes, and prostate. However, unlike other carotenoids, lycopene levels in serum or tissues do not correlate well with overall intake of fruits and vegetables. Research shows that lycopene can be absorbed more efficiently by the body after it has been processed into juice, sauce, paste, or ketchup. In fresh fruit, lycopene is enclosed in the fruit tissue. Therefore, only a portion of the lycopene that is present in fresh fruit is absorbed. Processing fruit makes the lycopene more bioavailable by increasing the surface area available for digestion. More significantly, the chemical form of lycopene is altered by the temperature changes involved in processing to make it more easily absorbed by the body. Also, because lycopene is fat-soluble (as are vitamins, A, D, E, and beta-carotene), absorption into tissues is improved when oil is added to the diet. Although lycopene is available in supplement form, it is likely there is a synergistic effect when it is obtained from the whole fruit instead, where other components of the fruit enhance lycopenes effectiveness.

Pricing Research Paper Example | Topics and Well Written Essays - 750 words

Pricing - Research Paper Example Ideally, skimming refers to setting high prices based on the value of the product (Holden and Burton 51). The features of the new washing machine are likely to excite the customers, creating no need for the company to opt for a discounted pricing strategy. The financial value of the product is strength to the organization. The new washing machines is built on new technology that requires very little water and energy to clean clothes. Therefore, customers are unlikely to put cost into consideration and instead consider the functionality of the washing machine. According to Holden and Burton (51), most customers buy a product due to the service they receive from the product, and not on price. In fact, very few customers choose to buy a product due to pricing, leaving the biggest customer base on the service side. Low pricing could make the customers perceive the washing machine as inferior. A low price intended to attract more sales might lead to decrease in sales in the later days, as customers’ debate on the standards of the product. Cheap products are considered to be of substandard quality while highly priced products are considered to be of high quality. ... A machine using little water and energy to clean is likely to be exactly what the market needs presently. An evaluation of various cost benefits the machine is likely to bring to homesteads is enticing enough for a person to be lured to purchase the machine. Imagine a machine that uses much less energy and even much less water to do the same amount of washing just like an ordinary washing machine? Is that not exciting good news? Out of all possible considerations, my price would not be based on either competition or willingness to buy by the customers. Penetration strategy is the war of prices where companies slash their prices with huge margins as they compete to retain their market share amidst overwhelming competition. Penetration strategy mostly applies to the period of growth where customers have understood the product while competition is still high (Holden and Burton 52). The product at this period still enjoys customer loyalty due to tested and experience with use. However, i n other cycles of a product such as maturity stage, penetration strategy is likely to fail and thus prevent the company from realizing all the intended profits. Understanding the type of market the company is operating in is important in setting the right prices. For an emerging market, the product is still new and customers are still willing to use the product. The company is rolling out this product to an emerging market, where customers are most likely to buy the product regardless of the price. When making my decision regarding the price for the machine, information such as customers’ trust to Whirlpool’s products will be helpful. Trust means that people already know

Hairstyles of the Damned Discussion 2 Assignment

Hairstyles of the Damned Discussion 2 - Assignment Example But for what it’s worth, it is noble because Brian really put effort in choosing songs that he thinks Gretchen would like. It speaks about how he really wants to impress her and make her feel that his feelings are true. If Brian was able to make the perfect mixed tape, I think that Gretchen will still not fall for him because Gretchen just does not see Brian as a lover. Gretchen’s type in the book is Tony Degan, and though he’s a jerk and it was not fair of her to put Brian in the â€Å"friendzone†, sometimes, even in life, that’s just how it is. Brian just needs to be content in being her friend because that’s all that she can be for him. The beer scene with Brian and Gretchen’s father is one of the best scenes for me. It’s really emotional and there are a lot of youths today that can relate to what had happened. I think, that moment meant a lot to Brian. He shared a close bond with his father but when his parents divorced, it’s like he was alone and the deep connection he had with his dad all but vanished. Gretchen’s dad made him realize that he is a good person – someone who’s worth something, not just a failure, or a punk kid, or a delinquent, or a nobody. In school and in his home, he was looking for somewhere that he can be accepted and a place here he can fit in. No one had vocally appreciated him and I think that is one of the reasons why his life as so messed-up. If adults were more vocal in what they like about us young people, I think more of us will be able to turn our lives around and become good. Teens as well as anyone crave love, and appreciation – being told that you are good is a nice way to build one’s belief in one’s self and eventually direct the youth to a better

Apps Assignment Example | Topics and Well Written Essays - 1500 words - 1

Apps - Assignment Example These applications can be instrumental transforming the healthcare environment by facilitating various capabilities for the diagnosis of diseases as well as helping people to monitor their health and vital statistics apart from affording them an easy platform for coordinating all their healthcare related activities. The areas where mobile applications can be used in the healthcare field include, but are not limited to, diagnosis of diseases, drug reference, medical calculator, searching medical literature, clinical communication, Hospital Information System for patients, â€Å"general healthcare applications,† learning tool for medical and nursing students, various utilities for patients etc (Mosa et al 8). Mobile apps are especially useful in the case of diseases like blood pressure as they offer the leverage to â€Å"control the inflation and deflation of a blood pressure cuff through a mobile platform† (Mobile Medical Applications 14). Evidence further suggests that personalizing the health monitoring system will â€Å"significantly improve† the possibility of early detection of cardio vascular diseases (CVDs), including blood pressure (Mena et al 4). Besides, ambulatory blood pressure (ABP) monitoring will also facilitate â€Å"accurate diagnosis† as well as easy evaluation of response to treatment (4). Mobile applications provide an appropriate platform for ABP and by using them in transportable devices such as mobile phones and PDAs etc people can effectively monitor the onslaught as well as response to the treatment of hyper tension. In order to test the above hypothesis, the researcher has focused on conducting a study on people from Florida State especially those from the cities such as Miami and Orlando. Since the treatment of blood pressure is to be undertaken over a long period, the study spanned over a term of three years from 2010 to 2013 to

Impact of imaginative play on young children

Impact of imaginative play on young children Play is a fundamental aspect of early childhood. Through play, young children can begin to explore and understand the world around them from an early age, whilst simultaneously gaining a sense of enjoyment from what they are saying and doing. Piaget (1962), cited in Ariel (2002), identified four general developmental stages of play; these increase in complexity as the child matures. These stages are, in chronological order: functional play, constructive play, imaginative play and games with rules. Therefore, it can be argued that imaginative play, as part of a sequence, builds on the skills learnt and nurtured through constructive play, and prepares children for play situations involving rules and other constraints. Bodrova (2008), however, disagrees with this notion by arguing that rules must be an integral part of imaginative play. These rules are not determined by the children themselves, but by the constraints of the imaginary roles that they are playing. It is therefore possible that, in many cases, imaginative play overlaps into other types of play and incorporates more advanced and regulated thought processes than may be superficially apparent when observing what happens during imaginative play. What happens during imaginative play? Vygotsky (1986), cited in Bodrova (2008), emphasises that three elements need to be present for a play situation to be defined as imaginative: an imaginary situation, the playing of roles and the formulation of rules intrinsic to each assigned role. Singer (1994) echoes this sentiment by stressing the point that one or more children playing roles does not, in itself, constitute imaginative play: this is a misconception held by many people, including early years educators. The use of the word imaginary is, however, misleading to a certain extent. According to observations by Dockett (1998), the majority of make-believe situations do not take place in fantasy worlds with fairies and monsters; rather, they are situations drawn from the childs own memories and experiences. These can be, but are not restricted to, examples of what they have seen and heard at home and school. Another view of what constitutes imaginative play is held by Ariel (2002), who regards it as a kind of mental activity rather than a genre of external behaviour. More emphasis is placed on the thought processes required to create an imaginary situation than the words and actions involved during its enactment. These involve a child bringing mental images to life and identifying how they are being represented in real life, but also acknowledging that they are doing it for fun. It is the simultaneous combination of these thought processes that differentiate imaginative play from other types of play such as functional and constructive play. It can therefore be argued that the child must have reached a certain level of cognitive functionality to be able to think in such an ambivalent way about the way they are playing. However, no specific mention of the manipulation of and interaction with objects is made in either of these definitions. Although the use of objects is not a prerequisite of imaginative play, they can play a major part in the visualisation and representation of a fantasy (Tsao, 2002). Such objects could include, but are by no means limited to: toys, movable objects such as chairs and boxes, immovable objects such as tables and beds, and costumes. Smith (1995) discusses the way that, in imaginative play, objects can be transformed into other things to perpetuate the fantasy. However, no recognition is made of the way in which objects, once transformed, can assume different properties, such as size and shape, depending on both the imaginary situation and the type of imaginative play taking place. What types of imaginative play are there? Imaginative play is one of the general developmental stages of play. However, there are substages within this level that are dependent upon the childs mental development. Ariel (2002) identifies three stages: firstly, solitary play, where the child enacts everyday experiences; secondly, parallel play, where the child starts to introduce other characters to their experiences (although the child always plays the central role); and thirdly, sociodramatic play, which is much more structured and less self-centred. Each of these substages is assigned to different years of the childs life, although it must be stressed that these are approximations based on Ariels view of how well developed the average child should be at each stage. Furthermore, these stages appear to be discrete; it is not made clear how one level develops into the next, and what internal or external factors cause this development. In contrast, Dockett (1998) states that there are only two types of imaginative play: simple and complex. According to his observations, there must be six distinct elements present for it to be considered complex play: imitative role-play; make-believe with objects; make-believe with actions and situations; persistence; interaction; and verbal communication. There are no classifications made between these two extremes; from this, it can be concluded that, if one or more elements cannot be observed, then it is simple play. Another important point to consider is that, unlike Ariels stages of imaginative play, no clear timescale is given regarding the age and developmental stage of the child with relation to these two stages of imaginative play. However, the two elements of interaction and verbal communication suggest that more developmentally advanced forms of imaginative play can only take place when a child is involved with other children, rather than playing independently. Imaginative play can take place with or without objects or props (Singer, 1994). Singer argues that non-toy objects, such as chairs and cardboard boxes, are used more frequently in all types of imaginative play than objects defined as toys, such as dolls and model cars. The reason for this is that toys are often limited in the number of functions they can serve in the childs imagination due to their close link with reality. Taking the aforementioned model car as an example, it looks like a real car (but is obviously considerably smaller). It would be difficult to transform it into any other object or creation. Similarly, it is limited in its functionality; it can be pushed or pulled around on different surfaces, but it cannot effectively interact with other objects in general. Conversely, the simple cardboard box provides a range of possibilities for transformation and interaction, as illustrated by an observation by Singer (1994): upon seeing the box, a child calls another to say, I ts the best toy ever! Its a fort and a space shuttle, a bus, a pirate ship, a sled, a clubhouse, and a castle. What is not clarified, however, is the authors opinion on whether or not the use of toys is beneficial, both to imaginative play itself, and to developing young childrens skills and attributes. What skills and attributes can be developed as a result of imaginative play? During the early years of childrens lives, it is important that they develop a range of skills and attributes that will further their development both in and out of school. Broadly speaking, these skills and attributes fall into three categories: social, emotional and cognitive. According to Tsao (2002), childrens participation in imaginative play can facilitate their integration into peer groups through the elements of collaboration and interaction, which are in turn underpinned by verbal and non-verbal communication. This benefit is, however, dependent on the child being at the stage where they choose to play with others rather than independently. Ariel (2002) builds on this concept of collaboration in particular by arguing that children often transfer conflicts to the realm of imagination. This involves resolving personal differences that may arise during imaginative play without breaking character or leaving the confines of the imaginary situation. By doing this, the children are able to continue playing together without the risk of altercation in reality. It can be argued that this type of interaction can initiate the development of rudimentary diplomacy and empathy skills, even at a relatively early age. A different view is held by Bodrova (2008), who believes that such forms of social development, whilst important in their own right, cannot be realised without the prior building blocks of emotional development. She argues that self-esteem and self-confidence are the two emotions that benefit the most through imaginative play, and the best way to start this process is to play independently with objects and toys rather than with others. However, no distinct link is made between the stages of individual and shared play: it is unclear how these emotions, particularly self-confidence, can be developed without some form of initial interaction. Singer (1994), on the other hand, takes the view that the most important aspect of imaginative play is the way in which it brings both pleasure and a large degree of emotional satisfaction to the child or children participating in it. This serves to highlight the issue that, above all, imaginative play should be fun. Through this sense of enjoyment, children will benefit emotionally without being aware of it. It can therefore be argued that the childs need for emotional fulfilment can be a reason for, as well as a consequence of, imaginative play. Opinions are divided regarding the most significant benefit to childrens cognitive development through imaginative play. Smith (1995) and Tsao (2002) emphasise the strong link between imaginative play and creativity. Although it could be argued that this connection is self-evident, due to the intrinsically creative nature of imaginative play, it is nevertheless important to acknowledge its existence. Another important point to note is the fact that children can also develop creativity outside the medium of play by, for example, writing stories and drawing pictures. Imaginative play, while important in its own right, is simply one part of the whole process of developing creativity in children. Conversely, Singer (1994) and Ariel (2002), whilst accepting the potential benefits to childrens creative skills, believe that the development of academically related skills is a more significant consequence of imaginative play. These include, but are by no means limited to, the enhancement of vocabulary by practising new words (Singer, 1994) and the advancement of basic decision-making skills (Ariel, 2002). In imaginative play, children need to identify what objects are (especially if they have been transformed to suit the imaginary situation), what different places and characters are called, and so on. These words will be used repeatedly throughout the play episode; therefore, it is not only good practice for children to say and hear them, but it also facilitates effective verbal communication and keeps the imaginary situation going. In addition, situations frequently arise where children, whilst playing a role, need to make choices regarding, for example, how to react to something someone else has said or done, what object to use, or where to go next. As before, this decision-making process, which is often quick and well improvised, according to observations by Ariel (2002), is another essential way to keep the imaginary situation going. These skills, along with many others, can be beneficial to the childrens holistic development, not only in an imaginative play situation, but also in other areas of their lives. Are these skills and attributes transferable to other areas of the childrens lives? The skills and attributes developed in imaginative play can also be beneficial both to the development of the childs state of mind and their behaviour, particularly with regard to what is required of them as they advance through the education system. Singer (1994) holds the belief that children can sustain themselves in periods of stress with the hope generated from such imagined explorations. This stress could be caused by any of a number of contributory factors, such as an increased academic workload or an unsettled home life. However, imaginative play allows children to detach themselves from reality, albeit on a temporary basis. According to research by Ariel (2002), this time out can have a calming effect on the child, by pacifying them and providing them with ways out of their emotional entanglements. What is unclear, however, is how long this calming effect continues. The question remains of whether the use of imaginative play for this purpose of emotional detachment is a long -term solution to stress-related issues, or merely a short-term fix. Revisiting an earlier theme, Bodrova (2008) states that rules, determined by the roles played by the children, are an integral part of imaginative play. She extends this point by arguing that this following of rules can contribute to a childs readiness for formal schooling, where they will have to abide by sets of class and school rules. During their participation in imaginative play, the child has to promote their intentional behaviours and follow the directions of others so that the imaginary situation can progress. According to research by Blair (2002), cited in Bodrova (2008), the practice of this self-regulation of behaviour by playing by the rules in imaginative play often transfers itself to non-play contexts where predetermined sets of rules exist, such as formal classroom settings. The child will be more inclined to follow these new sets of rules, and their behaviour will improve as a consequence. One other important behavioural aspect, particularly with regard to younger children, is paying attention and the ability to concentrate. Generally speaking, younger children have a much shorter attention span than older children (Dockett, 1998). It is important for children to be attentive and focused when they are faced with formalised situations later on in their schooling, such as assemblies and tests. According to research by Smith (1995), participation in imaginative play focuses childrens minds on the situation in hand, and they become totally immersed in the roles they are playing. One observation by Smith (1995) was of a group of children playing castles. One child was allocated the task of sentry duty: this involved keeping watch from the top of the castle while some other children played soldiers going about their daily business inside the castle. The sentrys role was to warn the soldiers if the enemy (played by three other children) was approaching. The child playing the sentry role considered his task to be highly important, and was able to maintain a high level of concentration throughout, pretending to look in all directions and scanning the imaginary horizon. Smith (1995) argues that these higher concentration and attention levels in imaginative play will permeate into non-play contexts. However, it can be argued that this will not necessarily happen in the case of all children, because acting in an imaginary role is one matter; behaving in real-life situations is another matter entirely. Much depends on the character and personality of the child, and the behaviour expected of the child by the adults in their life. What roles can early years practitioners, parents and other adults take in imaginative play? Imaginative play can happen in any setting, both in childrens school and home lives. According to the evidence gathered so far, the same opinion is shared: it is important for adults to play some sort of role in childrens imaginative play. However, opinion is divided on the issue in two key respects: the level and timing of intervention, and the purpose of intervention. With regard to the level and timing of intervention, Singer (1994) believes that parents and practitioners should initiate imaginative play and then step back and allow the children to play on their own. In effect, the adults give the children an initial idea, and the imaginative play stems from this stimulus. This is not necessary in all cases, however, as many children will formulate their own ideas independently. Conversely, Bodrova (2008) takes the view that all children, regardless of the development of their play skills, require higher levels of adult mediation if they are to benefit from imaginative play in any social, emotional or cognitive way. As a reasonable proportion of imaginary situations are drawn from the childs past personal experiences (Dockett, 1998), one possible way to address this issue is to take an active approach by introducing the children to new experiences (Bodrova, 2008). These can include field trips to suitable locations, and child-friendly books and v ideos that relate to suitable, interesting topics. This will give children a greater knowledge base from which to draw their imaginary situations and characters, thus increasing the variety of their imaginative play. With regard to the purpose of intervention, children can be advised, if necessary, on how to construct imaginary situations and enact imaginary roles. This often takes the form of the modelling of play skills (Ariel, 2002; Tsao, 2002), such as co-operation and the invention of characters. This is particularly important if the child has shown themselves to be less advanced in these areas. This is not necessary in all cases; sometimes, childrens play skills may have developed independently and instinctively. In contrast, Smith (1995) believes that the most important reason for adult involvement in imaginative play is to facilitate the achievement of particular educational and instructional goals. He argues that imaginative play has a better chance of nurturing key life skills if the adults in the childrens lives encourage it and participate in it whenever possible. One active way for adults to participate in this developmental process is to take the child out for walks in order to teac h them about the world around them, highlighting points of interest along the way, and answering any questions the child may have about what they can see, hear and so on. This will assist in the development of key life skills such as confidence and the awareness of ones surroundings. In addition, this helps to expand the childs knowledge base through questions and simple explanations. All of these qualities will be important in the childs home and school life in the future. Further research questions In what kinds of ways can objects in imaginative play contexts assume different properties? At what age or stage of development do children engage in simple and complex play? Is it preferable to use toys and other objects in imaginative play? If so, why? If not, why not? How effective is the participation in imaginative play as a long-term solution to stress-related issues? Do any theorists believe that imaginative play should have minimal or no adult mediation or involvement? If so, who and why?

The Changing Nature of Crime and Law Enforcement Essay example -- essa

  Ã‚  Ã‚  Ã‚  Ã‚  Law enforcement agencies nationwide must constantly adapt to the changing nature of crime and the ways criminals must be prosecuted. New dangers like terrorism, as well as old ones, such as public corruption, threaten the public and force police agencies to acclimate themselves to this new environment. President Clinton explained the need for the development of the federal and local law enforcement agencies. â€Å"We have begun to find a way to reduce crime, forming community partnerships with local police forces to catch criminals and prevent crime. This strategy, called community policing, is clearly working. But we still have a long way to go before our streets are safe and our people are free from fear. Our next step in the fight against crime is to take on gangs the way we once took on the mob. I'm directing the FBI and other investigative agencies to target gangs that involve juveniles in violent crime, and to seek authority to prosecute as adults, teenagers who maim and kill like adults. More police and punishment are important, but they're not enough. We have got to keep more of our young people out of trouble, with prevention strategies not dictated by Washington, but developed in communities†(Clinton). Federal agencies within the United States must handle cases on the home front while at the same time dealing with international issues relating to crime. The problem with international crimes and criminals is that the issue of jurisdiction b...