Two Views Of Imperialism In The Twentieth Century History Essay

Two Views Of Imperialism In The Twentieth Century History Essay There were two countries that had a common link to imperialism. One was the country of India in 1907 and the other was the country of Uganda in 1923. These two countries had two separate responses to European imperialism. These two responses were written by two authors which had vastly different viewpoints on how imperialism was perceived throughout world history. These two viewpoints would later change the way society viewed imperialism. Bal Gangadhar Tilak, born in 1856 and died in 1920 was an Indian nationalist leader. He was educated in India and in London and admitted to the English bar in 1889. He practiced law unsuccessfully in India for two years. He was a journalist who utilized the newspapers to set forth his nationalist ideals. Bal Tilak was one of the most popular leaders of the early nationalist movement. He demanded self rule and was known as a man of action. The British feared him and described him as one of the most dangerous pioneers of disaffection and truly the father of Indian unrest. Bal Tilak used the belief system of the gurus M K Gandhi and Veer Savarkar. Lord Lugard was the one of the most important British colonial officials and a high commissioner for northern Nigeria. He later became the governor-general of Nigeria. In 1914, Lord Frederick Lugard, the governor of Britains territories in Nigeria, united the states in northern and southern Nigeria into a single colony. He worked in the administration of these two colonies and eventually formed the country of Nigeria. It was his work in these territories which led him to develop his theory of indirect rule. This fashion of rule, which emphasized working through native leaders and utilizing native social structures, became the official policy of British imperialism throughout the empire during the 1920s. There were also several similarities between the two authors and the country which they supported. One was that they both dealt with imperialism. The idea of imperialism is to rule over a people or a place through colonization, military power, economic or political power. It also is defined as the creation and maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire based on domination and subordination. The word imperialism comes from the term empire. Imperialism refers to the practice of domination of one country by another in order to expand territory, power and influence. It usually carries with it the idea of cultural superiority on the part of the imperialist, judging the way of life, traditions and beliefs of those colonized as inferior and worthy of replacement: Another similarity between the two documents is that both of these documents concerned nationalism. Nationalism was the common link between the two documents and their associated country, since both Lugard and Tilak envisioned a Nationalist society. They wanted Nationalism because it is a belief that creates and sustains a nation as a concept of a common identity for a group of humans. According to the theory of nationalism, it is the preservation of identity features and the independence of all people from the country are a common fundamental value. Naturally, where there are similarities there are also differences. These are some of the points in which the viewpoints of Lord Lugard are different than that of Bal Tilak. One difference is that the document written by Bal Tilak about India concerns the Indian National Congress. This was an Indian political party founded in 1885 and created by a group of English-speaking urban intellectuals. Its founding members proposed economic reforms and wanted a larger role in the making of British policy for India. was founded in order that educated Indians might gain something of a voice in the governance of their own country. By 1907, however, the Congress had split into a moderate group which sought dominion status for India, and a radical militant group led by Bal Tilak which proposed a system of self-rule. The Indian National Congress would be good for India once Britain rule was replaced by indirect rule. Another difference is the idea of indirect rule. The system of indirect rule, which Lord Lugard supported meant that it was the understanding of the British colonial method to rule through and by the natives. Although, they also had to submit to a higher authority, which in this case was Britain. He advocated that an indirect rule system had three major institutions. One was the native authority made up of the local ruler, the colonial official, and the administrative staff. The next was the native treasury which collected revenues to pay for the local administrative staff and services. The last was the native courts which supposedly applied native laws and customs. the supposedly traditional legal system of the colonized that was used by the courts to adjudicate cases. People in Africa previously had diverse types of government ranging from highly centralized states to stateless societies. As a result, indirect rule increased divisions between ethnic groups and gave power to certain men of higher authority that never had it before. This system operated with the association of already established political leaderships and institutions. The theory and practice of indirect rule is commonly associated with the emirates of northern Nigeria. The emirates had an established and functional administrative system and Lord Lugard simply adapted it to his own way of thinking. This was cheap and convenient. The attempts to portray the use of indirect rule as an expression of British administrative genius did not work. It was a realistic and frugal choice based partly on using existing functional institutions. This choice was also partially structured upon Britains unwillingness to provide the resources required to manage its vast empire. Instead, it developed the stubborn view that the colonized should pay for their own colonial control. Therefore, Britain gave the colonized the choice of indirect rule. In this disperse society, the system of indirect rule did not work very well because there was no single ruler. The Britis h colonizers who were unfamiliar with these new and unique political systems insisted that African natives should have chiefs. Imperialist ambitions in Africa were boosted by the expansion of competitive trade in Europe. The main aim was to secure commercial and trade links with African colonies and protect those links from other European competitors. Europe established trade relations with certain African colonies and promoted trade with these countries. European traders were at first not interested in expanding into the interior of Africa. As long as African rulers assured them of a supply of slaves from the interior, they felt no need to expand into the interior. The rapid expansion of industries made European countries look to Africa for a supply of cheap raw materials and slave labor. These two different responses to British imperialism may tell the reader more information about the colonizer. A colonizer is the people or persons that establishes a colony in another country or place. Africans resisted colonial rule from the outset but were not strong enough to defend themselves against European conquest. As a result, most of Africa was colonized. Only Ethiopia and Liberia remained free. Colonization was resisted as the local people tried to hold on to their land and freedom. In most cases this was unsuccessfull. The responses may also tell the reader more about the colonized people. To be colonized means to migrate to and settle in order to establish a colony or territory under the immediate political control of a state. Bal Tilak spoke powerful and accurately of India and summarized the feelings of the new and increasingly militant national movement. He said that the British rulers ruined trade, caused the collapse of industry, and destroyed the peoples courage and abilities. Under the colonial regimen, Tilak asserted that the country was offered neither education, rights, or respect for public opinion. Without prosperity and contentment, the Indian people suffered constantly from poverty and famine and the decimation of health. Tilak saw only one remedy which was for the Indian people to take political power. If the people did not have this then the Indian industry could not develop and the youth could not be educated. Therefore the country could not win social reforms or material welfare for the people. Tilak saw colonial rule as being unfavorable to Indias progress, and the contradictions between the British oppressors and the Indian people as being irreconcilable. Later societies within certain countries were able to understand the European imperial system by learning from past mistakes. In the late 19th century India was an agricultural society. Jute, raw cotton, tea and coffee were exported to Britain. Textiles and other manufactured products were imported from Britain to India. The Indian textile industry could not compete with cheap, mass produced British goods. However in the early 20th century Indian industries began to develop. It was still mostly a farming and agricultural country but this was beginning to change. At the same time Britain was in decline. In the mid-19th century Britain was the most powerful country in the world but by the end of the century other powers such as Germany and the USA had caught up. Britain was weakened by the first world war and continued to decline in the 1920s and 1930s. As Britain declined Indian nationalist feelings grew stronger. Indirect rule worked well in areas which had long standing centralized state systems such as chiefdoms, kingdoms, and empires along with their respective administrative and judicial systems of government. This meant that the African leaders could exercise authority at the mercy of European colonial officials. Thus the political and social restaints that tied them to their people in the old system had been broken. Some clever African leaders maneuvered and ruled as best they could. Others used the new colonial setting to become tyrants and oppressors, even though they were eventually responsible to the British officials. Imperialism takes the form of political control and creating economic dependence. In Europe, the period where imperialism coincided with growing nationalism and unification when previously divided political units were united under a single monarchy. An alliance allowed for empire building because people were gathered under a monarchy that claimed the right to rule them. Examples are German and Italian unification. Towards the end of the 19th century, imperialism became a policy of colonial expansion pursued by different European powers. The way that these two authors from separate countries defined imperialism was one of the ways that imperialism was assisted in the way it extended and became more prevalent globally after 1920. These are the ways in which these two documents have helped later societies to understand the European imperial system and the successive independence movements of the early twentieth century. Sources: Indian National Congress à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Infoplease.com http://www.infoplease.com/ce6/history/A0825112.html#ixzz1KeEizdAI Frederick D. Lugard. The Rise of Our East African Empire, 2 vols. Edinburgh and London: William Blackwood and Sons, 1:381-82. Bal Gangadhar Tilak. Bal Gangadhar Tilak: His Writings and Speeches. Madras: Ganesh and Co., 1923, pp. 56-65

The Broken Calabash of the North

The Jos crisis and its dimension have punctured the legal fiction often referred to as ‘One North’ in Nigeria. The idea that the North is one big united and indivisible family with a common identity, shared beliefs and single collective future is not only patently fallacious but is based on a dangerous hypocrisy and make-believe by only a few who are the benefactors of this myth. The one big family (the North) if it ever existed at all, is now a divided house; a broken calabash that cannot be repaired. It is a delusion that would not go away because it suits the interests of both the Muslim North and their deluded counterparts in the Middle Belt who are obsessed with enhancing their bargaining clout within Nigeria’s competitive ethno-regionalism. In reality, it is a dude cheque in political terms; a marriage of convenience that died a long time ago, even though the couple are still going through the motions and self belief that their marriage is still holding. It is crucially important that we come to terms with the honest truth; recognizing our differences and learning how we might live side-by-side in mutual respect and tolerance. The Muslim North has a heritage rooted in the traditions of Jihad and the Caliphate. The Christian Middle Belt has an identity anchored on Christianity and resistance. The peoples of the Middle Belt are what they are today because they were never conquered by Jihad and never subscribed to enslavement by the Caliphate and its feudal powers. The fact that we all speak the Hausa language is neither here nor there. According to the Muslim narrative, Northerners are the heirs to an illustrious heritage rooted in Jihad and the Caliphate. They belong to a global Muslim Ummah in which the Nigerian branch is one of the largest on the African continent. They have had a tradition of learning and rulership that is probably unequalled in the annals of the Western Sudan. The British colonialists subjugated the North in a manner that benefitted Christians and Western imperialist interests, blocking the southward march of Islam. In the light of the global Islamic resurgence, the traditions of Jihad have to be reinvented to meet the needs of the twenty-first century. Western secularism and materialism have shown themselves to be highly discredited. Muslims have had to be vigilant in defending their honour and their values from assault by Western imperialism as represented by the twin evils of Zionism and American neoconservative reaction. Muslims must assert their identity wherever they are. Believing themselves to constitute an overall numerical majority in Nigeria, they do not see why they should not have a free hand to remake the country in their own image after their own thoughts, ideology and way of life. Muslims in Nigeria have always use political power as the trump card that they have to sustain them in political leadership and once in power, they must use that opportunity to defend the Northern Islamic interest, however defined. They see nothing amiss in dominating all strategic government positions from local, state and national levels. Equal status is not accorded Christians with their Muslim counterpart in far Northern States. Churches are barely tolerated and are seen as a menace. Christian preaching is seen as a source of irritation or provocation. The Shari’a law is embraced by the Northern States as a counter to the growing missionary activity of the Church. The Almajiri system is nurtured as a potential army to be deployed when Christians need to be ‘taught a lesson’. And when the ‘lesson’ is being taught, the victim is expected to ‘turn the other cheek’ according to what their holy Book supposedly teaches. And if they choose to retaliate, it is ‘genocide’. In the Middle Belt, Christians see things differently. They believe they have always endeavoured to live in harmony with their Muslim neighbours, although it is doubtful if the Muslims feel the same goodwill towards them. The persecution of Christians and the torching of churches has become an annual ritual in most northern states since the 1980s. Many of these attacks are random in character, mostly unexplained and unprovoked. Even more ominous is the fact that they often occur with the tacit knowledge if not connivance, of some of the most influential elements within the North and in the corridors of power. The Global Jihad The Middle Belt has been at the receiving end of a long Global Jihad for years now. The Islamisation policies of Sardauna which were fiercely resisted by the Middle Belt States have continued to re-surface through various means and approaches employed by the Hausa/Fulani Jihadists. Even today, under the current democratic dispensation, army postings, police postings despite denials in certain quarters, are being reshaped in accordance with the whims and caprices of Northern hegemony. As I write this article, presently in Plateau State, 8 key police officers are Muslims i. ; Police Commissioner, Deputy Police Commissioner, ACP C. I. D, C. S. P. Admin, OC C. I. B, OC MOPOL, OC General Investigation, and STF Commander. One wonders why there will be such kind of postings in a predominantly Christian population and yet in Kano, Bauchi, Borno, Katsina, Sokoto etc such an opposite postings cannot take place. The questionable and controversial roles of people like the former Army Chief, Gene ral Abdulrahman Bello Dambazau and Major-General Saleh Maina, Commanding Officer, 3 Division, on the Jos crisis leaves much to be desired. When the outcry was loud, Major-General Saleh Maina had to be changed. While he served as the GOC of the 3rd Division Nigerian Army Jos, he was in full control of the Special Task Force whom was answerable to him on a daily basis. A new GOC who is a Christian was posted but he was short changed in his responsibilities by the outgoing GOC as the Special Task Force is removed from his desk and a Muslim Commander appointed to give them direction. This maneuvers show that something sinister is happening perpetrated by our so call big brothers from the North. These Northern brothers have certainly shown themselves to be untrustworthy as far as the people of the Plateau and indeed the Middle Belt are concerned. If we were together as a non-divisible North, they would have protected the calamities being witnessed in Jos, Tafawa Balewa and Benue where gross killings have been perpetrated by Muslims of recent. It is also instructive that just before the outbreak of violence in Jos, a mysterious order came from Abuja transferring all Plateau State indigenes serving in the Nigerian Police Force out of the State. With the benefit of hindsight, it has been gathered this was a malicious move to unleash terror on the Plateau people. The attempt to subjugate and humiliate the peoples of the Middle Belt is nothing new. Our northern Pharaohs had always ensured that the region was always marginalised in terms of location of industries, political appointments and development projects. When it comes to representation at the Federal centre, the Middle Belt region always plays second fiddle to the Muslim North in the scheme of things. Today, you are unlikely to find anyone from the Middle Belt holding a senior cabinet position in any important department of government. Even when you find it, these are mere errand officers for the Pharoahs. This is in keeping faith with the clarion call by Sir Ahmadu Bello (The Sardauna of Sokoto) at Nigeria’s independence as quoted In the Parot Newspaper of 12 October 1960 when he said: â€Å"The new nation called Nigeria should be an Estate of our great grandfather Othman Dan Fodio. We must ruthlessly prevent a change of power. We use the Minorities in North as willing tools and the south as a conquered territory and never allow them to rule over us and never allow them to have control over their future†. Northern leaders continue to pay lip-service to the ‘One North’ myth, but we know that their definition does not include us in the Middle Belt. Middle Belt leaders are largely to blame for pandering to this empty, nauseating charade. They have lost the vision bequeathed to us by such heroes as Joseph Sarwuan Tarka, Jolly Tanko Yusuf, Rev. David Lot and Patrick Dokotri. And we have all but forgotten the arduous sacrifices they made so that our people would have a more dignified future. The Broken Calabash Looking at these events, clearly, the so called â€Å"one North† calabash is broken. Instead of trying to mend it, now is the time for the Middle Belt to look toward forging new and alternative strategic alliances that will respect and recognize our identity, strength and abilities. It is an act of foolishness, cowardice and immaturity to continue to persist in the illusion of ‘One North’ when we are getting absolutely nothing out of it. The Middle Belt has enough manpower, land and natural resources to stand the test of time. With our rich and fertile soils, credible leaders and a persistent people, we have all it takes to have a separate identity other than the Northern mythology. What all this boils down to is that we must look elsewhere in seeking the explanatory variables for the persistence of violence and instability in the Middle Belt. We are led, inevitably, to the question of religion and Jihad. The Middle Belt people have borne more than their fair share of sacrifice to keep Nigeria together. In peace as in war, there are few to equal the likes of Yakubu Gowon, Theophilus Yakubu Danjuma, Domkat Bali, Gibson Sanda Jallo and several others who fought to keep this nation together. Our people are known to be God-fearing, chivalrous, accommodating and patriotic. Those who have married our women have found them to be virtuous and hardworking. We are the heart of Nigeria. This country would not have continued to exist as a corporate entity were it not for the sacrifices made by the Middle Belt people. The antics of the Jihadists have been familiar to us since the days of the Sardauna. Their trademark is deceit. Through the abuse of ‘geopolitical zoning’, they have ensured that whenever any opportunity arises for the North, it will always go to a Northern Muslim. Their definition of the North does not include us. While Christians are the majority in Nasarawa, Kaduna, Niger and Adamawa, they have never ruled those states except for fate that made Kaduna to be governed presently by a Christian. Because of their ‘success’ in subjugating our people, the Jihadists are frustrated that they cannot take over the Plateau or other Middle Belt States through their subtle plans, hence the resort to violence. We are told in Chinua Achebe’s Things Fall Apart by Okonkwo that if a man defecates in your compound, the manly thing to do is to take a stick and break his head. If the Jihadists expect people to lie back and relax while they kill rape and maim our women and children, then they must think again. It’s over and cannot be tolerated. One thing that is clear from the continued scenario and hooliganism of the Hausa North is that the Islamic fascists do not cherish human life the way normal people do. While the Christian cherished love, they believe in violence and the rule of fear. Force being the sole language they understand, we must be prepared to give as much as we receive. While the Federal Government which controls the police and the army seems compromised and a lackluster to defend our people in the Middle Belt, we are left with no option than to defend ourselves. And if disproportionate force is what is needed to dissuade the Jihadists, then disproportionate force it must be. We are no longer in doubt about how well we have read the enemy and understood his antics. By now, we know how his mind works and how he operates – his terror antics, the mischief, the surprise nature of his life and tricks are all but clear to us. Of course, violence cannot be said to be the ultimate. The Bible urges us to seek peace and to pursue it. Muslims, too, are children of God. None of us enjoys taking the life of any child of God. But there is a time for war and a time for peace (Eccl. 3: 3, 5, 8). God the Son is a God of love; but the God of Joshua and Aaron is also a flaming fire. There comes a time when you must stop praying and act; when you must defend your family, your children, and your land. Such, alas, are the times in which we live. The Jihadists always have somewhere else to go to; we have nowhere to go, hemmed in as we are in the geometrical centre of the Nigerian Federation. With all manner of imported arms and mercenaries arrayed against us, and with military chieftains who leave us in no doubt as to where they stand, it is Jehovah nissi alone that will defend us. And if some of us should fall, the Angel of the Lord will fight for us. Our children will rush forth to meet the enemy at the gates with horns and trumpets of victory.

Ece Curriculum

Early Childhood Education: The Curriculum That Matters Most Stacie Emery ECE 311 Prof. Carly Davenport November 21, 2011 * * * * Early Childhood Education: * The Curriculum That Matters Most Introduction As times change, it seems that education must change as well, to fit the ever-changing needs of our youth. For children of any age, education is a complex thing, but so very important for each of them to succeed in anything they do. California State Standards imitate the National standards for educational values. Each child has a right to quality, formal and age appropriate education. Even before Pre-K, children will begin absorbing mass quantities of information. This will continue for the rest of their lives, but the quality of the information given early on, will determine how each child will use it. Curriculum in Math, Fine Arts, Sciences and Literature has been developed in many astounding ways. The evaluation of educational standards has also opened new ways to teach these subjects, and more, in ways that an entertaining yet educational context. Along with educational standards, many theorists have studied the many stages of a child’s development. Psychologist Jean Piaget (1896-1980) introduced four stages that a child goes through from birth to a child’s development past eleven years old. The four stages presented by Piaget can help educators make the most out of every child’s educational experience. Jean Piaget Although Piaget’s developmental theories focus mainly on the development of only children and do not address learning behaviors, understanding the stages could be crucial for some educators. Piaget emphasized that each stage can be reached at different times, meaning they are not concrete and develop only in the age range specified. The development could fluctuate due to learning disabilities or poor educational opportunities, however most children will go through each stage. Sensorimotor This is the stage of development from birth to about age two. The child begins to learn object permanence. Much of the infant’s learning is through each of the senses. Children at this stage can be characterized by extreme egocentrism, meaning the child has no understanding of the world other than his or her own point of view. Preoperational The preoperational stage focuses on children aged two to around seven years of age. Children in this stage can mentally represent events and objects, and generally engage in symbolic play. They can be quite egocentric; everything is about â€Å"me†. This is also around the time a good amount of children begin some form of formal schooling. Concrete Operational At about age seven until around eleven years old, children go through the concrete operational stage. Piaget considered this stage to be a major turning point in the child's cognitive development, as it marks the beginning of logical or operational thought. Formal Operational At about eleven years of age, the child enters the formal operational stage. â€Å"As adolescents enter this stage, they gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning. (McLeod, Simply Psychology) Educational Standards National Standards According to the NAEYC, the following is strived for: * â€Å"take informed positions on significant, controversial issues affecting young children’s education and development; * promote broad-based dialogue on these issues, within and beyond the early childhood field; * create a shared language and evidence-based frame of reference so that practitioners, decision makers, and families may talk together about key issues in early childhood education; * influence public policies; stimulate investments needed to create accessible, affordable, high-quality learning environments and professional development; and * build more satisfying experiences and better educational and developmental outcomes for all young children. † (NAEYC, Standards) California Standards California Standards are very similar to the National Standards, however very much more detailed. The CAEYC website states, â€Å"OUR MISSION The California Association for the Education of Young Children is dedicated to advancing excellence throughout the early care and education profession. OUR VISION CAEYC envisions a respected professional workforce providing developmentally appropriate and culturally sensitive, high-quality, early care and education for all young children achieved through research, education, professional development and advocacy. OUR EXTERNAL VALUES †¢We believe that quality, early care and education in the lives of young children enables them to reach their full potential. †¢We believe that appropriate systems of early care and education are an indispensable part of a community's infrastructure. We believe that a well-informed community will advocate for the resources necessary to improve the quality of life for their children. †¢We believe that quality, early care and education is provided by well-trained professionals who understand a child's developmental needs and possess the competencies necessary to reach their potential. †¢We believe that providing quality, early care and education is the result of lifelong learning where theory, standards, and practice are shared routinely and openly among professionals, government and public officials, as well as parents. We believe in valuing the diversity that exists within our profession. †¢We believe in building positive partnerships with organizations that share our principles and seek to ensure that appropriate systems are in place to serve young children and their families. †¢We believe that quality, early care and education is provided by professionals that respect and understand the emotional, physical, social and cognitive needs of young children and their families. †¢We believe that our ability to affect positive change in the profession occurs when we join together creating a unified voice. (CAEYC, Overview) Fine Arts Definition * Fine Arts are defined as creative and visual art; an activity requiring great skill or accomplishment: â€Å"the fine art of persuasion†. Standard Reasoning * Fine Arts in the classroom can be beneficial to both the teacher and the student. The arts include music, painting, photographs, etc. Allowing the child to express themselves will open up their minds to think beyond what is physically in front of them. As an educator, teaching a class of children to draw a picture will only show the child to draw. If thought is put into the project, such as having the child draw a picture of what they will be when they grow up, will get the child to think outside the box. This expansive thinking creates a more satisfying educational experience for the child. Mathematics Definition Mathematics is defined as: the abstract science of number, quantity, and space; the mathematical aspects of something: â€Å"the mathematics of general relativity†. Standard Reasoning Mathematics can be a complex topic at any age. Teaching a child numbers can be challenging yet rewarding. The complexity and challenge of the subject generally comes when a child has difficulty grasping the concept. Creating songs about multiplication tables or silly rhymes for addition problems can create a more relaxed environment. Children generally need to feel confident that they can complete a math problem without feeling inferior. Giving any child the ability to work through a complex math problem will not only gain that experience, but it will help them when they get older. Science Definition Science is defined as a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws. It can also be categorized as a systematic knowledge of the physical or material world gained through observation and experimentation or any of the branches of natural or physical science. Also as knowledge, as of facts or principles; knowledge gained by systematic study. Standard Reasoning Science covers a wide range of topics. Mathematics can be a range of problems with probability answers. Science makes those possibilities concrete. Science helps prove theories, which are just opinions, with evidence to show that there is no probability if the answer being correct, because the proof shows that it is. Science in an early education classroom exposes children to biological changes in the environment and basic changes that the child goes through. At the younger ages, science should be kept entertaining because if it is not â€Å"fun† children tend to turn away from the concept. Reading Definition Reading is the action or practice of a person who reads. To read is to look at carefully so as to understand the meaning of something written, printed, etc. , to read a book; to read music. Standard Reasoning To teach a child to read is to give them a gift of imagination and development of creativity. Reading to a child, starting at a young age has proven to assist in the development of language skills as well as social skills. In the classroom, reading is required for most tasks. Children need to be able to read the problem they are trying to solve, or read a section of a book to discuss, even reading instructions on the board from the teacher. Educators alike all strive to promote reading as one of the number one activities a child participates in. Many communities will partner with education institutes to promote reading outside of the classroom as well. Language Development Definition Language development is the process by which children come to understand and communicate language during early childhood. Standard Reasoning Language development starts at birth. As the child ages, the understanding of certain words becomes clear. Many children learn â€Å"no† early on. Language development is very important for social interactions as well as being able to understand the teacher and the learning process. Recognizing when the language development is delayed is crucial for a developing child. Getting that child the assistance he or she needs early on will determine that child’s willingness to participate and learn all together. Educators strive for appropriate pronunciation of new words as well as practice and use of familiar ones. This will encourage grammar and eventually sentence structure. Conclusion * Although times have drastically changed, the importance of education has not. The entire Nation as well as each state has created standards for educating our youngest counterparts. Their letters and numbers will still be taught, be there are new ways to teach them and make it so our children want to go to school. Making education exciting will create the passion desired by educators to ensure that our children succeed. * References California Association for the Education of Young Children Standards. 2007-2010) Overview California. Retrieved from: http://caeyc. org/main/page/navabout Eliason, C. F. , Jenkins, L. (2008). A practical guide to early childhood curriculum (8th ed. ). New Jersey: Pearson Education, Inc. National Association for the Education of Young Children Standards. (2009) Standards and Guidelines. Retrieved from: http://www. naeyc. org/positionstatements/standards Simply Psychology. (2009) McLeod, Saul. Jean Piaget. Retrieved from: http://www. simplypsych ology. org/piaget. html

Analysis Of `` Brave New World `` By Aldous Huxley And The...

Politics is not a science, it is an art†¦ the art of compromise Derived from â€Å"polis† meaning city-state, politics as Bismarck refers to is an art of total government control, exercising complete authority and power by creating, introducing and enforcing rules made by collective decision. However in both texts, â€Å"Brave New World† by Aldous Huxley and the film â€Å"The Giver† directed Phillip Noyce, the roots of politics stem from the art of total and limitless control. The novel Brave New World presents a futuristic society that has tried to create a perfect community where everybody is happy, they use science to mass produce people and condition them to do and want only things prescribed to them, taking away freedoms such as the freedom to think for one self. While, â€Å"The Giver† sets a story in a society which at first is presented as a utopian world. The society has eliminated pain and strife by converting to sameness†. The main character Jonas is selected to inherit the position of Receiver of Me mory, the person who stores all the memories of the past. Through a variety of literary techniques, the notion of politics as an art rather than a science is thus explored in both texts. Throughout the novel of Brave New World the author Aldous Huxley utilises satire in order to address and criticise political systems such as communism, through human conditioning and the Bokanovsky process. The novel presents the idea of the totalitarian World State playing god and having completeShow MoreRelatedA Comparison of Utopian Societies885 Words   |  4 PagesEver since the worlds first nation state was created, the number one goal of its citizens has been to create the â€Å"perfect† society. To a majority of people in the novels Brave New World (c.1932) by Aldous Huxley and The Giver (c.1993) by Lois Lowry, a utopia and â€Å"perfect† society has been accomplished. But at a second glance, the world that Huxley creates and Lowry’s community are actually totalitarian dystopias with many secrets. The similarities of both novels are evident and some readers may make