Castle Life in Medieval Times

Castle Life in Medieval Times The Medieval Times was an extremely rough era for many people. The people in Medieval Europe had to work outrageously hard. Those that were considered to be common people of this time lived in very poor housing with little to no luxuries, and those of nobility lived in castles. While castle life is believed to be extremely luxurious, residing in a castle during Medieval Times was very difficult. Castles have been a dominant symbol of the Medieval Era for many years and have been used throughout history, from the Roman forts to the complex structures in the 15th century (English 158). Castles were built on artificial hills surrounded by a moat. Those who built the castle would dig a ditch around where the castle would stand and put the dirt on it to make the artificial hill (Johnson 93). When castles were first built they were made mostly of wood (Castle Architecture). The reason for wood being mainly used in the construction of a castle was because wood was found easily in Europe, along with it being less expensive and easy to transport (Castles in the Middle Ages). The early castles also had layers of clay and stone, this was to ensure that castles were strong enough to hold up in a time of war (Johnson 93). However, castles soon were built with just stone because the wood was too flammable (Castle Architecture). Using stone actually worked out better because this made the castles stronger than before. However, it was harder to build the castles how they desired considering stone is less flexible than wood, and this dilemma resulted in the early castles being less elegant (Castles in the Middle Ages). Since stone is very strong, if the castle was to be damaged or destroyed the materials from the castle would be used to make a new castle or repair the current one (Castle Architecture). During the times of the Medieval Era, there were many changes in the way they did architecture to make castles stronger. Those who built the castles of the Medieval Time took the concept of arches from the Roman Empire and created a pointed arch to make the structure stronger. The change made the force of all the stones go down and out which locked the stones into place resulting in a very strong and beautiful castle, along with a strong foundation (Castles in the Middle Ages). When arriving to a castle, one would have to cross a moat and a drawbridge (Life in a Middle Ages Castle). Some moats were filled with water and others filled with spikes (Johnson 94). Upon crossing the drawbridge one would come to a door which had towers on both sides (Life in a Middle Ages Castle). Theses towers were used to watch for oncoming enemies or signs of rebellion, also these towers were used to shoot enemies that might be at the gate (Johnson 93). As one enters the castle the first sight would be the courtyard which is where those who live in the castle would be in times of war. Also, one would see the Great hall, the chapel, and the kitchens (Life in a Middle Ages Castle). The main part of the castle was the Great Hall (Thomas). This is where the Lord or King stayed when war was not present (Life in a Middle Ages Castle). The Great Hall was basically a big room with a loft ceiling. Sometimes the Hall was on the bottom floor, but for better security it was usually built on the second floor. This room was setup like a church will posts or pillars in rows supporting the roof. In order to get to the Great Hall on the second floor one would have to enter by using the outside staircase (Thomas). When under attack, the staircase would be removed to protect those in the castle (Johnson 93). Castles in the early part of the Medieval Era were very bulky and not pleasant for those who lived inside of the castle (Castles in the Middle Ages). The castle had small rooms, not including the Great Hall, heated only by fireplaces, and also had bad ventilation (Life in a Middle Ages Castle). Eventually, the heating by fireplaces improved greatly the fireplaces were struc tured to heat the wall so that it could then warm the room and the smoke could be carried out (Thomas). The kitchen was nothing extravagant, it was made originally with wood and the food was cooked by several fireplaces. If there was going to be a big feast, extra kitchens would be setup for that feast. Today we clean utensils in the kitchen; however, in the Medieval Era utensils were not cleaned in the kitchen but outside (Thomas). The Lord and his family slept at the upper end of the Great Hall. Each bedroom usually was separated by a piece of fabric (Thomas). The bedrooms of the Lord and his family were called solars (Johnson 97). Sometimes, the Lord and his wife would have separate solars. Their rooms would have peepholes in the wall decorations so they could see what was going on in other rooms (Thomas). The grown children of the Lord did not always get their own solars; a lot of times they had to share rooms with siblings, or even servants (Johnson 94). The main items in a solar would be a wooden framed bed with springs made of ropes or leather, a feather mattress, sheets, quilts, fur coverlets, and pillows. The bed had curtains that could be pulled back in the day and closed at night for privacy and for protection from the cold. The remaining furniture in the room was a chest, a wooden peg to hang clothes, and a couple of stools (Thomas). Castles had a central drawing point of water for washing and drinking on about every floor (Thomas). Most castles also had cisterns which would catch the rainfall (Johnson 97). The cisterns would be connected to pipes and carry the water to other floors. There were also many other pipes that would control the flow of water and carry off the waste water. People of those times would use wooden tubs surrounded by tents, for protection, and padded cloths for comfort. The bathroom was as close to the sleeping quarters as it could be. In other words, it was an opening in the wall where waste would escape from the castle wall and secrete into a river or moat (Thomas). Castles were not only homes for nobility, but it was also a defense mechanism against enemies (Life in a Medieval Castle: The Smells and Sights of Castle Life). During this time, it was also thought if an area did not have a castle, they were going to be defeated by their enemies. This pushed many areas to build castles (Coulson 31). The ideal location for a defensively strong castle was either on rocky ground, mountain passes, isolated peninsulas, lake islands, and hills (Castle Architecture). Wherever the castle was built, consideration was taken as to how the land would help defend the castle (Johnson 92). These castles were built in order to control territories and prevent people from taking over important parts of land (English 159). Also, they were built to protect the peasants and the economy. However, if the area was under attack, peasants were required to bring their animals and produce to the castle. In order for these things to be safe, it was also considered a payment for the communities protection (Johnson 92). The payment was somewhat deserved; it was very trying to live in a castle during times of war. Enemies would attempt to cut off water supply along with throwing things at the castle, such as, dead bodies. This would spread disease and force them to surrender (Medieval Life). While castles can be a place of protection, castles were considered to be home for many Lords and Kings. The Great Hall was where the Lord and his family would spend a large amount of time. This hall was a place where the family, along with those invited to the castle, enjoyed some of the things life had to offer like dancing, plays, poetry and many other things (Life in a Medieval Castle: The Smells and Sights of Castle Life). The Great Hall was also where meals were eaten. In the hall there was a large, oak, dining table and around the table were benches and stools where the guests would sit (Medieval Castle Life). The Lord and his family would be seated at the head of the table on a raised dais. This symbolized that they were above everyone else (Life in a Medieval Castle: The Smells and Sights of Castle Life). The dinners in the hall would usually be at five in the afternoon. It was a popular saying in the Middle Ages that to live to the age of 99 years old, you have to wake up a t five, dine at nine, have supper at five and go to bed at nine! (Medieval Castle Life). Other than the banquets that would be held in the castle, there was not much to do inside but play chess, listen to music or jokes from the jester. Outside of the castle people would usually, hunt for deer, bears, and wild boars, however, the main activities were weapons training and fighting, so they could be ready for battle. This was thought to be a great game (Life in a Middle Ages Castle). Living during Medieval Times was a lot harder than living in todays society. Although life in a castle may not have been the most difficult life during Medieval Times, it was still not as luxurious as it is pictured to be. Protecting the community was the job of the castle and the job of those that lived in the castle, which was why castle life was a very harsh life.

eBusiness Models Essay example -- Business and Management Studies

eBusiness Models The modern business world has evolved from the traditional brick and mortar to require companies to develop some form of eBusiness strategy into their business models. Ebusiness can be simply defined as the use of the internet to connect with customers, partners, and suppliers.(Darwinmag, 1) The advent of eBusiness has not only grown tradition businesses but has also paved the way a whole group of internet based companies that find the online environment as the primary market. There are various eBusiness models but this paper will focus on Business-2-Consumer, Consumer-2-Consumer, and eGovernment. These various models offer both businesses and consumers opportunities to interact that may not have existed before the internet. B2C – BMWUSA BMW is a well known luxury automobile manufacturer that prides itself on building â€Å"The Ultimate Driving Machine.† BMWUSA.com is the internet website that offers consumers a place to view current models, build and price vehicles, locate dealers, compare models to competitors, and other features that give the customer information about company and its products. The site is primarily used as an information tool for consumers to view the company’s model lineup and gather information on events such as car shows and charity events. The site does offer real-time inventory tracking for its Certified Pre-Owned vehicles but not for new model inventory. The potential buyer is able to view the current model lineup and go to build their specific vehicle. Once the specific vehicle is priced, the customer is offered the option to compare their vehicle to other BMWs or competitor vehicles. The customer is then directed to calculate financing options. The final step is sending the customer inquiry to local dealership via e-mail. There are several weaknesses with the current format as the prices calculated on the website are only MSRP and does not reflect actual dealer negotiated prices. Another drawback is that the customer web experience does not complete the buying process as the customer is required to go to the dealership to make the actual purchase. Customers are able to make orders via e-mail contact but actual pricing information is rarely given via this median. Once the consumer has actually ordered a vehicle from a dealership, they are then offered access to the â€Å"eli... ...ite benefit by retrieving accurate government information and documents in a single resource. The IRS benefits by reducing the volume of inquiries to the actual offices about the documents and other information that is available on the site. Summary All of these eBusiness models serve to inform and engage the target audience and provide an added level of efficiency to the business, seller, or agency. The provider of the internet site has a particular agenda whether to promote or inform and these site provide around the clock access to this information. The sites offer information on product offerings but also corporate or agency information like employment opportunities. In each case, the site serves to improve efficiencies within the firm to market their particular offerings. References: BMW Homepage, http://www.bmwusa.com , Retrieved November 15, 2004. Darwin Executive Guides, http://guide.darwinmag.com/technology/ebusiness/b2c/ , Retrieved November 15, 2004. Ebay, http://www.ebay.com . Retrieved November 16, 2004 IRS Homepage, http://www.irs.gov. Retrieved November 16, 2004. Rayport-Jawprski. (2003). Introduction to e-Commerce. McGraw-Hill..

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)

The New Zealand Government And Education Essay - 2265 Words

critiques the Hannah Arendt has of Hobbes about the state acting in the service of capital. Before submitting check criteria on info. Rubric and referencing The New Zealand government and education The education system is a fundamental structure that exists within the nation state of New Zealand. Through power and goverance of the education system the government of New Zealand influences and molds education to suit its current and future purposes of the state. Thomas Hobbes a western political philosopher synthesized the theory of a social contract which frames the development of the state and it’s continuing dominance over it’s citizens. Hobbes’ theory on the social contract can be applied to the education systems of New Zealand with the changes taking place in policy currently. Michel Foucault theory of governmentality further develops the state’s rule of education by supporting the intervening nature of Hobbes’ social contract in everyday lives using the theory of a ‘body politic’. By creating a ‘body politic’ Foucault suggests that docile bodies are formed which enact the states interests through their actio ns. Hannah Arendt another political theorist critiques Hobbes’ and with that Foucault theories of state power. Arendt’s arguments bring another perspective of the state and its relationship to the economy and education. She also highlights the inequality within the state that forms because of the economy especially when examined through the lens ofShow MoreRelatedThe Role Of Education In The New Zealand Government966 Words   |  4 Pagespieces of writing With the New Zealand election looming in just under six weeks, politics has dominated national news, sparking interest for even a twenty-year-old university student like myself. Having never voted in an election, my knowledge of the political system, and the terminology for that matter is far from adequate. 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