Why the mobile phone is important device Essay Example for Free

Why the mobile phone is important device Essay ‘The mobile phone has become an indispensable accessory in most people’s lives’. Explain why the mobile phone is now such an important device. Nowadays, we always face a situation that everyone is holding a mobile phone in everywhere. Maybe someone is texting and someone is playing games. So, is it meaning the mobile phone has become an indispensable accessory in most people’s lives? This essay will focus on the importance of mobile phone. The definition of ‘mobile phone’ maybe imprecise after some time passes. The meaning of ‘mobile phone’ is just a small machine which is use for communicate with someone at real time before 2008. People are just speaking and listening with other side. But the definition of ‘mobile phone’ is changed along with the invention and popular of ‘Smart phone’ since 2008. ‘Smart phone’ means there are a mount of functions grouped in a small machine. For instance, face to face real time communication, voice message, enjoys the music, photo taking and Internet. The next paragraphs will describe the importance of mobile phone based on 3 aspects. In the technology aspect, people are related to use mobile phone because there are a mount of functions grouped in a mobile phone. People can use it for communication, text, Internet, recording video. Also, some of the mobile phones are allowed to conduct word processing. That is a treasure for the office workers and students especially. So, this is a portable minicomputer and assistant of everyone. About the communication aspect, mobile phone provided a great platform for people to build their public relationship. For example, people can access to their Facebook by their mobile phone in everywhere. So that they can communicate with others and update their status without regional restrict. Certainly, they can check the status of their friends and celebrities at any time. Moreover, mobile phone provided various communications ‘App’ for people. Such as Whatsapp, Skype, Wechat and Line. These are significant tools nowadays. It is because people can use these apps to communicate with others without regional restrict at moment to moment. People can text, voice message, share photo or video, share location, share contact, Walkie Talkie  and video call in these apps. Therefore mobile phone is now such an important device for everyone. On the other hand, mobile phone is not just a communication machine nowadays. It is changed to be an accessory with fashion. As the luxury design of the outlook and the higher level of the price, there are a significant of people think that mobile phone is an accessory which can show off their fashion sense. So that is an indispensable accessory in most people’s lives. Due to the useful and convenient of the mobile phone, it has become an indispensable accessory in most people’s lives. But people should remember that they cannot be engrossed on it.

Henry VI of England :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Could you imagine yourself becoming the leader of a country at merely the age of nine months old? King Henry VI of England did it. Henry was the only son of King Henry V and Catherine of Valois (Wikipedia). By the time Henry V died, he had not only consolidated power as the King of England, but had also effectively accomplished what generations of his ancestors had failed to achieve through decades of war: unification of the crowns of England and France (Wikipedia). For that one single victory by Henry V, he became very popular for that effort. By the sounds of it, Henry was an outseanding King and loved by the people. His son, Henry VI, seemingly had to follow in his fathers footsteps and perhaps do something even greater than his now deceased father. There was only one problem: How can you run a country when you are only a child? England was okay after the death of Henry V because Henry VI had regents that ran the country for him. Under normal circumstances of this magnitude, the wife of a deceased King ran the country, but the English did not want Catherine of Valois to run the country for the simple fact that she was French; so therefore they gave the power to this infant in hopes of greatness. Because young Henry was too young to run the country and had regents to run the country for him until he became of age, Catherine made sure that her son was well-educated. While politics and foreign policies were being negotiated by Humphrey, Duke of Gloucester, Bishop Henry Beaufort, and John, Duke of Bedford, young Henry VI was either learning or being told to go play (Crow). Henry was finally officially crowned King of England at Westminister Abbey on November 6, 1429 at the age of eight and King of France at Notre Dame in Paris on December 16, 1431. Henry did not assume the reins of government until he was declared of age in 1437 (Wikipedia).   Ã‚  Ã‚  Ã‚  Ã‚  For the simple fact that when Henry VI was younger and not allowed to take an active role in leading England, he did not really care about running the country. Henry was such a spiritually deep man that he lacked the worldly wisdom necessary to allow him to rule effectively (Wikipedia). Henry was more of an indecisive pushover.

A Case Study into the different aspects of Curriculum

The course of study is non a simple word that can be defined ; it is a subject that consists of many factors that finally create the course of study. Upon reading farther into this topic, it has become obvious that the course of study is a complex field and is more likely to uncover that many writers, bookmans, academic authors each have a definition depicting what the course of study best agencies to them or its best definition in the context they discuss. This paper will concentrate on the Australian Curriculum and will try to turn to issues such as the assorted definitions of the course of study, the intent or end of the course of study, how the course of study is developed, the construction of the course of study, how the course of study is influenced by different larning theories, the procedures of instruction, larning and appraisal and how the course of study relates to twenty-first Century scholars. Integrating these factors and understanding this information will let the read er to explicate his or her ain educated definition of the course of study whilst recognizing the primary characteristics which influence larning within our schools.Definition of Curriculum and its StakeholdersSeveral definitions surround the significance of course of study ; to acquire an overview of the definition we can throw relevant words together such as program, nonsubjective, content, capable affair, chances, guidelines, model, experiences or schemes, although in order to do sense of these words and their relationship to the course of study we must link these words in a logical form. Writers and faculty members Brady & A ; Kennedy ( 2010, p.5 ) merely province â€Å" In seeking to understand better the function of the course of study in the twenty-first century, the intent should be to guarantee that kids and immature people are good equipped to manage whatever it is that this century will name them to make and be † , in other words, there must be a common involvement and a common bond by all those involved, while Marsh and Willis ( 2007, as cited in Marsh, 2010, p.93 ) define course of study as â€Å" an interconnected set of programs and experiences which a pupil completes under the counsel of the school † . Other definitions of the course of study arise, dependent on the stakeholders in inquiry, these stakeholders are people who have an involvement in the course of study, its formation and its bringing. The concern community feel that the course of study must be able to back up pupils in their future employment chances while fixing them for the economic demands of society ( Brady & A ; Kennedy, 2010 ) and parent groups are concerned that the course of study could be manipulated by authorities organic structures for academic analysis alternatively of concentrating on fiting their kids with the appropriate cognition and experiences for a successful hereafter ( Brady & A ; Kennedy, 2010 ) . ACARA ( 2010c ) describes the new National course of study as â€Å" a wide range and sequence of nucleus acquisition. Critical determinations about the entire educational plan and how it will be implemented and adapted to run into the demands and involvements of pupils will be the duty of instruction governments, schools, instructors, parents and pupils † Marsh ( 2010, p.24 ) provides a list of stakeholders with whom the National Curriculum Board ( NCB ) , now known as the Australian Curriculum, Assessment and Reporting Authority ( ACARA ) consults Government – Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory curates, Federal resistance, State/Territory resistance Education governments – Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities ( ACACA ) , Department of Education, Employment and Workplace Relations ( DEEWR ) . Professional associations – Unions, Business, Employers School-based – Principals, Administrators, Teachers, Students Community – Parents, Parent groups, Parent Associations Tertiary Sector – Universities, TAFE, Industry preparation sectors, Academicians From this information it is apparent that the course of study is complex, elaborate and is influenced by many groups. Basically, it is a program that consists of goals/aims, content and accomplishment criterions for each topic to be taught within Australian schools, in other words, the course of study is a planned description of the what, how and when of instruction, larning and appraisal. Understanding the foundation of course of study, we can now concentrate on the end of the course of study – WHO is it for and WHAT do we anticipate from our instruction system and for immature Australian citizens?The intent or end of the Curriculum and Educationâ€Å" Course of study must be of direct relevancy to the kid ‘s societal, cultural, environmental and economic context and to his or her present and future demands and take full history of the kid ‘s evolving capacities ; learning methods should be tailored to the different demands of different kids † ( UN Committe e on the Rights of the Child, General Comment 1 as cited in Sullivan & A ; Keeney, 2008, p.38 ) . In order to understand the end or intent of instruction, we must understand who we are directing our acquisition to. Admiting the diverseness of scholars will help in placing the range and scope of the content to be covered by the course of study. Brady and Kennedy ( 2010, p.38 ) province â€Å" Teachers must analyze the course of study carefully to guarantee it does non except the diverse experiences that pupils bring with them to the schoolroom. More positively, the course of study should foreground those experiences and do them the footing for find and acquisition † . The K-12 National Curriculum is directed towards pupils developing their cognition and apprehension of the major subjects – Mathematicss, English, Science and History to enable pupils to foster their cognition and specialise in Fieldss through farther third instruction. Further to this, the course of study provides the foundation that allows immature Australian citizens to cover confidently with issues that arise and enables them to do informed determinations sing societal and personal affairs. ( EQUITY ) ACARA is responsible for the development of the Australian course of study from Kindergarten to Year 12. ACARA ‘s work with the Australian course of study is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to back uping scholars with quality instruction and supplying them with the accomplishments necessary for future enterprises ( ACARA, 2009a ) . The Australian course of study will sketch the range and sequence of cardinal larning countries, in other words WHAT and WHEN it is to be taught at schools, although instructors will finally do the determination on HOW to organize, construction and present this information to profit each and every pupil ‘s learning experience ( ACARA, 2009b ) . The educational ends for immature Australian citizens focus on making successful scholars such as developing their capacity to be originative, resourceful and motivated persons, to be able to believe, obtain and measure groun ds, work independently and in squads, be able to pass on thoughts, utilise current engineering and be able to do informed determinations and derive the necessary accomplishments sing their acquisition and employment waies. These ends besides aim to make confident persons by supplying the tools that promote a sense of self-awareness to be able to pull off all aspects of their well-being, develop values such as honestness, empathy and regard for themselves and others, form personal, societal and professional relationships and have the assurance to prosecute farther instruction and preparation. In add-on, going active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an apprehension and grasp for Australia ‘s autochthonal history and diverse civilization and sustaining and bettering our natural and societal milieus ( ACARA, 2009b ) . So far we have discussed what the course of study is and how it can be defined, the major influences on the course of study ‘s development, viz. the stakeholders and the intent or ends of the course of study and instruction. Before we discuss the construction and development of the course of study, it is of import to be cognizant of where and how the course of study originated and why the course of study is structured the manner it is.Structure and Development of the CurriculumThe construction of the course of study and how it is developed caters for the broad scope of stakeholders involved while endeavoring to accomplish the best acquisition results for Australian pupils. The core-curriculum was developed through the Curriculum Development Centre ( CDC ) by the former Director, Malcolm Skilbeck in 1980. The 24-page papers â€Å" attempted to reconceptualise the bing school topics within a social-reconstructionist model † ( Marsh, 2010, p.11 ) . Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did non go on due to a deficiency of support for the CDC. As the decennaries passed, many efforts at developing a national course of study failed to do it successfully through its journey, eventually in 2008, under the Rudd Government, a National Curriculum Board ( NCB ) was created to develop a National Curriculum for pupils Kindergarten to Year 12, dwelling of four Key Learning Areas ( KLA ‘s ) – Mathematicss, English, History and Science, with extra constituents of general capablenesss and cross-curriculum dimensions working alongside these KLA ‘s ( Marsh, 2010 ) . ACARA ( 2009c ) was created to supervise the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Old ages Curriculum Framework. Below outlines the four phases involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum determining stage- This involves the development of the bill of exchange form paper, where adept advice is requested and endorsed by ACARA ‘s board for public feedback. This creates the concluding form paper, dwelling of an lineation of the Australian course of study including design advice for larning countries. Curriculum composing phase – A squad consisting of authors, course of study experts, and ACARA curriculum staff developing the Australian course of study. The information includes content description and achievement criterions ; to accomplish this, the squad refers to national and international research on course of study, while besides mentioning to current province and district course of studies. After public feedback and necessary alterations, the Australian course of study for the peculiar learning country is ready for publication. Execution phase – Execution programs are developed by ACARA and state/territory course of study and school governments ( ACARA, 2010b ) Evaluation and reappraisal phase – Implementation feedback is reviewed carefully via procedures that monitor this information. Below is a ocular snapshot of the constituents included in the National Curriculum to be implemented in the twelvemonth 2011. Beginning: ( ACARA, 2009a ) Each KLA contains a statement of principle, purposes, content construction and descriptions, and achievement criterions. Statement of rationale – Overview of the peculiar topic Aims – What pupils will accomplish from this topic Contented structure/organisation – How the topic is arranged/designed and the information involved Contented description – specifies what instructors are expected to learn for each larning country at each twelvemonth degree, besides provides the range and sequence of learning Accomplishment criterions – describes the quality of larning e.g. the understanding, cognition and skill pupils are required to accomplish at each twelvemonth degree. While the National course of study will maintain the original construction of range and sequence for the KLA ‘s, it is apparent the new course of study has become more elaborate and involved, by presenting general capablenesss and cross-curriculum dimensions in add-on to the KLA ‘s, instructors may happen it hard to be able to acquire through all the needed content in the clip allocated, while some may necessitate farther intensive preparation to increase their cognition in certain countries such as History. â€Å" Few primary instructors have a sufficient background in History and that they will necessitate concentrated preparation to develop academic and pedagogical cognition in History † ( Harris-Hart, 2009 as cited in Marsh, 2010, p.26 ) , although ACARA ( 2010c ) states the cardinal focal point during course of study development is on deepness of larning and non breadth of acquisition, so as non to overcrowd the course of study. Since the Australian Curriculum has been collated from different constituents of the eight state/territory course of studies presently in operation, they have maintained the KLA ‘s, added general capablenesss and cross-curriculum dimensions while maintaining the bing construction for sequencing within the larning countries. ( REFERENCE ) For illustration, the NSW course of study comprises of six KLA ‘s for primary school and eight KLA ‘s for secondary school. Below is a ocular snapshot of the NSW Primary course of study. Beginning: ( NSW-BOS, 2008 ) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and instructors take duty for the manner in which the content is organised and delivered ( NSW-BOS, 2002a ) . NSW primary instructors use the NSW Primary Curriculum Foundation Statements to happen out what needs to be taught in each topic. The six topics within the NSW course of study are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education ( PDHPE ) , Human Society and Its Environment ( HSIE ) and Creative humanistic disciplines ( NSW-BOS, 2002b ) , while the Australian Curriculum takes into consideration two new constituents that will heighten the acquisition procedure by working alongside the four KLA ‘s, these constituents are ten ( 10 ) general capablenesss and three ( 3 ) cross-curriculum dimensions. â€Å" The 10 ( 10 ) general capablenesss are: literacy, numeracy, information and communicating engineering, believing accomplishments, ethical behavior, creativeness, self-management, teamwork, intercultural apprehension and societal competency. The three ( 3 ) cross-curriculum dimensions are: Autochthonal history and civilization, Asia and Australia ‘s battle with Asia and Sustainability ( ACARA, 2010a ) .DecisionThe Curriculum is a planned description of the what, how and when of instruction, larning and appraisal, it is the foundation for scholars, pupils and instructors while being influenced by the many stakeholders that want a share/input in the way of the Curriculum. The construction and development of the Australian Curriculum includes many constituents such as instruction, larning and appraisal which have focused on the deepness of larning non the comprehensiveness. Throughout this paper it is besides apparent that the Australian Curriculum has been influenced by the theories of instruc tion and larning from several theoreticians such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslow ‘s taxonomy. In add-on, we must maintain in head that by understanding our pupils altering nature and their diversenesss, the Australian Curriculum has the chance to be in the head of instruction and acquisition in the twenty-first Century.

Sports Are Good For Children - 1654 Words

As a parent of young children, I am faced with the problem of extracurricular activities and what ones are best for my child. At what age is the best time to put them in? Which sports with help them develop the most? Once they start with if they decide they do not like it do I force them to keep going? As a parent, we are always looking to do the best for our children but, are there times when we are pushing them to hard and not helping them in the way we feel we should be? Organized sports are good for a child when introduced at the right time and in the right amount. Know a day’s parents are so worried about if their child if falling behind another kid that is their kids age because they did not start them playing baseball at four or tumbling at two. That we often forget to see if at all we are doing any good for the child. Are we just letting them be kids and letting them just play? As many studies show kids in the toddler and young child years do more learning and developing through just free play than anything else and we are often as parents taking that away from them when we sign them up for every sport activity that they are old enough to participate in. As I was doing my research I came across lots of wonderful information on this topic. That I felt really showed the importance of organized sports in a child’s life. Just as I was finding information on how it could help I was also finding information that showed that at times as parents we take it over the topShow MoreRelatedSports Are Good For Children1330 Words   |  6 PagesOrganized Sports are Good for Children As time passes and as technology is advancing, the tradition of playing outside is diminishing rapidly. Many people concentrate on their electronic devices in their ages as early as three. Sports are the most effective way that children express their joyfulness and brilliance. It provides children advantages of physical activities, confidence, and enjoyment. Participating in organized sports in early ages can produce the greatest results for children. OrganizedRead MoreSports Competition for School-Age Children Can Be a Good Thing1323 Words   |  6 Pages06/28/11 Sports Competition For School-Age Children Can Be a Good Thing Many parents find themselves standing on the sidelines of a baseball game or a soccer game very early on in their child’s life. Cheering away as they watch their child make their first goal or hit their first home run. This is just a small glimpse for parents into the world of sports and competition where their child is concerned. According to Tami Coyle, from Arundel Soccer Association, â€Å"Participating in sports can beRead MoreShould School Sports Stay or Go? Essay522 Words   |  3 Pages Oh great. Another bad day at school. Good thing we have basketball practice, today, to ease my mind. This is how some people think about sports. However, some do not think the same. Therefore, middle schools are deciding on whether to keep sports the same way they have been or scale back some on sports. Principals and superintendents should not scale students back on sports because it helps them prosper in many ways. Active children have more focus, are better problem solvers, and scoreRead MoreThe Effects Of Organized Youth Sports On Children1257 Words   |  6 PagesOrganized youth sports are one of the most popular activities in the US and have been for many years. There are approximately 45 million children who play youth sports. [Merkel] This number translates to about 75% of families have at least one child who participates in an organized sport. [Gajula] The most common reasons for children choosing to play a sport are to: have fun, learn new skills, and make new friends. 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When children play sports it teaches them how to work cohesively with other people and how to work hard to reach their goals. Sports can be very influential in a child’s life because some people have parents to teach them morals and life lessons other have coaches to fill the gap. Children need sports in their lives, it will help them in theRead MoreYoung Children in Competitive Sports Essay1206 Words   |  5 Pagessituation? Hopefully not! However, some things you do may feel like â€Å"life or death† situations at the time, especially for young children. Competitive sports can help with conquering those fears. There will be times when you feel pressure; as if you’re under a spotlight. Moments when it seems like people are almost daring you to fail. By participating in competitive sports, children are prepared for these mom ents. These are the times where you go back to what you have learned, all the hours you put in toRead More Ineffective Argument in Jessica Statskys Essay, Children need to Play, Not Compete966 Words   |  4 PagesJessica Statsky, in her essay, â€Å"Children need to Play, Not Compete† attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable for children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, â€Å"When overzealous parentsRead MorePros and Cons of Organized Sports for Youths1702 Words   |  7 Pages Pros and Cons of Organized Sports for Youths Sports in America are one of the biggest sensations around. They are everywhere you turn and they become a big part of most people’s lives, whether they actually participate in the sport or just watch it on television. Media and television play a huge role in the obsession for sports. Constantly you see a professional athlete on a commercial, and see games on throughout the day. Also sports becomes a business, they sell their jerseys, or picturesRead MoreThe Risk of Injury for Children in Sports907 Words   |  4 PagesEveryplace you travel you see sports fanatics and most them as a child didn’t do thus good in sports, then they attempt to put their kid in sports programs. They would wish to get the athlete they never were. In sports you see athletes get hurt all the time. As a parent you would hate to see that happen to your child. Children who have a big risk of injury and could easily hurt their bodies. That doesn’t defeat the purpose of them being able to s tay fit and learn lessons from playing. As a kid I