Cell Phones: Evolution Or Revolution? :: communication technology

Cell Phones: Evolution Or Revolution? Since the beginning of the industrial revolution, the world has become a smaller and faster place. The time used to travel to far distances has decreased. The growth of new technologies, traveling and communicating has become simple daily tasks for many people. Through the growth of global communication, people have become closer to others across the globe, and business has gone world wide. One invention that came along with the technological revolution is the Cell Phone. Cell phones allow us to be reachable anywhere at anytime, letting us communicate even while traveling. As time becomes more valuable for people, the importance of accessibility to communication also increases. As with many things, new technology brings some bad consequences. This paper will briefly discuss the development of cell phone and its uses along with the negative impact it can have on our health. The idea of cellular phone goes back to the 1940s. The vacuum tube and the transistor made possible the early telephone network, but wireless revolution began only after the low cost micro processors and digital switching became available (Farley 1). Dr. Martin Cooper, a former general manager for the systems division at Motorola, is considered the inventor of the first modern portable handset. Cooper made the first call on a portable cell phone in April 1973. He made the call to his rival, Joel Engel, Bell Labs head of research. Bell Laboratories introduced the idea of cellular communications in 1947 with the police car technology. However, Motorola was the first to incorporate the technology into portable device that was designed for outside of an automobile use. The cell phone got its cellular name because the system uses many based stations to divide a service area into multiple cells. Cellular calls are transferred from base station to base station as the user travels from cell to cell. Have you ever wonder why other countries are further advanced in their telephone technology. Have you noticed that Japan is always coming out with smaller and better phones? The reason for this is the Federal Communications Commission (FCC). The FCC governs the airwaves of the United States. When concept of cell phones started, AT&T recognized the need for more radio spectrum frequencies. They proposed the FCC allocated more airwaves so that widespread cellular service would be feasible (Corr 121). This would give AT&T the drive to research the new technology.

Early Childhood Education and ‘Kindergarten’

Pre-school education is discussed mainly through the development of a child's personality. The knowledge and practices acquired by children during this stage of learning are embedded with their character. Furthermore development of creative thinking, communication skills and social interaction are a few benefits able to acquire by pre-school children. (Palihakkara, D.W., Premaratne, R.M. 2004, p 36). ‘Kindergarten', is a German metaphorical term referring to a garden, in which children are compared to growing plants. It is used as a common term for pre-school educational institutions, defined in various ways in many countries. The ‘Kindergartens' are recognized educational environments created to motivate and support the mental, physical, emotional, linguistic and social development of children between ages 3-5 years. (Source: â€Å"Friedrich Froebel†, http://www.infed.com/Froebel.html )History of Early Childhood EducationMany contributions are made to the development of theories on early childhood education through the ages in the history of educational philosophy. All theories are based upon the child's psychological background, with various scientific research and interpretations made with time through established contemporary methods. Greek philosopher Plato in 4th Century B.C. was the first to emphasize the importance of education with play and rhythmic movement to improve mental and physical growth during the first five years of a child's life. This idea was further improved by the addition of Aristotle's ideas on practicing good habits and attitudes in children. John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child centered education: he believed children should learn by sensory experiences through activities engineered within their natural environment. He stressed on the child's need for love and Security and the role of a mother as a teacher in the ‘home based' early childhood education. (Dudek.M, 1996, pp30-39) Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as ‘play'.â€Å"Work or play is all one to him, his games are his work, and he knows no difference.† -Rousseau-The four stages of a child's development described by him are as follows:Infancy – reveals habits and the framing of emotionsChildhood – reveals necessity and training of sensesBoyhood – reveals utility and the training of the intellectAdolescence – reveals mortalityOf these training emotions and the senses was stressed only in early childhood education. Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, values and creativity and identifies ‘Play' as the distinctive activity. He established the pre-school system ‘Kindergarten' with the emphasis on ‘Free Play' and child's freedom. (Dudek.M, 1996, p51) Fig.2.01: Freidrich Froebel and his kindergarten tools known as ‘Froebel's gifts' in use with children. Educationist Maria Montessori (1870-1952) focused on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with formal learning. (Dudek.M, 1996, p.58) Fig.2.02: Maria Montessori and pre-school children Psychologists such as Wellman and Piaget during the twentieth century discovered that intelligence levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of fixed intelligence and predetermined development. These findings improved the quality of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65) 2.1.2 Early Childhood Education in Sri Lankan Context Pre-school education has been a key priority of the Sri Lankan Education since the early 1940's. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Women's Affairs and Childcare enabled to enhance and control the quality and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs. The management of Pre-school education in Sri Lanka can be identified under three basic sectors:State sector – Managed under the Departments of Social Services, Fisheries, Women's Affairs and Protection and child care, Local Government etc.Voluntary Organizations – Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate Sector)Private Sector – Private Educational Organizations or individuals (Mostly Montessori System Adopted)The two key systems of early education in Sri Lanka are:Nursery ; Kindergarten MethodMontessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57).The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka.KindergartenThis system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, giving precedence f or the growth of children's feelings and their imagination. The objectives focus on the child's development which includes social skills and sensory development.Sociability and care within a group of childrenProblem solving ability based on individual and group activitiesAccomplishment of sensory motor coordinationUnderstanding basic concepts necessary for latter learningAppreciation of beauty in all formsSocial maturity and self-awarenessProgress of creativity(Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.)Nursery SchoolsA more recent education system based on the Kindergarten system, which functions on a nonprofit basis through churches, homes and charitable organizations . Its objectives are:Child socialization and the use of Fantasy Play – promotes sensory motor and emotional development.Attachment between teacher and child – brings out self-confidence, security and spontaneity within the child.Creating a learning environment free from restrictions and directionsEstablishment of good parental relations(Palihakkara, D.W., Premaratne, R.M. 2004, p38.) Organized and free play is believed to help the child realize his true capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.  MontessoriAn early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main feature of the system. The system aims skill development of children through activities such as:Practical life exercises and occupational skills – Ex. Carrying and using objects, buttoning, folding linen etc. as practical life skills and sweeping, washing, brushing as occupational skillsSensory exercises – Sensory discrimination skills and conceptsDidactic exercises –understand shape, size, colour, texture, temperature etc.(Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.) Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that contribute to self-discipline and the course of work.‘Learning through Play' MethodAs Friedrich Froebel believes ‘play' as the most distinctive activity of children. Apart from bringing joy to the child, ‘play' also evokes the inherent spirit that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47) Research on human behavior has revealed that children learn efficiently from ‘seemingly-random' play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration: it motivates them to take risks and challenges to explore the world further. (McConnell.J, 1989) Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play.Pre-Social Play: The infant take on play with hands, feet, bells, rattles and dolls at six months.Social Play: Is a more intricate and social in character as it occurs with both individual and physical development.Category 1: Social play is in relation to the activity, such as:Free Play: The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor.Formal Play: Play with formal rules, but turns out to be flexible when children become more verbal.Creative Play: Defined as the ‘pinnacle' of all types of play by Piaget: the child learns to operate with symbols rather than objects.Category 2: play can be classified under the point of social contact it offers. the curriculum of a Kindergarten encourages the following types of play:Solitary Play : children playing alone, independently, of their own interest.Parallel Play : playing beside each other, but not with each other.Associative Play : children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal.Corporative Play : children organizing themselves in a group, with a common goal or purpose.(Malone. K, Tranter. P, 2003) Category 3: Any activity of play can be viewed in different stages of complexities of activity.Stage One: Simple exploration of play material – feeling sand, pouring water back and forth, scribbling with colour pencils etc.Stage Two: Symbolic Play – Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned byPiaget, a play very frequently used by kindergarten children. Stage Three: When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003) The three categories of social play are effectively practiced in Kindergarten programs facilitated by teachers without restricting child behavior. Fig.2.03 :Children engaged in learning Fig.2.04: Children engaged in play Researchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics.Physical/motor skill play activities – playing on structured games, using free equipment (e.g., bat ; ball). A natural way through which, children's physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life.Social/non social play activities – Talking with others, observe others activities, daydreaming (includes onlooker play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and needs without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for child's development.Cognitive play activities – (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an understanding of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003)Spatial quality of a KindergartenThe Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer – Olsen I., 1993) The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of ‘Learning through Play'. The space and spatial quality of such institutions is the tool which moulds the ambiance required for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. Thus an ideal environment would cater to the requirements of a child's intellectual, social, linguistic, aesthetic and physical development. It will incorporate spatial variety with quiet spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in light, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06). The objective of kindergarten architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood – ‘play'. (Dudek M. 1996, p.06). Kindergarten environments should consider ‘Learning and Play' as a synchronized, series of simultaneous learning and play activities. The spatial quality of a dynamic nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural elements such as form, scale, proportion, colour, texture, pattern, light and views. (Dudek M. 1996, p.06). 2.2.1 Colour as a spatial quality in Kindergartens Amongst architectural elements that stimulate space for humans, colour plays a vital role with direct impacts on mind and body. The sensation of colour enables to communicate between natural and manmade elements in architecture. The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour. Fig.2.05: Interaction with Nature: Kindergarten in Caeserea, Israel â€Å"The natural contrast between light and shade creates a new range of form and colour. Two –dimensional architecture will eventually create a richer composition of colour, which, in turn, will enrich the child's experience.† (Eylon.L, 2003) The constant interaction with the surrounding environment draws in the light and colours of nature to animate the visual ambiance for the child; it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract built forms of nature. The forms and colours with resemblance to a toy, encourages the child's imagination to visualize ‘a herd of elephants' and further explore activities of play through his imaginary world. Fig.2.06: Light provides visual depth to Form and Colour: Kindergarten in Caecerea, Israel and Kindergarten8units in Spain Natural light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its execution in enhancing colours. Fig.2.07: Eye level views for children: The window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright setting and a close view of the outdoor environment. Bringing the window heights to child's eye level provides them with visual continuity from indoors to outdoors. Fig.2.08: Spirit of light and colour Use of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors. This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment.

Edgar Allan Poes Cask Of Amontillado - 1858 Words

Edgar Allan Poe’s â€Å"Cask of Amontillado† is a grim masterpiece. In this work Edgar Allan Poe tells the story of Montresor and how he achieves revenge towards Fortunato. The use of first person narration in this story allows the audience to gain a better understanding of Montresor’s personality as the story unfolds. From reading and analyzing this story I have found that the main character Montresor is extremely intellectual, emotionally static or numb, and lastly he is unremorseful. With literature it can be difficult for the reader to try and think of which characteristics belong to which character. However, in movies there is a visual aspect. This allows the audience to take in what they see, and piece together the traits for each character. â€Å"Rear Window† by Alfred Hitchcock is a movie about a character named L.B Jeffries whose leg is in a cast, which enables him to leave his apartment. Without much to do Jeffries finds himself spying on his nei ghbors, and solving a murder case. Jeffries is a man of average intelligence, empathy, and he is just and fair. This essay will describe and analyze two men, Montresor and L.B Jeffries, who share a similar characteristic trait but are on two different ends of the spectrum. Although these two men share this common trait, the differences in their emotional and moral traits makes them do this differently from one another. These behaviors are what ultimately make them contrasting characters. While one man uses his intelligence to solve aShow MoreRelatedEdgar Allan Poes The Cask of the Amontillado Essay1520 Words   |  7 PagesSomething Unexpected Poe has written a several different stories relating to being buried alive, â€Å"The Premature Burial† and â€Å"The Cask of Amontillado† being the most popular. 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In these short stories Poe uses imagery in many different forms to enhance the mood and setting of the story. In my essay I will approach three aspects of Poes use of imagery. These three are when Poe uses it to develop the setting, toRead MoreVowing Revenge in Edgar Allan Poe’s, The Cask of Amontillado861 Words   |  4 PagesIn Edgar Allan Poe’s, â€Å"The Cask of Amontillado† begins by telling us that Montresor feels as Fortunato has hurt him. Fortunato has greatly insulted him, â€Å"the thousands of insults of Fortunato I had borne as best I could, but when he ventured upon insult I vowed revenge.† (Poe 165) Although, the lack of evidence throughout the story, we readers never know what the insult ever was. Montresor must get revenge. As Montresor is conducti ng hits revenge on Fortunato, it is the week of Carnival in ItalyRead More The Paradox of Revenge in Edgar Allan Poes The Cask of Amontillado1375 Words   |  6 PagesThe Paradox of Revenge in Edgar Allan Poes The Cask of Amontillado ?The Cask of Amontillado? raises a question pertaining to the multiple character of the self (Davidson 202); Can harmony of ones self be restored once primal impulses have been acted upon? This question proposes the fantasy of crime without consequence (Stepp 60). Edgar Allan Poe uses first person point of view, vivid symbolism and situational irony to show that because of mans inner self, revenge is ultimately not possibleRead MorePersonality In Edgar Allan Poes The Cask Of Amontillado785 Words   |  4 PagesIn paragraphs 1 through 23 of â€Å"The Cask of Amontillado† Edgar Allan Poe takes the reader on a riveting mind game. As the reader reads the reader slowly realizes that the narrator is both an astute observer of his fellow humans and a frightening psychopath and he does this through steps and slowly letting the reader into the narrator’s mind. Early in the tale Montresor, the narrator, opens the story by stating that he has been irreparably insulted by his acquaintance, Fortunato, and that heRead MoreA Literary Reading of Edgar Allan Poes The Cask of Amontillado Using Traditional Approach802 Words   |  4 PagesEdgar Allan Poe was born in Boston on January 19, 1809. His parents were David and Elizabeth Poe. Edgars mother, Elizabeth, died when he was just 2 years old and after the death of his mother, he was adopted. His foster father was a successful merchant, so Edgar was able to go to good schools. When he was 6 years old, he went to England to study. He went to the University of Virginia when he was 17 years old. 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From his disturbingly morbid short story â€Å"The Telltale Heart† to the mysteriously supernatural poem â€Å"The Raven†, Poe’s tales are a direct byproduct of the mayhem experienced in his life, as well as his (arguably) psychologically-tormented mind. Though all of this author†™s pieces