Emersons SelfReliance Essay Example For Students

Emersons SelfReliance Essay Ralph Emerson wrote many journals and essays dealing with the subject of transcendentalism. One of his most famous works is the essay Self-Reliance. In Self-Reliance, Emerson hit on the idea that the individual should be completely reliant on God, and that every person has been put into their certain life and position by God and that the person needs to trust themselves. He said that God has put the power to handle things, think, and act into each individual and that the individual needs to trust what God has put inside them to do things with their lives. The idea is almost that of predestination, except for the fact that we have the choice of which road to take. Predestination is the idea that a higher power, or God, has planned everything that will happen to a person in their life. Emersons idea is that God has put the choice to us, but he has given us all of our unique gifts for the paths we can choose to take. In Self-Reliance, Emerson wrote, Trust thyself: every heart vibrates t o that iron string. Accept the place the divine providence has found for you, the society of your contempararies, the connection of events (Runes 362). Emerson also gave the idea of trusting ourselves through God. He said that you have to trust in God to tell you what to do and what to think. He said that if you do this that God will provide answers (363). Another quote from his popular essay, Self-Reliance, supports this. And we are now men, and must accept in the highest mind the same transcendent destiny; and not minors and invalids in a protected corner, not cowards fleeing before a revolution, but guides, redeemers and benefactors, obeying the Almighty effort and advancing on Chaos and the Dark (363). Emerson also had the idea that we need to be ourselves, especially in the things that we say. Again from the popular essay, Self-Reliance, he spoke about how we need to say what we think one day, and then speak what is on your mind the next day, even if you completely contradict what you said in the first day. Then he said that people will definitely not understand you if this happens (365). That goes along with the whole idea above about how transcendentalism was widely misunderstood because even the great minds that thought it up dont fully understand everything about the philosophy. Emerson concludes this thought to say that, To be great is to be misunderstood (365). Emerson is obviously the father of transcendentalism, and his great ideas were conveyed in his brilliant essays, journals, and poems. He helped pass the philosophy on to other philosophers and writers. One of these writers is Thoreau. Thoreau studied under Emerson and also wrote many pieces dealing with the subject of transcendentalism. One of his most popular pieces of writing about transcendentalism is Walden. Bibliography:

Aldo Leopold- Ecocentrism Essays - Environmental Ethics, Land Ethic

Aldo Leopold- Ecocentrism Environmental Ethics 1) Leopold strongly suggests the need for land ethic because he sees a great lack for it. Humans see land as an economical resource. Land is used for our needs and enjoyment with the belief that we are the ruler and conqueror of the land. Humans feel superior to the land and all that live on it and therefore lack the sense of being a part of land. To have land ethic is to become a part of the land not a disconnected from it. When we separate ourselves from the land, we forget our obligation to take care of it. We use, abuse, and take land for granted. We are the ultimate consumers of land. Leopold suggests that adopting land ethic will change the human role of conqueror to a plain member citizen. I strongly agree with this point. Like everything else in nature, humans tend to think that anything that is incapable of speaking for itself is there for our use. We have all grown to be consumers. Not many of us think about how much of our resources are extracted and depleted from land eve ryday. We need to incorporate land ethic into education so that future generations can start thinking differently. If we don't start thinking differently, we are going to lose a lot of our precious land. 2) The community concept that Leopold refers to derives from the human-nature relationship. As humans, we think of ourselves as superior beings to the environment. We treat the environment in a way that it suits us. We fail to take into consideration that we are a part of the environment, not the master of it. The lack of this realization is the cause of most of the harm that we inflict on the earth. It is because we are so disconnected from the rest of the environment that we do not feel as though we are harming the earth. It is the day that man feels one with the environment he starts treating it as his own, with love and respect. 3) Leopold calls ?Ecological Conscience,? he speaks of the humans process this issue. So far, many land conservation efforts have been underway, but it is a hard concept to advocate and educate people about. Leopold explains, ? it defines no right or wrong, no obligation, calls for no sacrifice, implies no change in the current philosophy of values.? Leopold points out that there is a lack of initiative in society to actually take the responsibility to take care of the land. Education is also a big factor of the problem. How much and what kind of conservation education is needed is uncertain. And even the education does not guarantee action. Self-interest and profit takes priority over conservation and preservation. In a world as advanced as ours, it is almost too late to start to take such precautions. Problems with land abuse have a deeper root that starts with society, starts with our children. There is no meaning to conservation preaching if it starts too late. 4) The land pyramid as Leopold describes it is the ?biotic pyramid.? Leopold sketches the pyramid as a ?successive layer of species that depend on each other for food and services.? Humans, known as carnivores, are at the top of the pyramid. There is a balanced relationship (ideally) between the species where each successive layer decreases in numerical abundance. From this formula we would gather that the pyramid is self-sustained and balanced. However, with the growth of human population and the demand for more and more resources, the ecological balance of the pyramid is thrown off and reversed. People are flourishing while land is disappearing. That means the number of species in the lower part of the pyramid is shrinking. The question is, will this balance be able to handle this sort of change? The sort of change where land is eroded away by constant use and species are forced to extinction. I personally don't think that this fragile balance can handle such a change. This all tie s back into land ethic. If we don't adopt it now, we are going to destroy one of the most amazing natural systems that man has ever

Week 3 Forum Example

Week 3 Forum Example Week 3 Forum – Coursework Example Difference between a corporation, a sole proprietorship and a limited liability company A corporation is an independent legal entity. In this case, shareholders own a corporation, but they are not liable for the actions taken by the company. It has a sophisticated operational cost compared to other ventures ("The U.S. Small Business Administration SBA.gov"). The taxing system is different from other business ventures. Corporations are ranked as large successful companies that can meet all the minimum operation cost. The registration process requires individuals to follow the pre-established rules of the state in which it is registered. Business ownership can be transferred by selling shares through stock offering.On the other hand, Sole Proprietorship is the easiest form of establishing a business. An individual owns the business. There are few laws that surround the establishment of a single company. When one starts such a business, you are responsible for everything that it engages in ("The U.S. Small Business Administration SBA.gov"). An individual will be responsible for all its actions, profits, losses and branding a business. The tax system is simple compared to other companies. When an individual is taxed, the business is taxed too.Also, Limited Liability Company (LLC) is a hybrid between a corporation and the legal structures to come up with better taxation programs. The owners of an LCC are referred to as members, depending on the state. An LCC can be owned one or many more individuals depending on the priority of ownership ("The U.S. Small Business Administration SBA.gov"). Taxation is not separated from the company, and profits and losses are distributed equally among all members, depending on their ownership.The business should have the first amendment rights of individuals The process of separating business owners and business has complicated taxations strategies. Corporations are the most affected by the law. Shareholders are taxed two of more tim es, given that they have another job apart from being shareholders. The point of separating them from the business should be amended and include them as members as it is the case with the LCC. The results will be increased dividends for the shareholders, and they can use the money generated to other business platforms."The U.S. Small Business Administration SBA.gov." N.p., Web. 17  Dec.  2014. https://www.sba.gov/

Supporting your Claim Essay Example | Topics and Well Written Essays - 250 words

Supporting your Claim - Essay Example Either way it is prudent and sometimes demands of the situation to produce objective and verifiable evidence to bring the point home for the readers. The facts should have permanence and universality and pass the test of time. The assertions you are making, the information, news and opinion you are giving, the facts, data and revelations you are presenting are all your ‘claims’ that needs be properly supported with objective evidence. Maxine C. Hairston says, â€Å"we all use another common thought pattern, that of assertion and support. We do that when we make a claim, and then back it up with reason†. (p57). Backing and supporting is done by citing authorities and studies in a manner to be understood and accepted by to the readers. You are obliged to adapt a tune and style appealing to the readers and entice them to a willing suspension of disbelief as stated by Coleridge in his Biographia Literaria.. Supporting your claim is important because â€Å"Professors are skeptical who expect authors to back their claims with evidence and rational arguments. As you draft your paper, try to anticipate at what points your readers might ask â€Å"How do you know?† or â€Å"What evidence do you have for that statement?† (Hairston, p5). Giving a universal appeal and acceptance to a piece of composition, the â€Å"claims† in an essay must therefore be supported by objective and verifiable evidences, otherwise the essay will turn into fiction or a fairy tale and would not appeal to the reason of the readership. The writer must therefore know his â€Å"claims† and must know the answer to question like â€Å"how do you know?† or â€Å"how can you claim?† An essay should hold the reader’s attention and have sublimity which comes with authentication of the facts narrated in the essay. The facts narrated should be universal and not limited in scope only known and understood in a local culture. They should also pass the test of

EU Case Study Example | Topics and Well Written Essays - 750 words

EU - Case Study Example td justified its actions by pointing to some provisions in the sex discrimination act 1975 that allowed discrimination in regard to employee retirement. By referring to section 6(4) of the act, section 6(2) does not apply to retirement or death. Also, the equal pay act 1970 did not prevent an employer from using discriminatory retirement ages on men and women. Thus, s6 (2) of the Sex Discrimination Act 1975 and the Equal Pay Act 1970 did not help Mrs Duke win her case against her employer. The equal treatment directive states that any discrimination is unlawful. However, it is normally possible for a state to fail in implementing the directive. In such a situation, the claimant has to prove that it was the state’s failure to do what it was required to do. Since the directive had not been implemented by the state, it is acceptable for the state to compensate the claimant. However, for the state to be required to compensate the employee, the employer has to be considered an arm of the state. Since Mrs Duke’s employer was a private employer, her claim will not be allowed. Both the Sex Discrimination Act and Equal Pay Act did not reflect the Equal Treatment Directive simply because the state had failed to implement the directive. As such, individuals would be deprived of some of their rights. This reasoning swayed the court’s opinion hence making them to rule against the appellant by stating that discrimination in relation to retirement was allowed. Lord Templeman relied on the Von Colson Case to make judgement on the case that lay before him. He argued that the Von Colson Case did not enable the German court to invent a law of adequate compensation when such law does not exist. Also, the case is no authority in the proposition that a member state court should distort a domestic statute’s meaning to achieve or conform with community law. Therefore, lord Templeman stated that it was unfair to GEC Reliance Ltd distort the meaning of the sex discrimination act

What Is The Nuclear Arms Race History Essay

What Is The Nuclear Arms Race History Essay In this IA we will try find out how the origin, the peak and the end of the nuclear arms race. The  nuclear  arms race  was a struggle for supremacy in  nuclear warfare  between the  United States, the  Soviet Union, and their respective allies during the  Cold War. In addition to the American and Soviet nuclear stockpiles, other countries developed nuclear weapons, though none engaged in warhead manufacture on nearly the same scale as the two  superpowers. This topic was chosen because of its enormous weight during the Cold War, as well as being a very famous topic to talk about (especially when it comes to history) and generally due to the preposterous thought that all life on this planet could have been destroyed just because one nation disliked the other nation. The investigation will focus on: The origin of the race (this will include the creation of the first nuclear weapon, which kick started the race, as well as shift in the world powers). A brief mention will be made about spy wars during the period. The peak of the race (this will include the peak in the terms of the production and destructive capabilities of nukes e.g. hydrogen bombs, thermonuclear devices and ICBMs). A brief mention will be made about nuclear scare. The end of the race (this will include MAD, the collapse of U.S.S.R and nuclear disarmament). A brief mention will be made about the negative affect upon the economy of both superpowers. Note: There will be mention of all major nuclear detonations in the world e.g. Trinity, RDS-1, Castel Bravo, and Tsar Bomba. This investigation will only include nuclear arms race conducted between U.S.S.R and U.S.A and within the time period of 1945 to 1991. Summary of evidence September 17, 1942, Manhattan Project  [1]  : The Manhattan Project was a secret military project created to produce the first US nuclear weapon. July 17, 1945, Potsdam Conference  [2]  : The Potsdam Conference, a meeting of the victorious leaders of the Allies in Europe, attempted to confront the delicate balance of power of the opposing governmental structures, democracy and communism.   July 16, 1945, Trinity  [3]  : First fission device test, first plutonium implosion detonation. August 6, 1945, Little Boy  [4]  : Bombing of Hiroshima, Japan, first detonation of an enriched uranium gun-type device, first use of a nuclear device in military combat. August 9, 1945, Fat Man  [5]  : Bombing of Nagasaki, Japan, and the last use of a nuclear device in military combat. August 29, 1949, RDS-1  [6]  : First fission weapon test by the USSR. November 1, 1952, Ivy Mike  [7]  : First cryogenic fusion fuel staged thermonuclear weapon, primarily a test device and not weaponized. August 12, 1953, Joe 4  [8]  : First fusion weapon test by the USSR (not staged). March 1, 1954, Castel Bravo  [9]  : First dry fusion fuel staged thermonuclear weapon; a serious nuclear accident occurred. November 22, 1955, RDS-37  [10]  : First staged thermonuclear weapon test by the USSR (deployable). October 31, 1961, Tsar Bomba  [11]  : Largest thermonuclear weapon ever tested, however was scaled down from its initial 100 Mt (mega tons) design by 50%. Important People: Robert Oppenheimer  [12]  : director of the Manhattan project, American physicist Robert Oppenheimer was responsible for collecting, coordinating, and leading the team that developed and detonated the first atomic bomb. Klaus Fuchs  [13]  : German physicist, and Communist Party member, was employed by the United Kingdom atomic energy program during World War II, and was sent to work on the Manhattan Project at Los Alamos. Theodore Hall  [14]  : was an American physicist and an atomic spy for the Soviet Union, who, during his work on US efforts to develop the first atomic bomb during World War II, gave a detailed description   Nikita Khrushchev  [15]  : led the Soviet Union during part of the Cold War. He served as First Secretary of the Communist Party of the Soviet Union from 1953 to 1964, and as Chairman of the Council of Ministers, or Premier, from 1958 to 1964 Theodore Roosevelt  [16]  : was the 26th President of the United States of America. Harry Truman  [17]  : was the 33rd President of the United States. Joseph Stalin  [18]  : was the Premier of the Soviet Union from 6 May 1941 to 5 March 1953. Evaluation of Sources Spartacus Educational, s. v. Nuclear Arms Race, accessed May 18, 2012, http://www.spartacus.schoolnet.co.uk/COLDnucleararms.htm Establish by John Simkin, in September 1997. Spartacus Educational website provides a series of historical encyclopedias. Entries usually include a narrative, illustrations and primary sources. The text within each entry is linked to other relevant pages in encyclopedia. In this way it is possible to research individual people and events in great detail. The sources are also hyper-linked so the student is able to find about the writer, artist, newspaper and organization that produced the material. Youtube, s.v. The Truth Game, accessed May 21, 2012, http://www.youtube.com/watch?v=wjLgbeUwK_c John Pilgers documentary which looks at world-wide propaganda surrounding the nuclear arms race. When the two American atomic bombs were dropped on Hiroshima and Nagasaki in 1945, they were code-named  Fat Man  and  Little Boy, and President Truman announced after the event:  The experiment has been an overwhelming success.  These, says Pilger,  were words used to describe the awful and horrific carnage of nuclear war. By using reassuring, even soothing language, this new kind of propaganda created acceptable images of war and the illusion that we could live securely with nuclear weapons. Analyses The origin Between the years 1941 and 1945, Robert Oppenheimer began the production of what was known at the time the Manhattan Project, the construction of a weapon that would create a fission reaction and have catastrophic affects. During this time, war time ally, the Soviet Union was weary of US actions and sent Klaus Fuchs and Theodore Hall to spy on any activity that might be considerate suspicions. What they uncovered was the Manhattan Project. Stalin was informed of the project before Theodore Roosevelts death. President Truman was in fact unknowing of the project up until his presidency. When Truman told Stalin of the atomic bomb, at the Potsdam conference, he had no idea that Soviet Union and Stalin had known about the bomb before he had. The atomic bomb was first utilized on august 6, 1945 when the bomb, code named Little Boy, was dropped on Hiroshima, Japan. Three days later on August 9 1945, President Truman gave the order to drop the bomb, code named Fat Man, on Nagasaki. The world was shocked. Oppenheimer resigned after the dropping of both bombs, having said: Now Ive become death, destroyer of worlds. Many things changed in the world after that, the county of Japan was crippled, the balance of power had been disturbed and USSR had opened its eyes in regards of developing nuclear weapons. US estimated that USSR would not have nuclear weapons program up and running up until later half of 1950s. This was based on the belief that there was scarcity of uranium in the world and that US had the monopoly on that. However thanks to research gathered by spies and new resources coming from the satellite states the USSR got a bomb a decade sooner than anticipated. RDS-1 was detonated by the USSR, for the second time in four years the balance was again disturbed in the world and the global panic ensued. The US and USSR spent the coming years stockpiling weapons and resources in the effort for both countries to be more prepared than the other. The Peak Developments of hydrogen enriched bomb began 1952, in November that year the US detonated the first of these (Ivy Mike). This was responded a year later with USSRs true hydrogen bomb (Joe 4). At this point in time espionage was not working for USSR and so domestic research began on new developments. During this time the goal was to fire nukes from respective countries that would be able to reach the other nations and thus the research into ICBMs (Intercontinental ballistic missiles) started. The launch of satellite Sputnik, in 1957, would prove US that USSR could launch a missile that would hit anywhere in the world. This would start the era know as space race. By the late 1950s a growing tensing between the two nations was forming, due to the idea that both the attacker and the defender will be destroyed if a nuclear war ever happened, thus the idea of MAD (mutually assured destruction) was conceived. This period spawned a lot of social change in respective countries. US started the campaign of Red Threat. Videos in schools across North America instructed children to duck and cover in case if they got attacked. The Soviet Union responded by attacking the US way of life and putting up propaganda against capitalist ideals. Nikita Khrushchev succession of Stalin, in 1953, showed much promise for a move towards peace between the two nations. Khrushchevs peaceful co-existence doctrine was however rejected by the US and forced the USSR to continue stockpiling weapons in fear of being bombed. Thou many of their weapons were more powerful than those dropped on Japan, the US began to move from kiloton bombs to megaton bombs. Castle bravo would prove to be the most powerful nuclear weapon the US would ever detonate. It was detonated on March 1, 1954 and yielded fifteen megatons of power. The thermonuclear ability of the bomb made it much more powerful than most conventional bomb at this time. However the USSR was developing a megaton bomb of their own, codenamed the Tsar Bomba (king bomb) it was nuclear weapon that held a hundred megatons of power, however due to impracticality of the bombs production and size it was reduced to half of the explosive effect. The results were still gargantuan. Tsar Bomba was detonated on October 31, 1961. It was a single most destructive force unleashed on earth by man. The End The production of nuclear weapons was a major hit to both economies, both had focused so much time, and resources, towards their projects that their economic situations were beginning to feel the heat. The US moved from anti-Soviet movement to a peace and disarmament movement. This would lead to both nations starting an era of nuclear weapon disarmament. During this period many treaties were singed to stop the production of new nuclear weapons, however the goals of the Treaties were only partially successful due to control maintained by both super powers in space. Where the treaties succeeded in limiting production, they would fail when it came to disarmament. Like many thing that year the arms race ended in 1991, with collapse of Soviet Union and mass disarmament occurred around the world. Conclusion In conclusion it can be said that nuclear arms race was a competition for supremacy in  nuclear warfare  between the  United States and the  Soviet Union to achieve dominance over the other nation as well as the production of nuclear weapons and capabilities to be able to unleashing destructive power of nuclear armaments upon the opposing nation. However this would prove useless to both sides, since both side had the capability to retaliate if the other attacked and would lead to MAD. Additionally it can be mentioned that the nuclear arms race was a way for US to keep U.S.S.R producing and spending more money to eventually win in the long run, which US did.

Early Years Essay

Activity are planned to extend children learning and development area as they learn new words and able to build on their communication and language by describing and explaining what they are doing and asking question. This also extends their vocabulary example the children enjoy playing with weighing scales so I plan activities using different resources such as lentils instead of sand or dry pasta to learn numbers, sizes, quantities etc. Again activities are planned around sand and water play as it stimulates creativity, where children are encouraged to explore a range of resources to make something with wet and dry sand using their imaginations and sharing ideas. This helps children come out with all sorts of ideas which is very impressive. They make sand castles, make shapes with moulds and patterns in the sand with fingers and objects like small plastic rakes. They also make learning fun by using their finger to trace letters and numbers in the sand. Sand and water play activities are things I do with children that combine fun, learning, creativity and time together. This makes the children confident as in the early year’s foundation stage learning area talks of expressive art and design as it shows how children explore play with a range of media and materials, page 5. Children often request and choose to play in the water and sand area and I encourage that by focusing on what they are doing and why they choose what they do. This helps the children to take led in activities and make decisions on their own. They are able to explore a range of resource which would broaden their knowledge as they keep trying and creating their own ideas with it. Water and sand play is also helpful in teaching the children about the environment. The use of technology is ever increasing in early childhood settings. Children at my setting have access to use computers for educational games and software for learning such as e-reading, which they find engaging, interesting and refreshing. I believe that technology can impact both positively and negatively on children and the key is increasing the positive elements whilst simultaneously eliminating the disadvantages. Technology can be stimulating, educative and entertaining, which are positives. On the  contrast they can make children lazy and inactive. The fact that technology is changing at a very fast pace means that we must constantly reflect on the kind of careers and professions that children in our care will be undertaking in future. As a childcare provider I therefore embrace the reality that children of today are in a  technological world and must understand how its benefits can serve their positive development in all spheres of their life. Also the use of technology must be viewed as one of the many tools that children will use in learning and not an end in itself. Indeed in many cases, it represents one of the best ways of learning. For example, children who are keen on a profession in the IT industry must be encouraged to learn and be comfortable with technology from a very early age. As a childminder and provider of education to the children in my care, I have a responsibility to collaborate and work with children to empower and support them to be great citizens of the technological world, which they are very much part of. Indeed many of the important subjects that children have to learn such as mathematics, science and English are increasingly being delivered in part through greater use of technology in the 21st century. Technology plays a very important role in the development of children. This is because young children learn greatly through exploring and experiencing their world, and technology serves as an alternative resource in their quest to do so. Children use technology to learn and play, which is very useful for their development. In terms of their education it can help them with their literacy and n umeracy needs as they grow. There are many ways that technology supports their literacy development at the childcare setting and home as well. Children can link words to pictures using technology. For example, children can link words and their picture equivalents in a similar way to picture books. There are currently software’s that offer spoken versions of these exercises. Children are similarly able to create simple stories with the help of an adult. This may involve drawing simple pictures and typing up basic stories that goes with them. Technology also represents an exciting means for kids  to learn and feel comfortable with ICT before they proceed to pre-school. For example, children can draw pictures using a computer and write stories or record their stories for parents, teachers or friends to listen to. Children are hugely exposed to technology at their homes through the playing of games and finding clever ways of extending this through learning and activities makes it possible for them to have fun, discover and explore the bigger world out there. For example, technology if well explored allows them to develop their emotional and social skills such as sharing and taking turns in listening through watching age appropriate movies. It can also shape their approaches to learning such as developing various skills at their own pace and developing their attention spans. It can further enhance their language development skills through listening to read-aloud- books, which promote literacy. This is similar to (Brice Heath, 1982; Wells, 1985) who support the view that listening to stories being read aloud is significantly related to children’s knowledge about literacy on entry to school and to their later reading achievement (ST14 p50). Technology has and continues to impact on young children and as childminder I have a responsibility to ensure their experiences with technology are age appropriate and empowering for them. In my setting children have access to technology and play with all kinds of technology games in each play area. Children are influenced with the technology as they tend to exhibit it in their day to day activities. With reference to my appendix one, water and play areas have a few technology resources they play with, an example is the duck that changes colour in water. The children enjoy playing with it as they tend to get to shout out the colours and play the guess game amongst themselves to see who can guess the next colour. This encourages the children to talk to themselves and motivates them to think to get it right as children want to be the first to get things right. Other forms of technology such as the use of play stations and Xbox Kinect provide exciting and wonderful opportunities for children to learn and play at the same time. The use of motion sensors can measure how active children are whilst  participating in a variety of sports such as long tennis, football, golf etc. The use of these monitors to measure the extent of children’s physical development can act as both an evaluating and motivating tool. These and other technological advancement impact positively on physical development if well incorporated and provide a more accurate determination of physical activity levels and children involvement. The children do talk about other technology toys they use at home for example the changing colours ducks are used by some of the children at home for bath times and that influenced some of the children to know their colours and looking at that I was motivated to add that to my resources for the other children to experiences that and it has really helped. Again technology has a great impact on children’s physical development as it has taken over children’s upbringing. Whereas once children just played football in the garden or played with dolls house, run around playing hide and seek, technology is now an important aspect of growing up and children prefer to either sit and play computer games and this has made children less active as they hardly play outdoors and socialise. Children who play computer games at an early age can influence their behaviour for example if a game is violent and they are exposed to it then it may encourage negative behaviour either now or later. Children tend to play fighting games due to a game they have played previously. Equally an educational game will encourage learning and can encourage positive behaviour. If children play too many computer games at home then they may lose concentration in the classroom as they often become tired. In my setting during role play activities and dressing up, children always come up with characters they have observed in a game and share with other children. I do encourage activities which will develop them in their learning development in knowledge and understanding of the world as it explained in EYFS under specific areas understanding of the world. Children are encouraged to explore, observe and find out about people, places, technology and the environment page 5. Children also use the computer to create their own design and talk about them. I encourage them to use the printer to print out what they have designed in colour to make the picture stand out, as in Reader 1 chapter 17 page184; children were being encouraged to use the photocopy with the assistance of staff. This type of  technology makes children explore and learn different things. I do have polices and procedures for using some of the technological equipment in my setting as older children use mobile phones these days not only for making calls but for social networking, taking pictures and playing games. I do have a policy that restricts the usage of phones in my setting s as children takes photos and put them on social networking sites. I have a policy that limits the children to how long they can play computer games otherwise they soon become addictive. (EYFS section 3 talks about safeguarding and welfare of the children). In conclusion, children learn through many resources as in my water and sand audit, children were able to use measuring scales to learn their numbers and changing colour ducks to learn their colours. It can be said from the above discussions that there are enormous advantages and disadvantages of introducing technology to children from an early age. It is my view, however, that the positives far outweigh the disadvantages if well harnessed. Technology underpins a lot of activities in society right from schooling to employment and children deserve a head start to progress through other stages in their lives. Early introduction to technology makes children confident in their everyday use of ICT; enhancing children’s creativity and aiding their learning as they move on to other key stages in their development and growth. Technology helps children in the physical development, for example there are games that help children’s physical development like the tennis wii games which children physically use their hands and body to play. Again, in terms of numeracy there are a lot of uses to which technology could be put. For example, children can learn about patterns through using technology in activities such as building blocks; patterns in music and other activities that provide a sound basis for understanding mathematics and also encourage them to learn about their environment. Talking about the impact of technology on children was interesting example talking about both negatives and positives sides. The difficult part was trying to make references to back what I have written. I learnt how children explore and make things through different resources and materials and asking question to encourage them to think of ideas and solutions example talking to them about cold and warn water.