Symbolic Mediation Internalization Learning Process And Zpd Education Essay

Symbolic Mediation Internalization Learning Process And Zpd Education Essay Second language acquisition (SLA) is a relatively new field, which was seen as an adjunct of language teaching pedagogy before 1960s (Myles, 2010). Ellis (1994) defined three aspects that are responsible for L2 acquisition: external factors (social factors, input and interactions); internal factors (learners existing knowledge and internal mechanisms) and individual learner factors (P. 193). The social factors was investigated under heavy influence from Vygotskys Zone of Proximal Developments (ZPD). In this paper, major focus would be around the notion and application of ZPD, including: defining ZPD and key concepts of Vygotskys theory relating to ZPD: symbolic mediation, internalization,learning process, the role of interlocutor and learner; comparing Vygotskys social cultural theory (SCT) with Piagets cognitive theory; comparing Vygotskys Zone of Proximal Developments with Krashens notion of i+1 hypothesis Symbolic mediation, internalization , learning process and ZPD The social-cultural theory, stemmed from Vygotskys thoughts claims that the language learning process is socially mediated (Lantolf, 2000). Lantolf (1994) stressed that from Vygotskian perspective, the higher forms of human mental activity are always, and everywhere, mediated by symbolic means (P. 418) The symbolic mediation refers to the external process via symbolic signs or tools in social context through which learner can control mental process after internalization (Lightbown Spada, 2006). Lantolf (2000) regards language, among all the symbolic tools, as the most powerful psychological tool (P. 81). Through the mediation of language, the child or learner learns how to perform a task or solve a problem with the help from a more skilled individual (Mitchell Myles, 2004). In other words, the learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unski lled individual. Thus, according to Vygotsky, learning includes two stages: shared understanding in social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by individual. The learning process from a Vygotskyan perspective is described as new concepts continue to be acquired through social/interactional means (Mitchell Myles, 2004, P. 147). Vygotsky defines the concept of zone of proximal development (ZPD), as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978, p. 86). In other words, the role of more advanced interlocutor is stressed by assisting individual crossing the gap between actual level (what the learner can do alone) and potential level (what the learner can achieve with help). The learner is cognitively prepared for solving more complex problems if supported by an interlocutor. More importance has been attached to social interaction between learner and interlocutor, which is regarded as a causative force in acquisition (Saville-Troike, 2006, P. 111). Vygotsky versus Piaget Zuengler and Miller (2006) reviewed the ongoing debates on whether a separation should be made between second language acquisition and second language use and the debates on the commensurability of theories from different schools. It may be interesting to notice that the differences between sociocultural theory and cognitive theory bear relationship with their origins -Vygotsky, the father of socioculture theory and Piaget, the father of cognitive theory. Piaget and Vygotsky are among the earliest proponents to link childrens language development with their cognitive development (Lightbown Spada, 2006). For Piaget, the cognitive development for children is realized through interaction with things around them and is presented by language which is not different from Vygotskys view. They share the view of learner as a social human being who are learning through interaction with environment and of learning and development as a contextually embedded process of interactions (Vianna Stetsenko, 2006, P. 85). However, the dissimilar emphasis that they place on social interaction leads to three major differences. For Piaget, children learn and develop in the environment. For Vygotsky, children not only learn and develop in the environment but also change it through interaction. Therefore, for Vygotsky, language is seen as a more powerful symbolic mediation (Lightbown Spada, 2006). The second difference is adaption versus transformation (Vianna Stetsenko, 2006, P. 87). For Piaget, human develop by assimilation and accommodation to adapt to the environment, whereas for Vygotsky, human develop by actively changing the environment. The third difference lies in their view of the priority between learning and cognitive development. For Piaget, children need to be cognitively prepared to a certain stage before learning, while for Vygotsky, precedence is given to learning instead of development. Therefore, Vygotsky argue for teaching or learning within ZPD, where learners could do more with scaf folding from interlocutors than their independent performance (Zuengler Miller, 2006). ZPD versus i+1 Second language scholars have suggested the feasibility of integrating Krashens i+1 with Vygotskys zone of proximal development (ZPD) based on their similarities. Dunn and Lantolf (1998) have stated the incommensurability of these two concepts not only because they are unrelated but also because they are based on incommensurable theoretical discourses (P. 411) In Krashens view, humans acquire language in only one way-by understanding messages, or by receiving comprehensible input . . . that contains structures at our next stage- structures that are a bit beyond our current level of competence (Krashen, 1985, p. 2). More specifically, three factors contribute to language learning learners internalized grammar,namely the i, input containing linguistic structure a bit beyond learners current level, namely the i+1 and learners internal language processing mechanism (LAD) For Vygotsky, as mentioned above, ZPD is defined as those functions that have not yet matured but are in the process of maturation (1978, p. 86). A more holistic picture has been drawn with respect to language learning learner, interlocutor, their social cultural backgrounds, their goals and motives and all the resources available (Dunn Lantolf, 1998). Learning and development occur in both situations, where learner will surpass their current level either with assistance from a more advanced interlocutor within learners ZPD or with acquisition of linguistic structure i+1, which may contribute largely to their seemingly similarities. However, it would be cautious to notice as well that the development occur with a comparison of learners current level, that is learner himself. Therefore, it would be less justifiable to view the development in Krashens term as an equivalent to that in Vygotskys theory. Also it would be more reasonable to notice that the construct of ZPD and i+1 cannot stand without considering the theocratical frame that they root in respectively. Therefore, a comparison would be made between theories that have incubated these two constructs with respect to the relationship between learning and development, the consequence of learning, the role of language, learner and interlocutor and the role of social interaction. The fundamental difference between Krashens theory with Vygotskys theory is their diverse view on the relationship between instruction learning and cognitive development. Krashen hold the view as a separatist, who perceive learning under instruction and cognitive development as two independent process (Dunn Lantolf, 1998, P. 491). Therefore, Krashen intentionally draw a line between learning and acquisition, arguing that only though subconscious acquisition can comprehensible input be acquired, and learners cognition be developed. Conversely, Vygotsky presented a dualistic quality to development, that is whether learning consciously or not, a mutual influence exists between learning and development ( Dunn Lantolf, 1998, P. 491). Thus, learners are learning and developing at the same time, and the site where learning and development meet is called ZPD. Secondly, Krashen and Vygotsky differ in their view of the consequence of learning, based on their divergent view on learning and development. For Krashen, the outcome of learning is the linguistic structure that is a bit beyond learners current level, and with the acquisition of this feature, learner has developed cognitively, ready to obtain the next i +1. Whereas for Vygotsky, learners are developing along the whole learning process, which means that not only the immediate future, but also the maturing process account for development (Dunn Lantolf, 1998, P. 422). Therefore, it is the variability between acquisition and Internalization (Kinginger, 2002, P. 418). Thirdly, the roles of language, learner and interlocutor are interpreted differently. From Krashens point, language is conceived as a container of linguistic features with comprehensible input and learner as a container with Language Acquisition Device (LAD), the individual process mechanism built inside minds, and the assistance from interlocutor is not necessary (Dunn Lantolf, 1998, P. 418). In contrast, from Vygotskys perspective, language is one of the the most powerful psychological tool of semiotic mediation system (Lightbown Spada, 2006, P. 81), and thus representing the mediated forms of cognition (Dunn Lantolf, 1998, P. 426). Both learner and interlocutor are portrayed as a social human being, with motivation and social cultural identity, instead of a loner with an innate ability to process (Kinginger, 2001, P. 419). Moreover, unbalanced attention is given to social interaction in the frame developed by Krashen and Vygotsky. Krashen assigned relatively little importance to social interaction due to the existence of LAD, despite his support for a weak form of interaction: meaning negotiating proposed by Long (1996). In other words, Krashen argues that the strong form of interaction such as scaffolding or peer collaboration as well as learner output bear no direct relevance to SLA (Dunn Lantolf, 1998). In contrast, social interaction is viewed as the medium and the result of development by Vygotskian scholars (Kinginger, 2001, P. 422). Thus in order to maximize learners acquisition, interlocutor should scaffold the learner along ZPD and learners comprehensible output is as important as comprehensible input. Conclusion Over the past decade, there has been an increasing number of SLA researches conducted under the influence of socioculture theory (SCT) based on the work of Vygotsky (Ableeva Lantolf, 2011; Brooks Swain et al., 2010; Kinginger, 2002; Knouzi Swain et al., 2010; Lantolf, 2007; Foster Ohta, 2005; Swain Deters, 2007; Swain Lapkin et al, 2009). This theory differs from other theory describing the SLA in the stance that social environment is not only a learning context but rather a significant contributor to language acquisition (Swain Deters, 2007). Thus the concept built in SCT framework such as ZPD, cannot be viewed separately away from its origin, which implies that it would be best for any future comparison or commensuration of concepts from unlike theories be made with their roots considered. Also the incommensurability precisely add the value to the theory building in SLA field, not only for the sake of the this particular school itself but also for a helpful reflection for ot her schools.It is with this sharp comparison between different perspectives, a more holistic picture can be draw for L2 acquisition, despite the criticisms been made and the debates ongoing (Zuengler Miller, 2006). Lantolf (1996) have shown his welcome for a future of letting all the flowers bloom in SLA theory building and I simply cannot agree more with him (P.713-49).

Compare newspaper articles: “Asylum meltdown” (the sun 20/01/03) with “The fight for tolerance” the (guardian 20/01/03)

As part of my GCSE Citizenship coursework I had to compare two newspaper articles [â€Å"Asylum meltdown† (the sun 20/01/03) with â€Å"The fight for tolerance† the (guardian 20/01/03)] and discuss to an extent their point of views, their language, effectiveness, typographic techniques, and persuasiveness on the issue and then give my point of view, explaining clearly my ideas with references to evidence. The sun gives an angry report of the increasing number of asylum seekers and the immense irreversible damage this is causing our economic system shaking its very foundations. The article is completely one sided i.e. anti asylum seekers, labelling them all under one group – illegal immigrants who are causing terror and most are Muslims (Algerians, Ethiopians†¦) To get its point across it uses exaggerated facts and charts which will only help it get its readers angry and outraged. It used couched in vocabulary, designed to inflame anti- asylum seekers feelings. It describes asylum seekers with words or phrases such as ‘illegal immigrants that swarm into Britain', ‘claiming benefits at the expense of tax payers', ‘taking advantage', ‘using Britain as doormat ‘, ‘asylum madness', etc. It uses bold letters to emphasise the failure of our government to control the problems , ‘fails', ‘generous handouts', ‘time for action'. The sun has titled its article ‘Asylum meltdown' reflecting that the situation needs to be cracked, asylum seekers need to be sorted and the government needs to be revived. They used a picture effective in its purpose to support a negative and imbalanced article. The picture shows asylum seekers masked and crossing barriers, a representation of the border of the country, showing us that instead of using the gate they are coming in illegally. Its banner â€Å"Read this and get angry† is bold and highlighted summarising the whole article. The article is about how, now it's time for action against asylum seekers, for they are going to lead our economy to a downfall. The whole affair is causing us great loses, it implies as new school, houses and hospitals would need to be build to suffice the added demand on these already stretched resources. The letter to the Prime minister is the pushing object of the article. The guardian's â€Å"fight for tolerance† takes a different prospective on the issue. It say's that ‘the panic over asylum seekers is only the first part of a war that will be waged against liberal values'. M. Bunting is saying that this problem over asylum seekers is not something that is new but has always been the case, that is, natural fear like at the time of the Nazis. The newspapers are making the situation worse (like the Sun) by exaggerating and interpreting the wrong ideas. One minute the Algerians were considered terrorist the next moment all the asylum seekers are classed as terrorist. Not just one but lots of newspapers are doing this which is causing unwarranted panic. It does not matter if an immigrant changes his name today, for he cannot escape the racial suspicions surrounding asylum seekers. Today there is a risk of interracial terrorism it does not matter which side of the political system a person stands. There are two sides to the problem, asylum seekers have the right to seek help and asylum but under the suspicion of terrorism. The fact that Islamic foreigners can be terrorist seems frightening. As the economy grew, many thought that things would improve but that does not seem to be the case. Liberal views have led to many problems for they have no qualms about allowing people of different race and nationality to immigrate but doctrine religious intolerance. The in secularity needs to be lost, what remains is to ask ‘is individual freedom is more important than national security'? The Guardian places a rational argument which lays out facts and historical data than is asking the reader to exercise his mind and be tolerant. The readers of the guardian are the middle class well educated people who would not accept the Sun's point of view since it is bias and directed towards the lower working class individuals who are â€Å"sheep that are lead†. The Guardians language is to stir intellectual abilities. They have a sophisticated vocabulary and a complex argument. The poster they use is quite reprehensive of a disaster or a chaotic situation. The poster is screaming out â€Å"What is the world coming to?† Both the sun and the guardian have a different target audience and are persuasive in their area. The sun is for the lower working class as already understood and thus it is stirring its readers just to believe what they read. The sun does not allow its readers to think for them selves and they will not think for themselves. The sun exaggerates and is unbiased. The guardian though is asking its readers to think and thus they both have a different point of view with different motives and aims. Therefore it is debateable as to which of them is more persuasive. I personally am a strong supporter of the guardian's article which argues that what we are doing is wrong. As a nation we need to consider our security and safety but we cannot class all asylum seekers as terrorists for they have rights over us and we need to understand their pain or suffering that have lead many genuine asylum seekers here, which we cannot understand sitting in a centrally heated house with all the basic luxuries and talking. Thus we need to â€Å"fight for tolerance†.

Charles the Great

Charlemagne, also known as Charles the Great, became the undisputed ruler of Western Europe, â€Å"By the sword and the cross.† (Compton†s 346) As Western Europe was deteriorating Charlemagne was crowned the privilege of being joint king of the Franks in 768 A.D. People of Western Europe, excluding the church followers, had all but forgotten the great gifts of education and arts that they had possessed at one time. Charlemagne solidly defeated barbarians and kings in identical fashion during his reign. Using the re-establishment of education and order, Charlemagne was able to save many political rights and restore culture in Western Europe. Charlemagne was born in 742 A.D., to a very famous and well-known family. Charlemagne†s grandfather was Charles Martel, the man who was responsible for the defeat of the Saracens. Charlemagne was also the eldest son of Bertrade (also known as Bertha Greatfoot) and Pepin the Short, the first to become king of the Franks. With the almost full extinction of schools in the 8th century, many historians say that Charlemagne received very little education, but did learn the art of reading from Bertrade. The one thing that kept Charlemagne motivated throughout his entire life was his deep devotion to the church. Charlemagne was a tall young man with light blond hair, and was described by his secretary as, â€Å"face laughing and merry. . . his appearance was always stately and dignified.† (World book 452) Charlemagne had great wit, but was stern at times. He had simple and moderate tastes; he enjoyed hunting, riding and swimming. Charlemagne had a large wardrobe with many Frankish dresses, linen shirts and breeches, silk-fringed tunics, hoses wrapped with bands, and for the winter he had coats made of otter or marten skins. Charlemagne asked his people to improve their lifestyles, but he divorced two of his four fives without any given cause. In 768 A.D., Charlemagne at the age of 26, along with his brother Carloman inherited the kingdom of Franks. However, in 771 A.D. Carloman died, making Charlemagne the sole ruler of the kingdom. At this time the northern part of Europe was out of order and unruly. In the south, the Roman Catholic Church was asserting itself alongside the Lombard kingdom in Italy. While in Charlemagne†s own kingdom, the people were becoming and acting as barbarians and neglecting education and faith. But Charlemagne was determined to make his kingdom as strong as possible. In 772 A.D., Charlemagne put forth a 30-year campaign to conquer and Christianize the extremely mighty Saxons in the north. He charged over the Avars, a large tribe on the Danube. He forced the Bavarians to surrender to him. When possible Charlemagne attempted to settle his conflicts peacefully. However, he was forced to use brute in some situations. For instance, Charlemagne offered to pay Desiderius for the return of lands to the pope, but after Desiderius refused, Charlemagne seized the kingdom of Desiderius and restored the Papal States. The most important aspect of Charlemagne†s conquests was his uncanny ability to organize. Charlemagne sent out more than 50 military missions during his time in power and he led the missions as commander more than half of the time. He was able to lead his troops through vast lands in unprecedented times, but his every move was planned ahead of time. Before every crusade, he informed all those involved the number of men needed, the weapons required, and he even went as far as to tell what should be in the supply wagons. These tactics were later studied and used by another great man, Napoleon. One of the smallest campaigns undertaken by Charlemagne became on of the most well known. In 778 A.D., Charlemagne led his troops into Spain and laid an attack on Saragossa. The movement failed and upon their recoil they were attacked from the rear and Count Roland one of the leaders of the group was killed in that battle. Roland went on to become a hero in medieval songs. By 800 A.D. Charlemagne was the sole ruler of Western Europe. His immense kingdom included what are now France, Switzerland, Belgium, and the Netherlands. It also covered half of present-day Italy and Germany, part of Austria, and the Spanish March. This Spanish March stretched to the Ebro River. Through his establishment of a single government over the entire Western Europe, Charlemagne re-established much of the old Roman Empire, which paved the way for the progress of present-day Europe. It was on Christmas Day in 800 A.D. that while praying in St. Peter†s in Rome, Pope Leo III approached Charlemagne with a golden crown and placed it on the head of the king. The crowd in the church shouted concurrently, â€Å"To Charles the August, crowned by God, great and pacific emperor, long life and victory!† (Compton†s 347) It is said that Charlemagne was surprised by what happened and stated that he would not have come into the church had he known the pope†s plan. However, other historians say that the pope would not have gambled doing what he did without Charlemagne†s knowing about it. (Compton†s 347) Charlemagne was a very noble man and he had great compassion for the peasant people and had a belief that that government was in place to benefit those that it governed. When Charlemagne came into power many of the people working under him were very careless and sometimes unfair. To change the ways of these people Charlemagne expanded their work, wrote down everything they did and forced them to work in groups of people. This helped those lacking in their work effort to restore some law and order. Two times a year Charlemagne would summon the leading man in the kingdom to talk about the happenings going around. Charlemagne always had the final word in everything including church matters. Charlemagne was determined in establishing improvement in lives of his people. By setting up money values he encouraged trade, he attempted to build a Rhine-Danube canal, and gave advice on different farming techniques. Charlemagne preached the most on education and Christianity to his people. He was responsible for the restoration of Palace School at Aachen, his capital. He also set up other schools for noble boys as well as peasants. Charlemagne was very devoted to education and he never stopped studying himself. He brought in scholars of many languages to his courts. He learned to read in Latin, some Greek, however, he was not too keen of mastering writing. During his dinners, he preferred to have men reading books to him rather than having jesters performing. For his churches, Charlemagne sent his monks to Rome to learn to sing. For his art collections, Charlemagne brought some valuable pieces from Italy. In the cathedral at Aachen there is a large monument, which stands in loyalty to Charlemagne for his religious devotion. Charlemagne built and was buried in the cathedral in Aachen. At the time of Charlemagne†s death in 814 A.D. only one of his three sons, Louis, was alive. Louis had a weak ruling after his father, which brought on many civil wars and rebellions. Charlemagne brought back order to Western Europe; he led his people to many victories and was responsible for the rise of Western Europe. Charles the Great Charles the Great, or Charlemagne as he is more commonly known, was born a Frank, a member of the Carolingian bloodline. He was born in 742, the illegitimate son of Pepin III and an Austrasian noblewoman. He served as the king of the Franks from 771-814, and during that time, during a campaign that lasted nearly 30 years, extended his rule through Western Europe. In the year 800, on Christmas Day, he was crowned Emperor of the West by Pope Leo, and he served as such until his death fourteen years later. Upon his father’s death in 768, Charlemagne and his brother Carloman inherited joint ruler hip of Francia.However, his brother died three years later, and Charlemagne exiled his family and claimed sole rulership. While he was one of a line of what became known as warrior chiefs, he strived to stretch past that with his broader mind that craved contact with â€Å"men of religion, learning and culture, not just as officials who could help him run his empire, but for themselves. † It was his belief in God that helped to make him such a formidable leader, and kept him focused on his objectives with the determination and faith that would help him to become a legend.The year after Carloman’s death found Charlemagne engaged in the Saxon Wars. The relationship between the Franks and the Saxons had long been tense, with the Saxons periodically attempting to expand to accommodate an ever growing population in finding more hospitable lands to inhabit. Border clashes were common, with peace in between being tenuous and short-lived. What also added to the tension was the fact that the Saxons believed in pagan gods, which inevitably added more tension with the Christian Franks. Biography Page 2 of 5 Charlemagne’s first action against the Saxons was to take on both military andreligious connotations. He marched his army into Saxony and captured the castle of Eresberg and then traveled further to destroy a Saxon idol known as the Irminsul, which was a giant tree trunk that was considered a shrine, believed to be one of the pillars of heaven. It was considered to ensure the protection of the gods, and it was considered a demonstration of defiance to the Franks. Thus, by striking in such a way, Charlemagne made a strong statement about his determination to strike both at the Saxon people and at their religion, which is something that he considered to be his duty as a Christian.Following this blow to the Saxons, Charlemagne was called in by Pope Hadrian I to help defuse a situation with Lombardy. There had long been conflict between them, and so Charlemagne decided to put an end to it once and for all, marching his army in autumn of 773, making haste to cross the Alps before it started to snow. He divided his army in two, sending each in different directions. Desiderius, the Lombardy leader, could not split his smaller forces to meet both sections of the Frankish forces, and so he was forced to withdraw back to his capital.Charles and his army followed and laid siege, and, much to Desiderius’ surprise, he settled his troops in for the winter instead of falling back. This time demonstrated the true leadership abilities of Charlemagne. His men were far from home, and forced to fight in inhospitable conditions. But they remained loyal and followed their king, remaining there through spring of 774. However, those in Parvia suffered more than those involved in the siege, hunger and disease rampaging them. Desiderius stubbornly held strong against them until midsummer of that year, whenBiography Page 3 of 5 he finally had to sue for peace. Charlemagne, instead of demanding tribute from Desiderius, instead took the Iron Crown of Lombardy, and sent the Lombardy ruler and his family back to Francia as prisoners. With that, Charlemagne increased the size of his empire, becoming King of Lombardy as well as King of Francia. A large part of Charlemagne’s rule was that of protector of the Church. He did this not only out of loyalty to the Church and the pope, but also because he needed the support of the Christians.The support of the Church took him farther than he might otherwise have gone, helping to instill a loyalty of him into the people, particularly the nobles. However, he made it rather clear that he would not allow the pope any political power, nor would he allow him to dictate his will upon Charlemagne. The king had his own plans, and he was not to be foiled by anyone who might want to interfere, including the pope himself. Charlemagne would once again become involved in a campaign against the Saxons, and he decided that he must find a long-term solution to the problem.He had to confront the problem of a â€Å"war on several fronts and the concomitant drain it imposed on the nation’s resources. † However, he set goals for himself, and he committed himself to achieving those goals, which kept him in conflict with the Saxons until 785. It was slow going, as he wou ld advance into Saxon territory and take land and hostages, but the agreements that came from this were broken by the Saxons as winter came along, and they would regain some of the ground that they lost. However, they were not to regain it all, and so slowly Charlemagne gained more and more of their territory, advancing hisBiography Page 4 of 5 own borders. He garrisoned territory that was taken, and he left clergy with these garrisons to help advance the Christian religion as well. It became clear during these wars that the only acceptable outcome to staunch the flow of hostility and war from the Saxons was complete and total victory. In 782, Charlemagne added new laws and restrictions to what were already imposed upon the Saxon people, focusing again on conversion and attempting to force the new converts however he could to not reneging on their conversions and instead seeking penance for their misdeeds.The laws against crimes against Christians incurred penalties of death, and th e people were expected to supply both land and slave labor to the churches. At first, the results were not as Charlemagne wished. As he was elsewhere, a revolt broke out after Saxon forces killed twenty of Francia’s leading noblemen. When Charlemagne heard this, he marched east with his troops with such ferocity that the Saxons exiled Widukind, who was the leader of the revolt, and handed 4,500 men over to Charlemagne.Each of these was beheaded in a demonstration of Charlemagne’s anger. The knowledge that, so long as Widukind was a heroic figure for the Saxon people, he could not have complete victory, led Charlemagne to offer peace to him as well as gifts and a promise of pardon. There was also the possibility of an official position in Francia as well, and so Widukind accepted baptism and peace with his long-time enemy, and this ended the first phase of the Saxon wars. The next years saw the conquering of Bavaria and a renewal of the Saxon wars.The peace with the Sax ons lasted ten years, and then the Saxons once again started to show defiance to Charlemagne’s rule. His empire continued to grow, however, and â€Å"was Biography Page 6 of 5 bounded almost entirely by sea and neutralized marches. † Despite this success, he was never able to completely bring all of his empire under one system of legislation, which was a large failure for the emperor. It was in 800 that Pope Leo III crowned Charlemagne as emperor.After gaining this role, he worked to educate himself, learning to read Latin and Greek, although writing eluded him. He attempted to better educate himself, and also worked to better the lives of his subjects, including working on an improvement in commerce. Russell describes him as â€Å"the pioneer of the Middle Ages and the world is indebted to him for invaluable improvements in the manner and ways of exchange. † He made a point of reforming the monetary system and also worked to introduce universal coinage.While Ch arlemagne will always be known as an impressive military leader, his influence goes far beyond that. His dedication to his religion was a key part of his life, as was his insistence on bettering the education of both himself and the clergy. He promoted â€Å"the spread of a competence in written Latin among the clergy,† believing that social reform would not work if the clergy were illiterate. All of these things together contributed to Charlemagne becoming one of the most renowned and respected leaders in history.Leaders from generations after, all over the world, would work to learn from his example and attempt to mirror his many successes in their own times, using his failures as well to help guide them. Very few leaders had the prowess in so many ways that Charlemagne did, and it was perhaps the fact that he was so well-rounded in his achievements that make his legacy so great. Works Cited Heer, Friedrich. Charlemagne and His World. New York: Macmillan Publishing Col, Inc . , 1975. Russell, Charles Edward. Charlemagne: First of the Moderns. Boston: Houghton Mifflin Company, 1930. Wilson, Derek. Charlemagne. New York: Doubleday, 2006.

Technology and the Globalization of Education Essay examples

If technology travels at the speed of sound, then the impact of technology can be said to travel at the speed of light. In the first twenty years of man and machine collaboration, technology isolated people to a certain degree, leading to an inward search of meaning between the two. In effect, there was less, not more, collaboration. The present, however, is far different as educators, students and institutions work to overcome the tech shock and begin to look outward at the possibility of utilizing technology for widespread collaborative purposes. The outcomes of the collision between technology and education within the global realm are better relations and more equal educational opportunities. The issues discussed†¦show more content†¦Through the ages, the world changed dramatically as we learned to replicate written words at an ever greater speed (movable type), the sharing of images and experiences (photography and cinematography), and the ease of storytelling and sh aring through blogs. In the last forty years alone, technological innovation went from PASCAL to tablets, a passageway which has given humans the ability to collect and share all of human kinds experience in a simple, portable device. The present day reality is already mind-numbingly different. Without the use of technology, information and innovation, we would remain as slow in development as it had the previous two thousand years – in contrast, the use of these innovations has led to unprecedented productivity and communication. An education today doesnt conjure up thoughts of a classroom, but information shared electronically through machines. Students can be educated five thousand miles from the campus, by a professor born and bred in a culture seemingly light years apart, from the comforts of an office chair on another continent. The challenges inherent in todays reality come in many forms but are related, specifically, to the speed at which everything is changin g. The typical learning curve with the adoption and adaptation to new technology has always been large; in todays world, where new hardware andShow MoreRelatedDr. Finely s Views On Educational Globalization1495 Words   |  6 PagesDr. Finely is the International Education Director of all academic courses and academic staff in the 15 different international programs in local public schools for AMESON Education and Culture Exchange Foundation based in Nanjing, China. The purpose of the interview was to discuss Dr. Finely s professional views on educational globalization and the changes taking place in classrooms around the world. 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Without it, a country would remain underdeveloped and without a necessary tools to operate as a country. In saying so, education itself would also not be able to effectively be the means to develop a country. Globalization is the key factor that aids the spread of education, and increases its pervasiveness within a given country. An in depthRead MoreImpact Of Globalization On Higher Education1631 Words   |  7 PagesGlobalization which is defined as the process which breaks down the barrier of geography, legality and politics among countries (Scholte, 2002, cited in Baburajan, 2011) has become a fashionable term of recent decades. It enables people worldwide to experience the unprecedented changes in various aspects of their life, varying from study to entertainment. This immediate prevalence of globalization plays an increasingly vital role in highe r education and creates opportunities for people to continueRead MoreGlobalization Is The Development Of Increasingly1130 Words   |  5 PagesAccording to Merriam Webster (2015) Globalization is the development of increasingly integrated global economy marked especially by free trade, free flow of capital, and tapping of cheaper foreign labor markets. In general, Globalization has affected many nations in various ways; socially, politically, economically, and environmentally. Over a period of time globalization can now turn the world into an integrated economy instead of the isolated economy. The more trading that takes placeRead Moreeffects of globlization1124 Words   |  5 Pagesï » ¿Health Globalization has both positive and negative effects about one of the major concerns, health. 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However, in reality, we are entering a new phase of globalization defined by flows of dataRead MoreEssay on Going Global Presentation965 Words   |  4 Pagesï » ¿Going global. Is it a myth or reality? The question of whether the globalization is a myth or reality is easily answered to my mind: it is definitely a reality. But to what extend can we call it a reality? In my presentation I’ll disclose the term of globalization, cover the spheres in which globalization can be applied and dwell on the advantages and disadvantages of it. Finally I’ll come to the conclusion that globalization is an inevitable and developing phenomenon which requires citizens ofRead MoreImpact of Globalization in Belgium802 Words   |  3 PagesApart from globalization, it was given several impacts to Belgium country. The impact on Belgium country was covered the various aspects such as economy, social, education, labor, and politics. 1.3.1 Economy Apart from globalization, it would give a big impact to the economic sector in the Belgium country, whether will give benefit to the nation or harm as well. One benefit of the globalization is can access a new market among the business worker are there. Based on Borio and Filardo (2006), Belgium’sRead MoreControversy1529 Words   |  7 Pages Globalization and Education Technology Johnathon Norman Grand Canyon University The development of technology in the recent years has not only changed the way we visualize a classroom, but also it changes how students learn. One of the biggest issues with the advancement of technology is a teacher understanding how to effectively understand how to utilize and incorporate it into their curriculum. Once the educators understand the positives with the introduction