How to Write a Movie Review (5 Top Tips)

How to Write a Movie Review (5 Top Tips) How to Write a Movie Review (5 Top Tips) Fancy being the next Roger Ebert? Then check out the latest blockbuster or arthouse flick, and let the world know what you think! But what goes into a good movie review? We have a few review writing tips to share: Watch the movie carefully (more than once if possible) and take notes. Tailor your writing style and the focus of your review to your audience. Look at every aspect of the movie, including its story, acting, and technical qualities (e.g., direction, visual design, costumes, sound). Justify your opinions (i.e., give reasons for why you think a movie is good or bad, rather than just saying that you enjoyed or disliked it). Try to avoid spoilers, especially for new releases. Read on to find out how to put these tips into practice in your next review. 1. Watch the Movie and Take Notes When we say you should watch the movie you’re planning to review, we mean you need to really watch it. No popcorn. No whispering to friends. Just eyes on the screen. Ideally, you should even try to see the film more than once before reviewing it (although this isn’t always possible). You may also want to take notes so you can use them when writing a review. Do this on paper, though; no illuminated screens! And it is usually better to save note taking for a second viewing, as you might miss something first time round if you’re busy scribbling in a notebook. 2. Think About Your Audience Who you are writing for will have a big influence on how you write. Most importantly, you need to think about how much your target audience already knows about cinematic techniques and history. For example, saying that a scene â€Å"evokes memories of Eisenstein’s approach to montage, manipulating the viewer by juxtaposing images of hope and fear† would be fine if you were writing for an audience familiar with cinematic theory (e.g., film students or professionals). Sergei Eisenstein at work. But such remarks may be lost on a general audience, who might just want to know whether it’s worth paying to catch the new Mission Impossible at the theater. As such, you should think about what your readers might want to know and tailor your review accordingly. 3. Look at the Whole Movie A movie works on multiple levels, all of which should factor into your review. Questions you might want to ask yourself include: Story – How does the movie tells its story? Are the characters believable? Is the ending satisfying? Does it feel too long or short at all? Acting – Who are the actors? Do they suit the roles? Do any performances stand out? Does it feature any big stars or any upcoming talents? Technical Qualities – Is the film well made, including the direction, visual design, costumes, sound, music, and any visual or special effects used? This isn’t to say you can’t write about whether you enjoyed the movie, too! Most people are happy to overlook, e.g., some dodgy acting if they’re enjoying the spectacle of a Hollywood blockbuster. So how much you focus on each of the above may depend on what you’re watching. Watching a movie more than once can be very helpful in this respect. The first time, you can watch it as a regular â€Å"viewer,† thinking about the film overall and how much you enjoyed it. And if you see it again, you can focus on specific elements in more detail, taking notes as you watch. 4. Back Up Your Opinions Letting your reader know whether you liked a movie is, of course, a big part of reviewing it. You can even use a score or star rating, offering a simple summary of your overall opinion of the movie. Five-star advice! However, you should also explain why you like or dislike it. Is it the story? The performances? Something else? The amount you write to back up your opinions will vary depending on the type of review. A 200-word summary will have less detail than a longer review essay, for instance. But you should always try to offer some insight on why the film succeeds or fails. You can even refer to specific scenes to explain yourself. However, if you do plan to go into detail about a movie you are reviewing, you may want to check out our next tip first†¦ 5. Be Careful About Spoilers Following on from the last point, if you mention particular scenes or details from a film, try not to give away story spoilers. Obviously, this is more important for new movies than old classics. And if you’re writing an in-depth critique, you will almost certainly enter spoiler territory. This is fine. However, if you do mention anything that could spoil the story for new viewers, make sure to provide a spoiler warning before you give it away! Your reader can then decide whether to read on. We hope this post has helped you with your movie review. And if you need someone to proofread your writing, we’re always here to help!

A Dolls House, by Henry Ibsen Essay -- Henry Ibsen, A Doll House

I find the metaphorical meanings in particular, quite supplementary to the overall plot, as well as the irony that sets us up for tense situations in which any drama should do. Directly after the title of the drama, we are immediately primed with the social standards of the time as the first character is listed: â€Å"Torvald Helmer - a lawyer,† and underneath his name: â€Å"Nora - his wife.† She above all else is first a wife and a mother; these titles assume her primary duties and responsibilities. Nora however is not much more than a â€Å"trophy wife† to Mr. Helmer and a playmate to her children. Torvald refers to her with what seem to be degrading nick nding, "thousands of women have" (875). This statement allows for Nora to realize her many accomplishments and her worthiness of a larger award than what she has ever been given. Torvald stops referring to her using bird metaphors, he now sees her strengths that far exceed his own. Instead of her relying on him, he is dependent upon her to keep his beloved public image. Nora no longer relies on his claims of "wide wings to shelter you with," (871) she breaks free and uses her own recently discovered wings to escape Torvald’s sheltering. One throughout the play is almost hoping for the â€Å"greatest miracle,† but can see Nora’s struggle to break free of her caged prison. Nora has set herself free to fly just as birds were created to do, and the sound of a door slamming shut emphasizes her gained strength. Works Cited Ibsen, Henrik. A Doll House. 1983. Print.

Auditing process Case Study Example | Topics and Well Written Essays - 2000 words

Auditing process - Case Study Example This type of risk is known as engagement risk. The probabilities of different loss or damages that can be caused due to this type of risk can be a financial loss, loss of reputation, and ultimately leading to the downfall of the audit farm. Engagement risks can further be subdivided into three types of risks, namely 1) Client’s business risks, 2) Auditor’s business risk and 3) Audit risk. In the cited case of Aerospace Lighting Inc. (ALI) there are several audit issues related to engagement risks. All those audit issues involved with ALI and its impact on the financial statements and the audit process have been discussed here. ALI is a Chicago based company which is involved in the business of providing cabin lighting system to its clients in aerospace industry. There has been a change in ALI’s business strategy and its external auditors. This study entails about the different business risks associated with ALI and the corresponding audit issues. Client Business Risks Business risk can be defined as the probability that a given company will make less profit than what has been anticipated or there is a possibility that the company will make a loss instead of profit. Several factors influence business risks, like cost of inputs, volume of sales, price per unit, government policies and so on and so forth. The validity of items in financial statements of a company can be evaluated by an auditor based on certain factors. They are: knowledge of business risks associated with the business activities followed by the client, structure of the organization, internal and external environment of the business concern and the interactions between them (Bell et al. 1). Business risk methodology of audit process includes some of the following key points: 1) Developing an understanding about the process of risk management in the organization. 2) Developing an understanding about the risks involved in the business of the organization. 3) The risks which are i dentified give an idea about its expected impact on the financial statements. 4) Assessment of the control system about how much efficiently it manages risk (Rittenberg 121-123). In ALI’s case, various factors which have an impact on client’s business risks can be subdivided into three headings, namely management, entity and industry. A review of the previous auditor’s report and views of the Chief Financial Officer (CFO) are available and can be used as good audit evidence. CAS 620 relates to the decision of an auditor to use the work of an auditor’s expert. CAS 500 provides the necessary requirements and guidance to auditors regarding audit evidence. Consultant advice is also a good option in this case which is explained in CAS 220 (Financial Reporting & Assurance Standards Canada 1-8). Hence, regarding client’s business risks, following evidences can be considered as being the business risks involved in ALI: 1) Management: Firstly, regarding man agement of ALI, its integrity is the key. Certain evidence that ALI is not loyal to its parent German company named BmG can be inferred from the case. ALI’s management is only concerned about the financial performance of the company. While achieving its financial target, ALI calls for a strategy involving rapid growth of the company. ALI is not concerned much about reporting BmG regarding the means adopted by them to achieve its target. Here lies the business risk in the part of ALI’s management. There is a high probability that ALI can restore to unfair

Legal regulation of the sex work Essay Example | Topics and Well Written Essays - 2500 words

Legal regulation of the sex work - Essay Example Against the background of the heritage of Canadian laws on prostitution or sex working, this essay discusses how prostitution laws in Canada currently stand and takes into consideration law enforcement patterns, as well as the non-enforcement patterns. It also discuss what or who is being controlled by sex working laws and their enforcement. The history of lawful regulation of sex working in Canada is one of the countrys intervention to try and bring to a stop prostitution under public annoyance provisions in and attempts to utilize the Contagious Diseases Act in Canada in the 1870s, as well as the 1880s (Moscucci, 2012). From about 1910, every Canadian state began using criminal laws on sex working, wherein the act of sex working itself is not an illegal act, but various prostitution-related events are considered illegal. These regulations are mostly based on Canadian laws on barring under-aged individuals on areas used by prostitutes, soliciting, brothel keeping and renting rooms to prostitutes (Moscucci, 2012). The legacy of Canadian law borrowed four notable elements from English law on prostitution. First was the stress on regulation of prostitution under the appearance of public nuisance regulations or the avoidance of annoyance. Under the Criminal Code, it is illegal for a sex worker to publicly importune or solicit with an aim of selling themselves to others and also under the Canadian 1959 Street Offenses dictated that prostitutes are likely to create annoyance or disturbance simply because of their presence, even if no one is annoyed (Moscucci, 2012). Secondly, the critical phrase, common prostitute that applies to women alone, initially appeared in the 1822 English Vagrancy Act and was later incorporated into Canadian law concerning sex working. The effect is that law enforcement officers can overlook a number of formalities in order to arrest common sex workers (Moscucci, 2012). Thirdly, the 1864 Contagious

Essay examples --

The overall attractiveness of the PC manufacturing business is affected by several factors. These include general macroeconomic conditions as well as industry specific factors such as the unique economic features of the industry, competitive forces, forces of change, the market position and expected behavior of the various competitors already in the industry, and the industry’s key success factors. This report examines each of these factors in turn to arrive at an overall assessment of the attractiveness of the industry, and the types of companies that would, or would not be, attracted to it. The analysis starts with an assessment of the macroeconomic conditions affecting the market The PC marketplace has plausibly grasped its maximum penetration in words of households and businesses. At this point, substitute due to wreck and obsolescence due to increasingly demanding requests are the main drivers of new PC by (see Pace of Technical Change – page 15). Substitute reports for 80% of U.S. PC purchases. As countless of these demanding requests are in the home-computer marketplace dema...

Computer Use in Early Childhood Education Essay

Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question ‘What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a person’s life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social – Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical – Development of Fine (small) and Gross (large) Motor Skills. Intellectual – The process of making sense of the world around them. Creative – The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional – Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebel’s views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen & Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes & Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. & Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation – speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health & safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes & Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes & Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping children’s lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of children’s real, low-tech needs — physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers & Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton & Hardwood (2005), Zebenbergen & Logan (2008), Walters & Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. & Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. & Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. & Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L.& O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). 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Mary Establish a Professional Working Environment

Mary has built an extremely successful freelancer career with ThePensters being her first workplace. With 656 orders completed, she boasts of completing up to 400 pages per month. Customer feedback is nothing but positive only. ThePensters (P further): How did you manage to get in Top 5 writers? Mary (M further):I started working with ThePensters.com on March, 2012. The top five writers had already completed more than 100 orders during this time. It was hard to get orders with a new account because most of the customers were not sure whether I could deliver to their expectations. However, I did not lose hope at even one single day. I continued to place bids for about two weeks without success. I decided to use one of the tactics of getting orders that the company had offered to new writers, which is placing a bid using the lowest price of about $3. I also made sure that I could manage to successful complete the order I might be assigned and deliver an A material. That is how I secured my first order with ThePensters.com. After the client assigned me the order, I communicated effectively with him by asking questions that I was not clear about in order to ensure that I deliver a perfect paper. Since then, hard work and determination has enabled me to become the number one writ er in ThePensters.com. Other tactics that I have been employing include bidding with a considerable amount of price. It is important to remember that most of the clients are students and want to be assisted with more work in the future in order to achieve their academic ambitions. The other tactic that I have been employing is always keeping in touch with clients. This helps in building confidence and a strong relationship with the client in order to enable him/her come back for more services. P: How did you start you career as a freelancer? How did you start you career with ThePensters.com? M:I was one of the best writers in my academic career. Apart from working on the school syllabus, I spent most of my time reading articles, researching for new information and writing various different stories on any topic. Therefore, I can say that my past has been all about researching and writing. Having a great interest in writing and a positive can-do attitude, I discovered that I could become one of the best freelancers. I researched about the freelance writing career and fortunately, I came across Thepensters.com. After reading the terms and conditions of the company, I was confident that this is the best place where I could start my career as a freelancer. I have now been working with Thepensters.com for the past one year and I am very glad to be one of the best writers in the company. I have always loved being my own manager. P: What orders do you prefer?(disciplines, # of pages, etc.) M:I can work on orders from any discipline but the following are my most preferred ones: Business. Communication. English Literature. Management. Nursing. P: How many orders do you complete per month? M:The number of orders depends with the season. I normally work on many pages during the high season compared to the low season. On the high season, I work on about 60 orders per month while during the low season, I normally work on about 40 orders per month. These numbers of orders range between 300-400 pages per month. P: Any other tips for new writer? M:In order to become successfully as a freelance writer, the following are some tips that new writers ought to offer first priority: Develop a positive and a will-to-do attitude in order handle various different topics. It is advisable to note that it takes hard work and persistence to be successful as a freelance writer. Establish a professional working environment. Always communicate effective with clients in order to build a strong relationship. Always provide perfect, professional and non-plagiarized work. Expect and accept to work on revisions. To be sincere, if you cannot be flexible to work on revisions and meet clients expectations at all times, it will be hard to succeed as a freelance writer.