Impact of Technology on Teaching

Impact of Technology on Teaching Our students live in an era known as the Digital Age. More information is accessible to all people in our society, and more industries are seeking employees who are proficient in information literacy combined with highly-developed technological skills. Therefore, technology is key in helping students use learning throughout their lives. As an IT educator at my middle school, I know that my students are part of a tech-savvy generation who demand 21st century classrooms that prepare them for modern-day realities and future employment. If technology is now considered a teaching and learning approach, what are its attributes? In this paper, I will describe various characteristics of technology as a teaching and learning approach, circumstances where technology in the classroom is thought to be most effective, and specific examples of the efficacy of technology. I believe there are three unique characteristics of technology as an approach to teaching and learning. First, as technology becomes more available, teaching and learning become more flexible and tailored to student needs. For instance, with the use of some types of technology, such as the internet, hand-held devices, and online classrooms, teaching and learning can extend beyond traditional classroom walls and campuses. Hardcopy textbooks become relics of the past, as inexpensive, up-to-date, and interactive e-books are adopted by more and more institutions. With hand-held computing devices, students are no longer reliant on a single computer lab in the school. Students now have the means to conduct online research and master technology skills that they will need in their future careers. For instance, as soon as tasks are assigned by teachers, students can begin working at any time in and out of class. This bodes well for blended learning and e-learning approaches to education. Thes e are just a few examples of how teaching and learning takes place not only within the classroom but also outside the classroom too. Technology further affects teaching and learning because it changes student and teacher roles so that teachers can offer more personalized learning. As Bitner and Bitner (2002) note, the traditional role of teacher has been radically altered with the advent of technology as a teaching and learning tool: [Technologys] use can allow teachers and students to become partners in the learning process. Technology integration necessarily alters the traditional paradigm of the teacher providing wisdom and the student absorbing knowledge and for good reason. The knowledge needed for tomorrows jobs will change before many of todays students enter the job market (p. 97). Rather than acting as expert lecturers who provide knowledge, teachers in todays technological age play the role of facilitators who help students to think critically and learn actively. In this new relationship, students are much more engaged because lessons can be more customized and enhanced to fit each students learning styl e and progress. As more and more teachers are using adaptive learning software, gaming, coding and virtual reality in their classrooms, students can work and excel at their own level and pace. Students are active learners and authors, not just consumers when using technology: Students today must learn to search and discover knowledge, actively communicate with others, and solve problems so that they can become productive life-long members of our society (Bitner and Bitner, 2002, p. 97). Technology makes that happen by asking them to publish, share, and collaborate. A third unique feature of technology as a teaching and learning approach is its ability to transform classrooms into highly collaborative spaces, where learning happens both in and out of classrooms. Technology facilitates interaction amongst students so that they can share questions and information while participating in relevant, real-world tasks prepared under the guidance of the teacher. As a result, technology changes teacher practices because the classroom is more student-centered. Students roles change too from passive listener to collaborator and occasional expert. Furthermore, as tasks become more collaborative, they also become more complex, and students develop various transferable skills: Technology-based projects often require students to undertake a larger workload that can also be different in nature-completing open-ended tasks, collaborating with others, directing their own learning, and assuming new leadership roles to name a few (Groff and Mouza, 2008, p. 33). In te chnology-rich classrooms, students are more likely to be engaged in specialized group projects rather than whole class activities. People rarely work alone to accomplish important tasks in the world of work; technology is allowing schools to better reflect the collaborative nature of todays workplaces and perhaps better equip students with the skills they will need. I believe it is the skill and attitude of the teacher that determines the effectiveness of technology integration in the classroom. When the teacher is confident with technology, employing technology daily in the classroom using a variety of tools to co-create lessons, assignments and projects that show a deep understanding of content, the effectiveness of technology integration is present in the classroom: To be successful teaching with technology requires teachers to have a strong comfort level with, and consistently implement technology tools as part of their own repertoire of tools in courses they are teaching (Keengwe et al., 2008, p. 561). Teachers who are most successful at technology integration in the classroom are those who are so comfortable with technology that they intuitively know when to use and how to use it for student teaching and learning. When teachers are excited about and fully invested in employing technology, optimal teaching and learning environments are created. For instance, Darvasi (2014) recounts the story of a seventh-grade English teacher who used alternate reality games (ARGs) to transform his students study of The Odyssey. Using their teachers game-based version of The Odyssey, students had to follow QR codes and clues to re-assemble lost journals and make their way to the end of the game, often working together in groups to decipher hints in a variety of unexpected ways. Within this example, Darvasi (2014) argues that ARGs became an immersive learning system that combine[d] rich narrative, digital technology, and real-world game play, which allowed students to exercise critical thinking, resilience, and creative problem solving to succeed in the ARG (p. 1). While creating an ARG might seem implausible to many teachers, Darvasi believes that it is an achievable strategy, as it can be created via free user -friendly, web-based tools and digital software. A second example of the efficacy of technology in the classroom is a personal one based on my seven-year experience as the IT teacher at my middle school. My class is completely online and paperless, based in a wiki website where students log in to access lesson plans, assignments and resources, as well as chat in real time with each other or with me. Using a variety of web 2.0 tools on my wiki, and mind-mapping, VOKI, and comic software (to name a few), students are challenged to develop problem-solving skills to both navigate the interface and software as well as work collaboratively on open-ended assignments. In my experience, the presence of the online environment motivates students to learn, perhaps mostly because the technology eliminates a one-size-fits-all approach to learning and customizes content to meet individual needs and learning styles. Todays students cannot effectively be taught with pen and paper only. These dated technologies, while perhaps perfectly acceptable several decades ago, do not reflect the realities or needs of 21st century learners. As a teaching and learning tool, technology modernizes classrooms, transforming them into spaces that better reflect the day-to-day lives of todays learners and the skills they need to build for tomorrow. Just as we would never think of asking a student today to write a paper on a stone tablet, so too can we not ignore the necessity of various technological tools in making learning relevant and engaging for todays learners. References Bitner, N., Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal  of technology and teacher education, 10(1), 95-100. Characteristics of Highly Effective Technology Teaching and Learning in Kentucky Schools.2009.  Retrieved from the web site:  http://education.ky.gov/curriculum/standards/teachtools/Documents/TechCharacteristicsARCCKDEPJK.pdf Darvasi, P. 2014. How to Transform the Odyssey into an Epic Game in Alternate Reality. Retrieved  from the web site: https://ww2.kqed.org/mindshift/2014/10/13/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic/ Goddard, M. (2002). What do we do with these computers? Reflections on technology in the  classroom. Journal of Research on Technology in Education, 35(1), 19-26. Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the  classroom. The Journal of Research in Business Education, 50(2), 63. Groff, J., Mouza, C. (2008). A framework for addressing challenges to classroom technology  use. AACe Journal, 16(1), 21-46. Keengwe, J., Onchwari, G., Wachira, P. (2008). Computer technology integration and student learning:  Barriers and promise. Journal of science education and technology, 17(6), 560-565. Venezky, R. L. (2004). Technology in the classroom: steps toward a new vision. Education,  Communication Information, 4(1), 3-21.

Essay --

The Softwood Lumber Dispute â€Å"In August 1987, after fifteen months of negotiations Canada and the U.S concluded another round of talks, and finally agreed on a free trade agreement. It was then Prime Minister Brian Mulroney and President Ronald Reagan who had launched the trade initiative at their convivial 1985 and their main focus was lowering trade and tariff barriers. This was cast as a path to increased prosperity for both nations. This is also known as the Ottawa summit. However the negotiating was not easy. Substantive differences did not prove amenable to quick resolution. The Canadian Prime Minister was however in for a disappointment as he had placed a considerable amount of stakes on this deal and hated to see it finished off. The Canadian negotiators were in for a difficult deal that was how to move the bargain forward without losing their side off the deal. By September, the Canadian government was preparing a strategy for resolving the talks-one way or another. F ailing that, the Canadian cabinet would have to determine how and when to acknowledge the breakdown in the negotiations. This case is designed to encourage discussion of both the Canadian and US negotiating postures and of how each nation's assessment of the other helped to define its negotiating stance. Another case, US-Canada Free Trade Negotiations I (C16-87-785.0), involves US preparations for the negotiations, with specific focus on obtaining congressional approval for the talks† (http://www.ksgcase.harvard.edu/case.htm?PID=862) â€Å"Canadian officials had given quite a palpable response to the imposition of duty, which was around 19.3 percent, countervailing tax on imports of Canadian softwood lumber with much tub-thumping and hand wringing. Many traders a... ...an business world at odds with the free trade agreement that was drafted in 1987, with the aim of encouraging better trading through pulling back the different trade barriers that are used in international trade. The softwood lumber dispute is however straining relations between Canada and the Unites states. It has put the 1987 agreement into the background and dashed any hopes of better trading relations between the two countries. Canada is a major supplier of softwood and the united state is a major market, which it is at risk of losing. Therefore the achievement of Canadian objectives remains elusive at best. Bibliography US-Canada Free Trade Negotiations (II): The Canadian Dilemma, http://www.ksgcase.harvard.edu/case.htm?PID=862 Keith Jones, (7 September 2001) â€Å"Lumber dispute strains Canada-US relations, http://www.wsws.org/articles/2001/sep2001/lumb-s07.shtml

Irish Roman Catholic who describes (B Devlin) her school days

Source D is form an Irish Roman Catholic who describes (B Devlin) her school days, which implies a degree of bias because her Vice Principle â€Å"mother Benignus† had her family suffer at the hands of the British. Her view on Protestants was that they were not Irish, and she even had separate views on teaching about Irish history. This source is an adaptation form b Devlin â€Å"the price of my soul, 1969†, this date indicates that this source could be primary but yet again it could be bias. This source is limited in a way but still gives us sufficient evidence to show how troubles could have broken out, because Protestants and Catholics Were divided as communities and were taught in separate methods, they were also separated so when the two meet either side would contradict each other. Therefore resulting in violence. Source E is a Protestant cartoon from the nineteenth century showing â€Å"ERIN† (Ireland) bound by ropes by a Catholic Priest. This is portraying conflict between the two religions. There is a message portrayed by the cartoon and it is that Catholicism has control of Ireland. But this could be portraying the truth, as Catholicism was the main religion in Ireland. This source is limited but it helps to show how conflict between Catholics and Protestants came about. But this could also be a Propaganda Against the Catholics to try and gain support for Protestants. Source F is a map showing the Gerrymander in Derry in 1966. It is obvious that the Protestants have deliberately placed themselves at an advantage in places where they get the most votes apart from the South Ward, where Catholics had the majority. But this source is very limited, as it cannot give more information than it already holds. Source G is of Protestant images of Catholic attacks on Protestants in 1641. This could be propaganda to recruit more men into raising an army. If any thing I think the Catholics people who are being pushed around because the Protestants have the British behind them so this makes more tension added to what is building up to be the beginning of the troubles. Source H is what some People would call primary evidence that has no bias what so ever. This is true to some extent the photograph shows a civil rights marcher clearly being struck by armed officers. However the photo is limited evidence we cannot see what is outside the perimeter of the photograph or what before or after this incident to cause the RUC officers to strike the marcher. There may be a cause for it and yet it could also be a raged attack by thee RUC officers. We also learn that the police might have attacked without provocation and there is a lot of violence in the blood of both Protestant and Catholics. This source, like others can be read two ways it can show two sides to an uncomprimised story. However it is sources like these that did infact add insult to injury, in that it was probably sold to papers and both Catholics and Protestant would be outraged reading this. One side could feel disgusted that uniformed officers are acting in this way at a peaceful civil rights march. And the other side could say that the media is quick to snap a photograph of a RUC officer beating a marcher but where is the photograph showing the cause for their attack IE violent marchers or perhaps a weapon of some sort. So really this source has not helped either side prove or gain in any way but just aggravated the situation. Source I is a photograph of a violent situation where loyalist ambush civil rights marchers at Burntollet in January 1969. This picture is not very clear and does not tell us much about the ambush. As the picture is not clear you cannot tell whether there is actual violence. This piece of evidence is primary but it could be bias. There seems to be something censored in the photograph as every one is looking in the direction direction were it is censored. This source source doesn't really help add more tension between the two sides but it does stir a little fire I think. Source c is telling us of a man who was in a pub before the incident, where Para troopers told him â€Å"they were going to clear the Bog.† Which when added to what I have read in the â€Å"Bloody Sunday† gives an idea that they had an intention to go in and fire and they were expecting trouble. Source B tells us that as time progressed so did science and so the forensic evidence was able to change for the better, as this source tells us that a lot of evidence was changed. The Para troopers used illegal weapons. I think that this source is linking with source C to say that the Para troopers were abusing Their Powers that day. Source A: Paras in bloody Sunday evidence Storm. Source A is from a newspaper report dated Friday 17th September 1999, bloody Sunday occurred 30th January 1972. There is approximately 27 years and nine months between this event and the report. Although the report is not trying to interperate the events of Bloody Sunday it does them. The report also discusses enquiries that are going on presently about bloody Sunday, again 27 years ago. This is just one example amongst many that clearly illustrates how an event so big in history is discussed even years after it occurs. Although compared to a historical event such as the battle of Hastings, Bloody Sunday is quite recent, it is perhaps this fact that makes it hard to determine what happened that day. For example we have limited source work/ evidence or exact knowledge of the battle of Hastings but for Bloody Sunday we have plentiful, which is why I guess that it makes it harder to judge what really happened. Witnesses and evidence contradict each other through bias in their stories and the sides that they take. Photographic evidence can be read two ways as can scientific and again this will be perceived through the side that you take. It is the evidence that contradicts itself and other hard facts. It is because the evidence can be read in two ways that it has produced so many interpretations and will continue to do so throughout time. Looking at Bloody Sunday is a bit like analyzing the color red. Depending on the perceiver's personality or current state of mind red can be viewed in many different ways. It can show passion, aggression, rage, danger, royalty, love, authority or hate. Neither of the above are correct and neither are incorrect but we can all agree that if there is an underlying emotion that we associate with something visual i.e the color red, it will be enhanced once the two meet. It is in the same way that we may view the events of Bloody Sunday. There is underlying emotions within people concerning that day and these can be brought to light by different factors. Depending on what it is that the person involved has connected as a visual stimulant different things will arouse different emotions.

When Bad Things Happen To Good People Essays - Theodicy, Free Essays

When Bad Things Happen To Good People Essays - Theodicy, Free Essays When Bad Things Happen To Good People Is There a Real God Rick Raisch 2nd Hour 5/17/00 Ideative Essay On: When Bad Things Happen to Good People There have been many times in life when I have turned to a God with problems and wanted answers or solutions and received nothing. When this happens I take the time to reflect and ask myself, Why, when I do some many good things, do I not receive any answers or solutions to my problems? The book When Bad Things Happen to Good People, written by Harold S. Kushner, has brought some answers to my problems. This book explained and help clarify why even though I am not a bad person, that sometimes bad things are bound to happen. When Kushner wrote this book I feel that the meaning of his writings were that God does not mean to punish us, he just means to test us and present us with problems and see how we react to them. As put best he wrote, The God I believe in does not send us the problem; he gives us the strength to cope with it.(127). Kushner makes many references to the bible and his belief in a higher power, God. I personally may not think there can be one and only one God but I do believe in a higher being or power and I like how Kushner makes sure to point out that he is not calling it the God but his God. It shows an almost non-biast opinion and it shows a lot of respect towards all groups of people. I remember one time specifically when my great-grandpa recently passed away I turned to God for answers. Instead of getting an answer I got more problems. My great-grandma and grandma both had strokes, my long-standing girlfriend and I broke up, my parents got split up and divorced, along with all of the other normal problems that go on in live that we, as humans, have learned to expect in everyday life. My belief in one and only one God diminished. I felt that there was no one up there looking out for me and then in reading this book answered a bunch of my questions on why God didnt give me any specific answers. It showed me that perhaps God has given me the strength to move on and realize that everything will go on and how to cope with everything. Kushner als o had a good point in saying that, Could it be that God does not cause bad things that happen to us?.....but rather stands ready to help them?(29-30). I agree with what he is saying in this quote. My God helped me through those rough times just like his God helped him through everything that was going on with his son. Even though the person that meant the most to him was suffering of a bad disease, and eventually passed away, he trusted in God and understood what God was doing and that everything that happened was a test and made things better in the long run. He understood and helped me understand that God does everything for a reason and has a master plan that he wants each of us to abide by and to follow. This book gave me a lot of insight on life and what everything means to me and what I should expect with life. Even though I do not believe in the same God as Kushner, I still believe that there is a more powerful being up there watching over us and making sure that we are ready to experience an enlightening afterlife. I thought that Kushner did a good job of not offending me in the fact that he had a wider opinion on God and his beliefs and not being narrow-minded about the fact that people are different in their opinions.

Biography of Joseph Henry

Biography of Joseph Henry Joseph Henry (born December 17, 1797 in Albany, New York) was a physicist known for his pioneering work in electromagnetism, his support and promotion of scientific advancement in America, and for his role as the first secretary of the Smithsonian Institution, which he helped shape into an academic and research center. Fast Facts: Joseph Henry Born: December 17, 1797 in Albany, New YorkDied: May 13, 1878 in Washington, D.C.Known For: Physicist who made pioneering contributions to the understanding and applications of electromagnetism. He served as the first Secretary of the Smithsonian Institution, helping cement its reputation as a research organization.Parents’ Names: William Henry, Ann AlexanderSpouse: Harriet AlexanderChildren: William, Helen, Marie, Caroline, and two children who died in infancy Early Life Henry was born December 17, 1797 in Albany, New York to William Henry, a day laborer, and Ann Alexander. Henry was sent to live with his maternal grandmother when he was a boy, and attended school in a town roughly 40 miles from Albany. A few years later, Henry’s father died. When Henry was 13, he moved back to Albany to live with his mother. Motivated to become a performer, he joined an association for theatrical performances. One day, however, Henry read a popular science book called Lectures of Experimental Philosophy, Astronomy and Chemistry, whose probing questions inspired him to pursue further education, first attending night school and then Albany Academy, a college preparatory school. Afterwards, he tutored the family of a general and studied chemistry and physiology in his free time with goal of becoming a doctor. However, Henry became an engineer in 1826, then a professor of mathematics and natural philosophy at Albany Academy. He would stay there from 1826 to 1832. Pioneer of Electromagnetism At Albany Academy, Henry began to study the relationship between electricity and magnetism, a theory that was still undeveloped. However, his teaching commitments, isolation from scientific centers, and lack of resources for performing experiments delayed Henry’s research and prevented him from hearing quickly about new scientific developments. Nevertheless, during his time at Albany, Henry made a number of contributions to electromagnetism, including building one of the first motors that use electromagnets, discovering electromagnetic induction–in which an electric field is generated by a magnetic field–independently of the British scientist Michael Faraday, who is often credited with the discovery, and constructing a telegraph that operated with electromagnets. In 1832, Henry became the chair of natural philosophy at the College of New Jersey- later known as Princeton University- , where he continued to develop his ideas on electromagnetism. In 1837, he was awarded a year-long leave of absence with full salary and he traveled to Europe, where he toured the continents main scientific centers and established his reputation as an international scientist. During his travels, he also met and networked with Michael Faraday. Statue of Joseph Henry, the first Smithsonian secretary who served from 1846 to 1878, outside the Smithsonian Castle July 29, 2013 in Washington, DC. Alex Wong / Getty Images Smithsonian and Beyond In 1846, Henry was made the first secretary of the Smithsonian Institution, which had been established earlier that year. Though Henry was initially reluctant to fulfill the post because he felt that it would take away much time from his research, Henry accepted the position and would remain as secretary for 31 years. Henry played an integral role in the formation of the Institution, proposing a plan to make the Smithsonian Institution increase the â€Å"diffusion of knowledge among men† by facilitating original research through grants, widely circulated reports, and providing ways of publishing reports- thus establishing its reputation as an academic institution and fulfilling its founder’s original wishes. During this time, telegraph lines were being built throughout the country. Henry recognized that they could be used to warn people in different parts of the country of incoming weather conditions. To this end, Henry set up a network, consisting of 600 volunteer observers, that could provide and receive weather reports over many different places in a large area. This would later evolve into the National Weather Service. Henry also encouraged Alexander Graham Bell to invent the telephone. Bell had visited the Smithsonian Institute to learn more about electricity and magnetism from Henry. Bell said that he wanted to invent a device that could transmit the human voice from one end of the device to another, but that he did not know enough about electromagnetism to execute his idea. Henry simply responded, â€Å"Get it.† These two words are believed to have motivated Bell to invent the telephone. From 1861 to 1865, Henry also served as one of then-President Abraham Lincoln’s science advisors, handling the budget and developing ways to conserve resources during the war. Personal Life On May 3, 1820, Henry married Harriet Alexander, a first cousin. They had six children together. Two children died in infancy, while their son, William Alexander Henry, died in 1862. They also had three daughters: Helen, Mary, and Caroline. Henry died in Washington, D.C., on May 13, 1878. He was 80 years old. After Henry died, the inventor of the telephone, Alexander Graham Bell, arranged for Henry’s wife to have free phone service as a token of appreciation for Henry’s encouragement. Legacy Henry is known for his work in electromagnetism and for his role as the secretary of the Smithsonian Institution. At the Smithsonian, Henry proposed and executed a plan that would encourage original scientific research and its dissemination to a wide range of audiences. In electromagnetism, Henry made a number of achievements, which include: Building the first apparatus that used electricity to work. Henry developed a device that could separate ores for an iron factory.Building one of the first electromagnetic motors. Contrasting previous motors that relied on a rotating motion to work, this apparatus consisted of an electromagnet that oscillated on a pole. Though Henry’s invention was more of a thought experiment than something that could be used for practical applications, it helped pave the way for electric motors to be developed.Helping invent the telegraph. One of Henry’s inventions, a high-intensity battery, was used by Samuel Morse as he developed the telegraph, which later enabled the widespread use of electricity.Discovering electromagnetic induction- a phenomenon in which a magnet can induce electricity- independently of Michael Faraday. The SI unit of inductance, the henry, is named after Joseph Henry. Sources â€Å"Henry Bell.† Joseph Henry Project, Princeton University, 2 Dec. 2018, www.princeton.edu/ssp/joseph-henry-project/henry-bell/.Magie, W. F. â€Å"Joseph Henry.† Reviews of Modern Physics, vol. 3, Oct. 1931, pp. 465–495., journals.aps.org/rmp/abstract/10.1103/RevModPhys.3.465.Rittner, Don. A To Z of Scientists in Weather and Climate. Facts on File (J), 2003.Whelan, M., et al. â€Å"Joseph Henry.† Edison Tech Center Engineering Hall of Fame, Edison Tech Center, edisontechcenter.org/JosephHenry.html.

Vietnam 1962-1969 Essay Example | Topics and Well Written Essays - 250 words

Vietnam 1962-1969 - Essay Example Over a fortnight after Ho Chi Minh plagiarized American Declaration of Independence the first American dies on Vietnamese soil. An OSS officer Lt. Col. A. Peter Dewey was killed by Vietminh guerrillas mistaken for French officer. Ironically Dewey had submitted a report on crisis in Vietnam stating that America "ought to clear out of Southeast Asia." On 26 July, 1956 US government assigns $15 million in military aid to the French in order to deter the spread of â€Å"Communist threat†. That year lots of American military advisors followed American millions to Vietnam. To aid French to struggle against  «monolithic world Communism" Americans establish Military Assistance Advisory Group (MAAG) in South Vietnam. Twelve years later this Agency was replaced by the United States Military Assistance Command Vietnam (MACV). 1962 thus becomes the year of the beginning of the full-scale Vietnam War as we know it so far. In 1964 Southeast Asia Resolution as well as Gulf of Tonkin Resolu tion was passed. The documents authorized to apply conventional warfare in Indochina region. This very year America elected Lyndon Johnson her new president who announced his Great Society program. As any great society America needed a great victorious war so the president announces that his society â€Å"can never again stand aside, prideful in isolation†.

Describe and assess the listener's experience of two different Assignment - 1

Describe and assess the listener's experience of two different composition or two performances of the same composition - Assignment Example In this way, each epoch left its aims and values in music. This essay will focus on the art of Beethoven and Satie to show how different music can be in its aims and purposes. Beethoven’s Symphony No. 5 is a legend in the world of classical music. It represents inner fight of as man who has to choose its further way in life. It is not surprising that the second title of the symphony is Fate. Beethoven’s fate is not the music for relaxation. It is dull of controversies and opposition which cannot leave anybody indifferent. The melody transforms from the nervous passages from the first movement to the calm and moderate moods in the second one. This music shows inner hesitation of people when they need to make their life choices. Gravy full chords in the beginning of the piece quickly transform into the light passages which remind thoughtfulness young people who cannot focus on the most important things in their lives. At the same time, the fate theme interrupts any light process in one’s thinking making everything more complicated. The second movement of the symphony is totally opposite to the first one. It reminds of a place when all people can feel calm. Harmony and calmness are two general values which are recognized by different world cultures and people. In this way, the symphony meets their standards and becomes universal in the context of global community. Overall, the music by Beethoven is never simple. It is full of controversy, hesitation and fear. At the same time, it represents great feeling of optimism, harmony and happiness. Perception of Beethoven depends on one’s mood to the great extent. All people are free to find reflections of their life problems in this complicated, controversial and beautiful music. Music by Erik Satie traces a totally different message for its listeners. For instance, Hypnomedie â„â€" 1 by Erik Satie is music of modernity. It is less certain than