Art history Essay Example | Topics and Well Written Essays - 2000 words

Art history - Essay Example The museum can be used for academic purposes for major academic resources to reinforce data and documents on relevant subjects. Thus, its importance lies in the fact that students, teachers, professors, art enthusiasts, archaeologists, and historians can utilize the museum for some exploration of knowledge that would aid research. The museum can likewise provide entertainment and knowledge to tourists who decide to visit it. The Metropolitan Museum of Art is located in New York City and was designed by Richard Morris in 1895 after being founded in 1870 by a group of civic leaders, philanthropists, and artists. The conception of the museum began in 1866 when a group of Americans gathered at a restaurant in Paris, France to celebrate the American Independence Day on that Fourth of July. They came up with a proposition to establish a national institution and gallery of art and convinced American civic leaders, art collectors, and philanthropists to participate in the project. In 870, the Metropolitan Museum of Art was finally established which was housed in two different locations in New York City. The first was in 681 Fifth Avenue which was later moved to 128 West 14th Street.1 It includes European paintings on display, an unparalleled Egyptian gallery, and Asian art, sculpture, photography, and armory in its more than 1.5 million square feet of exhibition space. More than 2 million works of art are kept in the museum, spanning 5,000 years of culture from different parts of the world and from different historical periods.2 The aim and thrust of the museum is to educate the public and cultivate a high standard of artistic taste. The museum does not merely aim to establish a great collection of art objects, but to pursue and develop the study of the fine arts. The inspiring thought it carries is â€Å"Art for humanity’s sake.†3 The New York City owns and

ROLE OF THE STATE IN ENSURING DEVELOPMENT IN A COUNTRY Essay Example for Free

ROLE OF THE STATE IN ENSURING DEVELOPMENT IN A COUNTRY Essay INTRODUCTION A state may be simply defined as a nation or territory considered as an organized political community under one government. Claude Ake (1992) defines a state as: The organized aggregate of relatively permanent institutions of governance. It is seen as a set of associations and agencies claiming control over defined territories and their populations. The main components of the state are, consequently, decision making structures (executives, parties and parliaments), decision-enforcing institutions (bureaucracies, parastatal organizations and security forces) and decision-mediating bodies (primary courts, tribunals and investigatory commissions). The character of the state in any particular country is determined by the pattern of organization of these institutions at specific points in time. The government is usually used interchangeably with the state but it however represents the people or officers in power who change from time to time but the state does not change. see more:the role of youth in nation building The state plays a major role in the development of a country as it is the government/state that enacts key policies are key to economic success and development in a given country. There has however been a lot of contention especially in African countries about the role of the state in regards to development of a country. This is because many African states relied and still rely heavily on foreign markets and expatriates for development in the country. For example in southern Africa most post colonial states depended on expatriates for the formulation of national developmental plans that ran for 5 to 15 years. These plans were also still financed by foreign donors. AÂ  similar case was seen in Tanzania whose first phase of its ambitious 15 year development plan was funded by external powers with domestic funding being only a fifth of the raised capital. Hence the there is debate as to whether development is brought about by the state or by market forces that are independent. The role of the state in development The state plays the following roles that facilitate development in a country. These roles can be divided into the following categories: a. The role of the state in current development programmes b. Development of good governance c. Development of policies Implementation of reforms These reforms include structural adjustments in the country that manage and control pricing of commodities in the country. Also the state has the powers to control various institutions including private institutions. The state should aim at implementing stable property rights, enforcing the rules and laws of the land and elimination of corruption. The state should also provide supervision over the provision of public goods and services such as transportation and security. Implementing development programs The state plays a major role in implementation of development programs that form a back bone other which development takes place. For example in Tanzania there was implementation of a 15 year development plan with funding from both the state and foreign markets. In Kenya the vision 2030 is another good example of a state drive n development plan that aims at achieving development in the country through various started. The vision 2030 aims to create a globally competitive and prosperous nation with a high quality of life by 2030. The pillars for this 2030 development program include: economic pillar that is aiming at a 10% gross domestic product increase by 2012 by targeting tourism, agriculture, whole sale and retail trade, manufacturing, IT services and financial services. The second pillar in Kenya’s 2030 development program is the social pillar. This pillar aims at investing in the people of Kenya in order to improve the quality of life for all Kenyans by targeting education and training, health, environment, housing and urbanization, youth and sport development, gender children and social development. The state’s role in improvement of these factors will have a direct influence in development in the country. For example the improvement of education by ensuring that all people receive formal education and professional training to create a pool of qualified work force that will supports the economic pillar of development and hence increase in the GDP. The third pillar of the vision 2030 development program is the political pillar. This aims at moving into the future as one nation and envisions a democratic system that is issue based, people centred, result oriented and is accountable to the public. This pillar aims at creating a transparent and accountable government. The vision 2030 for development has already commenced in Kenya with 120 transformational and flagship programmes across each pillar already in progress. This shows one of the roles of the state in implementing development programs and monitoring them. Implementation of quality governance. The state has the function of implementing stable rules and laws that govern the country. These rules protect property rights and create an entrepreneur friendly environment for local and foreign investment in the country. Studies have shown that there is a direct relationship between good governance and the level of per capita income in the country. Establishment of quality governance leads to increase of per capita income in the country. A good example is China that has experienced exponential growth over the last decade. State-centred accounts attribute China’s economic success to the organizational capacity of local government to monitor and intervene to promote the development of township and village enterprises (Walder 1995). This has seen china change to a strong capitalist economy and by-pass other nations such as the former Soviet Union i.e. Russia that were the favourites to see increased economic and development growth. China boasts of a strong authoritarian national leadership and an elite state bureaucracy that pursues developmental goals and industrial policy (Wade 1990). However this role of the state in development, that is the implementation of good governance has been criticized because in developing countries of which a majority of African countries are there are no resources to implement good governance. This is due to lack of adequate skilled man power and capital to implement close supervision of state development projects. There is also neglect of various areas when development is taking place with localized development of capital cities and major towns at the expense of national development. This leads to most developing countries shifting to economic marketism with privatization of most institutions and the role of development shifts from the state to the market forces and foreign influence that comes with its own disadvantages in that development in the region in a situation of minimal state intervention remains low when compared to the era of economic nationalism, which seems to have recorded higher levels of social development (Khabele, 2002). Implementation of policies The state has the role of implementing policies that increase development and economic growth in a country. In most developing countries the policy challenge is not to get the state out of the way on the assumption that a capitalist market economy is already in existence and that the problem is to make it work better by removing excessive government regulation. The policy challenge is to create market and this should be reinforced by the state. The state should formulate policies that will ensure innovation in the country, structural transformation in terms of infrastructure and industrialisation; policies that will ensure creation of jobs for the people of the country and hence aid to lower poverty in general and increase per capita income in the country. The state has the role of implementing policies in Kenya that will shift the policy in agriculture from neglect of the agriculture sector to active support to farmers through rural infrastructure, developing of linkages between agriculture and other sectors such as foreign exchange and industries. The government should also implement policies to aid in financing agricultural projects and improve the use of technology in agriculture. The Kenyan population rely heavily on agriculture for income and concentration on this resource can increase development in a country. The state also has the role to implement industrial policies that will enable increase in industries and manufacturing in a country. It should also ensure proper attention is paid to the education and training system in the country so that there is a pool of workers for the industries. Increase in industrialisation leads to economic growth and hence developments. The state should also implement good trade policies both locally and internationally. Good trade policies supplement the industrial policy and support the trading environment to maximize on the attractiveness of a countries products and services in the region and globally. Lack of implementation of proper trade policies can hinder economic development and development. A good example is Zimbabwe that had failed to implement a comprehensive national trade policy. This lead to the decline of export earnings by 49% from US$2.6 billion in 1997 to around US$ 1.3 billion in 2008. This limited export of good lead to increased foreign debt of about 25.3% of the GDP in 2001 that greatly hindered economic development in the country. (Khabele et al 2002) the government of Zimbabwe has now realised the need for implementation of proper national trade policies in order to successfully participate in regional and global market. Zimbabwe has now implemented the National Trade Policy whose policy vision is to have trade as the engine for sustainable economic growth and development in Zimbabwe. CONCLUSION The role of the state in development has been an issue of heated debate at theoretical and policy arenas in the African especially since the attainment of independence of most of the countries. Two main alternative or contrasting development agendas that have driven the debate were those of the nationalist political elite or the state (economic nationalism) on one hand and those of foreign capital (economic marketism) on the other. State intervention, as a key policy thrust of a development process is much stronger in respect of economic nationalism, which in itself is an expression of the political commitment of African states to chart independent development paths for their countries. However the role of the state in development is not independent of marketism as foreign and local markets play a huge role in the development process. The ideal situation would be for the state, foreign markets and private sectors to work together I good relation to ensure development in the various A frican countries. REFERENCES 1. African Development Indicators, Drawn from World Bank Africa Database, The World Bank, Washington D.C., 2001 2. Ake, C., ‘Democracy and Development in Africa’; The Brookings Institution, Washington DC., 1996 3. Khabele M., ‘The role of the state in development in SADC region’; council for development in Africa, Ghana, 2002 4. The ministry of Industry and commerce of Zimbabwe data base: ‘www.miit.gov.zw/policies’, 2012

Macon Museum of Art Essay -- Business Management Marketing Essays

Macon Museum of Art Macon Museum of Art, a not-for-Profit Corporation, is facing major financial problems since 2000 and up till 2002. Actions were needed to stop this cumulative loss and to achieve some profit for 2003. After reviewing the case at hand, one can see through the brief history of the museum that it was founded since 1925. In 1998, its name changed into the Jonathon A . Macon Museum of Art, the major benefactor whose endowment helped expending the facility in the district. The Macon Museum has different collections which are displayed periodically due to space limitations, but each collection is set in its building architecture that accents the display. This fact makes it impossible for someone to visit the museum for just one time and claim that he saw it all. It would take a person at least four times to have the opportunity of observing all the displays. Moreover, with the 7 days a week schedule, these four visits could be done by any person regardless the flexibility of his/her timetable, especially by the free admission feature. And one can see that starting 1998, the total museum attendance has made a remarkable rise, it might be related to the new blocks opened at that period. Yet the presence of visitors in special exhibitions did also improve through the years but never above average of the total attendance. Internal functions of the museum are divided into three: 1- Collection and Exhibitions 2- Development and C...

Asian Literature Essay

Asia, the world’s largest continent, expands from the area formerly known as the U.S.S.R. to the Bering Strait and as far south as the Indian Ocean. Scholars limit the areas of Asia to focus predominantly on the Eastern Asian area in regard to Asian American literary guidelines. Asian American literature allows a further exploration of the past and traditional Asian philosophies like Confucianism and Buddhism. Asian American literature also provides a voice to a culture generally ignored allowing Asian American authors to dispel stereotypes and explain cultural traditions. Asian American literature contains numerous originating nationalities, religions, languages, and philosophies for a monolithic philosophical definition. Asian Philosophy The basis of Eastern Asian philosophy finds roots in the principle of awareness of the relationship between all things and events. This principle explains the idea of the concept of the unification of an individual with the universe or a sense of oneness. Eastern philosophy encompasses the principles of Buddhism, Confucianism, Hinduism, and Taoism. Buddhists believe in the principle of the Middle Way or to seek moderation and avoid self-indulgence or extravagance (Ling, n.d.). Buddhists accept the impermanence of nature and an interconnection of all things. Confucianism encompasses the principles of personal and governmental morality, appropriateness of social relationships, sincerity, and justice (Ling, n.d.). Hinduism in India and Taoism in China are two other philosophies reigning from Eastern Asia. Hinduism expresses a belief in the idea of the Absolute. This principle explains the accepted human reality as an illusion because the spirit lives infinitely. Hinduism preaches the idea of meditation to connect with the environment and reach self-realization. Taoism expresses the principle of Nature. Taoists believe the principle of Nature flows throughout life and connects all things (Ling, n.d.). Taoists seek to find harmony with Nature to find a happy and virtuous life. Limited exposure to Asian philosophy in America through literature cause a stereotypical and limited opinion of Asian American culture and philosophy. Typically Americans find exposure to Asian and Asian American culture and philosophy through movies and television shows creating specific stereotypes of Asian culture. The inadequate availability of Asian and Asian American literature in the United States to explain the principles of the Asian philosophies Asian Americans believe does not provide a strong voice in the Asian American community for change. The literature available explains the experience of Asian Americans in the United States. Asian Literature The experiences of Asian immigrants and Asian Americans in modern society typify Asian American literature. Scholars generally recognized Asian American literature written beginning in the 1970s as part of the Asian American canon. Asian American literature depicts the immigrant experience in America and in later generation assimilation. Asian American literature illustrates how language created stereotypes difficult to overcome. Asian American literature also explores the feelings of Asian Americans living in internment camps during WWII and how Asian Americans incorporate Asian culture with American culture to fit into the American cultural scheme. In the essay â€Å"Mother Tongue† by Amy Tan explains how all people speak in different languages and the subsequent categorization based on speech. Tan explains the different types of English she uses to write and the kind of English she uses when she speak with her mother. When Tan speaks to her mother she speaks broken English so that her mother understands rather than grammatically correct English. â€Å"I heard myself saying this: not waste money that way,† (Wong, 1996, p. 40). Tan explains she uses this type of English when speaking with her family even though her mother understands more English than speaking in a broken up pattern denotes. Tan later says, â€Å"When I was growing up, my mother’s â€Å"limited† English limited my perception of her,† (Wong, 1996, p. 43). Tan explains how in generally American’s view Asians who speak with fractured English as limited in knowledge or intelligence and how she herself was a victim of viewing her own mother through this stereotype. Tan uses the experience of her Asian mother to explain cultural racism in America and how English as her second language speakers makes daily communications difficult. In â€Å"No Name Woman† by Maxine Hong Kingston explains how a Chinese mother explained life lessons and warnings to her children through the same stories she grew up being told. The mother in the story tells a bloody tale of a woman who disgraced herself by becoming pregnant and how the villagers destroyed the woman’s belongings and the family’s home as well as killing animals and taking items to bless themselves after cleansing the house. The story ends with the pregnant woman killing herself and her baby and is never mentioned by the family again as if she never existed. â€Å"Don’t let your father know I that I told you. He denies her. Now that you have started to menstruate, what happened to her could happen to you. Don’t humiliate us,† (Maxine Hong Kingston, n.d., para. 9). Kingston’s mother embraces traditional storytelling from over the top examples to discourage behavior in the younger generations. Garrett Hongo’s â€Å"Kubota† tells the story of Hongo’s grandfather and how after the attacks on Pearl Harbor by Japan he and his family feared for their lives. Hongo’s grandfather, a Japanese American citizen, gathered for questioning by the FBI because of being part Japanese. It did not matter that he was born an American citizen as were the other Japanese Americans gathered it only mattered that he was Asian. â€Å"Many of these men–it was exclusively the Japanese American men suspected of ties to Japan who were initially rounded up–did not see their families again for over four years,† (Hongo, 1995, para. 7). Hongo explores the political prejudices endured by Japanese American’s during the war and how this treatment changed people. Hongo explained, â€Å"I am Kubota’s eldest grandchild, and I remember him as a lonely, habitually silent old man who lived with us in our home near Los Angeles for most of my childhood a nd adolescence,† (Hongo, 1995, para. 8). Conclusion Asian American literature encompasses the philosophical and cultural traditions of the area in Asia known as Eastern Asia. The generally accepted principle throughout different Asian philosophies is self-actualization and oneness with the nature. In the United States Asian immigrants struggled to find work and cultural identity while assimilating to American culture. Often Americans stereotype older Asian Americans as not intelligent because of a fractured way of speaking English rather than speaking with proper grammar. Asians in America faced political racism during the war Asian Americans loyalty came into question because of the physical appearance of Asian descent. Asian American literature includes the colorful and dramatic storytelling style of Asian culture when explaining the importance of accepting and continuing traditional Asian values to younger Asian American generations.

Is Money the Sole Motivator for the Workforce Essay

Mitchell has defined motivation as ‘the degree to which an individual wants and chooses to engage in specified behaviours’. Simply put, motivation is the reason why an individual wants to do something. The four characteristics that underlie Mitchell’s definition are: motivation is typified as an individual phenomenon, as each individual is unique; motivation is described usually as intentional; motivation is multifaceted and the purpose of motivation theories is to predict behaviour. The basic motivational model explains that needs and expectations will result in a driving force to achieve desired goals, which ultimately provide fulfilment, thus leading to new needs and expectations. The CIPD Employee Attitudes to Pay 2011 report provides evidence that since 2008 workers feel less motivated to perform well, and employees that receive bonuses gave a higher job satisfaction score than their counterparts. This evidence can be supported by Taylor’s rational-economic needs concept of motivation. Workers under his direction would deliver higher outputs to increase productivity and in return be rewarded for their hard work through monetary incentives. However, his belief disregards rewards that are not money orientated which could still increase productivity, also known as intrinsic motivation. Herzberg’s devised a two-factor theory to explain how to achieve motivation and job satisfaction. One set of factors are called ‘hygiene’ or ‘maintenance’ factors, which are concerned with job environment for example, salary, job security, working conditions, level and quality of supervision, company policy and interpersonal relations. If these are absent it can lead to an individual feeling dissatisfied. The other set of factors are called ‘motivators’ or ‘growth’ factors, which provide a sense of achievement, recognition, responsibility, nature of the work and personal growth and advancement. An absence of these lead to a lack of satisfaction, but not dissatisfaction. Employees at Aviva have demonstrated the second set of factors through applying the concept of â€Å"systems thinking† – improving processes on an organisation scale to improve customer experience. When an employee has achieved success it has spurred others to follow suit creating a domino effect, thus boosting employee engagement and increasing motivation at work. Using this model it becomes clear that money is a motivator but not the only motivator. If motivation is not present it can cause dissatisfaction, the extent of this determined by one’s circumstances and other satisfactions that can be achieved at work. Receiving recognition and having opportunities available to grow and work up the ladder are just as important, if not more, influences on motivation.

Child Abuse Research Paper

Child Abuse Research Paper Free Online Research Papers Child Abuse Research Paper Child abuse does not discriminate against a child because of age, sex, race, religion, or socioeconomic background. Any child can fall victim to this sometimes a silent problem. I will discuss the major types of child abuse in the following paragraphs. Every child is vulnerable to abuse. Parents today face the possibility that someone they know or don’t know may hurt or take advantage of their child. Research indicates that as many as one out of every four children will be the victims of some kind of abuse. Very young children as well as older teenagers are victimized. Almost all of these children will be abused by someone they know and trust; for example a relative, family friend or a caretaker. Maltreatment of children is not a new phenomenon. Child abuse dates back to biblical times. During recent years the public eye has become more focused on child maltreatment. There are many factors to child maltreatment. There are four general categories of child maltreatment now recognized; physical abuse, sexual abuse, verbal abues, neglect and emotional maltreatment. Each category covers a large range of behavior. Some causes of child abuse are the use of drugs, or alcohol abuse or an abuser was also abused when they were younger. Another problem is that when an abused child grows up they could join the next generations of child abusers. Child abuse can be prevented in a number of ways such as counseling for the adults as well as the children. Another way is for the school to educate the children about child abuse. Teachers should help children understand what to do if someone abuses them. Tactics like telling an adult they trust and coming forward when they see abuse could prevent continued abuse. In my opinion everyone should try to prevent child abuse any way they can. Child abuse should never start because it can ruin a childs life forever, and causes serious injures to the child, whether this be physical or emotional. All 50 states have passed some form of a mandatory child abuse and neglect reporting law in order to qualify for funding under the Child Abuse Prevention and Treatment Act (CAPTA) (Jan. 1996 version) 42 U.S.C. 5101, et seq.. The Act was originally passed in 1974, has been amended several times and was most recently amended and reauthorized on October 3, 1996, by the Child Abuse Prevention and Treatment and Adoption Act Amendments of 1996 (P.L. 104-235). Types of Abuse: Emotional Abuse Emotional abuse can also take the form of verbal abuse and mental abuse. This includes acts, or the failure to act by parents or caretakers that have caused or could cause serious behavioral, emotional, or mental disorders in the child. As well as parents/caretakers using extreme or bizarre forms of punishment. There are several different types of emotional abuse, rejecting, ignoring, terrorizing, isolating, and corrupting. Emotional abuse accounts for eight percent of all child abuse. Neglect Neglect is a failure to provide for a childs basic needs. Neglect could be physical, educational, or emotional. Physical neglect could include not providing food or clothing, appropriate medical care, supervision, or proper weather protection. Educational neglect is the failure to provide schooling or special educational needs, for example, not helping them on homework or teaching them how to read. Emotional neglect includes the lack of any emotional support and love. Physical Abuse Physical abuse is the intentional infliction of physical injury upon a child. This may include: burning, hitting, punching, shaking, kicking, beating, or otherwise harming a child. Physical abuse may be best defined as any non-accidental physical injury by a person who has care, custody, or control of a child. Accidental harm does not qualify as child abuse. There are many signs of physical abuse. Bruises found on the backs of the arms, legs, lower back, the butt, and genitals are suspicious bruises and should be questioned. Patterned bruising is also a sign of abuse. Normal bruises usually appear in various shapes and sizes, while some bruises that are patterned may indicate strong signs of abuse. These are bruises that have definite boundaries and sharp or curved edges. Burns can also be signs of abuse. Fractures are another sign of physical abuse. Sexual Abuse Sexual abuse is any inappropriate sexual behavior with a child, such as: fondling a childs genitals, making the child fondle the adults genitals, intercourse, incest, rape, and sexual exploitation. These acts can be committed by a baby sitter, parents, daycare provider, or someone related to the child. Child molesters can also be friends, neighbors, or even strangers. History One of the biggest ironies of a child’s life is that the family, what should be a child’s primary source for love, support, and security, can also be the most abusive group that a child belongs to. Society assumes that parents act in their child’s best interest. Therefore, parents have the right to care for and protect their own children. When parents cannot meet their child’s needs or protect the child from harm, society has the responsibility to protect the health and safety of the child. Laws that protect animals from unjust cruelty were in effect and enforced long before any cases against child abuse were argued. Just imagine being a nine-year-old girl who is beaten on a daily basis. This happened to a little girl who lived in New York in 1874, her name was Mary Ellen. She was burned and cut with scissors. She resided with her foster mother who would leave her in a closet while away from the house. Mary Connolly, her foster mother, had abused her for seven years. Mary Ellen lived in an apartment building with her foster mother. Mary Ellen’s landlady made many attempts to help Mary Ellen but none were successful. The person who finally came to here aid was Etta Wheeler a Methodist caseworker. The police said that they could do nothing without proof of assault. Although there were laws to protect any person from assault and battery, there was no precedent for intervening inside a childs home. The frustrated Wheeler turned to Henry Bergh, founder of the American Society for the Prevention of Cruelty to Animals. She reasoned that children were members of the animal kingdom and could therefore be protected under the laws governing the mistreatment of animals. Bergh rejected this strategy, but became involved in the case. A petition was presented to the New York Supreme Court on behalf of Mary Ellen that proved she was being held illegally by the Connolly’s, who were neither her legal guardians nor her natural parents. Witnesses testified about the abuse suffered by Mary Ellen and the leather whip that was kept near her at all times. As the child stood and spoke in court, all could see the terrible scar across her face as she calmly related how her foster mother had s lashed her face with scissors. Burn scars from an iron were visible on her arms. Her foster mother was sentenced to prison for one year. Mary Ellens case had a large impact around the nation and resulted in the foundation of the New York Society for the Prevention of Cruelty to Children (SPCC) in 1874. The SPCC was the first organization to focus on the legal protection of childrens rights in the United States. In its first year, the SPCC investigated 300 cases of child abuse. It also introduced legislation to prevent and punish wrongs to children that occurred in the home. The Indian Child Welfare Act (ICWA) Can the Federal government, State government, and sovereign nations effectively mesh their practices and policies to adequately meet the safety and placement needs of American Indian Children? The Indian Child Welfare Act (ICWA) was made a federal law in 1978 after many years of political struggles between Native American Indian tribal leaders, state agencies, various church groups and court systems. â€Å"By passing the law Congress hoped to prevent the continuing abuses of power by state agencies, the courts, and various church groups in the disruption of Indian families by enacting procedures for the removal and foster placement of Indian children and defining the roles and responsibilities of authority† (Matheson, 1996, p.233). The Indian Child Welfare Act brought with it the hope that the law would protect Indian communities, tribes, and families against further disintegration of their traditional systems. Native American Indians have experienced massive losses of lives, land, and culture from Caucasian contact and colonization resulting in a long legacy of chronic trauma and unresolved grief across generations. Congress has vacillated between two conflicting themes: self-government for tribes and assimilation of the reservations into the existing framework of state and local government. Native American children were removed from their families and homes, placed in government boarding schools and Christian mission schools, and educated in the Caucasian ideals. When a Native American family resisted mandatory schooling at the boarding schools, â€Å"Congress responded by authorizing the withholding of food and clothing rations from them.† (George, 1997) During the 1950’s when the boarding schools began to close, people became concerned about the number of children that would be returned to the reservations and a life of poverty if other arrangements could not be found. Native American children were then placed in non-Indian homes for long term care and adoption. This new adoption trend resulted in 25%-35% of Native children being separated from their families by state courts, welfare agencies, and private adoption agencies. (George, 1997) The Indian Child Welfare Act states that child abuse and neglect cases that involve foster care and adoption of Indian children must give tribes the opportunity to take jurisdiction in order to move court proceedings to a tribal court as opposed to the individual state courts when these children are placed out of the home. The act is a Federal Statute governing the placement of Indian children who are in any out of home placement, voluntary or involuntary by the state, county, city or federal government. The act applies to all public and private agencies that remove children. There are several types of child welfare custody proceedings that apply to the Indian Child Welfare Act. One is foster placement, the temporary removal of the child from his or her biological parents. When biological parents are unable to fulfill their role, children may need substitute care, shelter care, group homes, and institutional care placements. Each of these alternatives is more appropriate for some children than others. Other custody proceedings include Termination of Parental Rights, and adoption placements. Both of these custody proceedings result in a permanent plan for the child. Permanent planning is the one aspect of child welfare systems where cultural differences are the most heartfelt. In state and public child welfare systems, permanent planning is based on set timelines. Usually if a parent does not show that he or she can resume care for a child after a period of one year, the case is considered for a permanent alternative. Termination of parental rights is a ke y factor in freeing a child for adoption in the child welfare system, however, it has the potential of severing the child’s connection to their extended family or tribe. Even with the passage of the Indian Child Welfare Act there are still issues related to state child welfare agencies and Native American Indian tribes, especially with respect to adoption. The conflict comes up when a Native American Indian child is placed for adoption. â€Å"Tribal officials fear that the flow of Indian foster children to non-Indian homes threatens their survival as a people†¦Ã¢â‚¬  (Lacayo, 1988, p.64). A misconception from non-Indian people is, â€Å"†¦of children growing up on the reservation that is, the images of poverty blot out the virtues of cultural identity.† (Lacayo, 1988, p.64). Unfortunately, these opinions are hard to change and have often brought about bitter courtroom battles. The Adoption and Safe Families Act (ASFA) was passed by Congress in 1997 because children languished in foster care for extended periods of time while waiting for permanent placement. Children remained in care without stability or family for extensive periods of time because of a number of factors. Primary causes for delays in placing children were the need for parents to complete substance abuse rehabilitation, systemic barriers including overburdened child welfare workers, the and resulting delays and postponements of court hearings. The Adoption and Safe Families Act establishes unequivocally that our national goals for children in the child welfare system are safety, permanency, and well-being. The Adoption and Safe Families Act should not be reviewed as affecting the application of the Indian Child Welfare Act in the case of Indian children involved in state child custody proceedings. The Adoption and Safe Families Act deals with all children who become involved with the foster care or adoption system, whereas the Indian Child Welfare Act is a specific enactment dealing with one subsection of children – Indian children involved in child custody proceedings. There are many aspects to ASFA, but the most significant pieces are: The health and safety of children must be the paramount concern in all decisions regarding provision of services, placement and permanency planning decisions; states are required and encouraged to establish or utilize various mechanisms to achieve this goal, including criminal background checks of prospective foster and adoptive parents. Reasonable efforts to reunify a family are not required where a parent has a pattern of or the parental rights of a parent to a sibling of the child in question have been previously terminated involuntarily. Other mandates that the Adoption and Safe Families Act has are the requirements for a permanency hearing within twelve months after the initial foster care placement, and a petition for termination of parental rights once a child has been in foster care for a period of fifteen out of twenty-two months. Indian children received little specific attention regarding the policies under ASFA that were being discussed in spite of their unique circumstances. About one half of the Indian children served by child welfare programs in the United States are served by tribal programs and not by the states which ASFA targets. Indian children have a unique political status not afforded other children as members of sovereign tribal governments. This political status, as well as the history of biased treatment of Indian children and families under public and private child welfare systems is the basis for the Indian Child Welfare Act. Adoption and Safe Families Act and Indian Child Welfare Act integrations issues are most likely to arise during implementation of ASFA by states. In the case of an Indian child, the state should refrain from moving to terminate parental rights at the fifteen month mark of foster care; considerations need to be made if this is in the best interest of the child. Problems with ICWA Problems with state child welfare agencies and Indian child welfare programs include the lack of experience state agencies have in working with tribes; staff turnover; lack of funding; concern about tribal accountability for providing services and caring for the children; and the absence of tribal courts with authority to assume jurisdiction over proceedings involving tribe members. State child welfare agencies and courts are not thoroughly educated on Indian law or history, and do not take into consideration the practices of the Native American Culture when determining child placements. The ICWA does not specifically state that professionals working with tribes must have any tribal education; There has been progress in implementing the Indian Child Welfare Act, although implementation has been uneven across geographic areas and governmental levels. A lack of stable and adequate funding for tribal child welfare programs has proven to be one of the most serious barriers to the tribe’s ability to protect their children, thus creating the need for assistance from state and public child welfare agencies. With the accomplishment of ICWA’s intent, many tribal governments have revised their existing tribal codes or developed new codes to directly address the issues of dealing with child abuse. Many tribes also work with the National Indian Child Welfare Association (NICWA) who assist and represent tribal governments, urban Indian social service programs, and staff from various state child welfare agencies that work with Indian children and their families. The Indian Child Welfare Act has not reduced the flow of Indian children into substitute care. Even though the number of Indian children in public care has decreased, the caseloads of tribal programs are rising sharply as these programs expand and cases are transferred from public agencies. NICWA helps various tribes with services such as family preservation programs for Native American families. These programs assist families with solving the child abuse or neglect issues and aid in a speedy reunification if the child is placed out of home. The legislative intent of ICWA is being accomplished- tribal governments are assuming responsibility for more and more of their children as the state and the BIA (Bureau of Indian Affairs) transfer jurisdiction and recede from the picture (Mannes, 1993, p.143). It is important for the tribal courts to keep the Indian child with a relative, the child’s tribe and/or another Indian family for foster care or adoption. The reason for this is that the tribe feels placement of a Native American, whether it is for foster care or adoption, should stay with the tribe or other tribal avenues to keep this child in the realm of their culture. These extended kin networks support identity formation, a sense of belonging, recognition of a shared history, and survival of the group. Keeping Native American children with extended family members can become costly. Food, shelter, income, and a sense of having access and availability to services is in short supply. Income to care for these children and families comes from the limited funds tribes have available and only small amounts of money are accessible through the federal government. If the tribal courts have jurisdiction of the case, oftentimes the state system is no longer involved, therefore the state does not contribute monetary assistance. By following the Indian Child Welfare Act and placing Indian children with relatives also in a poverty situation in lieu of other placement options, how can one say the best interest of the child is being considered? Hopefully, the future will bring a more harmonious union between Native American Indian tribes and state child welfare agencies. Conclusion After analyzing child abuse, it is obvious that this issue will continue to be the center of much debate, controversy, and consideration until the problem is taken care of. Realistically speaking the problem is not likely to ever disappear. The lack of control that government, and society for that matter, has on the rearing of children will not allow the problem to go away. Until we are able to find a way, within the limits of the law, to insure the safety of all children, child abuse will forever be a problem in our society. We as social workers advocate for critical legislation that impacts children and families, work to obtain and maintain funding for prevention programs, and collaborate with organizations, community leaders and public policy makers. I would like to help ensure that local, state, and federal policy-makers adopt, implement, and maintain important policies and programs that support children and families. In order for this to happen we need to educate the public on advocacy. They need to make their voice heard throughout the nation. Voting is a great way to advocate. You can control who our future policy makers are by taking an active role in voting. By voting, you are exercising your most basic right as a citizen. Always vote; one person can make all the difference. I always vote. Get to know the people who are out there representing you. This could be anyone from your local city council to your federal Congressperson. They are here to serve you. Your elected officials depend on their constituents to let them know the concerns of people around your community. There are a few ways you can contact your policy-makers and communicate your support. I would like to go and meet some of city council and let them know my concerns. I would also use letter writing to get my point across. Calling elected officials is another way I would get my voice heard. Remember to call and thank them when a bill gets passed through that I have supported. REFERENCES Finkelman J. D. (1995) Child abuse a multidisciplinary survey short- and long-term effects. New York: Garland Publishing, Inc. Kalichman, S. C. (1993). Mandated reporting of suspected child abuse. Washington, DC: American Psychological Association. Sagatun I. J. Edwards L. P. (1995). Child abuse and the legal system. Chicago, IL: Nelson- Hall Publishers U.S. department of Health and Human Services. (1988). STUDY FINDINGS Study of National Incidence and Prevalence of child abuse and Neglect: Childrens Defense Fund. (1999). The state of americas children. Boston: MA: Beacon Press. DeBenedictis, D.J. (1990). Custody controversey:tribe can’t intervene in indian’s mothers adoption decision. ABA Journal, 76(5), 22-23. Retrieved March 19, 2006, from George, L.J. (1997). why the need for the indian child welfare act? Journal of Multicultural Social Work. 5(4), 165-175. Mannes, M. (1993). seeking the balance between child protection and family preservation in indian child welfare. Child Welfare, 72(2), 141-152. Retrieved November 11, 2006, from Matheson, L. (1996). the politics of the indian child welfare act. Social Work, 41(2), 232-235. Retrieved November 11, 2006, sfsu.edu/~multsowk/title/520.htm NICWA: History and Who We Are, Retrieved date 2006. nicwa.org Research Papers on Child Abuse Research PaperThe Relationship Between Delinquency and Drug UsePersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenStandardized TestingArguments for Physician-Assisted Suicide (PAS)Moral and Ethical Issues in Hiring New EmployeesComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationInfluences of Socio-Economic Status of Married MalesHip-Hop is Art

Discussion Questions for Pride and Prejudice

Discussion Questions for Pride and Prejudice Pride and Prejudice is one of the most well-known works by Jane Austen. A classic piece of literature, the ever satiric Jane Austen brings us a love story that is both critical of 19th-century English society and reminds us not to take first impressions too seriously.   Still very popular, Pride and Prejudice is a great story to discuss with friends and classmates. Here is a list of questions that can be used for conversation. What is important about the title?What conflicts did you notice in Pride and Prejudice? Were they physical, moral, intellectual, or emotional conflicts?How does Jane Austen reveal character in Pride and Prejudice?What are some themes in the story? How do they relate to the plot and characters?What are some symbols in Pride and Prejudice? How do they relate to the plot and characters?Is Elizabeth Bennet consistent in her actions? Is she a fully developed character? How so?Do you find the characters likable? Are the characters people you would want to meet?Does the novel end the way you expected? Why?What is the primary purpose of the novel? Do you find the purpose important or meaningful?How does the novel relate to feminist literature?How essential is the setting to the story? Could the story have taken place anywhere else?What is the role of women in the text? How are mothers represented? What about single and/or independent women?Would you recommend this novel to a friend?

A Guide to Composite Materials in Boats

A Guide to Composite Materials in Boats Composite materials are broadly defined as those in which a binder is reinforced with a strengthening material. In modern terms, the binder is usually a resin, and the reinforcing material consists of glass strands (fiberglass), carbon fibers or aramid fibers. However, there are other composites too, such as ferrocement and wood resins, which are still used in boatbuilding. Composites offer the advantages of a higher strength-to-weight ratio than traditional wood or steel methods, and they require lower skill levels to produce an acceptable hull finish on a semi-industrial scale. History of Composites in Boats Ferrocement Probably the earliest use of composites for boats was ferrocement. This material was extensively used in the first half of the twentieth century for building low-cost, low-tech barges. Later in the century, it became popular not only for one-off home projects but also for production boatbuilders. A steel frame made of reinforcing rod (known as an armature) forms the hull shape and is covered with chicken wire. It is then plastered with cement and cured. Although a cheap and simple composite, armature corrosion is a common problem in the chemically aggressive marine environment. There are still many thousands of ferro boats in use today, however – the material has enabled many people to realize their dreams. GRP During the Second World War, just after polyester resins were developed, glass fibers became available following the accidental discovery of a production process using blown air on a stream of molten glass. Soon, glass-reinforced plastic became mainstream and GRP boats started to become available in the early 1950s. Wood/Adhesive Composites Wartime pressures also led to the development of cold-molded and hot-molded boatbuilding techniques. These approaches entailed laying thin veneers of wood over a frame and saturating each layer with a glue. High-performance urea-based adhesives developed for aircraft manufacturers were widely used for the new technique of molding boat hulls – typically for PT boats. Some adhesives required baking in an oven to cure and hot-molded hulls were developed, though there were size limitations governed by access to industrial ovens. Modern Composites in Boats Since the 1950s, polyester and vinylester resins have improved steadily and GRP has become the most prevalent composite used in boatbuilding. It is used in shipbuilding too, typically for minesweepers that need non-magnetic hulls. Osmotic problems from which early-generation boats suffered are now a thing of the past with modern epoxy compounds. In the 21st century, volume GRP boat production follows a full industrial production process. Wood/epoxy molding techniques are still in use today, typically for rowing skiffs. Other wood/adhesive composites have evolved since the introduction of high-performance epoxy resins. Strip planking  is one such popular technique for home boat construction: Strips of wood (typically cedar) are laid longitudinally over frames and coated with epoxy. This simple construction offers a cheap and strong build with a fair finish easily achievable by an amateur. At the leading edge of boat building, aramid fiber reinforcing strengthens key areas of sailboats, such as the bows and keel sections. Aramid fiber also provides improved shock absorption. Carbon fiber masts are increasingly common, as they offer major performance and vessel-stability benefits. Sailboats also use composites in their sail construction, with carbon-fiber or glass-fiber tape offering a flexible but dimensionally stable matrix to which synthetic sailcloth is laminated. Carbon fiber has other marine uses too – for example for high-strength interior moldings and furniture on super-yachts. The Future of Composites in Boatbuilding The costs of carbon fiber fall as production volumes increase  so the availability of sheet carbon fiber (and other profiles) is likely to become more prevalent in boat  production. Materials science and composite technology are advancing rapidly, and new composites include carbon nanotube and epoxy mixtures. Recently, a small naval vessel with a hull built using carbon nanotubes was delivered as a concept project. Lightness, strength, durability, and ease of production mean that composites will play an increasing part in boat construction. Despite all the new composites, Fiber-reinforced polymer composites are here to stay for very many years, though it will surely be in partnership with other exotic composites.

Critical Analysis Essay Example | Topics and Well Written Essays - 250 words - 1

Critical Analysis - Essay Example As a result, various nations within the island are selling citizenships in order to finance resort projects. For example in St. Kitts, Christophe harbour, have teamed up with the government where they are going to provide citizenship to qualified applicants. One of the qualifications is to invest at least $400,000 in a project known as Christophe Harbour Development. This has extended from St. Kitts to Antigua and Grenada. These infusions are meant to increase tourist attractions and on the other hand the investors to get Caribbean passports. The main purpose of this article, as described above, is to analyse and present the average view of the issue of Caribbean nations on investing using citizenship. The author’s main arguments are his analysis and are based on the positive view. However, on this whole issue, this is one unorthodox way of financing resorts and villas. As a result, the Caribbean vacation home is experiencing an irrational recovery; there is new construction everywhere this is especially in the smaller nations disdained by the conservative lenders. Although this citizenship by investment seems to be a good move for the economy of the countries, there are some factors that they have not considered. For example, they are devaluing the citizenship of these countries. These nations are at the risk of vetting their applicants with lax, which in turn will make other countries place even greater laws and restrictions to all the travellers in Caribbean’s passports. Although the author has used some comments given by people in government, the paper is biased and limited to the people in power. He does not give the common man a chance to express his view on the matter. As a result, he is not entirely able to be objective in writing his view on the article. Hudson, Kris., Caribbean Exchange: Invest In property and Get Citizenship. Wall Street Article. Wall Street Journal. (2014)

HOW DOES EXERCISE MODIFY NORMAL PHYSIOLOGY Essay

HOW DOES EXERCISE MODIFY NORMAL PHYSIOLOGY - Essay Example The situation, which will be described in this work, is the following: the experienced athlete is going to run a 20km marathon today. The aim is to describe his physiological changes during all aspects of this event. First of all, it is necessary to note, that marathons are not related to the sub maximal loadings; they are related to the dynamic kinds of sports with rather steady and obviously smoother changes in various physiological indices of the sportsman under research. Thus, let us look at the changes, which are caused by the nervous system when the race has just begun. According to Sutoo & Akiyama (2003), exercise modifies the function of brain, as well as the nervous system functioning. However, the mechanism of these changes is still unknown for the scientists. According to the experiments, the influence of the physical exercises has been displayed through the increase of the level in serum calcium, transported to the brain, to stimulate the synthesis of dopamine. In its turn, the higher level of DA synthesis becomes the main reason of the physiological changes during physical exercises. Thus, the main effect caused by the nervous system changes during the dynamic exercises is the increase in blood pressure, the rationale for which lies in the calcium-exchange changes; but it is important to know, that profound understanding of the process of calcium production as a result of long stable exercises becomes the reason for general decrease in bloo d pressure, and this contradiction may be explained as follows. Calcium is known to reduce blood pressure through the calcium/CaM-dependent DA-synthesizing system, simultaneously increasing it through intracellular calcium-dependent mechanism. These facts explain why the first several minutes of race are the most difficult even for the experienced racers. The calcium infusion, caused by exercises, becomes the reason of hypercalcemia during the first kilometers of race, and causes higher blood pressure,

Analyzing Primary Sources Essay Example | Topics and Well Written Essays - 1000 words

Analyzing Primary Sources - Essay Example Second, primary sources are biased by the personal views of the narrator and may lack objectivity and neutrality. This is unavoidable, not because people have bad intentions but because humans are subjective. Our personal views and observations can be influenced by our ethical and moral standards and intentions, which can and do change the way we recount events. Third, primary sources vary in quality, so not all have equal credibility. Some people are more observant and notice details others do not, while others notice more details than are objectively evident and necessary. Examples are the "Georgia" article writer's obvious stand against slavery shown in the harsh comments against the slave buyers and Sadie's more credible cheery disposition in "Shorrow". Lastly, primary sources vary in degrees of reliability. Narrations close to the date and place of the events would be more reliable because personal experience shows that human memory fades over time. Primary sources need to be checked against other sources on the same event to establish truthfulness and credibility. Offhand, none of the documents is completely unbelievable because each one is based on firsthand accounts. ... Knowing all these, historians should practice critical analysis when studying primary sources. Was any document completely believable, or completely unbelievable Offhand, none of the documents is completely unbelievable because each one is based on firsthand accounts. Unless we can prove the person identified never existed, or the event recounted never took place (e.g., the sale of slaves in Savannah on March 2-3, 1859 as in "Georgia"), these primary sources should be given the benefit of the doubt. However, we can also state that none of the documents is completely believable for similar reasons until we can establish the actual existence of characters (of Mrs. Hawkes who wrote "Shorrow", the Holt family in Walton County who owned the slaves, etc.), of minor details (was there a Senator John Hill from Madison, Georgia who served two terms on the Whig ticket as in "Evans"), and of events (Mrs. Brice closing her school in June 1861 in "Freedmen"). All facts need cross-checking to definitely establish each document's credibility. Some sources seemed less believable, notably "Freedmen" because of its pompous and exaggerated tone, and "Georgia" because the author sounded like someone vehemently against slavery, giving these articles their biased tone. The others were more believable because they sounded like a recording, the characters in "Bowers", "Shorrow", and "Evans" speaking in a way that is verified by my personal experience. The documents provided a wide range of information about slavery in the U.S., from the harsh and cruel to the gentle and kind. While some slaves really suffered at the hands of their masters ("Freedmen" and "Georgia"), others enjoyed working and were treated well ("Shorrow", "Bowers", and "Evans"). The slaves' ambitions

Knowledge Share-Human Resource Management Current Study Assignment

Knowledge Share-Human Resource Management Current Study - Assignment Example Analysis The opportunity to achieve effective potential at workplace for all the employees in an organization is now significantly recognized as one of the fundamental human rights. Over last few decades, it has also become transparent that the Canadian organizations need to pursue workplace diversity as a competitive stipulation. The pursuit of diversity at the work place is one of the major strategic responses of the Canadian organizations towards globalization (Klarsfeld, 2010). Moreover, it helps the organizations to increase their multiculturalism of marketplaces and workforces. The new diversity definition rejects the concept of mandated targets and quota system in the organizational workplace. Moreover, it minimizes the risk of much of regulatory and legislative framework that accompanied the equal employment opportunity, affirmative action and equity legislation of employment in an organization. Since last two decades the Canadian organizations are practicing this workplace d iversity as their key organizational process. Cultural Workplace Diversity The workplace diversity rests on several premises. ... All the business owners can be benefited from implementing proactive human resource strategies. This process has helped the Canadian employers to build an effective culturally diverse workplace. It is important for the organizations to eventually promote the cultural diversity awareness among all the employees of the organization in order to leverage the benefits and advantages of cultural awareness in the workplace. Workplace Diversity at IBM Employees of IBM represent diverse and talented workforce. Accomplishing the potential of the diversity is a major business priority. Effective workplace diversity is the fundamental of IBM’s competitive success. Venerable commitment to equal opportunity is the major element in IBM’s workplace diversity program. Several business activities, such as promotion, hiring and compensation are performed without regard to religion, color, race, gender identity, national origin, disability, age, genetics or expression. These specific busin ess activities, administration and design of IBM benefit the diversity plans abide by all kinds of applicable law. IBM provides workplace accommodations to qualified employees with disabilities. These are essential diversity plans that can enhance the performance of each and every employee. Giving value and respect to all the employees helped the organization to ensure an effective working environment which is free from all forms of conflicts and harassment. This policy depends upon effective business judgment strategy. Moreover, this policy anchored in the organizational values of IBM. All the managers of IBM abide by applicable laws and organizational policies of IBM. It helps the organization to fulfill their

Free Market Economy Essay Example | Topics and Well Written Essays - 1250 words

Free Market Economy - Essay Example The fact that a free market economy operates automatically is one of its major advantages. Moreover, when firms, consumers and workers pursue their own self interest through buying and selling in competitive markets, it helps in minimizing the central economic problem of scarcity, by encouraging the efficient use of resources (Lipsey 2003). In an actual scenario, however, markets fail to achieve maximum efficiency in the allocation of scarce resources resulting in inequality and unfavorable externalities therefore governments feel it necessary to intervene thus, in practice, perfect free market economies do not exist. Even in countries like USA, Germany and France, which are considered to be practicing free market to a great extent, there are many areas that are in government’s control. For example, in USA, there are laws proposed to verify illegal trade practices. They also have a government department called the FDA (Food and Drug Administration) that ensures all consumer products that are taken in to the body are toxic free. There are number of reasons as to why a free market ascends level of inequality and inefficiency in the economy. Firstly, a perfectly performing price system, as the case in a free market, does not provide for the issue of an ethical income distribution. In such a system, the limited supplies of goods and services are rationed out to those who can afford it. In other words, the scarce resources are usually diverted to the production of luxuries for the rich before an adequate output of commodities for the poor is produced. In addition, essential goods and services that are socially desirable may not be produced in sufficient amount under the price system because they are not profit yielding. These goods and services include health, education, defence, lighting, etc. This is the reason why the state provides, in most countries, for what are considered to be basic needs. Furthermore, a free market economy fails to consider all the costs and benefits associated with the production and c onsumption of commodities. Since they are profit motivated, producers tend to ignore the costs they impose on society as a result of their activities (Begg 1997). In this kind of economy, there is limited competition between firms. A few giant firms may control an industry, in such a case consumer sovereignty is affected; the bargaining position of consumers is weakened considerably while the sellers position is enhances resulting in higher prices and restricted output. Lack of competition and high profits also tend to reduce the incentive for firms to be efficient and resourceful. Due to the imperfection in market mechanism, market economy tends to further increase the disparities between people, that is, those with power and property gain at the expense of those without it. It also, due to its self interested behavior, tends to encourage greed, materialism and the acquisition of power (Sloman 1997). In my opinion, an economy should use the market mechanism to some extent and allow a certain degree of government intervention. Such economies are called mixed economies and all real world economies are a mixture of the two systems. Such a system proves beneficial for all the parties as it gives everyone the freedom to choose and produce while maintaining equality in the economy. 2.1 According to demand and supply analysis, there is an inverse relationship between the price and quantity demanded for a product. When the price for a product is too high, the quantity demanded eventually falls. Likewise, when price is low, quantity demanded increases. The movement along the demand curve is

Knowledge Share-Human Resource Management Current Study Assignment

Knowledge Share-Human Resource Management Current Study - Assignment Example Analysis The opportunity to achieve effective potential at workplace for all the employees in an organization is now significantly recognized as one of the fundamental human rights. Over last few decades, it has also become transparent that the Canadian organizations need to pursue workplace diversity as a competitive stipulation. The pursuit of diversity at the work place is one of the major strategic responses of the Canadian organizations towards globalization (Klarsfeld, 2010). Moreover, it helps the organizations to increase their multiculturalism of marketplaces and workforces. The new diversity definition rejects the concept of mandated targets and quota system in the organizational workplace. Moreover, it minimizes the risk of much of regulatory and legislative framework that accompanied the equal employment opportunity, affirmative action and equity legislation of employment in an organization. Since last two decades the Canadian organizations are practicing this workplace d iversity as their key organizational process. Cultural Workplace Diversity The workplace diversity rests on several premises. ... All the business owners can be benefited from implementing proactive human resource strategies. This process has helped the Canadian employers to build an effective culturally diverse workplace. It is important for the organizations to eventually promote the cultural diversity awareness among all the employees of the organization in order to leverage the benefits and advantages of cultural awareness in the workplace. Workplace Diversity at IBM Employees of IBM represent diverse and talented workforce. Accomplishing the potential of the diversity is a major business priority. Effective workplace diversity is the fundamental of IBM’s competitive success. Venerable commitment to equal opportunity is the major element in IBM’s workplace diversity program. Several business activities, such as promotion, hiring and compensation are performed without regard to religion, color, race, gender identity, national origin, disability, age, genetics or expression. These specific busin ess activities, administration and design of IBM benefit the diversity plans abide by all kinds of applicable law. IBM provides workplace accommodations to qualified employees with disabilities. These are essential diversity plans that can enhance the performance of each and every employee. Giving value and respect to all the employees helped the organization to ensure an effective working environment which is free from all forms of conflicts and harassment. This policy depends upon effective business judgment strategy. Moreover, this policy anchored in the organizational values of IBM. All the managers of IBM abide by applicable laws and organizational policies of IBM. It helps the organization to fulfill their

Social networking www.instagram.com Assignment Example | Topics and Well Written Essays - 1000 words

Social networking www.instagram.com - Assignment Example This means that Instagram has its terms and conditions and legal sanctions, as shall be seen in the discussion that ensues forthwith. 1) The Type of Conduct Specifically Prohibited Instagram prohibits the use of its services by any person below 13 years. Instagram does not also allow posting of violent, discriminatory, nude or party nude, hateful, pornographic, sexually suggestive or infringing photos or content, via its service. Instagram also prohibits the selling or transferring of accounts, account followers, account rights or account username. The only exception to this rule is assigned top businesspersons. In the same wavelength, Instagram prohibits an individual from opening an account for another party. Bonanos (2012) divulges that for security and ethical purposes, soliciting, collecting and using login credentials of other Instagram users is prohibited. Defaming, stalking, abusing, defaming, harassing, intimidating and impersonating other people or users of Instagram are pr ohibited acts. The posting of confidential information such as nonpublic phone numbers, and private e-mail addresses, social security, national identity card numbers and card information via Instagram is also prohibited. In another wavelength, Instagram also prohibits the changing, modifying and altering contents of other websites to give the false impression of association with Instagram is also proscribed. Alongside this is also the accession of Instagram’s private API by means outside Instagram’s permission. All users are also not allowed to submit or generate unwanted e-mails, comments or any other form of commercial which may harass communication to Instagram users. Instagram also prohibits the use of web URLs and domain names without receiving prior written permission from Instagram. The creation of accounts with Instagram services through unauthorized fashion (such as through the use of script, automated device, bot, scraper and crawler) is also not allowed. Any act that may interfere with Instagram’s services, Instagram servers and networks such as transmission by worms, spyware, malware, viruses or any other code of disruptive or destructive nature. In this light, no one is allowed to inject code or content or even alter the way an Instagram page is displayed in the user’s device or browser. No one is also allowed to attempt to, or restrict another Instagram user from enjoying or using Instagram services, or encourage the violation of Instagram’s terms and conditions of use. It is also important to note that any form of action which is in contravention to the terms and conditions of Instagram’s use that the client had agreed to abide by is a violation and is therefore prohibited. Additionally, all Instagram users are expected to comply with Instagram’s Community Guidelines. This above is seen in ABA Business Law Section’s statement which reads, â€Å"As a social networking Web site matures, its business and the ever-changing legal environment are likely to prompt revisions to the standard posted EULA terms.† This is found in ABA Business Law Section (2009). Again, this is reflected in Instagram’s website which reads, â€Å"By accessing or using the Instagram website, the Instagram service, or any applications (including mobile applications) made available by Instagram (together, the "Service"), however accessed, you agree to be bound by these terms of use

Religious Service Essay Example for Free

Religious Service Essay For my last response paper, I decided that I wanted to attend a Jewish service. Since I had missed the pre arranged field trip to go with the school, I decided that I would grab a friend, and make a day out of driving up to Park City to go to the Temple Har Shalom. We set off on our forty minute drive, and finally came upon the Temple. The temple itself was very intriguing to the eye, it was a mix of brick and what looked like maple wood, the architecture was interesting and had a very modern feel to it. The inside was beautiful, and very spacious. There were chairs set up and tables, and fire places, of course there were Israeli flags hanging from different locations. When we first got in, we first just walked around and marveled at how modern and clean the temple felt. People were starting to come in, and greet each other. It was obvious that the community was very close; everyone seemed to know one another. My friend and I were immediately picked out as being visitors, and so some people came to us and wanted to know who we were, and what we were doing there. Upon hearing my reason for being at the temple, a man kindly offered to first explain to us a little about what was going on. First of all he began to tell us that every synagogue must have three things in order for it to be considered holy. One of these things is the Ark, the cabinet where the Torah scrolls are kept. The second thing is a â€Å"sanctuary lamp† or an altar lamp; a light that shall burn continuously. The third thing he mentioned was a 7 branched candelabrum, or menorah. We walked into where the service was being held, and considering that this specific temple is one of the largest in the state, the room was huge. I was told that the congregation was made of over 300 Jewish families, and there was room for everyone to be comfortable. The pews were set up, and they were all blue behind the rows of pews, blue single chairs were set up. The chairs were all set up to face the ark, which was surrounded by beautiful, white blue and grey brick looking stain glass. Again the building is very new and modern, so the lights where very interesting shaped, they reminded me of tire wheels. The wall on the side of the room had slits of the same stain glass that surrounded near the front of the room where the arc resided. The Star of David and a menorah were also present on the walls. The ceiling was very interesting; it was wood pleats and reminded me of an olden wooden sleigh. The Rabbi who was conducting the service was Rabbi Joshua Aaronson. He was a little younger than I was expecting, I would put him maybe around 35 or so. He was wearing a full length white robe with a Tallit around his shoulders, which was a more yellowish collar, and had what looked like leaves to be on it. He was also wearing a Yamaka. He greeted the congregation by saying â€Å"Shalom† which means welcome. I noticed that there was different books all around, there were prayer books, called â€Å"Siddur† which contained Hebrew, and English translations, there was also the â€Å"Chumash† which is the book that has the torah readings in it, each week a different part of the Torah is read, starting in Genesis and going through to Deuteronomy, once the torah has been read all the way through, it starts over again in Genesis. Rabbi Aaronson spoke to the congregation and told some stories about his wife and family, the whole congregation seemed to enjoy him, and he wa s quite funny. Rabbi Aaronson’s sermon was about happiness, he talked about how he had never really thought about the idea of happiness and Judaism going together, of course he was happy, and had studied the religion for many years, the persecution of the Jews, the nature of God, Faith in God, the rules, the laws, he joked that through all the movies he had seen about Judaism he had never left in a happy mood, with Fiddler on the Roof being the exception. He talked about how he realized that happiness was actually found many places in Judaism, the first of which would be the Tanakh or Jewish bible, one of the sons of Jacob is named Asher, meaning happy. He talks about how the word happy is found most often in Psalms and Proverbs, and mentions that the very first word in the very first Psalms is happy, he then repeats the first Psalm, first in Hebrew and then in English. He explains the Psalms which basically says that a person is happy when he or she has a strong moral compass, and is not persuaded by liars and cheaters. He mentions Psalms 84 and mentions that the Psalms is so important that it is the first phrase in one of the most important prayers of the Shabbat, the prayer in English roughly means â€Å"The Happy Prayer†. The point to his message was that being close to God, and more so being religious and studying God and religion brings people happiness. He talks about a poll that was done with 600,000 Americans which showed that people who considered themselves religious or very religious said they were much happier than those who said they were moderately religious or not religious at all. My favorite part of the service was when the Torah was read. The reading of the Torah was done in the middle of the service, Rabbi Aaronson opened the Ark, and it is custom for everyone to stand when the Ark is opened, to show respect. Everyone rose and chanted a verse from the Torah, which I was told again shows their recognition of the importance of the Torah. The different Torahs were all neatly placed in the Ark, which beautiful covers on them, while the Rabbi took them out, I noticed he carried them to the altar almost like a new born baby, which makes sense considering how sacred the Torah is in the religion. He took off the coverings and there were two other people around him who were the â€Å"Torah checkers† they make sure that whoever is doing the reading is not making any mistakes and is there to correct if a mistake is made reading the torah. They carried the torah around the room and people bowed when it came near them, I was told that I did not have to bow if I did not feel comfortable, but felt I wouldn’t get the full experience if I didn’t. There was a whole intriguing ritual in reading the torah, a man went up to do an â€Å"Aliyah† which is Hebrew for going up, this is like a blessing on the torah before the reader read’s that weeks passage. I had never heard Hebrew spoken before attending this service, let alone heard another language in a church so that was very interesting. I had also never seen a book that was so sacred, of course Christians have the bible but it is not transported around the room, while people bow to it. I thought that showed a lot of tradition and strength in the religion. It is clearly a religion that is very important to those who follow it. I would go into more detail about the torah reading, but I left my notes and my program on the pew when I left and didn’t realize until much too late. The book that allowed us to follow along the torah reading was very great, and I was pleasantly surprised that they did the reading in English as well as in Hebrew. The service ended and people came up to me and shook my hand and of course as always, wanted to know what I thought about it. I have to admit this was one of the most intriguing church experiences I have ever had. The sermon was interesting, the people were great, and there was such a feeling of being close, close to one another and close to God and to a religion that I was very overwhelmed with positive emotion. I am very glad that I attended this service, and am glad this class has allowed me to open my mind to different religions.

Early Childhood Mathematics Teaching

Early Childhood Mathematics Teaching Mathematics is one subject that unleashes deep-seated memories for many people. Most of these memories include the learning of mathematical concepts and skills. Such learning may either be fulfilling or frustrating for learners, as Math covers a wide variety of degrees of difficulty. That is why an effective Math teacher can have so much influence over students in learning and even loving the subject. An effective Math teacher should be able to model to her students her enthusiasm for the discipline that she takes teaching it seriously while according due respect to her learners who may not exhibit the same level of competencies for the subject. Preschool is a time when children may first encounter mathematical lessons, however, much recent research has indicated that preschool children have the ability to understand a variety of mathematical concepts even prior to entering kindergarten (Klein, Stakey, Clements, Sarama, Lyer, 2008; Clement Sarama, 2007). That is why early childhood programs are increasingly required to implement mathematics instruction in classrooms because of young childrens early mathematical knowledge. Development of early math skills provides the foundation for later learning (Clements Sarama, 2008; NAEYC NCTM, 2008; Lee Ginsburg, 2008). According to the National Council of Teachers of Mathematics, the quality of mathematical education in early childhood plays an important part in the childs understanding of possibly difficult math concepts (Loop, 2009). Although there had been many studies pertaining to patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach in accordance to the developmental level of their learners. This current study draws much inspiration and idea from the work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom. Platas was able to measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers using developed and validated survey instruments and statistical analysis (2008). There was a significant variation in the knowledge and beliefs of early childhood teachers on age-appropriateness of math instruction, classroom locus of generation of mathematical knowledge, math versus socio-emotional development and the comfort level in providing the instruction. The instrument used in the research has been found to be helpful for the preparation of prospective Math teachers as well as for the professional development of current Math educators. Platas work has raised many issues and beliefs regarding the developmental knowledge of preschoolers. Such issues include age-appropriateness of mathematical instruction used by teachers in preschools, the extent of learning of such mathematical concepts taught, the purpose of teaching math concepts in preschool and the comfort level of teachers when they introduce such math concepts to preschool children (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). DEFINITION OF TERMS: Belief covers all the matters of which we have no sure knowledge and yet  which we are sufficiently confident of to act upon and also the matters that we  now accept as certainly true, as knowledge, but which nevertheless may be  questioned in the future (Dewey, 1933, p. 6). early mathematical development the increasingly complex mathematical constructions and goals that young children develop and pursue in their activities (Platas, 2008, p.3). In-service preschool teachers teachers who are currently teaching in the  preschool level of education. Pre-service preschool teachers aspiring teachers of early childhood education  who are qualified to teach but have not yet gained any teaching experience. STATEMENT OF THE PROBLEM Many national and state organizations have provided teachers with guidelines to help improve mathematics instruction for young children. Forty-six states have comprehensive learning standards for preschool children (Barett et al., 2008). Furthermore, national organizations such as the National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM) have developed specific recommendations related to high quality mathematics instruction in the early childhood classroom (NAEYC NCTM, 2006). As the NCTM and NAEYC proclaimed, importance in the learning and development of mathematical skills and knowledge is important in building the foundation of mathematical development of preschool children. However, some early learning programs do not focus on high quality mathematics instruction despite research supporting early mathematics experiences influencing mathematical outcomes later in school and promoting school readiness skills in mathe matics (Lopez, Gallimore, Garnier, Reese, 2007; Slaby, Loucks, Stelwagon, 2005). Other remarkable studies showed that there are many activities involved in teaching mathematics to young children and this would involve knowledge about the subject matter, pedagogical content knowledge, lecturing, introduction of symbolism, and connecting everyday experience to abstract ideas (Ginsburg Amit, 2008). This would imply the need to effectively train teachers of early mathematics. There are many significant studies in line with early childhood education but little information is revealed about the teaching of early mathematics (Ginsburg Amit, 2008). This gap in research in mathematics education calls for the need to be filled especially in the area of teachers knowledge development and beliefs in teaching math in preschool. The only remarkable research in the area of teachers knowledge on preschool mathematical development is that of Platas (2008). Platas suggested in her recommendations, further study is still needed in the area taking into consideration a larger sample size and other necessary adjustments (2008). The need for preschool children to be provided with high quality early childhood programs calls for competent educators in general. Specific to this study, competent math teachers concerned with the development of mathematical ability of preschoolers are the qualifications demanded. It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary. Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers knowledge and beliefs will inevitably create an impact in young childrens mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers and pre-service preschool teachers understanding on mathematical knowledge development and beliefs PURPOSE OF THE STUDY The purpose of this study is to examine and compare the mathematical development and beliefs in preschool learning between in-service preschool teachers and pre-service preschool teachers. The comparison will gauge the need to enhance the teachers knowledge of mathematical development and beliefs in early childhood education. Further development of these teachers adeptness in mathematical knowledge as well as fine tuning their beliefs will be done in the backdrop of the literature in preschool math development. RESEARCH QUESTIONS The researcher will compare and evaluate in-service teachers and pre-service preschool teachers knowledge and beliefs of mathematical development and teaching. In order to find significant results for this, the researcher will try to answer the main research question at of the study: To what extent, if any, is there a difference between In-service teachers and pre- service preschool teachers with regard to their knowledge and beliefs of how to teach mathematics to preschool children? Specifically, the following sub-questions will be answered at the end of the study: What do the teachers think are the necessary concepts and skills preschoolers  need to learn in the area of math? What teaching methods do the teachers think are effective in teaching these mathematical concepts and skills? What are their beliefs regarding teaching math? HYPOTHESIS It is hypothesized that there are significant differences between the beliefs of in-service and pre-service preschool teachers on the basis of experience. Those who have experiences in the teaching mathematics will have a different perspective basing from their own experiences compared to those who have limited or no experience in teaching mathematics to preschool children. It is also hypothesized that there are significant differences in the knowledge of mathematical development between in-service and pre-service preschool teachers. REVIEW OF LITERATURE What Preschool Math Entails The study of Math incorporates the processes of questioning, reflecting, reasoning and proof. It is a powerful tool for solving familiar and unfamiliar problems both within and beyond mathematics. As such, it is integral to scientific and technological advances in many fields of endeavor (Brewer, 2001). The inclusion of Mathematics in the curriculum is aimed at developing students mathematical thinking, understanding, competence and confidence in the application of mathematics, their own creativity, enjoyment and appreciation of the subject and their engagement in lifelong learning (Board of Studies New South Wales, 2002) Apart from the skills developed from the study of Math, values and attitudes are likewise emphasized. Students get to appreciate mathematics as an essential and relevant part of life. They show interest and enjoyment in inquiry and the pursuit of mathematical knowledge, skills and understanding. Children demonstrate confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems. Math also aims to develop and demonstrate perseverance in undertaking mathematical challenges. Students recognise that mathematics has been developed in many cultures in response to human needs (Board of Studies New South Wales, 2002). The National Council of Teachers of Mathematics (2000) identified high quality mathematics programs for early childhood as having the following characteristics: (Brewer, 2001, pp. 319-320) They build upon and extend childrens intuitive and informal mathematics knowledge They are grounded in knowledge of child development They provide environments that encourage children to be active learners, eager for new challenges They develop a strong conceptual framework that provides the foundation for skills acquisition They nurture and develop childrens inclination to solve problems. Math Teaching Strategies in Preschool Children learn much on their own. However, the question of whether certain math concepts should be deliberately taught by the teacher or just be freely learned by children through play is another issue in math learning (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). Shaftel, Pass and Schnabel (2005) agree that children are more motivated to learn even difficult lessons in Math or other subjects through instructional games and simulations rather than traditional classroom instruction. Games have been found to result in improved content retention over time, possibly because of the opportunity for more participation. Math games improved on-task behavior and achievement even for students with mild intellectual disabilities (Beattie Algozzine, 1982). What motivates children with math games is that it allows them many opportunities to reinforce current knowledge and to try out other strategies or techniques without fear of getting the wrong answer. Trial and error is always encouraged, making them more confident in taking risks (Shaftel, Pass and Schnabel, 2005). Math games provide students with an environment for experiencing incorrect answers not as mistakes but as necessary steps towards connecting pieces of knowledge together (Holton et al, 2001; Quinn et al, 1992). Practical games such as those involving knowledge about money should be tied to real-life experiences if mathematical learning is to be optimized. Simulations develop metacognitive skills for analyzing and organizing data, checking responses, justifying solutions to problems and applying mathematical knowledge to daily activities (Hopkins and Dorsey, 1992). Issues of Teachers Teaching Math in Preschool This study is also concerned about the commitment of teachers in teaching math to young children (OConnor, 2010).. It is essential to investigate if they know the value of teaching math concepts to preschoolers at a very young age, which math concepts to teach and if it is worth teaching such concepts. It would also be interesting to know how comfortable these teachers are in teaching Mathematics and what are their attitudes and insights towards it. Teachers derive their behaviors, attitudes and ethics from their own personal and professional philosophies on teaching. Gore (1997) analyzes how such a philosophy leads to ones development of a pedagogical approach. A school having its own philosophy should have their teachers who hold the same beliefs. Alignment of their philosophy is essential for harmony. Gore (1997) claims that systematic and disciplined observations of pedagogy are necessary in order to clarify and perhaps compromise on the philosophy everyone must believe in and live by. This implies that a teachers perception of teaching a particular subject such as Math reflects her own and the schools philosophy regarding the subject. Many researchers have been intensively studying young childrens mathematical development and have come to understand the developmental progression of childrens mathematical understanding (Baroody, A. J., Lai, M.-L., Mix, K.S, 2006; Clement Sarama 2007; Seo Ginsburg, 2004). In order to support early mathematical development in young children, researchers recommend that teachers (a) develop a deep understanding of the mathematical content and concepts (Baroody, et al., 2006); (b) develop an understanding of young childrens mathematical development, including the ability to take into consideration the prior knowledge of the child (Baroody et al., 2006; Clement, 2001 Clement Sarama 2007); and (c) be fluent in the classroom pedagogy that supports and fosters such development including a knowledge of useful representations and strategies and common misconceptions and errors (Baroody, et al., 2006; Seo Ginsburg, 2004). By increasing teachers knowledge and understanding of mathematical knowledge development, it is expected that children will also learn better and a more productive classroom atmosphere is will be created. Therefore, it is important for teachers to know how to support childrens mathematical development in the preschool classroom in order to develop effective and appropriate classroom instruction. Teachers also need to understand how children learn mathematical knowledge as well as assessing their understanding, and monitoring their progress. Apart from the information yielded by Platas (2008) work, the literature point out that preschool teachers need to have a specific level of competency in their teaching which can be measured through their knowledge and beliefs. It was found that kindergarten teachers different training experiences and school contexts have significant impacts on childrens readiness for school (Lin, Lawrence, Gorrell, 2008). This implies that the level of knowledge and beliefs of preschool teachers have been significantly influenced by their training experiences and level of education received. Preschool teachers have different views on early childhood education with some of them thinking the programs in their schools may either be too advanced or too basic. Teachers preparation for cultural diversity in preschool is important prior to creating a welcoming learning environment (Hughes, Kwok, 2007). Skills and knowledge of teachers are important considerations especially on the basic education level. Teachers gestures and utterances were found to have a significant role in childrens learning (Klerfelt, 2007, Valenzeno, Alibali, Klatzky, 2003). In preschool education, high quality teacher-child relationships are expected. Knowing how to establish such good relationships with young children implies that the preschool teacher must have substantial knowledge on relationship building in early childhood education programs (OConnor, 2010). This also suggests that the teacher is effective and knows how to infuse fun in learning. Preschool teachers must have adequate knowledge and strong beliefs in a particular subject area they are tasked to teach. They should have knowledge of useful representations and strategies and common misconception errors when it comes to mathematical development in young children in particular (Broody et al., 2006). A Development model that coincides with theory and research is needed to create the building blocks for early childhood mathematics (Sarama, Clements, 2004). On the other hand, a teachers belief is hard to measure but it proves a reliable measure of teachers experiences and actions (Muis, Bendixen, Haerle, 2006). For example, a teacher may believe that young children are capable of understanding quantities because she herself has been successful in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of teachers are requirements for mathematical development in early childhood education. Education and specialized training of preschool teachers are associated with young childrens learning and development (Barnett, 2004). Evaluation of the impact of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of childrens academic abilities proved to influence academic competence among students (Hughes, Gleason, Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers perceptions of school-related climates and teachers perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teachers math-related teaching was highly associated to childrens mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, Hedges, 2006). The attitudes of preschool teachers on early m athematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, Kesicioglu, 2009). Teachers elementary education credentials, years of education and years of experience have complex impact to childrens learning (Connor, Son, Hundman, Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education. SIGNIFICANCE OF THE STUDY This study takes on Platas suggestion that more research should be done in terms of investigating preschool teachers knowledge and beliefs regarding the developmental mathematical knowledge of preschool children. In compliance with the standards of NCTM for high quality math programs, evaluation of teachers competencies should be done to ensure the quality of teaching in early childhood programs. This studys significance lies in ensuring that teachers are adequately skilled and emotionally ready to teach mathematical concepts in the preschool level. In addition, this study is a contribution to the growing body of knowledge of early childhood education. Furthermore, new information may be derived from concerned participants in this research such as fresh ideas coming from the perspective of in-service and pre-service teachers that could be helpful in improving ones performance in their jobs. Thus, the importance of pursuing this trend of thinking will highly benefit teachers in early childhood education. In particular, there is a need to publish studies such this in order to provide support and enhancement of skills to new teachers in the field. It is important to study perceptions of early childhood educators because they play a significant role in young childrens learning and development of knowledge and skills (Chien, Hui, 2010). This study will help not only teachers to better understand the learning process involved in order to maximize mathematical knowledge development of young children. It is also helpful in building a better mathematical foundation for young children. OVERVIEW OF METHODOLOGY Instruments to be used for this study are the instruments developed by Platas (2008) namely the Knowledge of Mathematical Development (KMD) Survey and the Beliefs survey. A demographic questionnaire gathering information about the respondents will also be distributed. The Knowledge of Mathematical Development Survey (Platas) is a set of 20 multiple-choice questions that tests teachers knowledge and development in the area of verbal counting sequence, counting, ordinal number of words, addition/subtraction, divisions of sets, written number symbols and words. In each number, the teacher-respondents are to choose which of two math skills children are likely to learn first. If the respondents think that both choices are easily learned by a child, then the choice of same may be picked. However if the respondent does not know which skill is easier for a child to learn, he or she can choose the option do not know. The Beliefs Survey is a set of 40 beliefs about Math teaching and learning. It has a 5-pt. Likert scale with responses that range from Strongly Agree to Strongly Disagree. The belief survey will evaluate the teachers perspective about 4 areas: (1) age appropriateness of mathematics instruction in the early childhood classroom, (2) locus of Generation of Mathematical Knowledge, (3) Social and Emotional vs. Mathematical Development as Primary Goal of Preschool and (4) Teacher comfort in mathematics instruction. The participants involved in the study will be comprised of 200 in-service teachers and 100 pre-service teachers that will be chosen in random. Results will be analyzed using ANOVA as well as correlation analysis. LIMITATIONS OF THE STUDY This study will be limited to exploring the knowledge development and beliefs of pre-service and in-service preschool teachers regarding math. It will not evaluate on any other subject area. It is important to note that in terms of experience, the pre-service teachers will have no teaching experience whereas with the in-service teachers experience may range from a few months to about 20 years, depending on the sample gathered. Also, the number of in-service participants is much higher than the pre-service participants. These factors may affect the results due to this unbalance and must be taken into account when data is analyzed. Summary of Chapter 1 Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already do Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills. Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers knowledge and beliefs about Math in early childhood education.