Problems of Comparative Politics and Post Communism

Problems of Comparative Politics and Post CommunismJulia DownsThere be many interrelated problems in the study of comparative politics. In a domain of a function full of regimes, rulers and governments, everything is intermingled and distinguishing individual issues from one another is very convoluted and difficult. However, the scientific method of hypothesizing, testing, then theorizing, is the route that political scientists pull facts and events from the complicated mess of the servicemans varying governmental systems. Looking at three different areas of discussion, verbalise building, democracies, and economies, one can see that, through and through the science aspect of poring over politics, clear facts can be gleaned and then built on.The first issue that requires hypothesizing, testing, and fin altogethery the creation of a theory is the concept of state building. The Bellecist Model of origins of the groundbreaking State shows this process very clearly. First, the que stion, how do states form, is asked. The hypothesis is that it all(prenominal) begins with certain actors deciding to unify a state, the first step of which is subduing all rivals. To do this, the actors moldiness have resources such as money, humans as citizens or soldiers, and natural resources. This expands into the eventual enquire for a monopoly on violence, finances and administration in night club to control these accrued resources. The hypothesis is made and then the tests begin. This must be done historically, since a state is not an organism that can be discover through a petri dish, and it is seen that the early tribes of Europe followed this path to the modern state that exists today. Based on this, a theory forms war made the state and the state makes war. This statement is a building block for many other theories, including democracy and sparings.The second topic that very clearly uses the scientific method is the question of democracy. though there are many diffe rent definitions for democracy, the underlying agreement between all political scientists is that there is a certain level of political cellular inclusion needed, there must be some form of elections, and the system should be at least semi institutionalized. The question remains, why is it that some countries are squiffy democracies while others, even those who have tried democracies in the past, remain burdened by dictatorial rule. One attempt to answer this question in the modernisation Theory, which says that every state goes through essentially the same process of government and the whole difference is the timeline. This theory has been scrutinized and studied using recent history and the software documentation for the claim is strong. The reason why this is a scientific debate, aside from the obvious hypothesis and theory, is that many political scientists dispute this topic using other hypotheses and tests on history and current events alike. Though it is difficult to tell which events come first, it is the process of proof and disproof which classifies this discipline as a science.The third and final showcase is the question of economics. Why are some states in good economic condition while other suffer in horrible trenches of economic nook? In Latin America, for example, the empirical evidence shows that the top five percent hold one fourth of the entire national incomes. Though these countries were settled also to the way the United States was settled, and governed similarly to the way the United States was governed, the economies are the complete opposites of each other. Many theories are presented on this matter, one being the fact that the colonizers were in all different in S stunnedh America than in North America. For instance, education in North America was more inclusive and better from the commencement exercise, which nurtured a familiarity better suited for inclusive governments and more able to combat authoritarian or coup detat att empts. Similarly, the land was divided up evenly from the start in North America, while in South America, the few and lucky wealthy owned about of the land and others only worked for these rich minorities. Also, the United States in particular had much more land to absorb any conflict than did South American countries. While these ideas are disputed among scholars, the fact remains that these are valid historical facts which do apply to modern issues and questions.Looking back at these three topics, it does not seem like any science has been proved, only many detailed theories and many more subsequent detailed theories which attempt to disprove them. However, this is no different than in hard science. For instance, look at Charles Darwin and his extremist findings in the Galapagos Islands of the pacific. These were much disputed and caused much conflict in society. The claim that there were no causal links and that his ideas were too intermingled, could have been made closely Dar wins arguments too. The same goes for scientific findings even further back in history when early scientists claimed the earth was round and revolved around the sun, not immediately and the center of the universe. The entire world disagreed with this. The main point is that science is all about different ideas that all try and answer the same question. The state or the conflict? Does democracy cause wealth or does wealth cause democracy? Does the global north oppress the global south into having poor economies, or does the global south have poor economies because of authoritarian rule? The name of the game is differing ideas about answers and this is why comparative politics is very much a science.Essay 2Post-communist states have become very familiar to the world in the post-cold war era. The fall of the USSR produced many fledgling democracies left scrambling to catch up with the rest of the world. While there are many changes that must take place within a country fresh, or not s o fresh, out of communism, there is one main form _or_ system of government change that should be the top priority of any leader. Economic changes, chiefly in treat, privatization and investment, are the main areas that need improvement in post-communist economies, and can actually be helped along by globalization.The first facet of the economy that post-communist countries need to improve is trade. Liberalization, that is, the opening of market places and lifting of tariffs, is an imperative policy change for these countries. Empirical proof that this is a necessary step toward catching up with the rest of the developed world comes from Chinas gradual, but sure, easinesss in their economies and the subsequent strength of its system. Internal structures mean nothing and ordain not thrive if there is not an external market of trade that is not controlled on the whole by the government. Other examples of trade liberalization are seen in the western states in Europe and North Am erica. Different trade agreements litter this part of the hemisphere and it is not coincidental that these are also the worlds healthiest economies.The second aspect of economics that must be instituted is the privatization of at one time publicly held industries. Since communism is all about collectively held means of production, one of the first steps toward a successful communist state is the elimination of anything privately owned. This diminishes the ability to specialize and the will to be excellent in a trade, and thus, decreases the value of goods and workers. To initiate jobs, success, and global competition, governments in post-communist countries need to sell the manufacturing power of big trades, such as simple machine industry, power (electricity, gas etc.), and banking, back into the private market so they again become competitive.The third policy change post-communist counties need to make is the increase of foreign direct investment. This is more an incremental p rocess than one big change, in that the attractiveness of a country to investors relies on many sides of the economy. First, businesses must be allowed to prosper freely, so that investors can buy stocks and invest in other ways. Second, education must be good enough so that investors see a prox in the countrys next generation of business people. Whether this takes the form of primary and secondary education, higher education, or trade school, there must be an increase in reliable education within these changing counties. Third, the state must increase its legitimacy to the external eye. Legitimacy changes go all the way down to diplomatic ties and governing structure. Investors will not participate in an unstable regime. All of this goes to support the fact that a good international sensing is very necessary in order to have a good economy. It also goes along with the policy change. The traumatized people of these post-communist regimes must be empowered and rebuilt soundly enou gh that the world notices.This is where globalization comes into play. More than just off shoring and outsourcing, globalization is the spread of norms and prosperity. Globalization makes this process of altering the economy easier for fledgling countries in three ways. The first, and arguably the most obvious, is jobs. Apple Incorporateds factories in China provide ways for the impoverished and traumatized worker to find himself again through earning wages and rediscovering the ability and motivation to move up in the company. There are many other international companies that provide the same outlet for developing that would not be in place without globalization. Along with international corporations, trade schools reach out to gain new, cheap labor from these burgeoning economies. This makes empowering citizens that will privatize formerly government held industries much easier. The second way globalization helps economic development is through providing the international market for goods produced in the counties. Having the world as a trade partner certainly helps out any post-communist country trying to adjust their economy to keep up with the rest of the world. Third, globalization provides support for these hard economic changes taking place within possibly weak regimes through offering examples and norms to follow. The European Union, for example, is always eager to help a blossoming free market economy.Though there are countless policy changes post-communist regimes must go through to pick themselves back up, the economic policies are the most important and the most challenging. Arranging a complete overhaul of all government held positions and industries is a daunting task for even the most competent economic planner. Similarly, trade liberalization is not something that can be done overnight and making the country attractive for investors is a process that will take years. Though these are all formidable tasks, globalization is present in the world to lend a helping hand.

Early Childhood Mathematics Teaching

aboriginal Childhood mathssematics Teaching maths is one subject that unleashes ingrained memories for many an other(prenominal) people. Most of these memories include the erudition of mathematicsematical 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 arouse so much influence over students in learning and unconstipated loving the subject. An effective Math teacher should be able to model to her students her enthusiasm for the discipline that she takes principle it seriously while according due reckon to her learners who may not exhibit the same level of competencies for the subject.Preschool is a time when children may first encounter numeric lessons, however, much recent explore has indicated that preschool children select the ability to understand a variety of mathematical concepts flat prior to entering kindergarten (Klein, Sta key, Clements, Sarama, Lyer, 2008 Clement Sarama, 2007). That is why first childishness programs ar increasingly demand to implement math instruction in schoolrooms because of youthful childrens ahead of time mathematical fellowship. Development of early math skills shows the foundation for later learning (Clements Sarama, 2008 NAEYC NCTM, 2008 Lee Ginsburg, 2008).harmonize to the National Council of Teachers of Mathematics, the gauge of mathematical education in early childishness plays an in-chief(postnominal) part in the childs understanding of possibly difficult math concepts (Loop, 2009). Although at that place had been many studies pertaining to patterns of mathematical didactics in preschool, there is a lack of research on how teachers of Math perceive how young person children learn Math and even what to teach in accordance to the suppurational level of their learners.This authorized necessitate draws much inspiration and idea from the work of Plata s (2008) entitled quantity Teachers fellowship of Early Mathematical Development and their Beliefs just virtually Mathematics Teaching and Learning in the Preschool Classroom. Platas was able to measure the fellowship of early mathematical discipline and judgments about mathematics statement and learning in the preschool classroom of preschool teachers using veritable and validated survey meanss and statistical analysis (2008). There was a of import variation in the familiarity and beliefs of early childishness teachers on age- distinguishness 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 person development of current Math educators.Platas work has raised many issues and beliefs regarding the developmenta l knowledge of preschoolers. Such issues include age- nicety 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 TERMSBelief covers all in all the matters of which we withstand no sure knowledge and yetwhich we ar sufficiently confident of to act upon and in any case the matters that wenow accept as certainly true, as knowledge, but which nevertheless may bequestioned in the future (Dewey, 1933, p. 6).early mathematical development the increasingly complex mathematical constructions and goals that young children develop and be in their activities(Platas, 2008, p.3).In-service preschool teachers teachers who argon currently teaching in thepreschool level of education.Pre-service preschool te achers aspiring teachers of early puerility educationwho are qualified to teach but have not yet gained any teaching feature.STATEMENT OF THE PROBLEMMany 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). Further more than, national organizations such as the National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM) have positive 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 instruct ion despite research supporting early mathematics experiences influencing mathematical outcomes later in school and promoting school formulation skills in mathematics (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 requisite in the area taking into shape 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 tea chers 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 with with(p) 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 allow inevitably create an blow 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 bel iefs 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 beliefsPURPOSE OF THE STUDYThe 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 sess 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 lit in preschool math development.RESEARCH QUESTIONSThe researcher will compare and evaluate in-service teachers and pre-service preschool teachers knowledge and beliefs of mathematical development and teaching. In order to fi nd significant results for this, the researcher will try to answer the main research question at of the studyTo 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 studyWhat do the teachers mean are the necessary concepts and skills preschoolersneed 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?HYPOTHESISIt is hypothesized that there are significant differences between the beliefs of in-service and pre-service preschool teachers on the flat coat 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 ex perience 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 LITERATUREWhat Preschool Math EntailsThe study of Math incorporates the processes of questioning, reflecting, reasoning and proof. It is a creatorful withall 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, determine and attitudes are likewise emp hasized. Students get to appreciate mathematics as an essential and relevant part of life. They show interest and enjoyment in inquiry and the hunting 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 knowledgeThey are grounded in knowledge of child developmentThey provide environments that encourage children to be active learners, eager for new challengesThey develop a strong conceptual example that provides the foundation for skills acquisitionThey nurture and develop childrens inclination to solve problems.Math Teaching Strategies in PreschoolChildren 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 chil dren 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 advance, 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 PreschoolThis study is also concerned about the commitment of teachers in teaching math to youn g 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 finicky 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 childrensmathematical 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 mutual 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 readiness experiences and school contexts have significant involves on childrens readiness for school (Lin, Lawrence, Gorrell, 2008). This implies that the level of knowled ge 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 wel approach 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 self-made in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of tea chers 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 impactof 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 (Mantzicopo ulos, 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 mathematics 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 STUDYThis 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 maturement 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 child rens 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 METHODOLOGYInstruments 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 conclusion 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 anal ysis.LIMITATIONS OF THE STUDYThis 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 1Mathematical learning now comes at an primitively 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.

Dietrich Bonhoeffer :: Essays Papers

Dietrich BonhoefferDietrich Bonhoeffer was born on February 4th 1906, as a son of a professor of psychiatry and neurology at the University of Berlin. Throughout his betimes life he was an outstanding student, and when he finally reached the age of 25 he became a lecturer in systematic theology at the University Berlin. Something that is precise striking is that when Hitler came to power in 1933, Bonhoeffer became a leading spokesman for the Confessing Church, the center of Protestant resistance to the Nazis. He organized and for a shot amount of time he led the underground seminary of the Confessing Church. His book Life Together describes the life of the Christian community in that seminary, and his book The Cost Of Discipleship attacks what he calls cheap dump, meaning that dress used as an excuse for moral laxity. Bonhoeffer had been taught not to resist the powers that be, but he came to a conclusion to believe that to do so was sometimes the the discipline way choice. In 1939 his brother-in-law introduced him to a group planning the overthrow of Hitler, and he made significant contributions to their work. (Bonhoeffer at this time was an employee of the Military Intelligence Department.) He was later arrested in April of 1943 and imprisoned in Berlin. After the failure of the attempt on Hitlers life in April of 1944, he was first sent to Buchenwald and then to Schoenberg Prison. Bonhoeffer was almost killed, but was well-fixed as his life was spared, because he had a relative who stood high in the government but then this relative was himself implicated in anti-Nazi plots. On sunshine 8Dietrich Bonhoeffer Essays PapersDietrich BonhoefferDietrich Bonhoeffer was born on February 4th 1906, as a son of a professor of psychiatry and neurology at the University of Berlin. Throughout his aboriginal life he was an outstanding student, and when he finally reached the age of 25 he became a lecturer in systematic theology at the University Berlin . Something that is very striking is that when Hitler came to power in 1933, Bonhoeffer became a leading spokesman for the Confessing Church, the center of Protestant resistance to the Nazis. He organized and for a shot amount of time he led the underground seminary of the Confessing Church. His book Life Together describes the life of the Christian community in that seminary, and his book The Cost Of Discipleship attacks what he calls cheap grace, meaning that grace used as an excuse for moral laxity. Bonhoeffer had been taught not to resist the powers that be, but he came to a conclusion to believe that to do so was sometimes the right choice. In 1939 his brother-in-law introduced him to a group planning the overthrow of Hitler, and he made significant contributions to their work. (Bonhoeffer at this time was an employee of the Military Intelligence Department.) He was later arrested in April of 1943 and imprisoned in Berlin. After the failure of the attempt on Hitlers life i n April of 1944, he was first sent to Buchenwald and then to Schoenberg Prison. Bonhoeffer was almost killed, but was gilt as his life was spared, because he had a relative who stood high in the government but then this relative was himself implicated in anti-Nazi plots. On sunlight 8

What I Remember About September 11 :: September 11 Terrorism Essays

On September 11, 2001 our nation sit down and watched in fear as unknown terrorists attacked American state on our own land. I remember that day like it was yesterday. I was sitting in kinfolk, bored out of my mind. Somebody outside the classroom yelled, ferment on the television My teacher quickly turned on the television. I noticed that the south tower was on fire. Gasps and stifled cries ran through the room. A hardly a(prenominal) oh my gods were said, as we ran out to find and tell friends. I was late to my marketing class. Walking in, with tears streaming down my face, I was the one who told my marketing class what had happened. We turned on the television, sat, and listened. We listened as the other plane hit. A man was interviewing a woman on the radio, right near the towers. Suddenly, a rumble was comprehend and we could hear her scream oh my god, were going to die. That was when the first tower completely fell to the ground. I finally realized that some amour atrociou s was happening. I sat there in my desk in shock and terror. I began to feel a knot in my throat getting tighter and tighter. People were dying That whole day I broken about my friend, Roey, a chef in a restaurant in the Twin Towers. I was going crazy. This just couldnt be happening. I just sat there in disbelief. I thought for sure he was dead. Every single channel, every single radio station said the same thing America will never be the same again. And its true. Nothing and no one will ever think or act the same as the did prior to 830am on September 11th. The television repeatedly showed the buildings plunging to the ground. I felt extreme sorrow for the families of those who didnt make it out alive. What did the United States do or not do that resulted in the loss of so many innocent American lives to be taken away? These victims did not do anything wrong. entirely of these American citizens that are now deceased were expected to return home that night. American citizens are g rief stricken, left in fear, and full of revenge to the muckle who committed such an awful thing.

Internet Addiction Disorder Essay -- Internet Addiction Essays

The World Wide Web is an intriguing information highway. Its beginnings only date back to the 1990s, but it has quickly become a major raw material in our lives. As with anything there is a good and bad side. Americans and people around the world are becoming more and more reliant on using the internet for their informational, academic, social, entertainment, organizational, and connectional needs. Along with all of the good that this has brought a new disorder is arising, internet dependency disorder. Although internet addiction disorder has not been added as of yet to the DSM hopes by the researchers are high that it exit be added in the future editions. Much research has been through with(p) to understand the complexities of the disorder. Most of the research has been done on youth and young, college age adults because they seem to be the most vulnerable. Our young people are growing up with the internet and rely on it much(prenominal) more than older adults at the present. They seem to have more of an interest in things of a technological nature (Chou, Condron & Belland, 2005).Through the research predictors of internet addiction disorder are being examined. Scales are being developed to help in diagnosis. Diagnosis criteria are being formulated. Patterns in and researched. There has been an international relative to discuss the disorder and what is being done for treatment around the world. This paper will review the information on research findings, diagnostics, and the treatments that are being used. It will also examine information as to the very nature of the internet what seems to give it the power to pull people into addiction. Explaining Internet AddictionSome researchers range that internet addiction is similar to gambling addiction (Chou... ...2010). Internet addiction or excessive internet use. American Journal Of Drug & Alcohol Abuse, 36(5), 277-283. inside10.3109/00952990.2010.491880Yen, J., Yen, C., Wu, H., Huang, C., & Ko, C. (2011). Hostility in the real world and online The effect of internet addiction, depression, and online activity. Cyberpsychology, Behavior & Social Networking, 14(11), 649-655. doi10.1089/cyber.2010.0393 Young, K. (2014). Reflections on the first international congress on internet addiction disorders- cultural and clinical perspectives. Retrieved from http//netaddictionrecovery.blogspot.com/Zhang, H., Jiang, W., Lin, Z., Du, Y., & Vance, A. (2013). Comparison of psychological symptoms and serum levels of neurotransmitters in shanghai adolescents with and without internet addiction disorder A case-control study. Plos ONE, 8(5), 1-4. doi10.1371/journal.pone.0063089

Medicine in the Civil War :: essays research papers fc

Medicine and Hospitals in the Civil WarThe Civil War had more than deaths than all previous wars combined. Most people think those soldiers in the Civil War died of wounds or amputations, but the truth is that most died from common diseases that they never had been opened to. Twice as many soldiers died from diseases than those soldiers who died in battle.Most people in the beginning of the war thought it was only going to last a few weeks or months, so not much effort was put into recruiting doctors or surgeons. Even so, surgeons really didnt have formal training in medicine. They did not know much about bacteriology and were ignorant of what caused diseases. Most Civil War surgeons wantwise had never treated a gun shot wound or performed surgery, which led to the fact that they were not qualified at all. They would normally have 2 years of schooling, with only bookwork in the first year, and the second year would usually just be a repeat. However, doctors tried the best they c ould at treating the wounded and injured, and knowledge of medicine improved a little bit more distributively year.Most qualified surgeons started off as litter bearer and would carry men off the battlefield. If any of them showed interest in the medical field, they could become a Steward. A Stewards job was to take care of patients with minor wounds such as, scratches, and bumps. The other duties of a Steward were to pull teeth and take care of medicines for the surgeons. The Steward would also guard the medicinal stores, because often soldiers would try to break into the medicinal stores where the morphine, opium, and whisky were stored. If a Steward completed these duties, then he might be allowed to facilitate a surgeon in an operation, which could lead to becoming an assistant surgeon. He could then later on become an experienced and qualified surgeon.Soldiers faced diseases like measles, small pox, malaria, pneumonia, camp itch, mumps, typhoid and dysentery. However, diarrhe a killed more soldiers than any other illness. There were many reasons that diseases were so common for the causes of death for soldiers. Reasons include the fact that in that respect were poor physicals before entering the army, ignorance of medical information, lack of camp hygiene, insects that carried disease, lack of clothing and shoes, troops were crowded and in close quarters and inadequate food for thought and water.

A Study of Literature Isms :: essays papers

People change through every generation. But the bidding force through all thegenerations has been literature. There are four essential classifications for literature,romanticism, realism, naturalism, and existentialism. quixoticism centers around art as inspiration, the spiritual and aestheticdimension of nature, and metaphors of organic growth (VanSpanckeren, The amative conclusion Essayist and Poets). VanSpanckeren says that in his essay ThePoet, Ralph Waldo Emerson, one of the most influential writer of the romanticist era,asserts For all men live by truth, and stand in need in expression. In love, in art, inavarice, in politics, in labor, in games, we study to utter our painful secret. Theman is only half himself, the former(a) half is expression (qtd. in The Romantic Period Essayist and Poets). Romantic literature came from a reaction to the neoclassicism and formal orthodoxy of the preceding period (Holman and Harmon). Romanticism arose so gradually and exhib ited so many phases that a satisfactory definition is not possible (Holman andHarmon). According to VanSpanckeren, the development of the self became a majortheme in romanticism self- awareness was a primary method. According to the Romantic theory, self and nature are the same, and self- awareness is not a selfish dead stopping point but a mode of knowledge opening up the universe (VanSpankeren, The Romantic Period Essayists and Poets). With this new found idea of self, new compound wrangling with positive meanings emerged self- realization, self- expression, and self- reliance (VanSpankeren, The Romantic Period Essayist and Poets). Romanticism stresses individualism, affirmed the value of the common person, and looked to the inspired imagination for its aesthetic and ethical values (VanSpankeren, The Romantic Period Essayists and Poets). In New England, Romanticism prospered, the New England transcendentalists, Ralph Waldo Emerson, Henry David Thoreau, and their associates, were inspired to a new optimistic affirmation by the romanticism ideas (VanSpanckeren, The Romantic Period Essayists and Poets). The transcendentalists believed that the soul of each individual was thought to be identical with the world (VanSpanckeren, The Romantic Period Essayist and Poets). Some examples of romantic writers are the New England transcendentalists(Emerson, Thoreau, Nathaniel Hawthorne, Margaret Fuller, Bronson Alcott, and WilliamEllery Channing), Oliver Wendell Holmes, and Edgar Allen Poe (VanSpanckeren, TheRomantic Period Essayists and Poets). The New England transcendentalist carriedthe expression of philosophical and religious ideas to a high level through essays andlectures (Holman and Harmon). Ralph Waldo Emersons first publication, Nature,