Essay Midterm Essay

1)The subfields of anthropology seem quite diverse in their specific subjects and methods. Why, then, are they all considered parts of the single discipline of anthropology? What ties them together? Anthropology is an extensive discipline. It is so broad it had to be split into four subfields; Archeology, Biological (Physical), Cultural, and Linguistic anthropology. The definition of anthropology is â€Å"the holistic, scientific study of human kind† (Park, 2014). Parks (2014) states, every anthropologist wants to know why we have a tendency as humans to behave as we do, change constantly, have different cultural behaviors and the ability to constantly evolve. Anthropology answers these questions from the different subfields. â€Å"Archaeology examines our past ways of life through the interpretation of material culture, organic remains, written records, and oral traditions, Biological Anthropology deals with the evolution of the human body, mind and behavior as inferred through study of fossils and comparisons with behavior and anatomy of other primate species, Cultural Anthropology explores the diversity of existing human ways of life, how they work, how they change, and how they interrelate in the modern world and Linguistic Anthropology examines the structure and diversity of language and related human communication systems† (Sanoma State University, 2014). Even though the subfields seem quite diverse they do have similarities that tie them together. According to the American Anthropology Association (2014), â€Å"each subfield applies theories, employs systematic research methodologies, formulates and tests hypotheses, and develops extensive sets of data.† References â€Å"Anthropology: exploring the human in all of us.† (December 12, 2012). American Anthropological Association. Retrieved from http://www.thisisanthropology.org/about-anthropology Parks, (2014) Introducing Anthropology an Integrated Approach (6th ed), McGraw Hill education Sonoma State University, (March 5, 2014). Anthropology consist of four (some would say five) subfields. Retrieved from https://www.sonoma.edu/anthropology/home/subfields.html

It’s easy to become a football hooligan!

With reference to football hooliganism in Britain and the latest theories and research, state your views to agree or disagree with the statement? Who are hooligans and why do they do it? Discuss the latest theories. Football hooligans are noisy, violent people who want to make trouble. Evidence suggests that most of these hooligans are in their late teens or early 20's. And also that they come from mainly working class backgrounds. It is also suggested that generally hooligans are from low-income occupations- some are unemployed or are working in a poor economy. Hooliganism is actually non-violent. Hooliganism involves verbally abusing rival fans, threatening them with attack and most of the time they aim to have a laugh. Although seem of them do seem more interested in fighting rival groups who are, like themselves, looking for trouble. What is the motivation of the hooligans? There are many theories for this. The main reason is said to be the risk and excitement involved in hooliganism drives people (esp. them who are in their late teens or early 20's). For example, the British sociologist Paul Willis (sociologist analytical theory) talks about the tension involved in the fight situations and the risk in these attractive situations is what makes them do it. The sociological approach also states that male hooligans are formed because young men are expected to be able to look after themselves. Fights can be prepared for and enjoyed, not only because of the risk in it but also because of how these fights make the hooligans feel cool and masculine (i.e. manly). Young men like these defend their own, their gang's, and their town's reputation against similar rivals who are aimed at playing against their hosts. Most of this engagement is about insulting and verbally abusing opposing fans, but core hooligans also enjoy a f ight when they can get one. Not only this, but the rewards involved in such activities like the loyalty and the entertainment you get from hooligan involvement is very valuable for these young men whose opportunities for status and excitement from other ways are very limited. Heavy drinking, for example, is often considered having a good day out. Hence hooligans do this to get status and loyalty in the society also. The sociological approach also states that hooligans behave in this manner to act cool and to show-off (i.e. get attention). For example hooligans come wearing very fashionable casuals and try to compete with their hooligan rivals on the means of stylish and expensive clothing. The socialist approach also tells us to read the act of hooliganism as a form of resistance to the intrusion of more middle class sensibilities1 into sport and local cultures. The anthropology approach is more bent towards the theory that hooliganism is performed because of its attractions as social drama and the opportunity it provides for a sense of belonging, for competition and risk, achieving honor and throwing shame on rivals. Another approach/theory is the social-psycological one, which is based more on the meaning of the activity itself than on the social background of those involved. They see hooliganism as an example of the search for a peak experience, which is an intense, emotional experience not usually, encountered in everyday life. Peak experiences allow for an open expression of collective emotionality: an outpouring of joy or sadness, and a strengthening of a common social identity via suporting a team. Hooligans, like other fans, seek peak experiences through their involvement in football. These were the three theories for why do hooligans do what they do. All of these theories are convincing though we still do not have all the data required to agree or disagree with the statement. Do only the English Produce Hooligans? No. There have been many cases of hooligan violence in other countries- even the more serious ones. Some examples would be: * In December 2000 a match between Strasbourg and Metz in the French First Division was abandoned because an assistant referee was injured by a firecracker. * In Italy, hooligan groups known as ‘ultra's' clashed with rival firms and the police. * In Greece, AEK Athens were banned from playing in their own stadium for four matches after their fans threw missiles and invaded the pitch during a Greek Cup tie with Olympiakos. * Perhaps the most serious football-crowd disorder takes place in Eastern Europe, sub-Saharan Africa and South America where serious crowd rioting is much more common place than in the U.K. So it is not only UK who suffers from these troublemakers. Most of the world does. Is their hooliganism in other sports? Yes. Certainly there is. Hooliganism at sports like boxing, rugby league and cricket provoke very regular panics about the behavior of spectators. There have been disturbances even at horseracing competitions. But the difference is that hooliganism at football gets lots of newspaper coverage while the others don't. And nor are these problems as routinised as they seem to be at football. I have seen hooliganism in Cricket myself in a match between England and India in India where some people started throwing water bottles (known as water missiles) and other stuff on the English cricket players. As we have read from the theories, the main of hooligan-like behavior is to get loyalties, be honored, and be involved in risk. Though the difference was that since it was an International match in India- there was no hooligan in the rivalry. Hooliganism is not tied to a sport as I said. Hooligans disturb matches because of the many reasons I have explained from the three different theories. Why is hooliganism linked to football? Well, I think that hooliganism is related to football simply because of the explanation given by the social theory and the others. The socail-pyschological theory tells us that these football fans have a passion for football. Hooliganism is a way to search for a peak experience, which is an intense, emotional experience not usually encountered in everyday life. Peak experiences allow for an open expression of collective emotionality: an outpouring of joy or sadness, and a strengthening of a common social identity via suporting a team. And since football is the world's most popular and one of the most intense sports it has got more advertisement in that manner. Hooliganism in football would hence be the easiest and best way to get loyalties, raise your status, have a peak experience and have risks. This is what I believe. Does drink have a part? Yes, but not all the time. In the English society, drinking heavily is considered being manly. Males of all social classes are often encouraged to celebrate special occasions with their male friends by drinking to excess. Football trips abroad seem regularly to involve male fans drinking heavily together in situations where drink is cheap and easily available. On occasions like this, situations can get out of control because Englishmen placed in an unfamiliar, and perhaps threatening culture have had too much to drink. This may increase the chances of serious hooliganism. However, it cannot be said that drink is the cause of hooliganism- yes, it can make it worse. Are political groups involved? There is no real evidence that such organizations are actively and effectively controlling hooliganism in England or anywhere else. Though yes, there are rumors, which cannot be, carried true until and unless evidence is provided. What is the role of the media? It is true that newspapers report on football using the language which seems to derive more from the world of war than it does from sport. Maybe this helps to heighten rivalries between opposing fan groups. And my sources also inform me that so do the predictions newspapers sometimes used to make that trouble is likely to occur between rival fans. Media coverage of hooligan activities worked at promoting if not causing hooliganism. The main reason for this which comes to my mind is that since the hooligans are doing this to get honored and be involved in risk (using the theories) media coverage will amplify and multiply the effects and its significance. After answering these questions I can discuss a lot on whether I agree or disagree with the statement that â€Å"It's easy to become a football hooligan!† Well, it is not easy to become a football hooligan- (from the theories we have) the situations and mental conditions of a person have to be very in a particular way to be a hooligan. In the below paragraphs (and some of the paragraphs I have already written) you will get to know from me that I do agree with the statement and I don't also. It is easy to become a football hooligan only if the situations are perfect i.e. you are mentally down, you want to be entertained- to be noticed, to be involved in risk, you want loyalties, you want to act cool or you deeply love your football club (which is the least chance for a person to become a hooligan). Also it depends upon which nationality or culture you are from. For example the Indian culture doesn't encourage us to drink (which may make situations worse) nor does it encourage us to get involved into fights of some kind. Generally it is very rare for Asians (i.e. Eastern hemisphere) to get involved in these hooligan fights. Not only this, but it depends upon the stable mentality of the person- if you are not mentally stable and are looking for attention- hooligan behavior might be the answer for your prayers. Also it matters what your status is in the society. If you are at a high post- fights and verbal abuses including so much life risk would not be the thing you would want to do- this may hurt your reputation. It is generally found that youths (late teens and early twenties) are the ones involved in such activity. This is because of the mental imbalances going on in their mind and how they react to what they see in the society. If you live in an environment where there is some existence of shame and security, a person would not get involved in such activities, (which is again found widely in the Eastern Hemisphere). If you looked at what the sociological theory is closely: The rewards involved in such activities like the loyalty and the entertainment you get from hooligan involvement is very valuable for these young men whose opportunities for status and excitement from other ways are very limited. Now, if you get opportunities and excitement and the involvement in risk (if required) from other ways (excelling in studies, participating in state or club teams and gaining reputation etc.) these activities will not at all be necessary to do. There is some affect of how you are brought up and what environment you live in. Peer pressure comes into play. And so do so many other factors. What I mean to say is that it depends upon how you are suppressed under the factors i.e. are all the factors positive to say that your requirements are of one to become a hooligan. It is very hard to answer this question that why some young men, rather than others, might find this sort of activity attractive and rewarding. Nor is it clear why, at particular times and in particular kinds of societies or in particular places, hooliganism of this kind should become so attractive. What my opinion is that things should match with those in the theories to give us some sense of realization that this person might be a hooligan because of these reasons. It is not easy to become a hooligan but it is not hard also.

Making Career Plans Essay Example | Topics and Well Written Essays - 500 words

Making Career Plans - Essay Example As such, early career planning promotes personal and professional growth and paves the way to higher goals of attaining happiness and satisfaction. While my immediate goal after college is to enroll into Harvard College of management and get the degree, my major goals for the next 5-10 years broadly cater to getting experience in the service industry, especially in banking and investment and start my own consultancy firm. In my pursuit of excellence, I would use reflective practices to improve and improvise performance outcome. This would also help me to grow personally and professionally and help acquire new skills to suit the changing external environment. Moreover, I believe that I am the highly motivated person who would like to contribute to the national economy by creating new avenues of jobs and helping others in realizing their dreams. As an entrepreneur, I would not only be providing employment to many people but also contributing to the network of information that would create limitless opportunities for others who can exploit the knowledge for their personal and professional growth. In the highly competitive environment of current times, career plans provide a focused approach in selecting the best academic institute and acquire necessary skills for bright future. They also help provide new perspectives on issues and subjects and facilitate empowered decisions to meet the challenges of time. Moreover, specialized professional degree lends credence to the abilities and professional skills of individuals and provides huge opportunities for personal and professional growth. Thus, planning for my future in the field of early childhood education is vital ingredient my success in future. My immediate goal after college is to enroll for major in Early Childhood Education from Fort Myers Florida and get the degree.  

Kinetic Theory of Matter Essay Example | Topics and Well Written Essays - 1000 words

Kinetic Theory of Matter - Essay Example The paper tells that the Kinetic theory of matter is a theory that describes states of matter.   There are three states of matter namely solids, liquids, and gases. This theory states that matter is composed of particles that are in constant motion. These particles are either atoms or molecules. The particles in solids cannot move to another location but they can only vibrate because they are closely held to each other. There is enough space in liquids and therefore the particles are free to move but they attract one another. In gases, there is enough free space since the particles are far apart. As more Kinetic energy is gained by the particles, the components of matter change their state; solids change into liquids and liquids change into gases. Kinetic energy is as a result of heating the particles thus making them move apart from one another. The Kinetic theory is based on the fact that when heated, the molecules quickly vibrate and some of it moves from the matter. The physica l states of matter can be explained by the kinetic theory. Heat is a form of energy that is being transferred from region to another. The energy transfer is as a result of thermal contact or thermal radiation and occurs at different temperatures of the systems. Nuclear reactions such as those that are responsible for the burning of the sun release heat. Insulators can also be used to trap heat for a limited time. Energy is transferred through three modes namely conduction, convection or radiation, depending on the medium through which it is being transferred.... It can either be forced or free convection. In radiation, there is no contact between the objects in which the heat transfer is taking place. The transfer takes place through electro-magnetic waves, and does not require a medium. Heat is measured in joules. Temperature Temperature is the measure of the amount of heat energy in a body and the capacity for heat transfer. It can also be defined as the measurement of the mean kinetic energy of molecules in a system. The apparatus that are commonly used in the measurement of temperature are the thermometer and calorimeter. The SI unit for measuring temperature is the centigrade (Celsius), although in physics the Kelvin scale is often used. Warmth or coldness can be felt from contact with an object and this describes the object’s temperature. Relationship between heat and temperature As mentioned earlier, heat is a form of energy that is being transferred from one region to another while temperature is the measure of the amount of h eat energy in a body and the capacity for heat transfer. Therefore, the amount of heat determines the temperature of a body or a region. An increase in heat energy increases the kinetic energy of molecules thus making them to move faster resulting to a rise in temperature. In addition, how fast or slow the molecules move is determined by the amount of heat energy they possess. There is a direct relationship between heat and temperature in that as the kinetic energy of molecules is increased, the temperature also increases. Differences between heat and temperatures Though the two concepts are closely related, there is a distinction between them. Temperature is the amount of inner energy of a system. On the other hand, heat is a measure of the transfer of energy from a system to

Security Case Study Example | Topics and Well Written Essays - 1500 words

Security - Case Study Example Computers had literally made the task of computing very fast and ultra accurate; people expect results within minutes or seconds. Scientific, medical, and technological progress had been achieved with the use of all the computer technologies currently available, accelerating human advancement by several degrees if compared to the prior centuries and millennia before the advent of computers. Other areas of human endeavors have likewise benefited from this computer-related development such as in the business and industry sectors, in the telecommunications, banking, trading and commerce sectors as well as in almost all aspects of human life. Today, there is no escaping the fact of interacting with computer-related equipment as people go along their lives in their daily activities. Computers are used in various ways wherein people may not be aware of, like in a building with a computer-controlled air conditioning system, using an elevator or an escalator, trying to get in touch with thei r friends, acquaintances, and relatives through social media sites, to buy a product or service on-line through electronic commerce (e-commerce), and get the news or entertainment from the Internet. This paper focuses on one such aspect, which is the human-computer interface (HCI) that is at the basic level by which people interact with computers. Discussion The field of study concerning the use of computers by humans is called as the human-computer interface (HCI) or also called alternatively as human-computer interactions (HCI). The basic premise of HCI is to study the optimal design of the interaction between people (the users) and the computers or machines they are using in order to give the maximum benefit and likewise avoid unexpected problems between man and machine. HCI is a multidisciplinary approach that utilizes several fields such as engineering design, architecture, computer graphics, the operating systems, and the software programming (confidentiality, integrity, and a vailability or CIA). It is supplemented by the human side of this knowledge such as linguistics, communication theories, cognitive psychology, the social sciences, and human factors like logic, ease of use, user satisfaction, memory recall, attention span, and user experience that contribute to desired results. There are a good number of engineering designs to observe as a guide when designing a human-computer interface (HCI) but it can be reduced to the basic principles which are a focus on the user, emphasis on the task to be performed, and actually measuring the real uses of this interface based on several or repeated simulations to detect any deficiencies and eliminate these. The designer or engineer of the HCI must firstly determine who will be the eventual users of the HCI, so that the final design will be suited for them. Secondly, the designer must know the tasks to be performed using the computer interface, specifically defining these tasks in detail, and also how often the se tasks are to be performed within the day, or during a certain work period. This will hopefully help establish the parameters to be used in the HCI design, using empirical ways or methods to determine the required benchmarks or performance levels (Sarmento, 2005). In order to be able to properly analyze the design issues of the new cash register

Final Portfolio Assignment Essay Example | Topics and Well Written Essays - 500 words

Final Portfolio Assignment - Essay Example The paragraph has a fascinating link to the thesis of the essay in that the transition to the second paragraph answers the idea of the writer giving the short episode in paragraph one. The first paragraph follows the known-new contract well. This is the paragraph carrying the thesis of the essay. It gives the relevance of the short story episode in paragraph one to the topic of the essay. I supported the idea by giving the various forms of violence in the domestic arena. The evidence to the idea lies in the mention of the practices of punishing kids as still in existence despite the civilized world. The writer then gives the analysis by telling the results of violence on children. This paragraph also links to the subsequent paragraphs, which entirely dwell on domestic violence on children and the effects. This paragraph opens to the effects of domestic violence on children. The main idea is the psychological effect of domestic violence on children. The sentences have coherence in that they follow the known-new contract. The evidence for the main idea here is the fact that children affected by domestic violence find a difficulty in solving future conflicts and problems. I gave an analysis in this paragraph by giving violence effects on children. For example, the stored negative energy that affects the child’s personality and makes him or her isolated from the society. This paragraph links to the second paragraph by giving one of the effects of domestic violence on children. This paragraph provides the second effect of domestic violence on children. According to this paragraph, the main idea, which is the second effect of the violence, is the effect on social existence and behavior. I gave evidence of the idea by mentioning that many statistics show the origin of unacceptable behavior is domestic violence. I gave an analysis of the idea by giving the various effects of violence on the relationship of the child and others either in the family

Internship in Valentino Fashion Group Essay Example | Topics and Well Written Essays - 750 words

Internship in Valentino Fashion Group - Essay Example The essay "Internship in Valentino Fashion Group" talks about working in the Valentino Fashion Group as an intern. From an overarching context I have gained a greater understanding of how classroom elements oftentimes imperfectly reflect occurrences in the business world. In these regards, while my classroom experiences have undoubtedly prepared me for the internship it has been in a process where I have had to consider the underlining critical thinking elements. For instance, one of the major structural elements I came to consider throughout my internship was supply chain management. The Valentino Fashion Group has a number of inputs from outside sources and my study of supply chain procedures greatly heightened my analysis of these processes in this business context. The nature of the internship in terms of retail sales also made it such that I incorporated much of my course experience from business management and leadership. I came to recognize the importance of transactional lead ership in terms of employee relations as this model is perhaps the most effective in taming the diverse interests and desires of these individuals. Conversely, my study of situational leadership models also helped me in dealing with consumer relations as the multi-varied challenges I encountered necessitated that one not assume a too rigid approach to problem solving. The experience greatly influenced my perspective on career options and future plans. I believe that a person’s career approach should be linked.... Another consideration is the nature of this business as specializing in higher end retail sales. I believe that this distinction is important in my career as I am more interested in these aspects of fashion. I believe customers in this retail environment place a higher level of concern on the fashion aspects of the clothing and demonstrate a much higher commitment to the product. I believe my interest in fashion is better suited to this environment than a large-scale retailer that would be more concerned with widespread appeal and business models over fashion trends. There were many aspects of this internship that affected different areas of my life. In these regards, my experience in this internship greatly focused my future academic interests. My participation in the business department before this occurrence had been motivated by a desire to gain a broad understanding of business theory and management models without consideration of any specific course of action. Now that I have h ad this internship experience I am increasingly interested in merchandising practices and marketing. One of the major experiences I had at the Valentino Fashion Group was product placement in the store, as it was believed this greatly contributed to customer interest and purchasing. I believe such models are an essential aspect of all businesses and I am interested in learning more about them in the business environment. Perhaps the most transferable skill I gained in this experience was the ability to read and distinguish customer’s character and desires. I believe that to a great degree the I reached the goals I set for myself. My goals were to be a conscientious employee: remain punctual and work well in groups.

Are women trated differently in the legal system Essay

Are women trated differently in the legal system - Essay Example Although conditions are very much different between these two periods, this particular research will discuss arguments why women should not be treated differently in the legal systems. A. Discrimination of women in the past. There are conditions wherein women were treated separately in the legal systems of the past and today. During the 19th century, women were not allowed to vote and were denied of their legal rights to exercise the right to suffrage in the U.S. At that time, women were not treated equally with male counterparts and were subjected to the social tradition and English common low that denied their rights to vote, own property, keep their own wages, or obtain the charge of their own children. Even the wife of US President, Abigail Adams, took note of this women’s condition, and reminded Pres. John Adams in 1776 as she wrote to him, â€Å""In the new code of laws, remember the ladies and do not put such unlimited power into the hands of the husbands." John Adams replied, "I cannot but laugh. Depend upon it, we know better than to repeal our masculine systems" (Francis, Roberta, n.d.). This author recalls in her article that the fight to win women’s right to vote took 72 years before it was finally acknowledged in the 19th Amendment of the U.S. Constitution. The heroines of the movement for the constitutional rights, as related in the history, suffered long years of persecution and humiliation but were not moved out of their protests. Accordingly, the specific written guarantee of the 19th Amendment, when won, was the following, "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex" (Francis, Roberta, n.d.). This victory of women led to other protests on further amendments to equal rights to women; similar to their first protest, it took many years because of many laws in the workplace and in the society that had categorized women as second class citi zens and perpetuated gender inequalities. In the past, the proposal of women for equal rights for employment was contradicted by the labor movements on the reason that it was a threat to power structures and also by business interests because of economic costs. 2. Should the current law system be changed in order to treat women equally? This issue is still very much debated upon today, that even the United Nations took it upon as one of their duties to be responsible of ensuring that it promotes and protect gender equality and women empowerment (Gender Equality, n.d). The U.N. argues that gender-based discriminations are often times permitted by laws, policies and practices of institutions and nations. For instance, in many countries in the Middle East, women do not have the same rights for inheritance and property and even are not allowed to testify in court. According to the writings of J.Arlandson, the superiority of men over women was drawn from the rulings of the Islam’s Qu’ran, which Islam followed to the letter. Wage gap also exists in the U.S. today, as shown in the Pay Equity information of the National Committee on Pay Equity, which states that women are paid an average of $36,931 in comparison with $47,715 paid to male counterparts. The Pay Equity Information also stated that working women, particularly colored ones, were undervalued due to sex, and race; the numerous cases filed in several courts in the US could attest to inequality in

The Lesson by Toni Cade Bambara Essay Example for Free

The Lesson by Toni Cade Bambara Essay Toni Cade Bambara’s The Lesson revolves around a young black girl’s struggle to come to terms with the role that economic injustice, and the larger social injustice that it constitutes, plays in her life. Sylvia, the story’s protagonist, initially is reluctant to acknowledge that she is a victim of poverty. Far from being oblivious of the disparity between the rich and the poor, however, one might say that on some subconscious level, she is in fact aware of the inequity that permeates society and which contributes to her inexorably disadvantaged economic situation. That she relates poverty to shame—But I feel funny, shame. But what I got to be shamed about? Got as much right to go in as anybody (Bambara 604)—offers an indication as to why she is so hard-pressed to concede her substandard socioeconomic standing in the larger scheme of things. Sylvia is forced to finally address the true state of her place in society, however, when she observes firsthand the stark contrast between the rich and the poor at a fancy toy store in Manhattan. Initially furious about the blinding disparity, her emotionally charged reaction ultimately culminates in her acceptance of the real state of things, and this acceptance in turn cultivates her resolve to take action against the socioeconomic inequality that verily afflicts her, ensuring that ain’t nobody gonna beat me at nuthin (606). The Lesson posits that far from being insurmountable, economic and social injustice can be risen above, but it is necessary that we first acknowledge the role that it plays in our lives, and then determine to take action against it; indifference, and the inaction that it breeds, can only serve to perpetuate such injustices. Sylvia’s languid regard for Miss Moore, whom she refers to as this nappy-head bitch and her goddamn college degree (601), is a reflection of her initial disregard for the role that social injustice plays in her life. Miss Moore, with her proper speech (601) and desire to take responsibility for the young ones’ education (601), is a foil to Sylvia: educated, discerning, analytical. Her informed and realistic perception of the society in which they live qualifies her as an embodiment of truth within the story, and Sylvia’s rejection of her is thus symbolic of her overarching rejection of the truth. More than just refusing to acknowledge the verity of her poverty—And then she gets to the part about we all poor and live in the slums, which I don’t feature (601)—Syvlia even subconsciously runs away from it. Don’t nobody want to go for my plan, Sylvia says, which is to jump out at the next light and run off to the first bar-b-que we can find (601). Her compulsion to stray from Miss Moore suggests that on some subliminal level, she seeks to avoid confronting the truth that the lesson conveys about her indigent state. Upon arriving at the toy store, Sylvia notes: ‘This is the place,’ Miss Moore say, presenting it to us in the voice she uses at the museum. ‘Let’s look in the windows before we go in’ (602). That Miss Moore introduces the children to the store in her museum voice is indicative of her desire for the children to thoroughly analyze their new environment and synthesize what it might suggest about social stratification; Miss Moore means to show them that, like a historically significant painting in a museum, the society in which they live is worth studying intently. Although the explicit differences between the ghetto and Manhattan are immediately apparent, Sylvia initially fails to make the implicit connections between these external differences and larger social inequity. She boggles at the concept of a woman in a fur coat—Then we check out that we on Fifth Avenue and everybody dressed up in stockings. One lady in a fur coat, hot as it is. White folks crazy (602)—but fails to interpret what she sees in relation to the disparity between the rich and the poor. Instead, all she can do is point fingers and criticize. The children’s discovery of the fiberglass sailboat marks the story’s climax and signals the transition from rising to falling action. The cost of the sailboat provokes an as yet unseen emotionally charged, one might say true reaction from Sylvia: ‘Unbelievable,’ I hear myself say and am really stunned (603). More than just being stunned at the price of the sailboat, however, Sylvia is perhaps on some deeper level stunned at the emotions that have been roused within her. It is at this point in the story that her overriding indifference towards the roles that economic and social injustice play in her life begins to yield to a real emotional response to them. Although Sylvia has begun to respond to the disparity between the rich and the poor, she is still eluctant to fully accept it: So me and Sugar turn the corner to where the entrance [to the toy store] is, but when we get there I kinda hang back. Not that I’m scared, what’s there to be afraid of, just a toy store (604). The hesitation Sylvia encounters upon entering the store is a reflection of her desire to insulate herself from the feel ings of inadequacy she is beginning to experience: she understands that if she enters the store, she will be forced to finally confront the actuality of the socioeconomic gap that separates her from the people that the store caters to. The door to the toy store symbolically manifests this divide, as the toy store itself, with is exorbitantly priced items, is symbolic of the world of the wealthy. Sylvia’s struggle to get a hold of the door is indicative of her continuing struggle to accept absolutely her disadvantaged economic situation. Once inside the store, Sylvia can no longer ignore the blinding imparity between the rich and the poor. Her discovery of an overly priced toy clown prompts her to consider what could be bought for its price: Thirty-five dollars could buy new bunk beds for Junior and Gretchen’s boy. Thirty-five dollars and the whole household could go visit Granddaddy Nelson in the country. Thirty-five dollars would pay for the rent and the piano bill too (605). Sylvia is forced to finally address the socioeconomic inequality that works against her while simultaneously conferring certain luxuries on the rich: Who are these people that spend that much for performing clowns and $1000 for toy sailboats? What kinda work they do and how they live and how come we ain’t in on it? (605). In stark contrast with her earlier disregard for economic and social injustice, Sylvia is now incensed by it. Her anger is further incited when Sugar speaks on the implications of these newly perceived inequalities: ‘I think,’ say Sugar pushing me off her feet like she never done before, cause I whip her ass in a minute, ‘that this is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough, don’t it? [†¦] I am disgusted with Sugar’s treachery (605). In concretely addressing the existence of socioeconomic inequality and its effects on their own lives, Sugar cements its realness in Sylvia’s mind—she can no longer run from it. It is thus the truth in Sugar’s words that she is disgusted with, not Sugar herself. Sylvia’s powerful emotions ultimately culminate in her resolve to not just acknowledge the roles that economic and social injustice play in her life, but to understand these njustices and eventually rise above them: We start down the block and she gets ahead with is O. K. by me cause I’m going to the West End and then over to the Drive to think this day through. She can run if she want to and even run faster. But ain’t nobody gonna beat me at nuthin (606). That Sylvia does not run with Sugar is symbolic of her refusal to run from the truth any longer; she now understands that it is her responsibility to face her situation head-on so that she might one day overcome it. Ironically enough, in the end it is the most cynical of the pack—the one whose idea it was to ditch Miss Moore—who extracts the most meaning from the day’s activities. In his analysis of The Lesson, Jerome Cartwright addresses the significance of Sylvia’s realization in relation to how it moves her to take action: [Sylvia] is changed in a way that promises hope for her ability to respond effectively to the newly discovered reality she faces (Cartwright 61). However, he suggests that although Sylvia’s realization regarding the unfairness of life and, as a black girl, her often low position in the scheme of things (61) is central to the story, the conflict between rich and poor and the economic injustice it reveals (61) is not what drives it forward. For Cartwright, the story is essentially about the value of lessons themselves, the value of learning and thinking. [†¦] The children do not simply need to learn one lesson: they need an education (61). While the importance of the children’s education should not be underestimated, Cartwright compromises the story’s primary importance by generalizing each of Miss Moore’s lessons into a collective importance. To conflate the importance of Sylvia’s realization about her socioeconomic status with the importance of the less critical lessons Miss Moore offers throughout the day—from the uses of the microscope to the components of the paperweight—is to downplay the story’s value as a commentary on economic and social injustice. Cartwright’s generalization in this way belies the story’s true meaning. Although historical surveys of the collective economic status of African Americans point to a long-standing relegation of blacks to lower income levels, current information points to a continuation of a long-term trend toward parity with national levels and absolutely higher levels of affluence than those experienced by most populations outside the United States (Wikipedia 10). Moreover, since the mid to late 1990s, [†¦] over 1. 7 million African Americans have gone off the poverty rolls, earnings by African American women have moved to within a few percentage points of white women’s, and unemployment among blacks in recent years has dropped below the 10 percent mark (10). While these numbers are not enough to invalidate the existence of socioeconomic inequality, they affirm that in this country, social and economic injustice can be mitigated. The unprecedented access to higher education and employment (11) that African Americans have been party to since the Civil Rights Movement speaks strongly to the opportunities for change that this country affords its citizens. However, the value of the struggle cannot be lost on us. We must recognize that such fundamental change does not manifest itself overnight: it is achievable only where a lasting commitment to it is available. Change is not beyond us. Action, however, is its necessary predecessor.

Politics In The Way Of Life Essay Example for Free

Politics In The Way Of Life Essay Should religious beliefs shape how politics are conducted in the contemporary world? Does violence have a role in politics? Should animals as well as humans be represented in politics? What do bodies and sexuality have to do with politics? â€Å"Politics is the science of a good living. † It is man who has to decide on the way he wants to live. However every human being is influenced by his religious, social and sexual beliefs nomatter where or how he starts his political way of living. Do you think politics should be mixed with religion? Religion and politics are completely different and should not be mixed with each other. All men and women are to be treated equally irrespective of the caste or the religion that they belong to. Every person has the right to follow his own religion and to carry forward his beliefs in his society. But when his beliefs and religion is such that it affects or hurts the feelings rather beliefs of his own neighbours or fellow human beings it becomes politics. No man has the right to affect the feelings of another in any case. If man believes in God, he surely should believe in peace with fellow human beings. But when does this happen? How do religious beliefs turn to politics? When does a person start hurting the feelings of his own fellow human beings? Religion greatly influences a man sensually that is his heart and mind. Thus the misunderstandings and misconception of religions leads to a difference of opinion between people thus leading to indifferences in their opinions thereby leading to mutual quarrel. Coming to the influence of the society and social beliefs on politics. It is the society that has created politics. Politics is for the people, by the people and of the people. All the rules and policies right from the human right to social equality politics affects the way of life of every individual. Next the truth that every living being, including animals have their influence in politics. Killing specific animals is a crime, hurting any animal is a crime. It is for the protection of animals that societies like blue cross have been developed. When killing an animal is punishable, it is glad that politics helps even animals live peacefully until they are not harmful to the human beings. Thus politics is the way of good living. It is the science of kinship. A life without politics would be unorderly and miserable. Politics forms the basis of life. Thus good politics forms the basis of a good life.

The Tourism And Nature Conservation Tourism Essay

The Tourism And Nature Conservation Tourism Essay Make optimal use of environmental resourcesà ¢Ã¢â€š ¬Ã‚ ¦maintaining ecological process and helping to conserve natural heritage and biodiversity. Respect the socio-cultural authenticity of host communities, conserve their built and living cultural heritage and traditional values, and contribute to inter-cultural understanding and tolerance. Ensure viable, long-term economic operations providing socio economic benefits to all stakeholders that are fairly distributed including stable environment and income earning opportunities and social services to host communities and contribution to poverty alleviation. Sustainable Tourism is tourism attempting to make as low impact on the environment and local culture as possible, while helping to generate future employment for local people. Objective of the study The foremost objective is to aim Sustainable Tourism as boon to Environment and Culture. Scope of Study Global economists forecast continuing international  tourism  growth, the amount depending on the location. As one of the worlds largest and fastest growing industries, this continuous growth will place great stress on remaining biologically diverse habitats and indigenous cultures, which are often used to support mass tourism. Tourists who promote sustainable tourism are sensitive to these dangers and seek to protect tourist destinations, and to protect tourism as an industry. Sustainable tourists can reduce the impact of tourism in many ways: informing themselves of the  culture,  politics, and  economy  of the communities visited anticipating and respecting local cultures, expectations and assumptions contributing to intercultural understanding and tolerance supporting the integrity of local cultures by favoring businesses which conserve cultural heritage and traditional values supporting local economies by purchasing local goods and participating with small, local businesses conserving resources by seeking out businesses that are environmentally conscious, and by using the least possible amount of  non-renewable resources 1 Environment 1.1 Ecotourism Industry In effort to reduce negative impacts of conventional tourism, more environmentally and socially conscientious approaches to tourism have been promoted, typically referred to as Ecotourism and Sustainable Tourism, though other terms such as Responsible Tourism, Nature-base Tourism, Green Tourism and alternative tourism are also used. The International Tourism Society (TIES) defines Ecotourism as responsible travel to natural areas that conserve the environment and improves the well being of local people, and defines Sustainable Travel as tourism that meets the needs of present tourist and host regions while protecting and enhancing opportunities for future. Ecotourism is the term used most widely throughout the industry and the literature and therefore the term most commonly used throughout this paper. According to TIES, Ecotourism is based on following principle: 1) Minimizing Impact. 2) Building environmental and cultural awareness and respect. 3) Providing positive experiences for both visitor and hosts. 4) Providing direct financial benefits for conservation. 5) Providing financial benefits and empowerment for local people. 6) Raising sensitivity to host countries political, environmental and social climate. 1.2 Marine Environment The marine environment is an important draw for a large percentage of tourist and recreationists in our region. From lobster to lighthouses, seafood to sailing, tide pooling to island exploring, the coast and ocean represents a significant part of the region heritage and culture. Best Practice for Marine and Boat-related Activities. Use environmentally sensitive chemical paints strippers that are biodegradable, non-chlorinated and have low volatility can eliminate much of the paint chips and dust associated with sun blasting. Reduce the amount of packaging that you take abroad, use recycle paper products and encourage your costumers to dispose of them properly by supplying well secured recycling and trash receptacles. Use marine sanitation device and holding g tank to store sewage until you can gate to a legal sewage pump out facility. Avoid using chemicals such as formaldehyde and ammonia to minimize odor in your sewage tank. Destroy bacteria needs for decomposition. 1.3 Tourism and Nature Conservation These guidelines suggest that the endangered and threatened species and habitats be covered separately under flora and fauna, and then summarized in an integrated section to highlight particularly sensitive areas of concern in evaluating impact. This separate section is not indented to duplicate the information under flora and fauna but rather to pull it together in an integrated manner. Threatened and endangered flora and fauna are a subset of the complete inventory for a flora and fauna for a project and its area of impact. This involves: Review of local, national, regional and global literature on the range and domain of endangered and threatened species. Consultation with local and national government agencies, NGO and academic institutions to determine what species may be in the project area. Cross referencing this list with the national list of endangered and threatened species as well as the International Union of Conservation of Nature (IUCN) Red list (http://www.iucnredlist.org). Conducting a thorough physical survey of the project area and inquiring of local resident and authorities to determine if those species are present. Shipwrecks, cultural areas, archeological areas, historical areas, and the like should be highlighted in the Environmental Impact Assessment (EIA) as areas which are already been identified as significant and needing special protection. One of the challenges in preparing EIA those boundaries of protected areas may be imprecise on available maps. Given the area of influence of the projects potential impact, it may be important to carry out specific steps to better define these boundaries to ensure that the proposed project will not encroach on or be inconsistent with the intended level of protection of habitat and level. Issue related with Wildlife Management in Corbett National Park of Uttarakhand (India): Somewhere deep down theyd dont know that thinks would change, that the `tranquility of the Sal forests that surrounded their tiny, non-electrified resort on the outskirts of the Corbett Tiger Reserved in Uttarakhand would not last forever. But when in May2012, littile more than a decade after theyd started, Ritish Suri and Minakshi Pandey decided to shut down camp Forktail Creek, the decision was still painful. For years theyd fought to preserve the surrounding forests, involving people from neighboring Bhakrakot village in their activities and make the camp as ecologically low-impact as possible. The camp had become a favorite with serious wildlife enthusiasts and naturalists. Whats happening in Corbett is not unique, and neither is it confined to areas outside the park. Unregulated tourism and development are wreaking havoc in the 39 designated tiger reserved and other national parks around the country especially in central India. It was in tacit recognition of this state of affair that the Supreme Court, in an interim order passed on July 24, 2012, temporarily banned all Tourism in core areas of the Tiger Reserved. 1.4 Impacts As Flora and Fauna are key for Ecotourism, must focus on impacts on it. FAUNA Impact Source (+)Improve knowledge/data about animal distribution and behavior Scientific research on wildlife is more intensive in Ecotourism areas due to public awareness Financial gain of Ecotourism are partly use for scientific research (+)Locals promote the protection of wildlife Locals working in Ecotourism, gain a better understanding on wildlife and change their views concerning the value of fauna (-)Decline of rare or spectacular species Introduction of exotic species by tourist Capture and killing of rare animal for souvenirs Keen wildlife tourist prefer to seek out rare or spectacular animals (-)Habitat alteration/destruction Road, track, camp side and lodge construction Extraction of fuel wood Forest fire caused by tourist FLORA Impact Source (+)Improve knowledge/data about plant distribution and conditions Scientific research on plant is more intensive in areas in Ecotourism due to increase public awareness ad financial sources (+)Local promotes the protection of (native) flora Local, working in Ecotourism, gain a better understanding on plants and change their views concerning the values of plants (-)Habitat destruction/alteration Road and campsite construction Forest fires caused by tourist(accidentally) Logging for construction and fuel wood supply (-)Reduced plant density and decrease in biomass Trampling Road/trail construction Campsite or lodge construction Cutting of vegetation in order to gain better views on wildlife 2 Ecotourism Parallel to Cultural Tourism In one sense, nature or Ecotourism should be in corporate within Culture Tourism insofar as nature also is a cultural construct and often is a complimentary attraction. However the present focus on culture and cultural heritage more narrowly defined. Nonetheless nature and Ecotourism issues and examples are discussed in various places in this report because experience from decade of public, Industry and research security of Ecotourism can be useful in the context of Culture Heritage Tourism (CHT). One of these issues involved consumer demand for authentic nature and culture. In many assumes that visitor seeks authentic nature, nature that has been not degraded by human activities. In principle then, the interest of tourist and tourism industry will coincide with those of natural heritage managers-to maintain nature in non degraded state. However this principle may not always hold in practice, not only because the industry often seeks short term gains at the expense of long-term revenues, but also because- 1)not all tourist seeks authentic nature and not all tourist recognize departures from integrity. A similar issue arises in Cultural Tourism. It is often said that Cultural tourists are seeking high quality, inform, ad authentic cultural experience. However many tourists may not recognize departures from authenticity. This is not to say that authenticity should be discourage, but that of those in charge of cultural heritage should not be surprised if tourism industry, and consumers, somewhat have lower expectations of authenticity. If authenticity is to be preserved, the original motivation for this preservation (values that go well beyond heritage as an attraction for tourism) should not be forsaken in favor of motivation entirely oriented around tourism. 3 Cultures 3.1 Cultures as Tourism Attraction For tourist desire to travel is the desire, to varying degrees, to experience something unfamiliar foreign coulters and their manifestation thus serve as important attraction. Cultural Tourism in particular is a search for and a celebration of what which is unique and beautiful, representing our most valued inheritance. Culture and Cultural Heritage are crucial to peoples identity, self respect and dignity, this applies to both affluent and poor societies. Tangible heritage may be an avenue through which a conscious tourist starts to grasp a basic understanding of the past and/or living culture, which has adapted to and influence the environment. The visitor is trying to make intelligible culture tourism has great potential to improve understanding and respect among different cultures, and in a long term perspective may be regarded as a tool for creating and preserving peace. 3.2 Estimates of Growth Estimates of growth should be treated with caution, but study by Stanford University predicted that Nature Tourism would grow at an annual rate of 25 to 30 percent during the 1990s. Cultural tourism expected to grow at 10 to 15 percent per year. Various sites and countries are responding to the opportunity provided by this growth in demand. For example, South Africa has historically relied on its climate, beaches and nature to attract tourist but in 1997-1999 implementing a marketing campaigning titled Explore South Africa-Culture to attract cultural-oriented tourist. 3.3 Culture and Its Preservation This section briefly identifies some of the major views of culture and its physical manifestations related to tourism as well as the means that have been used to protect heritage environment. The UNESCO World Commission on culture and development report our creative diversity looks at culture as ways of living together. With this point of departure, The World Bank defines culture as The whole complex of distinctive Spiritual, Material, Intellectual and Emotional features that characterize a society or social group. It includes not only arts and letters, but also modes of life, the fundamental rights of human being, values system, tradition and beliefs. The above reflects the separation of Culture and Cultural Heritage are prominent resource in any society. Tangible Heritage may be considered a material manifestation or symbol of Cultural expression, either traditions of living societies or those of past societies occupying the same area. Therefore material heritage is pivotal for anyone wanting to gain the deeper understanding of the society. This applies to the local inhabitants as well as the visitor to a new or foreign society or environment. Example of Ajanta Caves in Maharashtra (India): The monuments are being replicated at a cost of 90crore, with technological aid from abroad, and a loan from Japan, at a spot 3km from the originals. The cost includes five museums, interactive galleries and FB outlets to support the complex expected to open next year. Replicas of paintings or sculpture too delicate or precious are nothing new to museum lovers; however this is the first some ones tried to copy not just the art but very rock its on. 3.4 Impacts Listing of this impact is in numerous tourism reports, books, and articles. The focus on this section is to briefly note common socio-cultural impact and to stress some general concepts. Potential Positive Impacts Includes: Building community pride. Enhancing the sense of identity of a community region. Promoting intercultural/international understanding. Encouraging revival or maintenance of traditional crafts. Enhancing external support for minority groups and preservation of their culture. Broadening community horizon Providing funding for site preservation and management. Enhancing local and external appreciation and support for Cultural Heritage. Potential Negative Points Includes: Co modification and cheapening of culture and tradition. Alienation and loss of cultural identity. Undermining of local traditions and ways of life. Displacement of traditional residents. Damage to attraction facilities. Loss of authenticity and historical accuracy in interpretation. Selectivity in which Heritage attraction are developed. CONCLUSION We may conclude that, this report on sustainable tourism to present the state of the art knowledge, experience and best practice from the diferent multi-bilateral agencies that have worked with these issues. There should be positive actions for development of environmental and cultural issues in Sustainable Tourism. Thus higher priority should be given to finance and funds for Enhancing and Preserving Environment and Culture.

Edna St. Vincent Millays Sonnet I, Being Born a Woman and Distressed E

Edna St. Vincent Millay's Sonnet "I, Being Born a Woman and Distressed" Edna St. Vincent Millay’s sonnet, â€Å"I, Being Born a Woman and Distressed,† serves as an excellent example of a multi-faceted piece. From one angle, it is simply a Petrarchan sonnet, written with a slight variation on rhyme scheme – but that variation, taken deeper, reveals new layers of meaning. Added to Millay’s choice of meter and end-stop, along with a background of Millay’s person, this sonnet seems not so â€Å"simple† after all. Millay, though she married in 1923, was known to have extramarital affairs, purportedly with both women and men. (wikipedia.com) In the context of this particular sonnet, such seems revealing indeed – for it seems the speaker of the sonnet is involved in some sort of affair. Or perhaps Millay’s sonnet is addressed to her husband, for it was published in 1923; however, that seems unlikely, since the sonnet frames a rejection of her lover. More likely, I see it as a final ‘goodbye’ to her lover before marriage, for she â€Å"find[s] this frenzy insufficient reason† to continue seeing him (or her). Though Millay had an â€Å"open† marriage – that is, she and her husband consented to each other’s affairs – she likely did not want to begin her marriage with two lovers. The 1920s was a booming period, and Millay fit in perfectly with her independent demeanor. Women had gotten the right to vote in 1920, and this, I think, furthered Millay’s interest in independence, and perhaps caused her to think about the â€Å"traditional† roles of women. The typical image of a ‘damsel in distress’ fit her poorly; hers was a more forthright existence. On the outside, however, she was a woman, and was thus restrained by her own appearance – much ... ...er skills. This reflects in her poetry; particularly â€Å"I, Being Born a Woman and Distressed.† Millay took an established form, and ‘altered’ it to fit her meaning – even taking its original purpose into consideration – to create an ironic sonnet that broke with the norm. After an analysis of both the technical and social features of this sonnet, its hidden meanings and subtle emotion become readily apparent. Works Cited: The Norton Anthology of Poetry, Fifth Edition. Margaret Ferguson, Mary Jo Salter, & Jon Stallworthy. Copyright 2005, W.W. Norton & Company, Inc. â€Å"Edna St. Vincent Millay.† Wikipedia. 21 October 2005. Non-profit Wikimedia Foundation. 31 October 2005. Gale, Robert L. â€Å"Edna St. Vincent Millay’s Life.† Modern American Poetry. Accessed: 31 October 2005. (This source was used solely to confirm the information on Wikipedia.)

Free Trade With China :: essays research papers

China will continue its efforts to enter into the World Trade Organization (WTO), Chinese Minister of Foreign Trade and Economic Cooperation Wu Yi said in Beijing on April 21 during her talks with Renato Ruggiero, director-general of WTO. Wu said that although China hopes to solve this problem as soon as possible, it is prepared for new difficulties and obstacles it will face in the entry process. No matter what the outcome, she said, China will not stop but rather speed up its reform and opening drive. She noted that China's position on entering WTO is firm and clear, and China's entry will be not only beneficial to China but also to all members of WTO and the development of the world economy. Wu said that China asked to join the multi-national trade system 11 years ago because the country realized at that time that the objectives of the reform and opening are to gradually change from the planned economy to a socialist market economy. China's participation in the WTO shares the aims of reform and opening, as well as those of the socialist market economy, which was advocated by the late Chinese leader Deng Xiaoping. Wu said she is satisfied with the progress made in the recent third meeting of the Chinese working group, saying it indicates that as long as the parties concerned have a sincere desire to solve the problem, and bring that sincerity to the negotiation table, the discussions will move forward. The major negotiation parties should work harder to be flexible and down to earth, in order to make the most of the current opportunity, she said, adding that China's efforts alone are not enough. Wu said that major members of WTO should not take China's development potential as reality and therefore make an unrealistic evaluation of the situation. China firmly opposes economic hegemonism and hopes that major negotiating parties will raise their requirement on a legal basis and within the mechanism and scope of WTO agreements, she noted. In the meantime, she continued, they should also take into consideration China's economic status as a developing country and its social and economic situation.

Human impact on climate Essay

Abstract Climate change has long been a controversial issue among governments and world bodies. It is defined as the variation in the Earth’s global climate or in regional climates over time. These variations may be caused by a multitude of factors, some of which include geological changes within the Earth itself, changes in forces outside the earth, or human activity. When talking about this issue, two terms are often interchanged to refer to these variations in normal weather patterns, namely global warming and climate change. The two however, while similar, belong to different spectrums. This paper seeks to examine the role of human activities as a form of climate change. Overview Global warming simply pertains to the recent gradual warming of the temperature in different locations around the earth. Climate change, as defined by the United Nations Framework Convention on Climate Change (UNFCCC), talks of variations in weather in general, but which are caused particularly by human activity. Although there have been steps taken towards curbing the destructive effects of climate change, there continues to still be a sense of apathy on the parts of some governments with regard to it. The continued burning of fossil fuels in power plants, vehicles and other machines are directly responsible for producing air particles that contribute to warming the earth’s atmosphere. The conversion of forests to farmland or real estate developments has also reduced the amount of trees overall, thus cutting down the chances of more trees mitigating the carbon levels in the air, as well as absorbing and acting as a natural control for floods. Effects of Climate Change Climate change will have many effects on the environment, some of them already visible while others are slowly already being experienced in different parts of the world. Currently, scientists project that the mean global temperature will rise about 3 degrees Celsius, assuming the amount of carbon dioxide in the air doubles due to continued use of fossil fuels. Another projection was the rising of the mean sea level by about 50 cm, a relatively significant rise in light of the fact that computer model estimates have shown that several low-lying states and countries may, in part or whole, be submerged by the rising water level. The warming of temperatures at the mid-continent levels, as well as those in higher latitudes, will also be greater as compared to other locations. It has therefore been predicted that a considerable amount of polar and glacial will melt, as well as the continued warming of the oceans. These two events will constitute for the most part the increase in water levels mentioned earlier. Also to be seriously affected is the ecosystem, along with the natural order of the environment. Due to the heat that would be generated, more tropical climates would be prevalent, thus the focus on migration as well as agricultural production and output would shift all over the world. For the wildlife, the changing ecosystems would directly affect their natural habitats and breeding places. As it is, researchers continue to forecast that global warming may cause the easier proliferation of disease due to the idea that disease-carrying insects and other animals may migrate to other locations due to the changing weather. The hydrologic cycle will also intensify, with changes in water supplies as well as weather seasons such as droughts and flood, which could then greatly affect crops and other natural sources of food. Lastly, the effects of climate change on the broad concept of international security cannot be discounted. With more poor countries potentially facing an environmental disaster of catastrophic proportions, masses of refugees could converge on those remaining industrialized and highly urbanized nations that remain only somewhat affected. Also, should fossil fuel use not be successfully curbed in time, the scarcity of it will only mean that nations who have remaining reserves will become more powerful and dominant in the world stage, with new influential nations possibly developing.

Accounting for the IPhone Essay

1. Compare the GAAP and Non-GAAP data and discuss their impact on the financial statements. In comparing data, when Apple reported it’s Q4 FY 2008 financial results on October 21, 2008, it reported both GAAP and Non-GAAP economic data. Under GAAP, Apple reported quarterly revenue of $7.9 billion and net profit of $1.1 billion. Under Non-GAAP, revenues amounted to $11.7 billion and net profit totaled $2.4 billion. The difference between GAAP and Non-GAAP revenues and net profit were $3.8 billion and $1.3 billion respectively. Needless to say, such a large difference will have a huge impact on the income statement and balance sheet. Both financial statements would be greatly understated. Apple reported both GAAP and Non-GAAP financial data because of this large difference and they felt that the GAAP data did not correctly portray Apple’s financial statements. 2. Which method best reflects the economic reality? I believe both GAAP and Non-GAAP accurately reflect Apple’s economic reality. Each method just simply presents Apple’s financial data in a different way. Under GAAP, revenue from iPhone is deferred and is recognized on a straight line basis over a 24 month period. This type of subscription accounting is required because Apple chose to give future, free software upgrades with the iPhone. GAAP requires this to prevent companies from trying to over-inflate revenues by increasing sales with the promise of a free incentive in the future then not delivering on the promise. See more: Sleep Deprivation Problem Solution Speech Essay Under GAAP, the huge increase in iPhone sales is represented in the deferred revenue accounts and the cash from operating activities on the statement of cash flows. Apple’s non-GAAP statements recognize revenue from iPhone sales immediately, instead of in a deferred account, and is represented by the increase in revenue and net profit. To investors, the non-GAAP statements are more impressive because of the large increase in revenue and net profit. However, the truth of the matter is that both methods present the same information but in different accounts and at different times.

Christian Iconography Essay

1. Compare and Contrast: Hosios Loukas, Greece (before 1048) v. San Marco, Venice, Italy (building consecrated 1073; mosaics 12th c.) and the Cappella Palatina, Palermo, Sicily (1142/3) Typical Byzantine churches, like all architectural forms, employ relatively standard layouts and similar mosaic programs. Hosios Loukas, preceding both San Marco and Cappella Palatina, is an example of adherence to Byzantine conventions of visual programs and spatial planning. However, the churches of San Marco and Cappella Palatina are departures from such convention. Experiencing greater influence from the West, the churches of San Marco and Cappella Palatina, in their architectural forms and decoration, at once show their Byzantine roots and strides toward westernization. Hosios Loukas, though appearing irregular in its floor plan, is actually two adjoining churches. Built on the space that marks the site of Saint Lucas’ death, the church is an excellent example of Byzantine planning and dec oration. With a large central dome, the church can be divided into three main parts: the sanctuary, which is east of the dome; the naos, which is the central portion; and the narthex, or entry porch. Possessing a cross-like plan, the church is for the most part centrally planned. In the narthex, the typical mosaics of the Pantokrator, the Crucifixion and the Anastasis are employed. The apse mosaic, which is at the far end of the sanctuary, depicts the image of Theotokos sitting on a throne with the Christ Child; above the alter and the apse mosaic rests the mosaic of the Pentecost in the domical vault. In the central dome, which houses the Pantokrator, the circle converts to the square through an octagonal form, a feature shared by Cappella Palatina. The squinches created by the octagon depict scenes from Christ’s life. Furthermore, the likenesses of saints decorate the church. Most importantly however, the decoration of the church contains little extraneous detail. San Marco, however, exists as a transition from the traditional Byzantine format to more westernized looks. Still displaying a cruciform floor plan, the basilical form is integrated into the church. The four lateral domes and one central dome imply this focus on symmetry and centrality, while still allowing for the western influence. The naos is elongated, to create greater linearity and the cross arm of the cross-square is actually a transept. Though exhibiting much of the same scenes, those of San Marco have a particularly greater focus on narrative. One can observe such effects in the Anastasis scenes of both churches. In the Anastasis of Hosios Loukas, only five figures appear: Christ, David, Solomon and Adam and Eve; the five figures possess enough detail to identify them and the scene. In the San Marco example, eleven figures are present. The crowded quality enhances the narrative, allowing them to be read as more of a story and less as a symbolic image representing an event. Similarly, the crucifixion scene of Hosios Loukas and San Marco are respectively simplified and elaborate. Cappella Palatina, built by Roger II a Norman, focuses even greater narrative. The church also further employs the basilical form, while displaying forms from all the cultures that influenced it. Baring less architectural resemblance to the Byzantine church, Cappella Palatina’s mosaics, though depicting much of the same scenes as Hosios Loukas and San Marco, are composed in a rather haphazard way. For example, the nativity, which is usually streamlined to the most integral parts, shows multiple scenes in the same mosaic. In fact, some figures, such as the magi, appear more than once. This technique, allows the viewer to trace out the story of the birth of Christ. The eastern apse looks like a traditional Byzantine church, with a Pantokrator and seated Virgin. However to the west, the basilical nave shows the Western Christian influence. Its use of Old Testament imagery references Western precedents—from Genesis to Jacob wrestling the angel. Similarly, while the walls depict the same scenes as Byzantine churches, their format is different. Its use of registers is unseen in Byzantine counterparts. Also, the multiple Pantokrators that appear in the church, while a Byzantine form, are used in a uniquely un-Byzantine way. Lastly, the church ceiling, which is decorated with muqarnas, shows the Islamic influence. The basilical influence in San Marco and Cappella Palatina is unmistakable. Much of the imagery and its hierarchical placement—with the holiest at the top and most earthly at the bottom—is drawn from Byzantine churches. However, the use of Old Testament scenes and the greater focus on narrative are symptoms of the western influence. San Marco and Cappella Palatina are consequences of the time and place. They are at once Churches of the West and parts of an imperial history and religious tradition from the East. As a result, their appearance reflects the Byzantine influence, in its similarities to Hosios Loukas, and their Ravennic and Roman precedents. 2. Compare and Contrast: Pilgrim eulogia ampulla, Crucifixion and Women at the Tomb, pewter, 6th-7th c. v. The Limburg Staurotheca, 968-985 Though created centuries apart and strikingly different in size and style, the pilgrim eulogia ampulla and the Limburg Staurotheca are similar in many ways. Both are vessels of holy materials and depict Christ and various religious figures. However the ampula represents the more egalitarian form of relic collecting. The Limburg Staurotheca, on the other hand, in its materials and relics is one of the most elite forms of collectorship. Both the Pilgrimage ampulla and the Limburg Staurotheca are composed out of metals. The ampula is made out of pewter, a metal that was readily available at the time and not costly. The Limburg Staurotheca, on the other hand, is made out of gold gilt medal, enamels and gems. The difference in materials is indicative of their intended patrons. The ampulla, which predates the Staurotheca, was created for pilgrims that visited the Church of the Holy Sepulchre in Jerusalem. The latter, however, was commissioned by an imperial official and was intended to be viewed by elites. Additionally, both possess the ability to be hung. While the ampulla often hung around the neck of a pilgrim, the Staurotheca, which has a hoop at the top, could have been hung in a devotional space or carried during processions. The function—to hold holy objects—also differs due to its intended viewers. Ampullae such as this were often used to hold holy liquids or soil. However, due to the inscription and its iconographic reference to the Church of the Holy Sepulchre and the True Cross, this pilgrimage ampulla was used to hold the oil from the True Cross. Therefore, in a sense, both of these vessels hold parts of the same relic. However, the portability and reproducibility of the oil, made it better equipped for pilgrim patrons. The Staurotheca, contrastingly, holds seven splinters of the true cross. Arranged in such a way to show the historical form of the true cross, the slivers are held in place by jewels and gold framing. Additionally, the Staurotheca also was a reliquary for various other relics, such as Christ’s purple robe, the hair of John the Baptist, etc. Housed behind the ten different panels with inscriptions describing that which is behind them, the Staurotheca is an interactive reliquary. The viewer is able to open the panels and see the relics. The iconography of the vessels also differs. The ampulla depicts two scenes. The first is the Adoration of Cross. The meaning of the iconography is twofold. It looks like the scene of the Crucifixion, with the other two crucified flanking Christ and with worshipers in attendance. However, the more pertinent interpretation of the imagery, as it relates more directly to the vessel, is the pilgrims visiting and worshiping the True Cross. On the back of the ampulla, the Women at the Tomb is depicted. It also has two significances; it can be read as the Mary’s visiting the tomb of Christ and pilgrim women visiting the tomb of Christ erected within the Church of the Holy Sepulchre. The iconography, therefore, draws parallels between the events of Christ’s life and the activities of pilgrims. The Staurotheca, on the other hand, is rich in detail yet does not contain any narrative. On the front of the reliquary is Christ enthroned, with Theotokos, John the Baptist and arch angels flanking him. Above and below are three pairs each of the apostles. Surrounding the nine conjoined panels, are portrait busts of saints. Upon opening the lid, the viewer is confronted with the slivers of the True Cross described above. Depictions of angels adorn the interior as well, and flank the inscribed panels behind which rest other important relics. Rather than expressly depict the relics that were encased, the reliquary simply depicted the True Cross and the portraits of angel, all of which were considered to be the image of God himself. Therefore, the ampulla and the Staurotheca differ in their iconography, their function and their materials. All results of the intended viewers and collectors, both the ampulla and Staurotheca represent the Byzantine desire to obtain primary and secondary relics. Representing the power of Christ and God, these vessels’ contents gave their owners assurance of success and salvation. 3. Essay Question Related Directly to Readings: The issue of images in Byzantine art The lineage and use of images in Byzantine art is perhaps on of the more interesting and complicated aspects of Christian iconography. The Christian imagery in Byzantine art, as noted in Heaven on Earth, became intertwined with imperial icons and ceremony. The course of Iconoclasm, however, remains the most controversial historical discourse about Christian images and their appropriate role. The Iconoclasts believed that images were inappropriate in worship and were similar to the worship of idols, which breaks one of the commandments. Iconophiles, on the other hand, venerated images and opposed the Iconoclasts in the destruction of images. Given the volatile opposition of the two, understanding the Christian image in Byzantine art allows one to understand their forms of worship and relation to the holy. Firstly, it should be noted imperial and religious tradition often created a relationship between Christ and the Emperor. Occurring fairly early in the history of Byzantium, the Emperor Justinian was likened to Christ in the apse mosaic in S. Vitale. Adorned with a halo, Justinian stands in the center among twelve soldiers and religious officials. Although, as Treadgold et al. noted in Procopius and the Imperial Panels of S. Vitale, though the artist had not intended on creating the twelve apostles symbolism, as the feet show that some of the heads were added as an after thought, the resulting effect is the same for the contemporaneous viewer. The emperor, the most powerful and godly of men, is likened to Christ. Such an occurrence, while prevalent throughout cultures and history, undoubtedly watered down the holy significance of Christ images in the realm of worship. However, as noted above, the Iconoclast controversy, which lasted from 726 to 843 AD, is most illustrative of the Byzantine treatment of images. Affecting artistic production during the controversy and in its wake, the debate centered on t he appropriateness of images in the Christian context. Iconoclasts, or â€Å"image breakers,† believed that their fellow Christians had become idolaters. Images, perhaps believed to be a source of power by laymen, the Iconoclasts contended, must be restrained. Militaristic failures reaffirmed Iconoclastic believes that they had sinned and incurred the wrath of God. In the Church of Saint Sophia, for example, depictions of saints were replaced by the cross. Similarly, St. Irene sports a cross instead of a human likeness. (The example of the Church of the Dormition in Nicaea seems to show that the Virgin and Child mosaic replaced the Cross, post-Iconoclasm.) Therefore, the Iconoclasts effectively replaced images with the Cross. Contrastingly, the Iconophiles, or â€Å"image lovers,† argued for the preservation and continuation of images, given their long history. As discussed in the Abgar of Edessa identification, the likeness of Christ was venerated in biblical times. Being an ancient tradition, that Christ himself allowed/encouraged, images should be respected. Furthermore, as mentioned in Mango, the Iconophiles argued that God created man in his likeness, and specifically incarnated himself in the human form of Christ, and therefore allows for representation in the human form. Though they were temporarily victorious between bouts of Iconoclasm, the Iconophiles were ultimately successful in securing the role of images in Christianity. After the ideological defeat of the Iconoclasts, the Iconophiles restored much of the Christian imagery that had been washed away. St. Sophia, having had images removed by the iconoclasts, exists as a testament to the great controversy. The St. Sophia apse mosaic is an excellent example of post-iconoclast image restoration. A mosaic of Theotokos and Child was erected with an inscription condemning the Iconoclasts; the inscription is known to refer to them as imposters. Similarly, written and illustrated texts, such as the Khludov Psalter, describe the heresy of the Iconoclasts. It likens them to the Jews. As the Jews killed Christ, the Iconoclasts washed away and killed his image. Furthermore, much of the margin illustrations depict figures holding a medallion image of Christ, as a testament to the devotion to images. The Iconophiles believed that icons and images of the holy and saintly sanctified churches and practiced such post-iconoclasm. Post-iconoclasm, much of the ravages were rectified and restored. Beautifully decorous images adorned churches and texts in the wake of the controversy. The Psalter of Paris, for example, rather naturalistically depicts David composing the Psalms. Personifying the location and muses, the image gives the layman the opportunity to pictographically read the origin of the Psalms. Ultimately, the images not only teach through visuals, but inspire awe. The illuminating mosaics of churches produced miraculous, luminary effects that created a greater sense of the sacred. Consequently, the use of images in Byzantine art is an issue of great complexity. Once deriving influence from the iconography of pagan religions, the Iconoclasm controversy returned to the Christian-pagan associations. The Iconoclasts believed that the worship of images was like that of idols by the pagans. In an attempt to remain in the right with God, they sought to rid Christianity of its idolatrous icons. Though, in accordance with sanctity, egalitarianism and tradition the debate was won by the image lovers, restoring the place of Christian icons.

Program Development and Evaluation Essay

Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, & Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson & Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote children’s cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other children’s services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teacher’s aide in each preschool class. Teachers plan an educational program, which nurtures each child’s self esteem, well being and development. The preschool or day care program is designed to stimulate children’s thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the child’s tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture children’s growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins & Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships – among the children, between children and adults, and among teachers and families – to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day & Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for children’s learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes children’s learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess children’s development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the children’s parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual child’s needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their children’s caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the children’s needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents’ work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to children’s development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; & Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, & J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; & Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. & Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html