Global disaster management Essay Example for Free

Global disaster management Essay Disaster management became global; financial resources together with the establishment of several associate and group organizations sprang up. Mass media took up the root with each major and minor disaster reported universally. Disaster tradition were formed and disseminated by the mass media. Until this global agenda was affirmed, environmental issues were still in their infancy and the number of research or consulting organizations focused on disasters was exceptionally small. The concern of disaster research units (mainly university-affiliated) and disaster management units in public administrations only became noticeable in the second half of the century in the late fifties. By the start of new millennium, the number of disaster-related organizations had grown exponentially. The U. S. government alone has no fewer than twenty-six major agencies as well as dozens of regional offices dealing with disasters. There are a further ninety-five specialized units established for contradictory disaster situations. To this can be added eighty U. S. domestic non-govermental organizations (NGOs). This number can be used as a rough suggestion of the same process occurring all through the Western world. The sharing of disaster-related global-based agencies likewise grew, comprising over ninety major public agencies with offices all through the world. This guide of the globalization of disaster management also supported the hold of public administration on the area of disasters. It has also led to interagency divergences and problems of management, as well as protective imperatives, turf wars, and competition (International Decade for Natural Disaster Reduction, 1996). What was evident at the national or state level-at which public administrations subjugated the definition of disaster, who was capable to be a disaster victim, what help would be afforded, and so on-was now extensive at the global level by other forms of public administration in diverse guises. As some critical reports have noted, the results have been at the similar mediocre levels of disaster management (on a larger scale), where in several cases such â€Å"assistance† was more unfavourable than supportive. The most observable of these have been linked with the droughts in Africa, where NGOs and international aid have in fact harmed more people than they have helped.

The Study Of Error Analysis | Essay

The Study Of Error Analysis | Essay S.P. Corder is the parent of the scientific method that focuses on the errors learners make. He is considered as one of the main exponents of Error Analysis and that actually became a recognized part of applied linguistics. In Corders article (1967), entitled The significance of learners errors, the author investigates error analysis from a completely different perspective. Whereas, before Corder, errors used to be seen as defects that needed to be eliminated without giving too much attention to their role in second language acquisition, with Corder we begin to see how errors are indispensable for the learners themselves. In fact, according to Corder, errors could be regarded as a device the learner uses in order to learn the language. He states, we interpret his incorrect utterances as being evidence that he is in the process of acquiring language (p. 165). Lightbown and Spada (2006) agree with Corders claim that error analysis sights to discover and describe different kinds of erro rs with the intention of understanding how students attain a second language. Corders argument that learners errors are signals of actual learning is supported by another researcher of error analysis, James M. Hendrickson (1978), who points out, not only do all language learners necessarily produce errors when they communicate, but systematic analysis of errors can provide useful insights into the processes of language acquisition (p. 388). Thus, they both celebrate the fact that errors are significant and essential in the study of Second Language Acquisition. Corder demonstrates that not only do errors play a crucial role to the individual who can learn from these errors, but also to the teachers as they are able to track each students progress, and even to the researchers as they demonstrate how a language acquired and what strategies the learners use. Related to this, is the concept of how many errors are due to the fact that the learner uses structures, which derive from the native language. In Corders view, the possession of ones native language is facilitative, as errors in this case represent evidence of ones learning strategies. Dulay and Burt (1974) in their study maintain the same idea. In other words, they endorse that the childs errors are not indicators of faulty learning nor a need for instructional intervention (p. 135). To put it succinctly, they emphasize that making errors is vital in the learning process, and learners need to know the kind of errors they utter. Hence, before moving on the next notion that Corders article researches, it is essential to report the distinction that the author makes between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and asserts that they are not significant to the process of language learning. On the other hand, he defines errors the systematic ones that are likely to occur repeatedly and that are not recognized by the learners. Such insight plays a significant role in linguistic research, and in the way linguists look at errors, understand them, and apply their outcomes to improve language competence. Moreover, Corder suggests that when a learner makes an error, the most efficient way to teach him/her the correct form is not by simply giving the correct answer to him/her, but by introducing a self-correctability criterion, in which the learner has to discover and find the correct linguistic form. In this way, learners should be given ample opportunities and sufficient time to self-correct. The standard way of thinking about error correction is that its purpose is to improve learners accuracy and language acquisition. I have always believed that providing students with immediate corrective and constructive feedback would have helped them acquire a new language better. When I was in high school, I used to think that it was the teachers responsibility to offer us, learners, corrections of our errors and that we were supposed to follow teachers instructions firmly. However, as a teacher, I have a totally different point of view. I support the idea that the audio-lingual approach to teaching a language is helpful in the sense that we learn grammar through memorization of dialogues and drills, but I find Corders argument of making language teaching in a more humanistic and less mechanistic way to be more persuasive. With this new trend comes the idea of learners different needs and styles. I currently learn basic Cantonese and Spanish through behaviorist theory. I am not yet a fluent speaker of those two languages but I put more efforts to acquire these language strands via repetition and mimicry. Although I find this to be an interesting and fascinating learning process, on closer examination I admire the idea that language teaching now follows more modern theories, which take into account students needs and wants. Because students are different from one another, they may react differently to their teachers error correction. Therefore, it is extremely critical that we, as language teachers, create a safe and supportive classroom environment in which our students can feel confident and at their ease about expressing their thoughts and ideas freely without suffering the threat or embarrassment of having each one of their incorrect language utterances corrected. As Mark R. Freiermuth (1997) advocates in his essay, errors are inevitable in the language classroom, but they should be addressed in a rational and consistent manner (p.6). In conclusion, although the study of error analysis is still quite speculative as we do not have a well-defined answer for who should correct the errors, when they should be corrected, and how they should be brought to the learners attention, we should keep in mind that there are techniques and strategies for error correction that we ought to implement in our classrooms. Interestingly, as I mentioned earlier, Corder views errors deriving from the learners L1 not as inhibitory, but as something that could aid to their learning growth, whether the learners are children or adults. As we studied in this class, many could count as factors for the L1 transfer errors in the acquisition of English. Among these are age, motivation, intelligence, time of exposure to the target language, place and purpose of learning English. Those can surely influence SLA and in some cases they can obstruct communication. It is our job, therefore, to provide our students with constant support and guidance, and ensure a pleasant and growing ambience.

Puritan View: God And Human Nature

Puritan View: God And Human Nature History is cyclical. That is the simple nature of it. There are always old ideas, traditional views of the way the world works that have been in place for a long time that are supplanted by new, radical ideas. These new ideas stay in place and become tradition until they are replaced by newer ideas and so on and so forth. That is the way of history and it is no different in the history of America. New England was born with the Puritan view of God and human nature and it stuck with that view for over a hundred years. Into this Puritan society, into a Puritan family, Benjamin Franklin was born. Benjamin Franklin did not agree with Puritans views and challenged them, with his Deist views. Deist ideas on God and human nature were vastly different than those of the Puritans, in that they disagreed on the nature of God and the afterlife which caused them to view human nature through different scopes. Deists, and for that matter Franklin, did not believe in the God of the Christians (or of Jesus being the Messiah). They believed in God as a creator, or as Franklin refers to him a First Mover and Maker of the Universe (Franklin, 6). The belief was that God created the universe with its many laws and then simply let it run by itself, a belief which Franklin shared. The Deist God was all-wise, all-good, [and] all powerful (Franklin, 6). Franklin believed that because God was all-powerful that there can be nothing either existing or acting in the Universe against or without his consent (Franklin, 6). Franklin furthered this thought with the belief that if it was true, and what he consents to must be good, because He is good; therefore Evil doth not exist (Franklin, 6). Franklin addressed a possible counterargument against this belief, one that might say things like murder of theft are inherently evil. Franklin counters this by saying to suppose any Thing to exist or be done, contrary to the Will of the Almighty, is to suppose him not almighty (Franklin, 6). Furthermore, if these acts are of God and God is all-good, then these things are inherently good. Puritans believed God to be intimately involved in their lives, punishing them and rewarding them as they sinned and did good respectively. The Puritan view of God was of a very judgmental God who used both wrath and mercy as He saw fit. Wigglesworth refers God being a judge several times in his poem. When Mary Rowlandson was taken captive by the Native Americans, she believed God was punishing her for not going to church and other sins and that it was righteousà ¢Ã¢â€š ¬Ã‚ ¦ [for] God to cut off the thread of [her] life, and cast [her] out of his presence for ever (Rowlandson, 3). Upon reading a Bible given to her by one of her captors, Rowlandson found There was mercy promised again, if we would return to him by repentance (Rowlandson, 5). This is the way most Puritans viewed their lives: in terms of what they did to please and anger God. John Dane attributed each trouble he encountered, such as an allergic reaction to a wasp sting and palsy, to Gods retribution for sins he had co mmitted. He then says that when he did reform It pleased God in a short time to ease [him]à ¢Ã¢â€š ¬Ã‚ ¦ and [he] stood in awe of Gods judgments (Dane, 4). Puritans did what they could to please God, and accepted His punishment when they sinned. Yet, Puritans believed that deep down they were all evil and only a few of them would be truly redeemed. The Deist Franklin did not believe that God created an afterlife for human beings, which is to say he did not believe in Heaven or Hell. Franklin instead believed in pleasure and pain; pain being the misfortunes and sorrows in life and pleasure being the satisfaction of the desire to be free from pain. Franklin believed that pleasure and pain are in balance in life and that one could not exist without the other. He believed that pleasure was wholly caused by Pain and, by his definition of pleasure, therefore pleasure must be equal, or in exact proportion to pain (Franklin, 7). Franklin really stresses this balance of pleasure and pain. He perceives a possible counterargument against this belief as well. Such an argument might object that there is no such balance in life because it is easy to see people who live their whole lives in misery and pain and die without ever being relieved of this pain. Franklin counters this by saying that no one can be proper Judges of the good or bad For tune of Others (Franklin, 8), which is to say that the balance of pleasure and pain is individualistic, and no one can say that was causes him or her pain causes anyone else pain. Franklin furthers this by saying that even if a person lives their whole life in pain, the receive release, and therefore pleasure, from this pain when they die. He says, Pain, though exquisite, is not so to the last moments of lifeà ¢Ã¢â€š ¬Ã‚ ¦ and tis quite an exquisite Pleasure to behold the immediate Approaches of Rest (Franklin, 8). In the end, there will be a balance of pleasure and pain. Franklin sees that as there is this balance, there is no need for an afterlife. One would not need heaven to make up for earthly pains, as they would have been balanced out in life. Puritans believed fiercely in Heaven and Hell, and that God had created both places of afterlife. God predestined everyones fate, and chose only a select few to be saved and spend eternity in Heaven. Most people were damned to spend eternity in Hell because of Original Sin. Thomas Shepard said, Your best duties are tainted, poisoned, and mingled with sin (Wigglesworth, 4). Thus, because of Original Sin no human action could be inherently good; and he went on to say your good duties can not save you, yet your bad works will damn you (Wigglesworth, 4). It was only by Gods grace that a person could be saved. The pain one experienced on earth was punishment for sin, and only received relief if they were chosen by God to go to Heaven. According to Wigglesworth, the greatest relief of Heaven is that saints are made sinless and finally do not have to fear forfeiting Gods love (Wigglesworth, 4). Puritans believed that the people who went to Hell deserved it, even so much as Wigglesworth desc ribes a father learning of his son being sent to Hell and says he doth rejoyce to hear Christs voice/ adjudging him to pain (Wigglesworth, 4). Puritans accepted the fact that most of them would be condemned to Hell. Because Franklins God was all-good, everything created was all-good, and there was no afterlife, he viewed life (specifically human nature) differently than most people. It allowed Franklin to believe that human beings were naturally good-natured and to place importance on the mortal life. Thus, Franklin believed in the importance of self-improvement and virtue without God demanding a need for it. Franklin believed that anyone could improve their station, both economically and morally. Franklin even said hed formd most of [his] ingenious acquaintance into a club of mututal improvement which [they] called the JUNTO (Franklin, 10). In Franklins words, this club was designed to discuss Morals, Politics, or Natural Philosophy (science)à ¢Ã¢â€š ¬Ã‚ ¦ [with the] sincere spirit of inquiry after truth (Franklin, 10). Franklin truly believed that people could grasp their purpose in life by pondering these things and thereby better themselves. Yet, perhaps the most important concept Franklin came up with in regards to human nature were his thirteen virtues. Franklins thirteen virtues were temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, and humility (Franklin, 12-13). In this, one can see how Franklin placed value on virtue outside of a religious need for it. Franklin said that in these virtues there is no mark of any of the distinguishing tenets of any particular sect. [He] had purposely avoided themà ¢Ã¢â€š ¬Ã‚ ¦ [so] that it might be serviceable to people in all religions (Franklin, 15). Franklin said his virtues were in every ones interestà ¢Ã¢â€š ¬Ã‚ ¦ who wished to be happy even in this world (Franklin, 15).For Franklin, the mortal life was all one had and it was ones duty as a human being to become morally perfect and achieve ones fullest potential. Puritans had a completely different take on human nature, formed from their belief about God and the afterlife. To Puritans, human beings were naturally evil and they placed heavy importance on the afterlife. Dane was so convinced of his evil nature, he thought that it was a greater evil to live and sin against God than to kill [himself] (Dane, 6). The mortal life was about living in ways to please God or else risk his wrath and punishment. The Puritan life was centered solely on God because of his intimate involvement in their life. Dane puts it as Beating my thoughts on Gods infinite love took such an impression of my heart as that I thought I could do anything for God or suffer anything for God (Dane, 7). Dane warns that if one does not live their life like this they will bring sorrow and affliction on [their] heads and heartsà ¢Ã¢â€š ¬Ã‚ ¦ to their great grief and sorrow (Dane, 7). It was not by their own hands that they could make themselves better, only by Gods providence. Bec ause Puritans accepted that most of them would go to Hell, it was their responsibility in the mortal life to do all they could to please God. At the same time, those predestined to be saved had the same responsibility or else risk eternal damnation. Yet most Puritans did not know what fate awaited them, so all had to live as if they were among the saved. The Deist Franklins God was all-good and did not create an afterlife, therefore it was human nature to be good and live their mortal life to its fullest potential. The Puritan God was intimately involved in their lives, judged them harshly for misdeeds, and eternally damned most of them. Therefore, it was human nature to be evil and sin and they had to live their lives by what God wanted in the hope that they were the ones God had chosen to save. It was because of their differing views on God that cause Franklin and Puritans to have such a different view on human nature.

Nicholas Is Foreign Policy Essay -- essays research papers

Maintaining Order The Reign of Nicholas I has been marked with war. He grew up in a time when war was the accepted norm of Russia. As a child he saw his brother fight against the evil, which was Napoleon. With war being part of Nicholas everyday life he quickly became infatuated with it. â€Å"He always remained an army man, a junior officer at heart, devoted to his troops, to military exercises, to the parade ground, down to the last button on a soldiers uniform (Riasanovsky, 323)† Nicholas time growing up in Russia had an immense influence on him. He observed strategy’s like those of Prince Michael Kutuzov, and learned only with proper order can one fully achieve military dominance. Three major conflicts accurately describe how Nicholas I used his military. The Polish uprising illustrate his demand for proper order throughout Europe. The Crimean War displayed his love for the Christian faith, and what he would do to protect Orthodoxy. Lastly, the conflict between Greece and Turkey described how Nicholas I would act when a culmination of his ideas, conflicted with one another. Investigating how Nicholas I inherited the throne will give one an explanation on why he was so frightened by liberal thought. Nicholas I was basically forced to inherit the throne because, Constantine declared it was not in the best interest of Russia for him to succeed to the throne. On the day Nicholas I was to be inaugurated a peasant uprising manifested. This rebellion named the Decemberist’s put much more than a damper on Nicholas I afternoon. The revolt caused Nicholas I to never fully trust peasants throughout his reign. â€Å" No doubt it also contributed to the emperor’s mistrust of the gentry, and indeed of independence and initiative on the part of any subjects (Rias, 324).† From that day froward the Emperor would put down a law by the name of â€Å"Official Nationality (Rias, 324).† To fully comprehend how and why Nicholas I chose to run his foreign policy the way he did, one must delve into how his Empire was run at home. Nicholas I was influenced heavily by Christianity. Christianity drove him to believe that Official Nationality was the path towards Russian salvation, and only under this system could Russia maintain order. Official Nationality was a conservative system, which consisted of three principals; Orthodoxy, autocracy, and nationality. â€Å"Orthodoxy referred to the officia... ... a conflict that had both religious and revolutionary significance. This conflict between the Orthodox Greeks and the Turks eventually led to the aforementioned Crimean War. Nicholas I had a difficult decision on his hand because he would either have to side with the Orthodox Greeks or the Turks, which were the status quo at the time. One could see what Nicholas I valued more, religion or order. Nicholas I decided to side with the Greeks, making the Ottomans sign the Treaty of Adrianople in 1829 (Rias.,330). Nicholas I rule reflected in a striking manner both his character and his principles. The new regime became preeminently one of militarism and bureaucracy. The entire machinery of government came to be permeated by the military spirit of direct orders, Absolute obedience, and precision. Nicholas I ideals are what kept him from fulfilling the expectation people had of him. His main goals were to conserve autocracy and religious certainty, which Alexander had manifested years before. Nicholas I policy abroad hurt his Empire tremendously. His ignorance towards the possibility of maintaining order without Orthodoxy led his country into complete dissaray, and eventually his death.

The Truth of Thanksgiving Essay -- American History Thanksgiving Essay

The Truth of Thanksgiving While children are growing up in America, they are told several tales of America’s establishment and history. However, these stories are generally not told as they actually happened. An instance of this is the story of the Pilgrims and the first Thanksgiving. Thanksgiving is explained as this elaborate ceremony where the Pilgrims and Indians gathered in harmony at this large harvest in celebration of their coming together. According to the primary document of William Bradford’s journal, Thanksgiving didn’t pan out quite as it is explained to Americans today. In the film, The Addams Family Values, the Addams children take part in a traditional, yet misconceived celebration of the first Thanksgiving. This film in comparison to Bradford’s testimony proves how Americans view their history as they please; giving America the official Thanksgiving ceremony even if it never actually happened. In the film, Addams’ Family Values, the Addams’ are depicted as an odd American family. They practice magic, dress in all black, worship the dead, etc. In this specific film, the Addams children, Wednesday and Pugsley, are sent to summer camp. The camp is a Native American activity based camp named Camp Chippewa. At camp, Wednesday and all of her friends are considered â€Å"losers†. Wednesday and Pugsley have black hair, wear all black clothes and, along with all their friends, don’t enjoy typical kid activities, such as watching Disney movies and playing with dolls. All the other children are blonde, rich girls, who are considered the â€Å"cool kids†. They are all apples of their parent’s eyes and truly enjoy being at summer camp. The children partake in typical â€Å"Indian† activities such as shooting bow ... ...to Bradford’s, â€Å"Of Plymouth Plantation†. Americans have such a need to be exceptional and different that they are willing to risk their true history for a celebration that comes only once a year. It is important for American children to learn their true history rather than the alternative in order for them to understand the struggles the original founders went through to create the America we have today. Works Cited The Addams’ Family Values. Dir. Barry Sonnenfeld Perf. Angelica Houston, Raul Julia, Christopher Llyod, Joan Cusack, Christina Ricci, Carol Kane, Jimmy Workman. Paramount,1993. Bradford, William. â€Å"Of Plymouth Plantation.† Ed. Nina Baym. The Norton Anthology of American Literature. New York: 2003. 156-195. Newman, Andrew. â€Å"William Bradford, the ‘Pilgrims’, Thanksgiving†. American Literature I. EGL 217. 06 Feb. 2006. (cited as â€Å"Lecture†)

Illustrative Essay

In society today we look at magazines and movies and strive to be just like the people we see. The guys in these magazines have six packs and arms with muscles the size of Mt. Everest. And the girls are all size double zeros with no meat anywhere on their bodies. A lot of Americans work out and diet to accomplish the goal of having these body types, but some go to drastic measures to get it. Many eating disorders and their side effects are taking over the lives of Americans every day. Anorexia Nervosa is the number one eating disorder in America. One in every one hundred woman suffers from this disorder.Anorexia is where you deprive your body from any food. This can create many problems with the body. In the beginning, minor problems can occur like fatigue, dizzy spells, and weakness. But later on, you can do so much as to give yourself certain heart diseases and some women even lose their menstrual cycles. Anorexia has controlled the lives of many celebrities like Karen Carpenter (w ho actually died from it), Mary Kate Olsen, and Tara Reid. Another eating disorder wide spread through the United States in Bulimia. Three in every one hundred woman suffer or have suffered from Bulimia.This disorder is where you still eat, but you cause yourself to vomit. Statistics show that many women will turn to this disease because it is â€Å"less threatening† than anorexia. Bulimia can cause slight abdominal pain and bloating. Long term side effects of this disorder can be broken blood vessels in your eyes, rotting of your teeth, and even some types of colon and throat cancers. The last eating disorder that is an issue in the USA is obesity. Many people don’t think obesity is an eating disorder, but in fact it is. Everyone’s standard of obesity is obviously ifferent, but on a national scale PBS says that seventy three percent of Americans are overweight or obese. Obesity can cause diabetes, strokes, heart attacks, and high blood pressure which are all li fe threatening problems. In conclusion, many eating problems are taking over America. There are healthier ways to get the body image you want. Don’t put your body at risk just to be what society wants you to be. You should be healthy, but you should become healthy, in a healthy manner. If you or anyone you know is struggling from an eating disorder, you should seek help as soon as possible.

Early Childhood Education: Raising Children the Right Way Essay

In early Childhood Education; teaching a child to read and write at early ages can have positive results when showing them educational videos and programs. Early Childhood Education is a field that will never lose significance. It sheds light on the best parenting styles and other significant issues related to raising children. It also gives us a glimpse of how young children perceive the world and how we can put this new knowledge to use for the benefits of children, parents and society. Young children slowly develop a concept of gender through interaction with their environment. Children perception of gender and how they define differences between male and female gender roles would offer an excellent research topic in early childhood education. Particularly during the first three years are critical and influence the child for life. Learning is not confined to children of a certain age or to a formal school environment. Encouraging children to play and explore with other children helps them learn and develop socially, emotionally, physically and intellectually. Play is central to children’s learning, regardless of the actual content. The process play helps children get involved with exploration, language experimentation, cognition, and also the development of social skills. Being interactive with other children teaches them about who they are and about the people around them. Early Childhood education affects a child’s learning somewhat in a good way in somewhat not. When a child goes to a pre-school with teachers that will teach them what they will need to know for the upcoming year those students will have a better chance when they get to kindergarten, but if a child goes to a pre-school with little learning material or teaching style those students might have a hard time keeping up with the students that had a better learning experience. Recent study | Published in the Journal of Early Childhood Research | this study found the quality of a pre-school significantly predicts a child’s educational success. Not all early childhood education is created equal. Not only is it important for parents to do their research when choosing a pre-school for their child, but it’s also important for our child care professionals and teachers to be well trained. A teacher’s educational experience greatly affects the overall delivery of a child’s learning in many ways. According to the | National Association for the Education of Young Children’s | (NAEYC) Position statement on standards for programs to prepare early childhood professionals, the level of a teacher’s education directly affects any benefits the child may receive from the program. This includes early learning and development in cognitive, social, emotional and physical domains. High quality college courses will give the teacher specialized knowledge that will help to inform his decisions, teaching methods and curriculum creation. For example a teacher with extensive knowledge in child development will be able to assess each child’s abilities and identify potential developmental delays and/ or adapt curriculum to fit the child’s needs. It is important to understand child development and to recognize each child’s individual characteristics and cultural background when planning learning activities that enable children to â€Å"make sense of their world†. Children develop the skills necessary to solve real life problems and become better prepared to think for themselves when they are exposed to experiences that: 1) spark interest and curiosity, 2) integrate learning experiences, and 3) structure their thinking. These are some skills that are used in the process of childhood education: Symbolization- Students use symbols to represent an idea, Observation- students use senses to learn about something in detail, description- students verbally portray attributes of an object, person, scene, or event and it’s so many more skills that help a child in their childhood development. (www. uen. org) Benefits of early childhood education provide children with the skills that will help increase their vocabulary development and cognitive abilities. Children start learning from birth, early childhood education, whether it is in a local head-start program, a pre-school or at home, can help a child increase vocabulary development by familiarizing them with words and their meanings. According to | Rand Corporation Research | early education has lasting benefits, showing increases in IQ levels and cognitive abilities such as the ability to understand both concepts and abstract thoughts. Children exposed to early childhood education can be more prepared for social environments. A child becomes competent in learning to socially interact with adults and other children. With parental support, the child can learn not only what is socially appropriate in the classroom, but also in public places and in their home. Social competency is a key skill for a child to learn, as it will benefit them throughout their life time. Like clay, children are highly moldable in their preschool, kindergarten, and early elementary years. Between the ages of five and eight, children are actively engaged in making sense of the large, confusing world around them. In this stage, it is important that children receive the educational guidance that urges them to explore and enthusiastically interact with their setting as they develop socially, physically, intellectually, creatively and emotionally. In this early stage of development, much learning is cultivated by play or playful learning. With the world advancing technologically by the day, new and innovative methods to engage young children and accelerate their development are emerging. It is up to the early childhood educator to seize on these developments as they work to cultivate a life-long sense of curiosity and exploration in the future leaders of tomorrow. (Early Childhood Education. com) Conducting learning activities by applying the concepts of contemplative education is what to emphasize the personal transformation of first year students majoring in Early Childhood Education to meet the national standard on the required characteristics of citizens. The objectives of this research were to compare students’ mean score in each aspect of E. Q. with the norm of the Department of Mental Health; to compare students’ mean score of E. Q. before and after conducting the activities; and to study students’ opinions on the learning activities. (University Library) Although the number of children enrolled in early childhood education and care has risen dramatically over past decades, low-income children are less likely than their more affluent counterparts to participate. Public funding for early education can play an important role in increasing enrollment levels among low-income children. This study utilizes National Household Education Survey data for a 14-year period to examine the effects of public funding on the enrollment of low-income children in early childhood education and care. It also considers the effects of funding on the type of care they use. Results suggest that public funding, particularly child-care subsidies and prekindergarten funding, increases the likelihood that low-income children, even those under 3 years of age, will attend non-parental care, including center-based care. These findings indicate that public funding can help close the gap in enrollment between low- and higher-income children. (University Library) Early education can increase cognitive skills in children, according to |Katherine A. Magnuson and her colleagues who report in the February 2007 issue of â€Å"Economics of Education Review†| that children from under-served communities who attended preschool showed more cognitive improvement than their peers. Columbia University researchers confirm this connection through their study published in the July 2003 issue of â€Å"Developmental Psychology. † They found that prematurely born 8 year olds who attended 400 or more days of preschool at ages 2 and 3 years old scored higher on IQ tests than prematurely born 8 year olds of similar backgrounds who attended preschool less often. Children going through early education has great out comes like, improved cognitive skills can lead to improved academic results. Magnuson’s study indicated that children enrolled in prekindergarten performed better in reading and mathematics when they entered grade school. Children enrolled in early childhood education programs are less likely to be held back a grade in school, according to the Public Policy Forum. These children also have a decreased likelihood of being enrolled in special education remedial programs. The future of early childhood education school programs is bright. As more children are born in the United States and other developing countries, educational programs for children will always be needed to prepare them for careers that will help sustain our global society. There will always be a need for an early childhood education program in fields such as bilingual education, literacy, mathematics and science. According to the statistics provided by the Bureau of Labor Statistics of the United States Department of Labor, employment demand for careers in secondary, middle and elementary schools are expected to show a significant increase. These positions will be available because of the increase in the population, but the demand will also increase due the retirement of teachers within urban areas of the United States. Therefore, there will be more than 244,000 additional jobs available by 2018 for those that have acquired an ECE degree. Additionally, teaching assistant positions are expected to have an increased demand by as much as 10 percent, while administrative positions in early childhood education school setting will have a demand growth by as much as 8 percent. Educational providers of ECE degree programs will need to prepare for these significant increases by training new educators now. Reference Page Table of Contents Early childhood Education- Authors: Ogletree Quinita, Larke, Patrica J Plarked National forum of Multicultural Issues Journal; Dec 2011, vol. 9 Issue, P1-9, 9P University of phoenix library1 Education and families: Authors: Greenberg, Joy Pastan Sep 2010, volume 84 issue 3, P490, 30 P,6 charts, 1 Graph University of phoenix libraby2 Author: M. Lavora Perry June 16, 2010 www.. livestrong. com Google lookup3 www. unicef. org Google lookup4