Appropriate Curriculum For Young Children - 925 Words

The debate about appropriate curriculum for young children generally centers on two options: free play and basic activities vs. straight academics (which is what many kindergartens across the country have adopted, often reducing or eliminating time for play). A new report, â€Å"Lively Minds: Distinctions between academic versus intellectual goals for young children,† offers a new way to look at what is appropriate in early childhood education. The report was written by Lilian G. Katz, professor emerita of early childhood education at the University of Illinois at Urbana-Champaign, where she is on the staff of the Clearinghouse on Early Education and Parenting. She is past president of the National Association for the Education of Young Children and the first president of the Illinois Association for the Education of Young Children. Katz is currently the editor of the online peer-reviewed trilingual early childhood journal Early Childhood Research Practice, and she is the author of more than 100 publications about early childhood education, teacher education, child development and the parenting of young children. In her report, published by the nonprofit group Defending the Early Years, Katz says that beyond free play and academics, â€Å"another major component of education – (indeed for all age groups) must be to provide a wide range of experiences, opportunities, resources and contexts that will provoke, stimulate, and support children’s innate intellectual dispositions.† AsShow MoreRelatedEssay on Past Present and Future895 Words   |  4 PagesMandated Curriculum vs. Developmentally Appropriate Practices Introduction As a parent I have become concerned about the new state-mandated, textbook-based curriculum for Kindergarten. I have decided to write a letter to the school board to protest the new policy. In the letter I will define DAP, the benefits with examples, why I believe the use of the textbook-based curriculum may be inappropriate. I will give reasons for the potential negative effects of the textbook-based curriculumRead MoreThe Use Of Formal Standardized Testing And Norm Reference Assessments Of Young Children859 Words   |  4 PagesWhen addressing the statements of NAECY, NASP AND THE DEC they all three are for the children. They all relate around the family and wanting the family involved. The all have a clear understanding of what an assessment is and how it is to be carried out. They all are curriculum based and feel that it should be age- appropriate. They all link back to goals that link to the curriculum. Last but not least they have similarities when it comes to assess ing the programs. Standardize testing The NAECYRead MoreMiseducation of Children Essays887 Words   |  4 PagesThe Miseducation of Children Author Note This research is being submitted on July 5, 2012 for David Elkind’s EC110 Curriculum and Instruction course. The Miseducation of Children â€Å"If we do not wake to the potential danger of this harmful practices, we may be do serious damage to large segment of next generation† - By David Elkind Across the country, many young children’s receiving structured instructions at an early age, can be harm psychologically and/or physically. When children’s dressedRead MorePrograms and Curriculum Planning1729 Words   |  7 PagesKawonda Starling Programs and Curriculum Planning ECE 312 Administrations of Early Childhood Ed. Programs Instructor Tracy Reed June 2, 2013 â€Æ' Early childhood education programs are formed by administrators coming together to form curriculums for teachers in the program to have as a guide to teach young children. For an example, each county has a board of education for the school system with administrators who form a curriculum for teachers to teach by; and administrators leads the teachersRead MoreThe Ministry Of Education s Sex Education Curriculum Essay1731 Words   |  7 Pagesthe Ministry of Education’s Sex Education Curriculum in primary schools. The Ministry of Education’s sexual Education Curriculum includes the different topics of sexual education and places them in different levels that are appropriate for the education of students in different grades and ages. A random sample was taken from St. Joseph Roman Catholic Primary School. All responses from the participants were measured according to the Sexual Education Curriculum obtained from the Ministry of EducationRead MoreThe Standards Movement : Developing High Quality Early Childhood Programs958 Words   |  4 Pagesin all of education in the last few decades† (p. 260). The main goal of creating standards in early childhood education was to prepare all children to start school ready to learn. However, there was much debate about what and how readiness was determined. This brief dissertation describes the standards movement and its relation to developmentally appropriate practices (DAP), identifies and explains my position in regards to these approaches, and identifies a particular instructional strategy thatRead MoreDevelopmentally Appropriate Practice1675 Words   |  7 Pages1. Developmentally Appropriate Practice In order to respond this question, we must first review the history of Developmentally Appropriate Practice (DAP) and Early Childhood Education (ECE). Although ECE has been around since the creation of kindergarten in the 1800’s, the decade of the 1980’s was an important period for ECE. â€Å"By the 1980’s, meta-analysis of the well-designed US projects offered compelling evidence on the positive outcomes of [early childhood education and intervention]† (WoodheadRead MoreThe Curriculum And Lesson Planning930 Words   |  4 Pagesabout the curriculum and lesson planning. During the summer she works with kindergarten and first grade. When the children go back to school she works with the younger groups. She is working in a toddler room. For Ms. Mandy a good teacher is someone who is reliable patient, and compassionate. She also believes teachers should get down to the child’s level and to pay attention to the children’s needs in order to be a good teacher. In Ms. Mandy’s workplace they use Creative Curriculum. Creative CurriculumRead MoreTechnology s Impact On Young Children1465 Words   |  6 Pagesbelieved that the use of technology can alter the wiring of the brain (Taylor 2012). When children are exposed to technology, it may condition the brain to pay attention to multiple stimuli; as a result become more distracted and cause decreased memory. Technology also hinders a child’s ability to empathise. They are less likely to pick up on non verbal cues, emotions, and awareness of expressions. Therefore, children with less physical contact tend to have trouble developing social skills. Needless toRead MoreFactors That Influence Effective Curriculum Essay985 Words   |  4 Pages1. Write a paragraph describing the four factors that influence effective curriculum. Then choose one of the factors and write a paragraph describing it in detail. p. 298-307 At the 9th edition of the book, it says that there are five factors that influence effective curriculum. First, inclusive curriculum is a curriculum that is designed for all children in terms of their gender, abilities, disabilities, language, culture, ethnicity, and religion according to the textbook. This is where it gives

Women’s contemporary work Free Essays

string(59) " member available to care for their children \(Kemp 247\)\." In the United States the labor market is strongly segregated according to sex: there are distinctive men’s and women’s occupations, jobs, and work tasks. Examples of women’s gender-non-traditional occupations are: engineer, manager of a private business, technician, police officer, auto mechanic. This work reveals some of these hidden aspects of women’s work. We will write a custom essay sample on Women’s contemporary work or any similar topic only for you Order Now In different ways, the studies reported here point to the pervasiveness of gender as an organizing principle in the world of employment. The first goal of this paper is to identify the systematic and institutionally created and reinforced dimensions of women’s work experience. The paper shows how gender affects the ways in which women are included in the labor force, the impact of work technologies, the threat of sexual harassment, government policy toward workers, the accessibility of labor organizations, the ability to protest collectively, and employed mothers’ attitudes toward their work lives as related to the division of labor at home. Today the majority of working-age women (18-64) are in the labor force. Single and divorced women tend to have higher labor force participation rates than married or older widowed women, but marital status is having a decreasing effect on women’s chances of working for pay. Although giving birth has traditionally been a reason for women to drop out of paid work and begin full-time homemaking, as the labor force participation rate for women has increased, the rate for mothers of young children has increased even faster. By 1983, half of all mothers of two-year-olds were in the labor force, and the proportion of women working increased with the age of the youngest child (Waldman 1983). Over their lifetimes, virtually all women will spend more years in the labor force than as child rearers. Most women, like most men, work as individuals for large or small companies and agencies; the family enterprise has virtually disappeared. The last holdout, the family farm, has largely gone under in the 1980s farm crisis. In 1983, 93 percent of employed women were wage and salary workers, working neither for themselves nor in family businesses, but for companies and businesses. Women workers are important to all industrial sectors. Women are more than 50 percent of the workers in retail trade; finance, insurance, and real estate; and services, particularly entertainment, health, hospitals, elementary and secondary education, welfare, and religion. Only in agriculture, mining, and construction are women less than 20 percent of the workers. Fox and Hess-Biber (1984) have summarized the extensive body of research on women workers: The occupations held by women are concentrated in the secondary labor market – jobs characterized by low wages, poor working conditions, little chance for advancement, lack of stability, and personalized employer/employee relations conducive to arbitrary and capricious work discipline. Although there has been some limited decline in sex segregation since 1970, the work world remains basically segregated into men’s jobs and women’s jobs. Even the slight decline appears less positive when examined closely: women tend to be able to enter previously male work when those occupations are declining in power and status and males are able to find better jobs elsewhere. On the whole, women have been able to increase their numbers in the labor force because the occupations and industries into which they are segregated have been expanding their need for labor. The barriers to occupational change are extensive, and involve both public and private patriarchy: childhood socialization of boys and girls to want different work, discriminatory practices of career counselors and employment firms, corporate personnel practices, harassment by male coworkers, failure of government to require affirmative action, reluctance of women to face the battles and hostilities that would result from their entering nontraditional work, child care responsibilities, and the refusal or inability of husbands to share housework and child care equally. Women’s wages tend to be lower than men’s even within the same occupational groupings, whether these are professional subspecialties or blue-collar work. On the whole, women and men do not work in the same occupations. The expansion of women’s paid work since World War II has been less in professional or highly paid technical work, and more in service occupations characterized by low pay and lack of promotion opportunities. In some cases the hierarchical relationship of men and women is built directly into the work structure of individuals. The relation of an executive secretary to an executive is that of an â€Å"office wife†. In other cases the hierarchy is occupational. Staff doctors, predominantly male, leave orders for hospital nurses (predominantly female) to carry out. Management of the labor force is a white male prerogative. Although low-level management positions may be filled by women, 96. 5 percent of persons making $50,000 or more in executive, administrative, or managerial positions in the 1980 census were males; 94. 9 percent were white males. Among members of professional specialties making $50,000 or more, 96 percent were male and 90 percent were white males (U. S. Census Bureau 1980). The higher-level managers not only manage the labor force, they also set and carry out the policies and programs of business, public administration, education, medicine, and other fields. Nor does government offer an antidote to disproportionate male power. In 1982, women were only 12 percent of state legislators and 6 percent of mayors; in 1983 they were only 4 percent of the U. S. Congress (U. S. Census Bureau 1985). Promotion tracks tend to require a flow of family work mothers generally lack. Promotion in skilled and semiskilled blue-collar jobs typically depends not on outside schooling but on on-the-job training. Skilled workers such as electricians and plumbers are trained through apprenticeships, many of which require nighttime classes for several years. This may contribute to the fact that women were only 7 percent of registered apprentices in 1991. Semiskilled workers learn their jobs often in training programs that take place in overtime. This means that women are excluded from such training because they are less likely to have a family member available to care for their children (Kemp 247). You read "Women’s contemporary work" in category "Papers" An increasing amount of control over women’s daily labor is held by employers, not husbands. Husbands may willingly accept, even urge, wives to engage in less homemaking and child care in recognition that what women can buy with the money they earn working may be more valuable than what they can produce through their unpaid labor at home. What they can buy depends on what goods and services companies offer; in other words, what employees are paid to do. The goods and services that are produced, the conditions of the work that produces them, and the market relations under which they are offered to clients and customers are all hierarchically ordered. American society is capitalist. The increase of public patriarchy is an increase in the power of corporate managers and the upper class. It is an increase in the power of higher-level men at the expense of the erstwhile privileges of lower-level men. Upper-level men continue to have stay-at-home wives and in addition have women employees, whereas lower-level men have either no wives or working wives and are themselves employees. They obtain goods and services to the extent that the decision-making elite considers the provision of such goods and services to be in the interest of the elite, and to the extent that the men’s wage levels or other statuses permit. Although the benefit is largely to the upper-level men, it is not only to them. The jobs of many working women are oriented to giving â€Å"service with a smile,† making life nicer for men at all levels (Hochschild 1983). Examples range from television entertainers, provided free by advertisers to everyone with access to a television set, to airline flight attendants, provided by airlines to those who can afford to fly. It could be said that under public patriarchy, women are provided as a public good for all men. Poorer men who could never afford homemaker wives may now receive the services of working women, albeit at a much lower level. For example, men in some public chronic care hospitals have their beds made and rooms cleaned by women workers. Women’s benefit from public patriarchy depends on their economic class and their family status. Although women’s wages are well below men’s, professional women’s wages are higher than unskilled women’s wages. Clearly, what can be bought can be bought better by those with more income. The career woman combines freedom and income to a greater extent than other women except those with clear title to inherited wealth. Those who perceive themselves as powerless and fit mainly for motherhood will reject policies and practices connected with public patriarchy. These particulars may be less matters of income and more matters of education and class background. Low-income women may be better off under the programs of the welfare state than under the power of lowincome husbands. Women may get both jobs in the public sector and services from the public sector. Services to low-income people are provided to women as well as men (such as free television or Medicaid hospital beds). Married women at most levels of the class system may enter the welfare system when they become divorced. Compared with husbands, public agencies may be more reliable, more amenable to negotiation, and less likely to become violent while drunk. The increase in working women and the increasing importance of public patriarchy have various implications for men and women. Lower wages and job segregation for women assure the continuation of male domination. Speaking of the relation between women’s low wages in public and their subordination in the family, Heidi Hartmann ( 1981b) says, â€Å"The lower pay women receive in the labor market both perpetuates men’s material advantage over women and encourages women to choose wifery as a career. Second, then, women do housework, childcare, and perform other services at home which benefit men directly. Women’s home responsibilities in turn reinforce their inferior labor market position† (p. 22). Thus public patriarchy continues to uphold private patriarchy even as it undercuts and changes it. Just as women differ from each other, so they share a number of common features almost irrespective of their race, class, and family responsibilities. All women’s wages are lower than those of equivalently skilled and qualified men; all women are vulnerable to stereotypical assumptions about their aptitudes and their commitment to work, in particular, about the potential impact of their current or future children upon their work; all women are vulnerable to sexual harassment. Despite the factors which distinguish women from each other, it is still possible to discuss the disadvantages that women suffer as a group. Minority women are differentially affected by the change. Black men and women have always been subject to a patriarchy originating outside of, and destructive to, their family structure. In the early stages of the women’s movement some feminists seemed to envy black women their freedom from the private patriarchy of black husbands, without recognizing the oppression they suffered from the public patriarchy of white, male-dominated society. For black women and for other minorities, the family can be both a source of oppression and a protection against the worst excesses of capitalism. It has been suggested that there are very likely to be increased opportunities – in terms of both recruitment and promotion – for women in the field of computing as a consequence of its internal organisational shifts. Commentators are divided as to whether the kinds of social and communication skills which are now seen as critical for such work are attributable to nature or nurture, but are united in thinking that we are more likely to find them in women than in men. Women, typically, are seen as more empathetic, creators of harmony as opposed to hostility, of co-operation. The new technologies associated with computers are being hailed or decried as the basis of a new revolution for women. Women’s labor force participation remains high for all ages and marital statuses. But past experience has made it clear that employment in occupations may expand or contract with economic change. There is evidence that the high-tech economy will automate some of the services and clerical work that have been the mainstay of women’s employment. One possibility is that decreased employment will send women back into the home. Housewife† has often been a euphemism for â€Å"unemployed,† and may become so to a greater extent. It is not clear, however, that unemployed women will in fact become housewives supported entirely by their husbands (Bose 90). Private patriarchy declined in part because many men did not see a benefit to themselves in supporting a wife. Perhaps unemployed women will become divorced unemployed women. Perhaps they will become welfare mothers subject to a particularly important part of the public patriarchy. Perhaps they will find jobs in newly developing industries. All of these changes have taken place within a relatively short space of time. There is no denying that women’s employment rights have radically increased in that time. But for all of this, women still earn a great deal less than men (if full-time and part-time women workers are considered together, about 70 per cent of men’s hourly wages). Occupational segregation has remained almost constant to date and women are still concentrated, for the most part, at the bottom of the wage hierarchy. A few women have broken through one or more layers of glass ceiling, but the majority remains in jobs which, however demanding and skilled, pay less than those jobs in which men work. The social division of labor is maintained. Women do women’s work and men do men’s work, both in the home and in the paid work place. Women’s work is low paid or unpaid; men’s work is higher-paid, enabling men on the whole to buy women’s work both at home and in the market. Control over social policies remains in the hands of men. How to cite Women’s contemporary work, Papers

Name = Spencer Essay Example For Students

Name = Spencer Essay email = emailprotectedpublish = yessubject = Englishtitle = Hamlet: Characters and plotpapers = Hamlet by William ShakespeareLaertes and Hamlet both display impulsive reactions when angered. Once Laertes discovers his father has beenmurdered Laertes immediately assumes the slayer is Claudius. As a result of Laertess speculation heinstinctively moves to avenge Poloniuss death. To hell, allegiance! vows, to the blackest devil! Conscience andgrace, to the profoundest pit! I dare damnation: to this point I stand, that both worlds I give to negligence, letcome what comes; only Ill be revenged most thoroughly for my father. Act 4 Scene 5 lines 128-134 provideinsight into Laertess mind displaying his desire for revenge at any cost. In contrast to Laertes speculation of hisfathers killer, Hamlet presumes the individual spying on his conversation with Gertrude is Claudius(Nay, I knownot: is it the King? Act 3, Scene 4 line 28). Consequently, Hamlet consumed with rage automatically thrusts out attempting to kill Claudius, but instead strikes Polonius. Hamlets and Laertess imprudent actions are incited byfury and frustration. Sudden anger prompts both Hamlet and Laertes to act spontaneously, giving little thoughtto the consequences of their actions. Hamlet and Laertes share a different but deep love and concern for Ophelia. Before his departure for FranceLaertes provides lengthy advice to Ophelia pertaining to her relationship with Hamlet. Laertes voices his concernof Hamlets true intentions towards Ophelia and advices her to be wary of Hamlets love. Laertes impresses uponOphelia, Hamlet is a prince who most likely will have an arranged marriage. Hamlets strong love for Opheliawithers after she rejects his affinity. Hamlets extensive love for Ophelia resulted in grave suffering for Hamletonce his affection was rejected. Hamlets appearance decays due to the rejection of his love for Ophelia(Pale ashis shirt, his knees knocking each other Act 2, Scene 1, line 82). The loss of Ophelias love for Hamlet instigatesPolonius into believing it has caused Hamlet to revert to antic disposition. Once Laertes learns of the death of hissister he is afflicted with sadness. In the same way, Hamlet is shocked and enraged over Ophelias demise. Bo thHamlet and Laertes are so profoundly distressed at the death of Ophelia they jump into her grave and fight eachother. Although Hamlet and Laertes despised one another, they both loved Ophelia. Hamlet was infatuated withOphelia which was obvious during his constant anguish over her(in her rejection of Hamlet, and in her deathHamlet suffered greatly). Laertes shared a strong brotherly love for Ophelia which was evident in his advice toher. Laertes further displayed his love for Ophelia during her funeral were he fought with Hamlet. Hamlet and Laertes are similar in the way they associate with their families. Laertes highly respects and loves hisfather Polonius. Similarly, Hamlet holds a great respect for his dead father(Hamlet compares his father to a sungod Hyperion). After the death of their fathers, Hamlet and Laertes strive to seek revenge on the assassins. Hamlet and Laertes exhibit domineering attitudes towards females. Laertes gives his sister Ophelia guidance onher relationship with Hamlet. In the same way, Hamlet is able to persuade Gertrude he is not mad and manipulateher to follow his instructions. Hamlet directs his mother to convince Claudius of Hamlets madness. Hamlet isable to make his mother reflect upon her part in the death of his father and feel guilt(Thou turnst mine eyes intomy very soul, and there I see such black and grained spots as will not leave their tinct. Act 3, Scene 4 lines90-93). Furthermore, Hamlet instructs his mother not to sleep with Claudius. The fathers of Laertes and Hamletboth attempted to use spies to gain information on their sons(although not his real father Claudius was his uncleas well as step-father). Claudius employed Rosencrantz and Guildenstern to gather information on Hamlet. Incomparison, Polonius dispatches Reynaldo to check up on Laertes. Hamlet and Laertes share similar aspectswithin the ir families. .u1f5fcaba413eae8ba3d5bc3625275a63 , .u1f5fcaba413eae8ba3d5bc3625275a63 .postImageUrl , .u1f5fcaba413eae8ba3d5bc3625275a63 .centered-text-area { min-height: 80px; position: relative; } .u1f5fcaba413eae8ba3d5bc3625275a63 , .u1f5fcaba413eae8ba3d5bc3625275a63:hover , .u1f5fcaba413eae8ba3d5bc3625275a63:visited , .u1f5fcaba413eae8ba3d5bc3625275a63:active { border:0!important; } .u1f5fcaba413eae8ba3d5bc3625275a63 .clearfix:after { content: ""; display: table; clear: both; } .u1f5fcaba413eae8ba3d5bc3625275a63 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1f5fcaba413eae8ba3d5bc3625275a63:active , .u1f5fcaba413eae8ba3d5bc3625275a63:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1f5fcaba413eae8ba3d5bc3625275a63 .centered-text-area { width: 100%; position: relative ; } .u1f5fcaba413eae8ba3d5bc3625275a63 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1f5fcaba413eae8ba3d5bc3625275a63 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1f5fcaba413eae8ba3d5bc3625275a63 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1f5fcaba413eae8ba3d5bc3625275a63:hover .ctaButton { background-color: #34495E!important; } .u1f5fcaba413eae8ba3d5bc3625275a63 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1f5fcaba413eae8ba3d5bc3625275a63 .u1f5fcaba413eae8ba3d5bc3625275a63-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1f5fcaba413eae8ba3d5bc3625275a63:after { content: ""; display: block; clear: both; } READ: Grendel Essay PurposeHamlet and Laertes demonstrate rash behaviour when infuriated. Hamlet becomes outraged at the notion ofClaudius spying on him which results in Hamlet mistakenly killing Polonius. Laertes becomes drastically angeredat the death of his father and boldly seeks vengeance against Claudius. Momentary rage overcomes Laertes andHamlet which prompts them to act spontaneously. Hamlet and Laertes both have a strong love for Ophelia. Hamlets deep love for Ophelia is evident in his reaction to her rejection of him. In the same way, Laertes care andaffection are revealed by his advice to his sister. The families of Laertes and Hamlet contain similar attributes. Hamlet and Laertes hold a high admiration for their fathers and are willing to even kill the king to enact revenge. Both characters exercise a dominating attitude towards females. In conclusion, although adversaries, Hamlet andLaertes share several characteristics which make them similar.

Multiplication and Division Essay Example

Multiplication and Division Paper Teachers should distinguish between these classes of problems. Also, they should be able to give examples using themes and children’s literature. Research shows that students who are exposed to problem solving on a daily (or almost daily) basis score better on measures of both problem solving and computation (Carpenter, Fennema, Peterson, Chiang, Loef, 1989). Today, elementary math textbooks are gradually incorporating more classes of problems into their series (Smith, 2006). However, the teacher must still be resourceful in writing examples as needed. In his study, Bebout (1990) found that first-grade children learned to write number sentences with the box in the correct place for many of the problem types. After five weeks of direct instruction using this method, it was found that the students were more successful in solving problems regardless of their pretest scores. Some children even learned to generalize the instruction and were able to solve more difficult problems in which the box begins the number sentence. However, not all of the problem types are easy to solve. Teachers recognize that comparison problems are difficult to solve. But the most difficult problems are the number sentences that begin with the box (e. g. Join-Start Unknown and Separate-Start Unknown). To assess the children’s understanding of problem solving, the teachers may chart the kinds of problems the children can solve and the methods they used to solve the problems. Smith (2006) stresses that the best way to determine the strategy the child used in solving the problems is to ask the child how he thought and solved the problem. We will write a custom essay sample on Multiplication and Division specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Smith further emphasizes that â€Å"Looking at both the problem types and the level of sophistication in strategy gives primary teachers a powerful assessment guide for future planning†. As with addition and subtraction, there is a wide range of problem types for multiplication or division which teachers can benefit from. Most researchers classify multiplication and division problems into two general categories — asymmetrical and symmetrical (Kouba Franklin, 1993). Asymmetrical problems are problems in which numbers are not interchangeable. Each element of the story problem plays its own role and cannot be interchanged with the other. These elements can be modeled very clearly to children in different situations — grouping situation (2 boxes of 6 cans, not 6 boxes of 2 cans), rate situations (5 pencils at 3 cents, not 3 pencils at 5 cents), and comparison situations (mother rabbit 4 lbs. ) weighs 3 times as much as the baby, not the baby rabbit weighs 3 times as much as the mother) (examples from Smith, 2006). In symmetrical problems, the numbers can be interchanged. It doesn’t matter which one is the multiplier. These problems often make use of charts, arrays, and area models as illustrations. One illustration is area problems. although we define length as the longer side and the width the shorter side, the sides play similar roles: length ? width = width ? length. Another example is selection problem, also called combination or Cartesian product problems. For example, when calculating sandwich combinations: 3 kinds of bread and 4 fillings, each kind of bread can be matcher to one of 4 fillings or each kind of filling to one of 3 kinds of bread. Problem types can also be classified through considering what happens in the problem and observing the strategy students use in solving them. This analysis is just an extension of the work on addition and subtraction in the preceding section. Hendrickson (1986) classified these problems into four general categories — change problems, comparison problems, rate problems, and selection problems. As with the categories in addition and subtraction problems, these categories have subtypes depending on which variable is unknown. To be able to teach children in solving multiplication and division problems, teachers must be familiar with each of these types, their level of difficulty and the strategy used by the children to find a solution. Some are easier than others. As with solving addition and subtraction problems, teachers should evaluate the types of problems their students are able to solve and the strategies they used to solve them. In this paper, we will use the different problem types to find out the level of understanding the children has on the discussion. Each problem will represent one of each type.

Comparing Hinduism and Buddhism

Comparing Hinduism and BuddhismThe comparative study of Hinduism and Buddhism through its historical periods, its relationship with the philosophical traditions, as well as from an exegetical perspective. A central theme of this comparative study is to reveal the history of the Christianized forms of both these religions.Historically, both Hinduism and Buddhism were inspired by their founder, Siddhartha Gautama (also known as Buddha). In addition, both, in their Indian context, inspired their followers by proclaiming a set of enlightened principles. It is also important to note that each originated as monotheistic religions and as truly did not believe in the deity of another.The different elements of the belief that each religion promotes are manifested in the various forms of worship. Both Hinduism and Buddhism have equally traditional forms of worship. However, the elements of each differ, as do the sects within these religions. These differences influence the beliefs that each of fers to its followers.Not only do the westernized forms of these religions differ in their worship practices, but also in their doctrines. With both Hinduism and Buddhism, the central doctrine is the existence of a supreme Being, known as God. God is worshipped in both the names Hinduism and Buddhism. In both cases, the deities are believed to represent and protect the supreme Being.Within the tenets of these two religions, some of the fundamentals of both are similar. For example, both believe in the oneness of the Gods and the sacredness of their respective teachings. One example of this is the belief that the teachings and philosophy of one can be accepted without question by all the other aspects of Hinduism and Buddhism.Within both Hinduism and Buddhism, the chief deities of each religion are believed to embody the deities and works of God. However, it is important to understand that the right to accept or reject a deity is determined by each individual believer. As with other concepts of religion, there are those who prefer to exclude the concept of God, while others who choose to accept it. This is seen in the fact that Hinduism and Buddhism have sometimes been polarized along this line.There are many similarities between the beliefs that are held by Hinduism and Buddhism. For example, both sects believe in human reincarnation. It is important to note that the history of reincarnation in both Hinduism and Buddhism is deeply entwined with these two religions. The underlying foundation of both is essentially the belief that at some point, the soul will be reborn into a new life, which will provide for the fulfillment of its purpose.From the above, it can be concluded that both Hinduism and Buddhism are concepts that have evolved over the years. It is also important to acknowledge that within the past few centuries, several movements have emerged that have either split the religion, or at least disturbed the central doctrine of both Hinduism and Buddhism. Therefore, if the study of these two religious sects is going to advance and continue to thrive, it is imperative that we study the history of these religions and try to determine the main fundamentals of both, which have led them to where they are today.

Music Review essays

Music Review essays The CD called Stripped by Christina Aguilera is the best Album that she has done so far in her singing career. Christina has gone from a pop-icon to a soulful R Christina is not another Britney Spears. A lot of critics like to compare Christina to Britney. Christinas voice clearly is more mature and powerful then Britney Spears. Also like most performers she sings her songs live which brings out her true talent. Britney on the other hand in my opinion does not impress me at all. Her lyrics are not as personal. Britney does not allow her fans to get up close and personal with her like Christina does. When Christina first released the album Stripped, her first single introduced was a song called Dirrty which misrepresented the rest of her CD. I will have to admit that the song Dirrty is not a favorite song of mine. In fact that is the only song that I never play. The rest of her songs like Beautiful stand out extremely well. Her vocals remind me of Alicia Keys, Whitney Houston and Mariah Carey. Christina Aguilera is more grown up and secure with her appearance and most important her voice. This CD is more personal and in touch with Christina. Including her rocky past. She focuses on her abusive father and failed relationships. On track number 19 called Im Ok she tells about her father. The whole song is personal and clearly states her true inner feelings towards her father. She sings about the abuse and how her father hurt Christina and her mother. Bruises fade father but the pain remains the same and I still remember how you kept me so afraid Strength is my mother for all the love ...

The Baby Boomers guide to reentering the job market

The Baby Boomers guide to reentering the job market Attention Baby Boomers: Although you’re technically approaching the age when people typical start thinking of retiring from the work world, that doesn’t mean you can’t be a valuable and productive part of a company or business. Or perhaps you’ve already officially retired and have decided that you’d like to re-enter the workforce in some capacity, either due to financial need or simply to keep busy and add new value to your daily routine. Baby Boomers have been traditionally characterized as a hard-working, roll up your sleeves, â€Å"can do† generation, so it stands to reason that they’d want to stay active and continue contributing to the world. If this sounds like you, and you’d like to re-enter the job market and kick off a successful job search, then keep reading!   Whatever the case may be, those of you who are looking to re-enter the job market may discover that the job search game has changed drastically in recent year s- everything from rapid technological advancement to the shifting ways businesses hire to meet their staffing needs has contributed to this evolution. But that doesn’t mean you should give up your goal of finding meaningful employment at this stage of your life, or submit to frustration because of how different everything is now.The truth is, as a Baby Boomer you have a lot to offer the professional world, including experience, finely-honed skills, and a lifetime of valuable wisdom, and it makes sense that you’d want to share it with the next generation of workers. In addition, your skills set obviously presents a positive value proposition for the companies who recognize their strength and value. But in order for you to connect to the perfect job that will allow you to best leverage your background and abilities and make positive and meaningful contributions in the workplace, you first need to get past the job search hurdle. Consider using the following strategies an d advice to help you get there.3 steps to a successful job hunt for Baby BoomersOwn your ageSome Baby Boomers who are looking to enter the workforce may initially feel the urge to somehow â€Å"mask† their ages when applying for jobs- scrubbing out or obscuring key dates on a resume is a common approach. Not only is this a short-sighted approach (unless you plan to go to interviews in disguise), but also, why hide the decades of valuable work and life experience you’ve acquired? Instead, wear your age as a badge of accomplishment and sing its praises during the job search process.Also, establishing your ability and willingness to be flexible and learn new things- a common concern regarding older workers- is a good way to offset any initial hiring trepidation. Use your cover letters and resumes as opportunities to convince hiring personnel that your age is an asset, not a liability, and that a company that hires you will stand to benefit from everything you bring to the table. It’s also an opportunity to showcase your confidence and honesty, which savvy companies will recognize and appreciate.Get used to new toolsJust as you probably had to learn how to use new equipment and technology during your prior lifetime of work experience, you’re going to have to get comfortable with using the new tools of job searching. You may have quickly realized this after opening your local newspaper and searching for the now nonexistent want ads section: job searching has almost exclusively moved to the digital realm. You’ll need to leverage online tools if you want to make the most of your time and find a great new job. Sure, you can also do things the old-fashioned way- some businesses still put help wanted signs in their windows and may appreciate an inquiry from someone who stops in to say hello looking for some honest work- but most jobs these days are found online.But this notion shouldn’t fill you with dread. Many of today’ s online job search tools have been designed to make job searching easier, not harder. If you’re comfortable with the basics of using a computer (going online and sending emails), then do a quick search and check out the most popular career networking and job search sites in your area and field of interest. If you’re less comfortable online, seek out the help of a friend or family member. Your local library is a great resource if you’re in need of some guidance. Trust us, after polishing up your resume, exploring the ins and outs of online job searching and applying is a worthy investment of your time.Build and use your networkA great thing about having decades of work experience under your belt is that you probably have a small galaxy of contacts you can leverage if you’re looking to get back into the work world. A great early step when planning a job search is to think about your years of work experience. Make a list of people whom you can contact regar ding possible employment opportunities. Even if a contact isn’t aware of a job offer in their immediate orbit, they may know someone they can connect you to in or adjacent to your desired field. Just reach out as much as possible and see how your network and possibilities can quickly grow. And don’t get discouraged if every contact doesn’t lead to a job offer- just stay resilient and determined. Consider your time networking as just one tool in your well-rounded job search toolkit.If you’re an older job seeker who’s looking to jump back into the job market, invest some time in learning the new rules and tools to job searching and set yourself up for success. Good luck!