The Rise and Fall of the Iron Curtain Essay Example for Free

The Rise and Fall of the Iron Curtain Essay â€Å"Two thousand years ago the proudest boast was civis Romanus sum [I am a Roman citizen]. Today, in the world of freedom, the proudest boast is Ich bin ein Berliner! All free men, wherever they may live, are citizens of Berlin, and, therefore, as a free man, I take pride in the words Ich bin ein Berliner!† ~ John F. Kennedy (Introduction) The Berlin Wall was built in the dead of the night on August 13, 1961 and stood for about 28 years until the Wall finally came down on November 9, 1989. The history behind the creation and destruction of the Berlin Wall is truly tragic. It was built due to the fact that the relationship between the Soviet Union and the other three Allies was crumbling over different views and once World War II was finally over, it was clearly evident that they weren’t going to be able to resolve their issues. The Allies (Western Germany) wanted to help fix Germany after being conquered and turn it into a democracy, but The Soviet Union (East Germany) disagreed and wanted to make Germany Communist. Neither side wanted to budge with their views so each side continued life under their completely different controls with the split being within Berlin. While West Germany was prospering, East Germany was falling apart. They could of been compared as night and day from each other. At a certain point, East Germany was losing so many people to West Germany, that in the middle of the night, The Soviet Union built a â€Å"rough draft† of the Berlin Wall. The Berlin Wall was a split between East (Communist) and West (Democratic) Germany, but its destruction was almost as sudden as its creation. (Body) (Why the Berlin Wall was built) Before the Wall was built, people from either side could â€Å"freely† cross the boundaries every day for work or to just visit, but on August 13, 1961, that all changed. A quote that I found by Peter Galante summarized the day the Wall went up perfectly! â€Å"It was like splitting Manhattan down the middle of Fifth Avenue from the Battery to the Bronx; like splitting London with a zigzag line from Barnet to Croydon. . . . If you lived on one side and your office was on the other, you couldnt go to work. . . . If your mother lived on one side and you lived on the other, you couldnt go visit her. . . . The aim was simple and brutal: to shut a people in and annex to Communist East Germany what she had not been given by agreement, East Berlin. Its effect was cruel and horrible. At seven in the morning on the first day, a man went to see his child. Barbed wire, concrete blocks and armed police stood between them. For the people, it produced misery. From the people, it produced fortitude and heroism (Galante, 1965).† There are many reason of why the Berlin Wall built. One reason was due to the fact of economic reasons – too many people were moving from East to West Germany and this was crumbling East Germany faster. The second reason was political – West Germany was prospering and East Germany simply was not. (finish) (Why the Wall caused so much controversy) It is almost bluntly obvious to why the Berlin Wall caused so much controversy among the citizens of both East and West Germany. When the Wall first went up, it abruptly separated entire families, kept people from their jobs, and just basically tore people’s lives apart. No matter what they tried to do, they weren’t able to get through the boarders without some kind of conscience happening – being shot or attacked. People from East Germany tried to apply for visa’s to travel to West Germany and were regularly denied. Little by little, with the communist rule of East Germany locking its people within the city, people slowly but surely became frustrated and upset, which they had every right to be. (talk about different things people did to try and escape from East Germany) (Why is came down) (What was the aftershock of the wall coming down) (What is the significance of this event to today’s society) For almost 30 years, the sections of that Berlin Wall that still remain were the iron and concrete embodiment of the symbolic Iron Curtain between western democracies and the Communist world of the Soviet Union. I dont know if the wall itself has any impact today other than as a reminder of how bad things were in Eastern Europe in the early 1960s until the end of Communism there in the late 80s and early 90s. However, today we think of international terrorism, usually from the Middle East as the major threat, but when it was built by the Soviets and East Germans in August, 1961, the fear of Communism and nuclear war was as strong as the fear of Islamic terrorists, today, maybe stronger. (help?) (Conclusion) Today, although there is barely anything left of the Berlin Wall besides what is left as memorials of that horrible event, the scares of those 28 years are still â€Å"fresh† to those who had to go through or even witness that kind of torture. It is hard for us to truly imagine what life was like during that time. Having your town, city, state split straight down the middle, separated from friends, families, and loved ones for years by concrete and iron, and not being able to see them – that is truly unimaginable. I know I can’t imagine being separated from my family and knowing that if I â€Å"tried† to get passed that wall to see them, that I would either be shot, attacked by dogs, or something else, is scary. (need help finishing this) Bibliography Galante, P. (1965). The Berlin Wall. London: Arthur Baker Ltd.; 1St Edition edition (1965).

A Play Based Curriculum | Analysis of Parent Attitudes

A Play Based Curriculum | Analysis of Parent Attitudes Abstract Parents select the type of school and curriculum they want for their children. There are numerous factors influencing parents choice of school, but practicality, location, affordability, and previous experience with the school are some of their most important considerations. Knowledge and understanding of the different components of the early childhood curricula is a necessity, but such is still dependent on many factors influencing parents choice. We know from the literature (Brain Klein, 1994; Reay Lucey, 2000) that parents enrolling their children in an early childhood education program that implements a play-based curriculum may have done so only because the school has met their expectations in some way, and not because they are aware of the benefits of the play-based program. Nevertheless, what we dont know is if parents would only understand and appreciate the curriculum, would they have made another choice, would they be more involved and have realistic expectations of their childs learning opportunities? This study explores the beliefs and attitudes of parents regarding the play-based curriculum. Using qualitative methods, I aim to gather information in narrative form on parents beliefs and attitudes regarding play-based curriculum The analysis of the data will be based on the narrative responses of the parents, and focus on commonalities, differences, and emergent themes. Introduction I just want my child to have fun! is a comment I hear regularly from parents touring my preschool. But the magic of fun somehow disappears as children reach the age of three or four, and when they start to prepare for real school. Standards, standardized tests, honors, grades etc., soon become parents greatest concerns. Somewhere along the line, the fun comment is replaced with questions pertaining to kindergarten readiness and requests for worksheets, homework and some sort of grade. As a preschool owner/educator, I remember so vividly the day I decided to leave an incredible 13-year career as a public school teacher in one of Ohios wealthiest school districts to own and run my own preschool. This was not an easy decision, because I love teaching; leaving the classroom was one of the hardest professional decisions I have ever made. However, the standards and standardized testing that were dictating our curriculum practices were in complete conflict with my beliefs. Fortunately, I had options and decided to stay in education by moving to younger ages, which at the time, seemed exempt from the overt pressure of standardized testing. I envisioned a facility that embraced play as the primary learning philosophy one that valued child interests and focus groups, one that integrated multicultural facets. I could not be more pleased with my decision to walk away from an amazing retirement, decent salary, and summers off with my own children to offer my ideals to other young learners. Little did I realize that the same nightmares that plagued me previously would continue to haunt me at my preschool. Although research on play and cognitive development provide a lot of support for the play-based curriculum for our young children, the recent state and national emphasis on proficiency test performance has reinforced the concept of minimal play time, even in the primary setting. Many preschools and elementary schools have reduced or even eliminated play from their schedules ( Bodrova Leong, 2003; Brandon, 2002; Johnson, 1998; Murline, 2000; Vail 2003). Play, even the small segments, are being replaced with academic readiness practices, particularly literacy and reading to match the content of standardized testing (Brandon, 2002; Fromberg, 1990; Johnson, 1998; Steinhauer, 2005; Vail, 2003). The constant struggle for accountability, as well as top-down standards and coercive pressure to raise scores on an endless series of standardized test- (Kohn, 2004, p.572), in addition to the battle of improving education, all seem to be dictating current educational trends. Even if a program embraces the importance of play, the outer forces that continue to press for academics is constantly threatening the foundation from which our young children build their educational future. We strip them of their best innate confidence in directing their own learning, hurry them along, and often wear them out. (Almon, 2003, p.20). This push for a more academic foundation in the early years may find us losing sight of the real purpose of learning. If we continue down this path of creating a test-prep curriculum in which our emphasis is on how the child scores on a reading test rather than on allowing children to read for pleasure and information after leaving school, we might generate quite the opposite effect and negatively impact cognitive development. Nevertheless, the global challenge that the Information Age has imposed on us has likewise prompted education officials to redefine school achievement. The governments move to establish educational standards through the (No Child Left Behind Act) NCLB was based on the decline of education standards since the start of the 70s (Peterson, 2003). At present, most schools implement standard-based curricula, formal evaluation methods, and numerical grading system in response to the call for a wider educational transformation. Suffice to mention, the U.S. ranks only 19th in the Literacy Index established by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (2007). Such data support the current trend in education, and imply the need of preschool educators to respond accordingly. In this consideration, it is worthwhile to weigh what we know about the significance of play-based curriculum as it contradicts with what officials in Higher Education promote, the standar d-based curriculum. With the help of parents who themselves have witnessed the relevance of play-based curriculum to the current education system and to the broader aspects of their childrens lives, this study shall gain novel findings on how parents understand the play-based curriculum. Knowing how parents understand play-based curriculum is important, it will provide insight into what information parents draw upon in making early educational decisions for their children. . Since parents are the ones who decide where to enroll their children, it would be best to learn how they feel towards play-based curriculum. To secure a well-informed research finding, during this study I will focus on interviews, observations and documents/documentation, with parents whose children are currently enrolled in a play-based curriculum. I plan to interview five parents; conducting three interviews: a Life History interview , a Current Context interview that includes a summary of their present situation, and a Follow up interview. In addition to the three interviews, observations will be conducted and artifacts will be collected to enhance the data collection. I currently own and operate a preschool situated in a Northeastern Ohio suburb. The demographics surrounding my school consist of upper middle class, educated, two-parent households. In the recent past, we were operating with 248 Caucasian families but have noticed a cultural trend changing our schools population: we now house six native Asian families, eight native Indian families, three African-American families, and two biracial families out of a total of 257 families. This trend, I believe, is due to a new 30-acre hospital facility opening across the street. This study will take place in a similar preschool. The commercial brand preschool (pseudonym) has similar demographics and utilizes a play-based curriculum. As I tour families, I am always assured that parents want the best for their children. The decision to leave a young child to a non-family member is difficult but common, and it is what brought me to this point in my life: a 43 year-old mother of two daughters, ages 10 and 13, pursuing a PhD in Curriculum and Instruction with an early childhood focus. A very attractive, well-dressed woman in her mid-thirties, entered my school foyer holding an expensive handbag, and armed with a list of questions, began her quest for the perfect childcare provider. This well-spoken mom has a two-year-old son and an infant daughter. She, an attorney and her husband, a resident doctor, just moved to our community from Washington, DC. My tour involves a short introduction of myself and my background, as well as the schools. I always include a short description of our philosophy, which includes play, a tour of the facility, an introduction to all teachers, and, finally, a meeting in my office where we address all questions on their list. Such a list typically includes: safety and security, ratios, sick policy, discipline policy, sanitation procedures, lunch and snack, tuition, etc. In this instance, curriculum was never mentioned, even after I spoke of our play-based philosophy, our Flex Learning Program, etc. Such things did not seem important to thi s mom. She asked about teacher turnover, how many infants were currently enrolled, how many teachers were in the classroom, and if her baby would be rocked to sleep. She asked if her young toddler would visit the gym, which is located in the older building; if he would go outside every day; and if he could participate in karate and soccer. Literature supporting everything discussed during the tour, including curriculum issues, was handed to her, as well as a business card with the web address for any additional information. This is very much a typical tour. The mother called later to announce that her decision was complete and her children would be starting the next Monday. That was two years ago. Her children still attend my school full time, now ages three and five. Both kids are in the West facility that houses older children: older Preschool, Pre K, Jr-K, K, and after school classrooms/program. Her children are thriving academically and socially. Yet, two years later, her concern shifted to academic readiness. She made an appointment with me to review the Ohio Pre K standards which she received from her neighbor. Our hour-and-half hour meeting consisted of examples of just how these standards are being implemented, met, and mastered without the use of paper/pencil, drill, skill worksheets, and assessment tools. Although our philosophy has not changed, nor has her desire for her children to have fun, the fear of success in school has crept into this moms thinking. Walking through her sons and daughte rs classrooms daily and observing kids building blocks, doing dramatic play, using sand and water, and working at art stations, reassures her that the kids are indeed having fun, but what are they learning? How can she be sure they will be prepared for school? This has me posing several opposing questions. What are parents beliefs  and attitudes towards an early childhood play-based curriculum, and has their beliefs and attitudes changed since entering the play-based program? What evidence can I offer parents that play-based curriculum is an appropriate curriculum for primary school readiness? How do I advocate for preschoolers as a time in life to cherish play as a basis for holistic development and learning? It is my desire, as a strong advocate of play for small children, to better understand where parents are coming from, how they are informed, and what they draw upon to make their final conclusions. Therefore, in my study, I will inquire from parents their beliefs and attitude about play-based curriculum in the hope of better understanding where parents are coming from. This information will better inform teachers in their parent education practices as well as parents in their search for a preschool. About Early Childhood Education Programs Early childhood education programs provide foundational learning experiences to very young children in preparation for formal schooling. Early childhood education programs strive to provide children with the basic skills in literacy and numeracy, which are crucial for all levels of education, while, at the same time, providing the social, emotional, and cultural interaction that children need for maturity and social development. There is a wide variation in child care programs in the United States ranging from basic care-based, and sometimes simply custodial-based care to nationally accredited early childhood programs such as those promoted by the National Association for the Education of Young Children (NAEYC). A number of early childhood education models are in place: Montessori, Reggio-Emilia, Waldorf, Play-Based, and Academics-Based, each having a different philosophy and educational objective, but all striving to contribute to the readiness of children for formal instruction (Si nger, Singer, Plaskon, Schweder, 2003). Theoretical Frameworks Earlier theories on child development do not directly specify play as an essential aspect of cognitive development yet constructivist theories recognize it as an important factor affecting childrens interest and social development. In addition, neuroscience contributes to the view that physical and age-related play enhances brain, physical, and overall development (Frost 1998). The social constructivist theory is the force that determines this study. It claims that individuals perceptions of the reality around them shape their thoughts and behavior (Berger Luckman, 1966) and that the construction of meaning is a process forged in the crucible of everyday interactionà ¢Ã¢â€š ¬Ã‚ ¦meanings are negotiated, exchanged, and modified through everyday interactions with others (Rosenholtz, 1989, p. 3). It also says that people construct their own understanding and knowledge of the world through experiencing and reflecting upon those experiences. Constructivism posits that children develop their own concepts of things based on prior knowledge and experience. Guided by people, prior knowledge or experience, they perceive, analyze, and eventually make up their own ideas regarding the world. Therefore, prior skills used at play may be applied relevantly to other situations, such as problem solving, analysis, or decision-making. This makes play an important part of childrens life, as it serves as the introduction to higher skills and more difficult challenges of life. In particular, Lev Vygotsky (cited in Palmer, 2004), a well-known constructivist supports the importance of play in the childs development. In his last lecture, Play and the Psychological Development of the Child, Vygotsky emphasized the importance of play during the childs early years. According to him, play is part of a childs Zone of Proximal Development (ZPD). ZPD is the difference between what a child can do and what s/he cannot. During play, the child behaves beyond his age, and discovers new ways of doing things such as different shapes and heights of blocks. As the child does this, s/he explores the depths of ZPD, which consequences to a better learning ability. In the same way, neuroscience provides support for childs play. Frost (1998) documents that brain development is further improved as children engage in age-appropriate play. Conversely, he illustrates that deprivation of play could result in aberrant behavior (8). It can be gathered that in Vgotskys social constructivist theory, parents form an understanding when it comes to identifying the fit academic environment for their child based on their expectations Research Methodology: Focus and Questions Based on the goals of this study, the employment of methodology through the acquisition of narrative inquiry and the case study design are appropriate. Narrative case study will be used for this research project as it will allow me, the researcher, to witness and report a descriptive setting in order to share experiences Case Study This study adopts the case study design with the view that individual cases provide more in-depth information. Case studies focus on the individual, his/her experiences, and immediate reality, which is needed to derive meaning and understanding of the issue or concept under examination. Moreover, it provides real examples from real people who are unencumbered by the use of predetermined measures or surveys, and whose responses will only result in numbers and statistics (Bogdan Biklen, 2007). In this study, individuals, the parents (either mother or father in one family) should have a child or children who are enrolled in a school that implements play-based curriculum. These individuals will be interviewed and asked to share their stories based on open-ended questions that correspond to the over-arching research questions. In doing so, the individuals experiences and beliefs will be discussed in order to arrive at a better understanding of the research topic, which regards parents be liefs and attitudes of a play-based curriculum. It is expected that other factors such as race, religion, and socioeconomic status would influence the experiences and thoughts of parents. Thus, the parents selected for the study will come from different backgrounds. In addition to the three planned interviews, observations including parent/ teacher conferences, PTO meetings, various parent celebrations such as A Day in the Life of PreSchooler, Muffins With Mom, (Root)Beer and Pretzels with Dad, Parents Night Out, Parents Information Evening etc will be observed. Artifacts such as Parent Handbook, Schools literature including the schools mission statement, student rights, student portfolio information will be submitted to supplement Narrative Inquiry For the purpose of this study I will also be drawing on narrative inquiry (Clandinin Connelly, 2000) to investigate five parents beliefs and attitudes towards a play -based early childhood curriculum within a privately owned early childhood facility. Coming from the social constructivist perspective, I believe that experiences are significant. Clandinin Connelly also suggest experience is significant in their three dimensional framework for studying how the participants past, present and future contexts influence their beliefs and attitudes towards a play -based early childhood curriculum. Focusing on narrative inquiry will help me to underdtand how parents beliefs and attitudes towards a play-based early childhood curriculum have been established. This unique approach is attractive because it provides the opportunity for the parents voices to be heard. In understanding their beliefs and attitudes of a play-based early childhood curriculum, narrative inquiry will allow me to explor e how their beliefs and attitudes affect their decsion to enroll or not in enroll in a facility that promotes a play-based curriuculum and how these beliefs and attitudes have evolved, through the stories that they share. This study will use the narrative in-depth interview as a qualitative data collection method, which can elicit far richer information than a survey. Further, interviews offer the researcher a means to clarify responses and validate participant responses. Cohen et al. (2000) posited that individual behaviors can only be understood by understanding individuals interpretations of the world around them. Therefore, meaningful social action needs to be interpreted from the point of view of the actors or the people who are in that particular situation. It can be said that parents who have already enrolled their child in a play-based preschool would naturally feel more strongly about it than parents who have not sent their child to a play-based preschool (Bryman, 2004). This qualitative case study will examine preschool parents beliefs and attitudes using a narrative inquiry data-collection strategy in order to showcase the experiences and perceptions of parents towards play-based curricula in early childhood programs. Case study and narrative inquiry seek to understand the particular details in a historically and socially bounded context (Clandinin Connelly, 2000). Main Research Questions The main research question for this study is what are parents beliefs and attitudes towards an early childhood play-based curriculum? Supporting Research Questions I have identified several supporting research questions to reflect upon throughout Clandinin and Connelly (2000) three-dimensional interviewing process. In looking forward/backward I am interested in understanding how individuals life histories inform their current beliefs and attitudes towards play-based curriculums. In looking inward/outward I am interested in understanding what outside factors influence their current beliefs and attitudes towards play-based curriculums.. What are their beliefs on play? What are parents beliefs regarding developmentally appropriate practices? What are parents perceptions of early learning? What evidence can I offer parents that play-based curriculum is an appropriate curriculum for primary school readiness? How do I advocate for preschoolers as a time in life to cherish play as a basis for holistic development and learning? Children have different needs and the preschool program should be able to address those needs. From my experience, I have found that parents often choose preschools that are child-friendly; that is, they have passed safety standards, provide enough learning materials, employ qualified and caring teachers, and maintain an attractive facility. Rarely do parents ask about the schools curriculum or its academic offerings. In my experience, parents expect preschools to teach children basics like shapes, colors, alphabet, numbers, and reading. Most preschools integrate these basic skills into their learning programs, but each preschool differs in how the said skills are presented to the children for teaching purposes. Exploring parents beliefs and attitudes would help identify the relevance of play-based curriculum, whether it has helped facilitate their childrens readiness and ability to learn and develop skills needed for the real school or for everyday living. Moreover, their responses will serve as valuable insights to educators in general, including those who are not implementing play. Considering its focus, play-based curricula may be largely misperceived as not providing enough attention to skills and learning. Also, the current standard-based education being implemented, may consider play unimportant, thus curtail time for it or totally disregard it. Such would be deterrent to children whose basic needs include play and fun. In this view, the questions that I would like to expound on include: What are parents beliefs and attitudes towards play-based curriculum? What factors led to the development of these beliefs and attitudes? How do/did play-based curriculum affect their childrens learning and development? and How do parents beliefs and attitudes regarding play impact the implementation of play-based curriculum and standard-based curriculum/formal instruction? Purpose of the Study I believe it is important for all parents to have a thorough understanding of the curriculum that their child will be experiencing, whether in preschool or in any other educational setting. Preschools enjoy a certain amount of flexibility in how they teach young children. Different teaching models are available, and some schools integrate two models (i.e, Montessori and Reggio Emilia). When parents know and understand the curriculum of their childs preschool, they are more likely to become involved in the schools activities. They then know how to reinforce their childs learning at home, and tend to collaborate more with teachers (Sission, 2009). My quest to understand the beliefs and attitudes of five parents towards a play-based curriculum has multiple purposes. First, is to provide readers and the early childhood education sector with information concerning parental beliefs and attitudes towards play-based curriculum; second, to learn how, according to parents views has play-based curriculum affected their childrens learning and development; and third, to discern whether they believe it serves as an effective tool for early childhood education. Statement of the Problem Early childhood researchers have reported that young children learn best through activities that support the development of the whole child (Elkind 2001). David Elkind (2001), in a piece reminiscent of Piagets constructivist views, entitled Young Einstein: Much Too Early, argued that young children learn best through direct interaction with their environment. Before a certain age, they simply are not capable of the level of reasoning necessary for formal instruction. However, national concern with accountability, competition, testing and back-to-basics, puts an over-emphasis on academics and single-subject teaching (Elkind, 2007; Ornstein, 2002; Perrone, 2000). In response to these concerns, early childhood programs may focus the curriculum on the teaching of academic skills (Morrison, 2004). These factors have led to narrowly-defined curricula, which deny young children valuable life experiences found in play. Although a growing concern on math and language ability in the higher yea r levels has prompted the implementation of standard-based curriculum, it is not enough to impose such kind of system in the preschool level. In the first place, children are a lot different from adults in their ways to learn. Unlike adults, children, especially small ones, need play (Ginsburg, 2007); they need to be interested in what they do in order to continue with it. Therefore, the need for play in the preschool should not be disregarded. Nevertheless, the significance of play in instruction should be supported by research and by parents belief in the curriculum. Therefore, a study of the parents beliefs and attitudes towards a play-based early childhood curriculum may provide information useful to teachers and administrators when planning strategies for implementing a successful preschool program. Rationale With the demand for effectiveness, test achievement scores, and accountability, many preschool programs have adopted and reinforced formal instruction, and have used play as a recreational period rather than a learning medium. In an Oregon state-wide survey sent to all kindergarten teachers and principals with first-grade teachers, Hitz and Wright (1998) found that sixty-four percent of kindergarten teachers, sixty-one percent of principals, and seventy-two percent of first-grade teachers reported that formal academic instruction was more prevalent in kindergarten than it was 10 to 20 years ago. In this scenario, creative expression may be considered not as important as cognitive development. Creativity may be viewed as irrelevant to the development of thinking and problem solving. Conversely, it is possible that teachers and administrators have adopted academic instruction and other formal practices, even though most of them considered such developmentally inappropriate. This last s cenario implies the loss or lack of academic freedom among educators, thus contradicting democratic principles. Early childhood educators have shown concern with the type of instruction used in their education programs. Practices used in pre-kindergarten and kindergarten classes reflected an environmentalist-behaviorist view, even though teachers reported having other views. From a study of teacher practice, Hatch and Freeman (1988) found that two-thirds of early childhood teachers were implementing programs in conflict with their philosophies concerning childrens learning. Early childhood experts have long asserted that programs for young children should provide for the development of social, emotional, physical, cognitive, and creative skills, but the abovementioned findings do not reflect this anymore. In short, there is a gap between researchers recommendations and teachers practices (Bredekamp, 1997; Logue, Eheart, Leavitt, 1996). Parents are the deciding authority when it comes to the type of education that their children should receive. Their beliefs and attitudes towards a curriculum and later their decisions are typically influenced by their own beliefs, experiences, and attitudes. As a consequence, their views affect the implementation of programs for young children. This study does not confirm that parents views regarding curriculum implementation are sufficient to implement a favorable program. Nevertheless, it considers their views because they form part of childrens learning environment. It is important to gain their views about play-based education because aside from the teacher, they are the ones who have access to information regarding their childrens development and ability whether in school or outside it. Motivation As an experienced primary educator, and a current preschool owner and educator, I am interested in parents beliefs and attitudes towards an early childhood play-based curriculum and whether their decision to enroll their child in a play-based curriculum is borne out of their understanding of the program or other factors. I personally believe in the play-based curriculum and would like to determine if this attitude is shared by the parents. If they do not, I would like to know the basis for their dislike of the curriculum. Parents of my students are informed of our play-based curriculum at enrollment. Despite this, however, some still confront me with disbelief about the curriculum. As an educator and business owner, this study would lead me to a better understanding of parents beliefs and attitudes about play as a vehicle for learning Understanding how parents understand play-based curriculum is significant and will add to the literature in many ways. In exploring how parents underst and play-based curriculum this study will contribute to current literature available offering new ideas Contributions to the Research Childrens play has come under renewed attack. Inspired by my own experiences as a preschool owner I hope to contribute through this narrative case study various lived stories of parents and how their beliefs and attitudes towards a play-based early childhood curriculum have evolved. Since parents are the customers of early childhood programs, is it important to understand their beliefs and attitudes. While there is plenty of research supporting play-based curriculums in the early childhood classroom, it is mostly from the educators and childs view point, literature is lacking in this area as it pertains to the parents, their own beliefs and attitudes. While not meant to portray generalized information the rich descriptive stories of these five parents will represent the larger community. Outlook In chapter two of this research proposal, Literature Review, I describe the context in which preschool programs, play-based curriculum, and parental choices have been studied in the past, and the implications of research findings to current practice. . The literature review is organized from the general to the specific, which means that a general overview of preschool programs is provided, followed by a discussion of the play-based curriculum, and concluding with parents choice. In chapter three, Methodology, I further describe the use of case study and the narrative inquiry approach to justify the use of such methods and design as proposed for this study. The chapter also provides the description of the research setting, the research sample, the data gathering procedure, data analysis, the timeline, and validity and reliability concerns, as well as the anticipated limitations of the study. The main research question as well as the supporting questions will be outlined in detail as well within the chapter three. Chapter four, Findings, will draw on common themes that exist within the participants stories that describe their beliefs and attitudes towards an early childhood play-based curricul

American Views on Sexuality

American Views on Sexuality (Jump to) Introduction Discussion Americans’ Contacts with Homosexuals LGBT Americans Opinions Social Acceptance by American Society Religious Belief References INTRODUCTION Being a bisexual means getting attracted to both people of their own gender and another gender also. Women who get attracted to the female gender are known as lesbians and similarly the men who get attracted to the male gender are known as gay. The bisexual women and men get attracted to both the male and the female gender. Getting attracted to the same gender is also known as homosexuality. The attitudes towards the homosexuality differ in different cultures, because all the cultures have their own values regarding sexuality. Some countries approve the homosexual behavior whereas some disapproves it. The research has been done and it is found that the certain populations have accepted the homosexuality more than others. Homosexuality may be illegal in some countries, but where it is legal, there a age has been defined and that age differs from country to country. Homosexuality is neither a mental illness not a matter of an individual’s choice. It does not threaten the healthy and secure homosexuals. Therefore, there is no need to oppress the homosexuality. But in our society, discrimination occurs daily against gays, lesbians and bisexual people which greatly affect them (Gay, Lesbian and Bisexual Issues). Due to which the gay, lesbian and the bisexual people feel depression and the relationship problems same as the heterosexual people feel. DISCUSSION I agree with your statement, as in my opinion also, being a lesbian or bisexual woman is more accepted than being a gay or bisexual man by the current American society. A research has been done and it has been found out that the most Americans don’t bother while getting surrounded by the homosexuals. Various studies has been done and results into various factors, such as: 82% of the Americans don’t bother when around homosexuals (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013). Whereas, 14% of the Americans say that, it bothers them while surrounded by homosexuals. In 2003, about 76% of the Americans do not bother to be around homosexuals. Few years ago, the balance between the gay and the lesbians was not favorable. As: Gay men were viewed favorable only by the 37 % of the Americans, whereas 51% of the Americans viewed them as unfavorably. Lesbian women were viewed favorable only by the 39 % of the Americans, whereas 48% of the Americans viewed them as unfavorably. By a 2 % margin, the American people are more favorable to lesbian women than gay men. But today, 58% of the American people view the lesbian women favorably while only 29% of the Americans view them as unfavorably. And, 55% to 32% margins (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013) have favorable views towards gay men than unfavorable views. Still, the percentages of Americans who have the favorable views towards lesbian women are more than the ones who have favorable views towards the gay men. The study has found out that the Americans’ views are rapidly changes to acceptance of gay men and lesbian women with time (Harms, 2011). Americans now approve the same-sex relations and moreover, they provide the lesbians and gays the freedom of expression. Moreover, public have different views about the fact that why people are lesbian and gay? And, about 42% of the public thinks that the people choose themselves to live as gay or lesbian. About 8% thinks that it’s a result of upbringing, due to which the people are gay or lesbian, and Others think that they are born as lesbian or gay. In American society, about 66% of the Americans think that the people choose themselves to live as gay or lesbian. About 20% of the Americans think that they are born as lesbian or gay. But overall, 58% of the people thinks that the homosexuality should be accepted as they thinks that its by birth, and 63% of the people think that it should not be accepted as they thinks that it’s just a choice of people of being gay or lesbian. Americans’ Contacts with Homosexuals In Americans Society, different people have different views to share about their contacts with the homosexuals. And, 87% of the Americans are somehow in contacts with ones who are lesbian or gay. 23% of the Americans say that they know personally some people who are gay or lesbian. 61% of the Americans had gay or lesbian contacts (Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays, 2013). The contacts with gays and lesbians also differ in different religions. As 30 % of the religions say that they know some gays and lesbians, and Only 8 % says that they don’t know any. LGBT Americans Opinions Lesbians, Gays, Bisexuals and Transgender (LGBT) adults are asked the question and it has been found out that the society is accepting them as compared to past decades and more will accept it in upcoming decades (A Survey of LGBT Americans, 2013). And, 39% of the LGBT Americans say that they are not accepted by their families. 30% of the LGBT Americans say that they are attacked physically. 29% of the LGBT Americans say that they are not allowed to go at worship places. 21% of the LGBT Americans say that they are not treated fairly by their employees. 21% of the LGBT Americans say that they are the targets of jokes. Moreover, At the age of 17, the people gets the feel that they are homosexual, and at the age of 20, they share this information with their families. LGBT adults say that their acceptance is increasing as the time passes. But some of LGBT adults say that they still feels discrimination in the society. They said that they need more acceptance in mostly all the societies. Thus, their views needs to be focused on. Social Acceptance by American Society Most of the LGBT adults have said that they have got social acceptance and moreover, there is significant progress towards the social acceptance of LGBT adults. The study has been done to see the criteria of social acceptance. And 19% says that there is progress towards social acceptance of LGBT adults. 59% says that there is some (A Survey of LGBT Americans, 2013), and 21% says that there is no progress in socially accepting the LGBT adults. Lesbians, Gays, Bisexuals and Transgender (LGBT) adults are more accepted by the American society as compared to past and others socities. But, still a more acceptance is needed, so that they don’t feel any discrimination. According to some LGBT adults, they are accepted by most of the American society whereas some LGBT adults said that they need more acceptance in the American Society as they feel discriminants. The views of different LGBT adults are needs to kept in perspective. In compared to all other socities, Americans are found to be ore tolerant towards the lesbians, Gays, Bisexuals and Transgender (LGBT) adults than they al were in past decades. Only 2 out of 10 said they are not socially accepted as they are treated unfairly by the public, they are not either accepted by their own families, they are physically attacked, and moreover, they are the target of jokes. Religious Belief In opposition to the social acceptance of LGBT adults, Religious belief is an important factor (Religious Belief and Views of Homosexuality, 2013). Over the past decades, 47% to 60% of the Americans belief that the homosexuality should be accepted. While only 45% to 31 % of the Americans think that it should not be accepted. When the Americans who think that the homosexuality should not be accepted are asked why they feel so? Then 52% of them said that, homosexuality is against their religion. As Religion is a big factor, due to which some Americans are against the homosexuality. Moreover, they belief that the homosexuality is traditionally wrong. But, there is only small percentage of Americans who think that the homosexuality is against their religion. 58% of the Americans say that the homosexuality should br accepted by the alw and should be legal according to the laws. They said, it should be supported same as the traditional relations are supported. Thus, It has been notices that the lesbians are more accepted than gays in American Society, But overall, their acceptance in this society has been progressed. REFERENCES A Survey of LGBT Americans. (2013, June 13). Retrieved November 5, 2014, from http://www.pewsocialtrends.org: http://www.pewsocialtrends.org/2013/06/13/a-survey-of-lgbt-americans/# Gay, Lesbian and Bisexual Issues. (n.d.). Retrieved November 5, 2014, from http://cms.bsu.edu: http://cms.bsu.edu/campuslife/counselingcenter/newsfooteritems/diversityresources/diversityinformationandlinks/glbt Harms, W. (2011, October 5). US VIEWS ON GAYS, LESBIANS SHIFT SHARPLY. Retrieved November 5, 2014, from http://www.futurity.org: http://www.futurity.org/us-views-on-gays-lesbians-shift-sharply/ Religious Belief and Views of Homosexuality. (2013, June 6). Retrieved November 5, 2014, from http://www.people-press.org: http://www.people-press.org/2013/06/06/section-3-religious-belief-and-views-of-homosexuality/ Views of Gay Man and Lesbians, Roots of Homosexuality, Personal Contacts with Gays. (2013, June 6). Retrieved November 5, 2014, from http://www.people-press.org: http://www.people-press.org/2013/06/06/section-2-views-of-gay-men-and-lesbians-roots-of-homosexuality-personal-contact-with-gays/

My Ascent Into 8th Grade Stardom :: essays research papers

My Ascent into 8th Grade StardomIt was very hard moving to a new town in the summer of 1994. This event meant having to attend a new middle school and reestablish myself in a new environment. Even though I had moved about every two years of my entire life, that did not make this time any easier. I still had to make new friends and ground myself all over again.Middle School, like most other middle schools, had an "in" crowd. At Crossroads, it was mainly the football players. After I started school at Crossroads, football tryouts were being staged. I saw this as a most significant event on my path through adolescence, a chance to get recognized by my new school, as well as a chance to make some friends and gain some glory along the way. Getting up at one Saturday morning and going up to the school, I was very nervous about whether I would make the team or not. I've always had athletic ability, but since this was a new town, I was unsure about how my skills would compare with the other kids. Football tryout was a grueling event. When tryouts started, it was explained to all of us that the coaches would run drills in order to gauge our skills, and then place us in specific position groups. After the drills, which I did exceptionally well in , Coach Jones placed me in the running back group. He told me that I was extremely strong and fast, and that I would make a good tailback. It felt so good, not only making the team, but being singled out by Coach Jones as possibly one of the better players on the squad.Throughout the next couple of weeks, the Crossroads Vikings held football practice every day after school from 2:45 until 5:00. We always started with some team stretching and then we moved onto our positional drills. We running backs always had drills such as running through ropes and practicing plays. It was fun. As the days and practices went by, I made many new friends. All the starters, me being the starting tailback, just began to hang out together, in and out of school. That is just the way it went. Chad, Rick, Bill, Derek, Ben, and I were hanging out together all the time. Eventually, they introduced to me to all the "cool" kids in school and the feeling of being the "new kid" went away.

Student Democratic Party Platform Essay -- Political Science Politics

Preamble As we look back upon the 20th Century we see the birth of American prominence. The century is marked with glorious American achievements ranging from the birth of the Space Age to the development of the Information Age. Now, as we venture through the new millennium, the potential of further American prosperity is enormous. At times this journey will be a perilous quest, but with valiant leadership this nation shall flourish. Only the Democratic Party is prepared to guide America towards this future. Under the watchful guidance of President Bill Clinton and the Democratic Party, America is finally moving in the right direction. In 1996, we, the Democratic Party, adopted and enacted a platform that has reinvigorated the American spirit of opportunity, responsibility, and community within our national character. Along with the hard work and determination of the American public this nation has achieved an unprecedented level of prosperity. Currently, the American economy is on a record setting pace that is continuously strengthening our economic security. The level of unemployment in America is at a record low. Almost every able-body American is on the job working towards their American dream, and we, the Democratic Party, will not be satisfied until everyone can enjoy their American dream. Through Democratic leadership the quality of life in America has vastly improved. America’s education system is improving, the environment is cleaner, families are healthier, and our streets are safer. Today, any American can claim that their lives are better off than they were 8 years ago. All across America the success of the Democratic Party platform can be seen. But we want more. The Democratic Party is determined to giv... ... first two years of college are free at any State or City University. This will result in a stronger economy and nation because as a whole society, we are strengthening the knowledge of our youth. A substantial amount of Americans are without health insurance. We propose tax credits for small businesses that provide health insurance, retirement benefits, and employment and internships to students. We also propose that tax credits be given to businesses that practice clean air and environmental safety. We believe that our youth is a key concern of the nation and we need to set certain measures to make them feel safe and secure as Americans. A measure that we feel that needs to be taken is to raise taxes on such products as cigarettes and guns. The Democratic Party believes in helping American families economically and socially through more equitable tax benefits.

Brief History Essay

Iran, or what is formally called as the Islamic Republic of Iran, has a rich culture starting out since 8000 B.C. (Ladjevardian par. 2). The historic trends that transpired since then up to the present has had a lot to do with the political turmoil which the country has experienced. The economy and the culture of Iran were greatly influenced by these changes; wars within and outside the country were also great factors to the country’s history. The beginning of the 20th century had positive changes for Iran after centuries of different dynasties. The Pahlavi Dynasty during the 1920s, which was also the last dynasty to rule Iran, constructed road infrastructures and initiated land reforms; education was also opened for women during this time. In 1946, Iran had a taste of freedom from the Soviet Union and in 1951, passed a law to take the Oil industry from the British control (Ladjevardian par. 73). The country experienced a sudden economic growth in 1963-1973 and during this time that public and educational institutions were further improved. By 1973, Iran was earning about $20 billion a year (Ladjevardian par. 76) from its Oil revenues. The Supreme Leader’s determination to modernize Iran instantly, backed up by the rapid economic growth, created pressure on the administration which eventually led to economic turmoil such as inflation, corruption, and increase authoritarianism by the Supreme Leader. Moreover, numerous social and political problems continued to emerge that needed to be dealt with. In 1978, the economic growth of Iran slowed down; the Supreme Leader was overthrown and since then, the government of Iran became a theocratic republic; from 1980-1988, Iran fought against Iraq. The economic loss due to the war caused a lot of problems to Iran. Furthermore, the population of the country increased tremendously and has resulted to increase in unemployment. Communication and transportation and education and public institutions were also needed to be recovered. Iran’s Economy and Resources Iran remained to be a country dependent on its oil industry; its earnings comprise the 70% of its government revenues (Economy of Iran par. 1). Its Gross Domestic Product (GDP) increased from 34M Iranian rial in 1990 to 1.7B in 2005, partly due to said industry’s earnings. The oil industry’s role to the economy of Iran proves to be of utmost importance since this is the main export of the country. It includes petroleum, chemical and petrochemical products; other exports of Iran are from their agricultural and service sectors products such as fruits and nuts, cars, carpet and technical services. Though Iran’s GDP increased tremendously over the years, the country’s economic problems such as inflation and unemployment remain to be the two most impediments to the country’s growth. Economic Issues Khalaji (par. 3) reports that inflation in Iran reached 19% in 2008. This figure was reportedly to have been due, in part, to the increasing corruption in the country. This puts the country in a difficult situation as inflation translates to increase in goods’ prices and corruption leads to more political and social chaos. The increase in the goods’ prices lead to more importation as goods from other countries appear relatively cheaper. Inasmuch as the said problem makes the country’s situation appalling, the unemployment problem further worsens it. This was due to the increasing population which has not been backed up with increase in job offerings. Iranians pursue to work outside the country instead leading to the reportedly brain drain. It has been said that the historic trends in Iran was greatly affected by the political turmoil in the country, and that economic and cultural changes were also affected by it. The economic issues in Iran have then put the country in a social dilemma. The oil industry is not enough to sustain the country’s needs. Iran’s lack of resources to provide for its citizens sustenance require importing from other countries. This is where the importance of trade comes in. Gross Domestic Product GDP of a country is an indicator of the economic growth. The national currency of Iran is Iranian Real (IRR). Since 1990 it has increased, with an average annual growth rate between 1990 and 2005 of 2.5% as seen in the figure 1. (Economy of Iran par. 1) It means that as time has passed, the economic growth of Iran improved. There were several factors that affected the growth of the Iranian economy. The paper will dwell more on the economic indicators on how the economy of Iran rose. The highest GDP growth rate was recorded into 2002, when there was a 7.1% growth rate. Its oil abundance is considered to be the main source of its growth. Being one of OPEC’s cartel members, it has the privilege to gain higher returns for its oil products. A big contributer to Iran’s GDP growth would be its strong domestic demand benefited the non-oil and manufacturing countries.

The Eight Miracle Signs in John

The Eight Miracle Signs in John Jesus performed eight particular miracles in the Gospel of John that revealed His deity. These miracles are unique to study because they all serve towards showing us that Jesus is Divine. They also show different aspects of Jesus’ divinity. Seemingly these miracles were purposeful in their intent towards showing those present with Jesus, and millions that have followed, aspects of Jesus’ power and mission. These miracles serve as a witness to all of us of Jesus’ authority. They also provide comfort when we reflect on the fact that nature, spirit and life all are in His control and hand.Jesus turned the water into wine in John 2:1-11. This was the first visible manifestation of God in Christ. It is interesting that it happened at a wedding. Jesus shows that life with Him happens in our normal day to day activities. It was not performed in a temple or tabernacle, but rather among friends. It was Mary the mother of Jesus who encourage d the miracle to happen. This might show us that God uses our relationships to pull out of us the treasures God puts in us. This miracle shows us that Jesus has power over creation. He takes water and makes it wine. It obeys Him.The water itself is under the control of Christ. One can not help but reflect in the fact that Jesus was present in creation. [1] This miracle is reminiscent of the creation story. In the beginning God moved over the deep. He created out of water. Jesus now initiates His ministry with a miracle with water. The second sign miracle was the healing of the nobleman’s son in John 4:46-54. A man came and called out to Jesus while He was in Cana of Galilee. The man had a son that was sick. This man obviously loved His son. The nobleman asked Jesus to speak a word of healing.The nobleman had enough faith that he felt like a visit was unnecessary. This miracle proved Christ’s authority over space. Space did not limit Jesus. He has all power in heaven an d earth. As it was on that day, it is now. Christ reaches anywhere. The third sign miracle concerns the healing of a lame man in John 5:1-9. The lame man had been unable to pursue healing or help for years. Jesus came by on the Sabbath and asked if the man wanted to made whole. Jesus then told the man to rise and pick his bed up and walk. Under the healing authority of Jesus, the man did.The religious people were furious. The Sabbath had been violated by this lame man picking up his bed! This miracle might represent Jesus divine authority in a few way. Maybe it hints that Jesus is primary over religion and tradition. It definitely shows that Jesus has power over time. Christ knows when and what to do. God knows when to move. The fourth sign in the feeding of the five-thousand in John 6:1-14. A massive group traveled to hear Jesus speak. They walked just to hear Him. The problem is that there was no food for all of these people.The disciple Andrew found a young boy’s lunch and brought it to Jesus. Jesus blessed it and broke it and started to pass it out. Everyone ate. There were even leftovers. This miracle shows that Jesus has power to provide. Even in the food arena. Dr. Towns mentions that it shows that God uses what we give Him and does His work to provide. [2] God has all power and He can provide anything we need. This miracle speaks deeper to the events to come when Christ will be blessed, broken and then passed out to feed the souls of men. The fifth sign comes when Jesus walks on the water in John 6:15-21.There had been a wonderful day of miracles and words from Jesus, but now it is night and Christ has told His disciples to go to the other side of the lake by boat. Huge winds and waves came against the boat in the middle of the night. Jesus, however was walking on the water when the disciples spotted Him. Jesus calmed everything and took them immediately to the other side. This miracle shows God’s power of natural laws. The winds and stor ms obey His voice. The water held Jesus like a sidewalk holds us. All because He has all power. He also caused the entire ship to be transported to the other side.Jesus has all power over natural laws. The sixth miracle sign is the healing of the blind man in John 9:1-12. Jesus and the disciples were walking and passed a blind man. This man, the writer tells us, was blind from birth. In fact, there is some perplexing on behalf of the disciples on wether this is the man’s fault or his parent’s due to sin. Jesus makes clay and tells the man to wash his eyes and the man is healed. This miracle shows God’s power over physical laws. Jesus has all power over physical laws. He heals the blind man’s old eyes much like He made the first man’s eyes.Adam was made from the dust and now Christ makes this man’s eyes â€Å"new† by using dust, spit and authority with power. It shows Christ’s power then and now. The seventh sign miracle was Laz arus being raised from the dead in John 11:1-44. Lazarus was a friend and had been dead for four days. Jesus seemed to purposefully wait until the time of Lazarus’ death and burial. Many of Jesus friends are there. Mary and Martha have partial faith. One believes Jesus could have changed it if He had arrived earlier, and the other believes Jesus can perform it at the Resurrection.Jesus, however, shows that He has power now. All things are under His control. He shows them that He is able, presently, to perform what they wish He could have done in the past and hope He can do in the future. This miracle shows the power of Christ over death. He has power over death itself and the grave. This sign shows that Jesus has the power to give life as a gift. [3] The eighth sign miracle was the amazing catch of fish in John 21:1-11. After Jesus’ resurrection He visited the shore while the disciples were fishing. They had been having trouble all night and had not been able to catch anything.Jesus advised the disciples to try the other side of the boat. The result was a miraculous catch of fish. This miracle showed complete power. It showed that all of the other miracles were fulfilled and found in Jesus. This miracle showed that He was over all things. This is also the miracle that follows the resurrection of Jesus. This miracle was proof, then and now, that Jesus had risen with full power. He shows power over death and nature. He is truly the Son of God. All of these show that Christ has all power. He holds all things and all things are for Him.Jesus deity is proven by the resurrection, but these sign miracles reveal different aspects of His deity. Because of this He can identify with us and provide for us. When we trust in Him it is not our life but His life through us. [4] These precious truths and stories bolster our faith in Christ. Jesus has power over creation. We serve a God that calms storms with His voice. Sicknesses and diseases listen to His will. Time can not change Him or stop Him. Jesus is not limited by space. He can provide anything we need. And the final enemy death was overcome by our Savior. All things are His and we are in His hand.Bibliography John 1:3 Towns, Elmer. The Gospel of John: Believe and Live. (Ed. Mel and Ed Hindson Couch. Chattanooga: AMG Publishers), 2002. Morris, Leon. Jesus is the Christ. (Wm. B. Eerdmans Publishing Company: Grand Rapids, 1989). 40 Towns, Elmer. Theology for Today. (Cengage Learning: 2008). 244 ———————– [1] John 1:3 [2] Towns, Elmer. The Gospel of John: Believe and Live. (Ed. Mel and Ed Hindson Couch. Chattanooga: AMG Publishers), 2002. [3] Morris, Leon. Jesus is the Christ. (Wm. B. Eerdmans Publishing Company: Grand Rapids, 1989). 40 [4] Towns, Elmer. Theology for Today. (Cengage Learning: 2008). 244