NEW TERRORIST THREATS Research Paper Example | Topics and Well Written Essays - 2000 words

NEW TERRORIST THREATS - Research Paper Example Al Qaeda has undergone a radical metamorphosis from the â€Å"organized, idealistic group† to a rag tag unit that advanced aspects of radicalism. The radical shift and nature of Al Qaeda does not mean that its lethal power has been reduced. What is contrary is the observation that the unit has embraced new and modern ways to advance its terrorist ideals. The strength and the standards of the group have been embraced by many people from all over the world who have aligned and embraced the radical tenets of the group. Nations all over the world have acknowledged that Al Qaeda cannot be ignored, and its radical aspects should not be dismissed. They have set modalities that will ensure that they are perfectly equipped with the ability to deal with any form of terrorist act. In instances where nations lack the capacity to deal with terrorism and terrorist groups, international bodies have offered assistance at each and every stage. This is with the realization that terrorism affect s all nations in the world. New Terrorist Threats Prior to the events of September 11, 2001, the United States, and much of the world for that matter, was blissfully ignorant with regards to the terrorist threat. Although it is true that terrorism had been evidenced within the United States many times throughout its history, the sheer scope and scale of destruction, as well as loss of human life, that was exhibited on September 11, demanded that the United States integrate with a more nuanced and proactive approach to defining and combating terrorism around the globe. One definitive reality that can currently be stated with regards to the current evidence of terrorism is the fact that over 10 years of incessant conflict between the United States and its allies and al Qaeda have severely weakened it and monumentally decreased its operating effectiveness, it should not be understood that Al Qaeda does not pose a threat anymore (Spaaij, 2010). Rather, the capabilities of this particula r entity have severely been weakened as leadership has been decimated by a proactive and aggressive assassination program. Yet, even though Al Qaeda no longer poses anywhere close to the same level of threat that it did but a decade ago, the reader should understand the definition of terrorism and terrorist entities do not begin or end with Al Qaeda; or even radical Islamic terror groups in and of themselves. Whereas the recent past has been defined by large terror organizations seeking to carry out complex and logistically challenging tactics, the recent paradigm necessarily denotes a far larger number of individual or â€Å"lone wolf† terrorists, oftentimes under the leadership of a mentor, have begun to redefine terrorist threat within the modern era. As a function of understanding and appreciating this new dynamic, the following analysis will seek to illustrate some relevant in recent cases in which the â€Å"lone wolf† terrorist has engaged and/or destroyed/killed targets based upon seemingly their own volition (Barnes, 2012). Additionally, the analysis will also discuss the means by which traditional interpretations of terrorism and the groups that sponsor it, such as Al Qaeda, continue to be relevant and should not be discounted entirely. Although the analysis will focus much of the attention upon radical Islamic extremists, it must be understood that many different and disparate groups comprise the terrorist threat that is based within the current system. One

RN interview Essay Example | Topics and Well Written Essays - 500 words - 1

RN interview - Essay Example Evidently, the humanistic aspects of nursing care can only be achieved via effective interpersonal communication. The shortlisted candidate is a registered male nurse. With respect to interpersonal power, a nurse is an authority who must exude expert power. These are the true feelings of the interviewee. He further explains that a good masterly of nursing knowledge in clinical practice instills confidence in the patient. Moreover, the patient relaxes and is more amenable to therapeutic interventions as s/he is fully trusting of the care received in the hospital. The interviewee also highlighted the need for self disclosure. A nurse needs to appreciate the emotional needs of the patient by establishing a rapport that is based on caring. The nurse needs to exhibit empathy, warmth and congruence in order to foster a trustworthy relationship that will foster self-disclosure (current nursing, 2012). The nurse should not reveal confidential relationship and whenever necessary, there is need to maintain patient anonymity in the discussion of such privileged information. The interviewee also cited the need to maintain assertive communication in the delega tion of duties to juniors and the delivery of instructions to patients. This is essential in the cultivation of a professional relationship with patients and personnel. Aggressive communication will create an uneasy environment that is laden with tension (Kinni & Kinni, n.d.). It is not the kind of environment that will nurture a caring attitude where patients can engage in self disclosure. The interviewee also indicated that all conflict in a hospital setting should be resolved via the cooperative style of managing conflict (Knapp & Daly, 2011). I aspire to be a teacher and in order to establish good teacher/student relationships; I should demonstrate good interpersonal communication skills (Roberts, 2012). A teacher needs to be assertive during the

Ethics and the War on Drugs Assignment Example | Topics and Well Written Essays - 250 words

Ethics and the War on Drugs - Assignment Example the reuse of the same needles/syringe may cause and at the same time continue the fight against drugs by educating the people on the negativities of drugs and at any time be able to give practical examples. In order to acquire a certain attention to people, proven evidence gets to works more than believes thus education would be more important (Baum, 1997). Therapy to me is good to change one’s life but at the same time, it depends on the victim willingness to change. If the victim is willing, then the therapy will work well but if the victim is not willing, then the high percentage indicates that the therapy program my not successfully have impact on the victim. America is faced by a high number of people who are convicted to drugs and one thing do stand, the solution is not the conviction of the people using drugs but it should be the prevention of the addiction to drugs. And in response to Manson, the use of therapy will impact the people using drugs but the victims themselves should be able to accept their condition and see the need to change. The move to decriminalize drugs is a good move for it has already been proven elsewhere. All that the victim need is the psychological monitoring and time to change their ways. Addiction is the main contributor of drug abuse, and it is the one part that should be avoided in order to reduce the rate of abuse and to those who are addicted, they should go through therapy. Just as the saying goes, prevention is better than cure(Adelman,

Right to Information Act, 2005 | Analysis

Right to Information Act, 2005 | Analysis RIGHT TO INFORMATION ACT, 2005 VIDYA SAGAR KOMMU INTRODUCTION: The knowledge and the freedom of information are playing an important role in the society for the advancement. For a country like India, which is one of the biggest democracy in the world it is necessary to provide accountability and transparency in the governance. To achieve this there should be freedom of information to the citizens of the country and this as a right. It is the responsibility of the state. So, in the Indian constitution under the fundamental rights article 19 talks about protection of certain rights of all citizens. And article 19 (1) (a) talks about freedom of speech and expression. It is meaningless unless until it provide the access to get information. So, under this article the right to information emerged to facilitate the access to the information. Even though it is recognized as fundamental right we need a process through which we can exercise this there created a necessity for an act to come. As a result, The Right To Information Act came to exist in 2005 i n India. Various countries in the world have already been practicing this Act with different names for many years. This act is referred to as Freedom of Press Act in Sweden, in USA and UK this act is called Freedom of Information Act, in South Africa it is Promotion of Access to Info Act, in New Zealand it is Official Information Act, in Pakistan it is called Right to Information Act. 90 countries in the World have been practicing this Act. Before this act was passed in the center different states of India have also been practicing this act. Tamil Nadu and Goa has been practicing this Act since 1997 and Rajasthan and Karnataka have been practicing since 2000. Delhi since 2001 and Maharashtra and Assam enacted this since 2002. Actual journey of the Right to Information Act in India has started in 1923 through the Official Secret Act. Later in early 1990s it again gained some importance and in the year 2005 after repetitive petitions the RTI Act was passed. ABOUT THE RTI ACT, 2005: This Act was enacted by the permission and the authority of the President of India. In the Parliament, it was enacted in June, 2005. This Act is applicable to all the states in the country but not to Jammu and Kashmir. This Act main objective is to facilitate the access to get information to citizens of the country in a secure way and by this to encourage accountability and transparency in governance. Here the information seek by the citizens is may be in any form. It may be physical form like records, papers, documents, etc or it may be in digital form like e-mails or in any electronic form. There are some exceptions to reveal the information in this Act also. Information that cannot have access to reveal is information related to sovereignty and integrity of India, information prevented by Courts, Cabinet papers, information related to issues under investigation, trade secrets, intellectual property, information related to fiduciary relationship. In Indian constitution, article 19 (2) talks about this. If anyone wants to get some information he/she has send a request to public authority with whatever the fees applicable. They can send their request by writing it on paper, letter or even by electronic media also. They have to mention the full address of the public authority. After receiving the request by the Public Information Officer (PIO) he has to check whether the seeking information is allowed or not. If it is allowed then the PIO will send that information within 30 days. Otherwise it may reject due to some reasons like security, copyright, commercials, etc. If the person, who requested do not get the requested information or proper response from the public authority within 30 calendar days, the person has a chance to give a complaint either to Information Commission or to first appellate authority. This type of complaints can give due to various reasons like late response, demand of cost of information that is not at all reasonable. For the first appeal, the applicant has to application fee along with his/her application. There is no fee when one appeals to Central Government offices. The officer senior to Public Information Officer is called first appellate authority. After one’s appeal reached to this appellate authority they will ask an explanation from PIO. They might invite the person to hear. They will pass a reasonable order within 30-45 days. If the person is not satisfied then also he /she can file second appeal either with State Information Commissioner or with Central Information Commissioner, according to the case. There is no such given time limit for getting response at this level. Too many cases are filed up with these offices. IMPORTANT SECTIONS OF RTI ACT: The RTI Act consists of more than 30 sections and its subsections. In order to get response every time, one has to know about all sections and amendments related to this act. Here are the some important sections of this act Section 3 tells that all citizens have the right. Section 4 tells about proactive disclosures by authorities. Section 6 deals with the request for obtaining information. Section 7 tells about how a person request will be treated. Section 8 tells about exemptions. Section 19 (1): First appeal Section 19 (3): Second appeal Section 20: Penalties and Disciplinary actions. CRITICAL ANALYSIS: This act has been utilized by the people to get information and acted as a tool for judicial approachability wherein the effectiveness may vary from state to state. It has always stood as the authentic means to get information in a formal way in various sectors from education to land. This has also disclosed the regularities to inefficiencies. An empirical evidence for RTI success is the RTI filed by Activist Anil Galgali for Reliance Infra regarding meter connection details. Initially, he was denied information that it was for the public authority, later he complained to the State Information Commission of Maharashtra for deny of information. Due to intervention taken by SIC even the case moved to Bombay High Court, stay was given by Bombay HC on the decision of SIC Maharashtra. RTI has played a vital role and have attained success in various cases such as monitoring of attendance of village in UP school teachers, payment of pension dues from railways, corruption in the master of role in the employment guarantee schemes. RTI also gives the privilege of filing a case irrespective of age which was utilize by an 9 year old student to monitor over the over-speeding of vehicles. Though the Central Information Commission as the power to penalize the politicians does not provide information about their assets and liabilities within stipulated prescribed time but until now this provision is not often used. Our former Prime Minister had stated that even though the RTI Act had been working good there were few concerns regarding public servants expressions. Aruna Roy had criticized the former Prime Ministers view saying the Government has always been inefficient. RTI has also resulted in violence like threatening and in some cases it has also costed lives about 250. The most famous killings were of Satish Shetty from Pune who exposed the land scam, Lalit kumar Mehta for exposing corruption in MGNREGA, and Shela Masood being shot dead at Bhopal. Though the RTI was brought with a noble intention, it is also misuse by pseudo activist where they tend to get an incentive by blackmailing the people wherein it is further leading to ill practices in the society. CONCLUSION: The RTI has brought a sort of monitory and accountability to check the irregularities and inefficiencies in the government. The awareness regarding RTI is low in terms of how to apply, initiation, and some feel that the government is not towards the positive approach of it. The long urge of RTI activists were addressed through Whistle Blowers Protection Act in 2014 wherein it gives power to complainant to make complaint to Competent Authority. For making RTI Act more feasible it has to adopt a type of single window clearance system through appointment of officers and staff for making the process and getting information quickly. Further, the government should show keen interest to protect the interest of whistle blowers and activists. RTI can be seen as an ultimate tool for the public to make informed choices that would help to re-imagine future and build a better society.

Patient with Diagnosis of Borderline Personality Disorder Essay

Index Diagnostic Impressions Medical Conditions Psychosocial Factors Case Conceptualization Assessment Recommendation Treatment Recommendations Works Cited Diagnostic Impressions: Borderline Personality Disorder; R/O Substance Abuse Disorder and Persistent Depressive Disorder Medical Conditions: Arm and leg lacerations, digestive tract irritation as result of toxic elements ingested, gastric suction, effects of alcohol use, effects of cocaine use, and effects of physical abuse through Ecchymosis Psychosocial Factors: History of physical and verbal abuse, parental disapproval, academic problems, moving to a new country, cultural differences, language differences, withdrawal from peers, and negative comparison to siblings Case Conceptualization: Client, Maria, is a seventeen-year-old Hispanic female presenting with symptoms consistent with Borderline Personality Disorder. The client was pleased with her appearance yet she seemed as if she was on the verge of tears throughout the sessions. Maria reported that her reason for coming to the clinic was due to her hospitalization following the ingestion of Drano, however, after analyzing her case there were numerous precursors and signs that lead toward this suicide attempt. The client and her family immigrated to America from Mexico when she was thirteen-years-old causing a language and cultural barrier between the client and her peers. She does indicate that her father often was dissatisfied with her personal life choices and told her that â€Å"she was nothing.† The clinician believes that these difficulties, in addition to the physical abuse inflicted on her by father, are factors in the client’s development of the disorder. The father influenced Maria to... ...hat the most important function is â€Å"structuring the environment† in a way that reinforces progress and does not continue to cause the negative emotions (Bohus et al., 2010). This could include modifying her peer group to not include those who use substances, having family work with the client to emphasize progress and not failure, and re-involve in activities she withdrew from prior to treatment (Bohus et al., 2010). Works Cited Bell, K. (2012). Anorexia Nervosa. Department of Psychology, Capital University, Columbus, Ohio. Bohus, M., Haaf, B., Stiglmayr, C., Pohl, U., Bà ¶hme, R., & Linehan, M. (2010). Evaluation of inpatient Dialectical-Behavioral Therapy for Borderline Personality Disorder — a prospective study. Behaviour Research and Therapy. Butcher, J.N., Hooley, J.M., & Mineka, S. (2013). Abnormal psychology (16th ed.). Boston, MA: Pearson.

Early Childhood And Why Parents Choose Certain Schools

I merely want my kid to hold merriment! is a remark I hear on a regular basis from parents touring my preschool. But the thaumaturgy of merriment someway disappears as kids reach the age of three or four, and when they start to fix for â€Å" existent school. † Standards, standardised trials, awards, classs etc. , shortly become parents ‘ greatest concerns. Somewhere along the line, the fun remark is replaced with inquiries refering to kindergarten preparedness and petitions for worksheets, prep and some kind of â€Å" class † . As a preschool owner/educator, I remember so vividly the twenty-four hours I decided to go forth an unbelievable 13-year calling as a public school instructor in one of Ohio ‘s wealthiest school territories to have and run my ain preschool. This was non an easy determination, because I love learning ; go forthing the schoolroom was one of the hardest professional determinations I have of all time made. However, the criterions and standardised testing that were ordering our course of study patterns were in complete struggle with my beliefs. Fortunately, I had options and decided to remain in instruction by traveling to younger ages, which at the clip, seemed exempt from the open force per unit area of standardised testing. I envisioned a installation that embraced drama as the primary acquisition doctrine – 1 that valued child involvements and focal point groups, one that integrated multicultural aspects. I could non be more pleased with my determination to walk off from an astonishing retirement, nice wage, and summers off with my ain kids to offer my ideals to other immature scholars. Small did I realize that the same incubuss that plagued me antecedently would go on to stalk me at my preschool. Although research on drama and cognitive development provide a batch of support for the play-based course of study for our immature kids, the recent province and national accent on proficiency trial public presentation has reinforced the construct of minimum drama clip, even in the primary scene. Many preschools and simple schools have reduced or even eliminated drama from their agendas ( Bodrova & A ; Leong, 2003 ; Brandon, 2002 ; Johnson, 1998 ; Murline, 2000 ; Vail 2003 ) . Play, even the little sections, are being replaced with academic preparedness patterns, peculiarly literacy and reading to fit the content of standardised testing ( Brandon, 2002 ; Fromberg, 1990 ; Johnson, 1998 ; Stei nhauer, 2005 ; Vail, 2003 ) . The changeless battle for answerability, every bit good as â€Å" top-down criterions and coercive force per unit area to raise tonss on an eternal series of standardised trial † – ( Kohn, 2004, p.572 ) , in add-on to the conflict of bettering instruction, all seem to be ordering current educational tendencies. Even if a plan embraces the importance of drama, the outer forces that continue to press for faculty members is invariably endangering the foundation from which our immature kids build their educational hereafter. â€Å" We strip them of their best innate assurance in directing their ain acquisition, travel rapidly them along, and frequently wear them out. † ( Almon, 2003, p.20 ) . This push for a more academic foundation in the early old ages may happen us losing sight of the existent intent of larning. If we continue down this way of making a test-prep course of study in which our accent is on how the kid scores on a reading trial instead than on leting kids to read for pleasance and information after go forthing school, we might bring forth rather the opposite consequence and negatively impact cognitive development. However, the planetary challenge that the Information Age has imposed on us has similarly prompted instruction functionaries to redefine school accomplishment. The authorities ‘s move to set up educational criterions through the ( No Child Left Behind Act ) NCLB was based on the diminution of instruction criterions since the start of the 70s ( Peterson, 2003 ) . At present, most schools implement standard-based course of study, formal rating methods, and numerical scaling system in response to the call for a wider educational transmutation. Suffice to advert, the U.S. ranks merely 19th in the Literacy Index established by the United Nations Educational, Scientific and Cultural Organization ( UNESCO ) ( 2007 ) . Such informations support the current tendency in instruction, and connote the demand of preschool pedagogues to react consequently. In this consideration, it is worthwhile to weigh what we know about the significance of play-based course of study as it contradicts with what functionaries in Higher Education promote, the standard-based course of study. With the aid of parents who themselves have witnessed the relevancy of play-based course of study to the current instruction system and to the broader facets of their kids ‘s lives, this survey shall derive fresh findings on how parents understand the play-based course of study. Knowing how parents understand play-based course of study is of import, it will supply insight into what information parents draw upon in doing early educational determinations for their kids. . Since parents are the 1s who decide where to inscribe their kids, it would be best to larn how they feel towards play-based course of study. To procure a intelligent research determination, during this survey I will concentrate on interviews, observations and documents/documentation, with parents whose kids are presently enrolled in a play-based course of study. I plan to interview five parents ; carry oning three interviews: a Life History interview, a Current Context interview that includes a sum-up of their present state of affairs, and a Follow up interview. In add-on to the three interviews, observations will be conducted and artefacts will be collected to heighten the informations aggregation. I presently own and operate a preschool situated in a Northeastern Ohio suburb. The demographics environing my school consist of upper in-between category, educated, two-parent families. In the recent yesteryear, we were runing with 248 Caucasic households but have noticed a cultural tendency altering our school ‘s population: we now house six native Asiatic households, eight native Indian households, three Afro-american households, and two biracial households out of a sum of 257 households. This tendency, I believe, is due to a new 30-acre infirmary installation opening across the street. This survey will take topographic point in a similar preschool. The commercial trade name preschool ( anonym ) has similar demographics and utilizes a play-based course of study. As I tour households, I am ever assured that parents want the best for their kids. The determination to go forth a immature kid to a non-family member is hard but common, and it is what brought me to this point in my life: a 43 year-old female parent of two girls, ages 10 and 13, prosecuting a PhD in Curriculum and Instruction with an early childhood focal point. A really attractive, well-groomed adult female in her thirtiess, entered my school anteroom keeping an expensive pocketbook, and armed with a list of inquiries, began her pursuit for the perfect child care supplier. This well-spoken ma has a two-year-old boy and an infant girl. She, an lawyer and her hubby, a occupant physician, merely moved to our community from Washington, DC. My tour involves a short debut of myself and my background, every bit good as the school ‘s. I ever include a short description of our doctrine, which includes drama, a circuit of the installation, an debut to all instructors, and, eventually, a meeting in my office where we address all inquiries on their list. Such a list typically includes: safety and security, ratios, ill policy, subject policy, sanitation processs, tiffin and bite, tuition, etc. In this case, course of study was ne'er mentioned, even after I spoke of our play-based doctrine, our Flex Learning Program, etc. Such things did non look o f import to this ma. She asked about instructor turnover, how many babies were presently enrolled, how many instructors were in the schoolroom, and if her babe would be rocked to kip. She asked if her immature yearling would see the gym, which is located in the older edifice ; if he would travel outside every twenty-four hours ; and if he could take part in karate and association football. Literature back uping everything discussed during the circuit, including course of study issues, was handed to her, every bit good as a concern card with the web reference for any extra information. This is really much a typical circuit. The female parent called subsequently to denote that her determination was complete and her kids would be get downing the following Monday. That was two old ages ago. Her kids still attend my school full clip, now ages three and five. Both childs are in the West installation that houses older kids: older Preschool, Pre K, Jr-K, K, and after school classrooms/program. Her kids are booming academically and socially. Yet, two old ages subsequently, her concern shifted to academic preparedness. She made an assignment with me to reexamine the Ohio Pre K criterions which she received from her neighbour. Our hour-and-half hr meeting consisted of illustrations of merely how these criterions are being implemented, met, and mastered without the usage of paper/pencil, bore, skill worksheets, and appraisal tools. Although our doctrine has non changed, nor has her desire for her kids to hold merriment, the fright of success in school has crept into this ma à ¢â‚¬Ëœs thought. Walking through her boy ‘s and girl ‘s schoolrooms daily and detecting childs edifice blocks, making dramatic drama, utilizing sand and H2O, and working at art Stationss, reassures her that the childs are so holding merriment, but what are they larning? How can she be certain they will be prepared for â€Å" school? † This has me presenting several opposing inquiries. What are parents ‘ beliefs and attitudes towards an early childhood play-based course of study, and has their beliefs and attitudes changed since come ining the play-based plan? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? It is my desire, as a strong advocator of drama for little kids, to better understand where parents are coming from, how they are informed, and what they draw upon to do their concluding decisions. Therefore, in my survey, I will ask from parents their beliefs and attitude about play-based course of study in the hope of better apprehension where parents are coming from. This information will better inform instructors in their parent instruction patterns every bit good as parents in their hunt for a preschool. Approximately Early on Childhood Education Programs Early on childhood instruction plans provide foundational acquisition experiences to really immature kids in readying for formal schooling. Early childhood instruction plans strive to supply kids with the basic accomplishments in literacy and numeracy, which are important for all degrees of instruction, while, at the same clip, supplying the societal, emotional, and cultural interaction that kids need for adulthood and societal development. There is a broad fluctuation in kid attention plans in the United States runing from basic care-based, and sometimes merely custodial-based attention to nationally accredited early childhood plans such as those promoted by the National Association for the Education of Young Children ( NAEYC ) . A figure of early childhood instruction theoretical accounts are in topographic point: Montessori, Reggio-Emilia, Waldorf, Play-Based, and Academics-Based, each holding a different doctrine and educational aim, but all nisus to lend to the preparedness of k ids for formal direction ( Singer, Singer, Plaskon, & A ; Schweder, 2003 ) .Theoretical ModelsEarlier theories on kid development do non straight stipulate drama as an indispensable facet of cognitive development yet constructivist theories recognize it as an of import factor impacting kids ‘s involvement and societal development. In add-on, neuroscience contributes to the position that physical and age-related drama enhances encephalon, physical, and overall development ( Frost 1998 ) . The societal constructivist theory is the force that determines this survey. It claims that persons ‘ perceptual experiences of the â€Å" world † around them shape their ideas and behaviour ( Berger & A ; Luckman, 1966 ) and that the building of significance is a procedure â€Å" forged in the melting pot of mundane interactionaˆÂ ¦meanings are negotiated, exchanged, and modified through mundane interactions with others † ( Rosenholtz, 1989, p. 3 ) . It besides says that people construct their ain apprehension and cognition of the universe through sing and reflecting upon those experiences. Constructivism posits that kids develop their ain constructs of things based on anterior cognition and experience. Guided by people, anterior cognition or experience, they perceive, analyze, and finally do up their ain thoughts sing the universe. Therefore, anterior accomplishments used at drama may be applied relevantly to other state of affairss, such as job resolution, analysis, or decision-making. This makes play an of import portion of kids ‘s life, as it serves as the debut to higher accomplishments and more hard challenges of life. In peculiar, Lev Vygotsky ( cited in Palmer, 2004 ) , a well-known constructivist supports the importance of drama in the kid ‘s development. In his last talk, â€Å" Play and the Psychological Development of the Child, Vygotsky emphasized the importance of drama during the kid ‘s early old ages. Harmonizing to him, drama is portion of a kid ‘s Zone of Proximal Development ( ZPD ) . ZPD is the difference between what a kid can make and what s/he can non. During drama, the kid behaves beyond his age, and discovers new ways of making things such as different forms and highs of blocks. As the kid does this, s/he explores the deepnesss of ZPD, which consequences to a better acquisition ability. In the same manner, neuroscience provides support for kid ‘s drama. Frost ( 1998 ) paperss that encephalon development is farther improved as kids engage in age-appropriate drama. Conversely, he illustrates that want of drama could ensue in â€Å" deviant behaviour † ( 8 ) . It can be gathered that in Vgotsky ‘s societal constructivist theory, parents form an apprehension when it comes to placing the â€Å" fit † academic environment for their kid based on their outlooks Research Methodology Focus and Questions Based on the ends of this survey, the employment of methodological analysis through the acquisition of narrative enquiry and the instance survey design are appropriate. Narrative instance survey will be used for this research undertaking as it will let me, the research worker, to witness and describe a descriptive scene in order to portion experiencesCase StudyThis survey adopts the instance survey design with the position that single instances provide more in-depth information. Case surveies focus on the person, his/her experiences, and immediate world, which is needed to deduce significance and apprehension of the issue or concept under scrutiny. Furthermore, it provides existent illustrations from existent people who are unencumbered by the usage of preset steps or studies, and whose responses will merely ensue in Numberss and statistics ( Bogdan & A ; Biklen, 2007 ) . In this survey, persons, the parents ( either female parent or male parent in one household ) should hold a kid o r kids who are enrolled in a school that implements play-based course of study. These persons will be interviewed and asked to portion their narratives based on open-ended inquiries that correspond to the over-arching research inquiries. In making so, the persons ‘ experiences and beliefs will be discussed in order to get at a better apprehension of the research subject, which regards parents beliefs and attitudes of a play-based course of study. It is expected that other factors such as race, faith, and socioeconomic position would act upon the experiences and ideas of parents. Therefore, the parents selected for the survey will come from different backgrounds. In add-on to the three planned interviews, observations including parent/ instructor conferences, PTO meetings, assorted parent jubilations such as â€Å" A Day in the Life of PreSchooler † , â€Å" Muffins With Mom † , â€Å" ( Root ) Beer and Pretzels with Dad † , Parents Night Out, Parents †˜ Information Evening etc will be observed. Artifacts such as Parent Handbook, School ‘s literature including the school ‘s mission statement, pupil rights, pupil portfolio information will be submitted to supplement Narrative Inquiry For the intent of this survey I will besides be pulling on narrative enquiry ( Clandinin & A ; Connelly, 2000 ) to look into five parents beliefs and attitudes towards a drama -based early childhood course of study within a in private owned early childhood installation. Coming from the societal constructivist position, I believe that experiences are important. Clandinin & A ; Connelly besides suggest experience is important in their three dimensional model for analyzing how the participants past, present and future contexts act upon their beliefs and attitudes towards a drama -based early childhood course of study. Concentrating on narrative enquiry will assist me to underdtand how parents beliefs and attitudes towards a play-based early childhood course of study have been established. This alone attack is attractive because it provides the chance for the parents ‘ voices to be heard. In understanding their beliefs and attitudes of a play-based early childhood course of study, narrative enquiry will let me to research how their beliefs and attitudes affect their decsion to inscribe or non in enroll in a installation that promotes a play-based curriuculum and how these beliefs and attitudes have evolved, through the narratives that they portion. This survey will utilize the narrative in-depth interview as a qualitative information aggregation method, which can arouse far richer information than a study. Further, interviews offer the research worker a means to clear up responses and validate participant responses. Cohen et Al. ( 2000 ) posited that single behaviours can merely be understood by understanding persons ‘ readings of the universe around them. Therefore, meaningful societal action demands to be interpreted from the point of position of the histrions or the people who are in that peculiar state of affairs. It can be said that parents who have already enrolled their kid in a play-based preschool would of course experience more strongly about it than parents who have non sent their kid to a play-based preschool ( Bryman, 2004 ) . This qualitative instance survey will analyze preschool parents ‘ beliefs and attitudes utilizing a narrative enquiry data-collection scheme in order to showcase the experiences and perceptual experiences of parents towards play-based course of study in early childhood plans. Case survey and narrative enquiry seek to understand the peculiar inside informations in a historically and socially bounded context ( Clandinin & A ; Connelly, 2000 ) .Main Research QuestionsThe chief research inquiry for this survey is â€Å" what are parents beliefs and attitudes towards an early childhood play-based course of study? † Supporting Research Questions I have identified several back uping research inquiries to reflect upon throughout Clandinin and Connelly ( 2000 ) 3-dimensional interviewing procedure. In looking forward/backward I am interested in understanding how persons ‘ life histories inform their current beliefs and attitudes towards play-based course of studies. 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 drama? What are parents ‘ beliefs sing developmentally appropriate patterns? What are parents ‘ perceptual experiences of early acquisition? What grounds can I offer parents that play-based course of study is an appropriate course of study for primary school preparedness? How do I recommend for kindergartners as a clip in life to care for drama as a footing for holistic development and acquisition? . Childs have different demands and the preschool plan should be able to turn to those demands. From my experience, I have found that parents frequently choose preschools that are child-friendly ; that is, they have passed safety criterions, provide plenty learning stuffs, employ qualified and caring instructors, and maintain an attractive installation. Rarely do parents inquire about the school ‘s course of study or its academic offerings. In my experience, parents expect preschools to learn kids rudimentss like forms, colourss, alphabet, Numberss, and reading. Most preschools integrate these basic accomplishments into their acquisition plans, but each preschool differs in how the said accomplishments are presented to the kids for learning intents. Researching parents ‘ beliefs and attitudes would assist place the relevancy of play-based course of study, whether it has helped ease their kids ‘s preparedness and ability to larn and develop accomplishments needed for the â€Å" existent school † or for mundane life. Furthermore, their responses will function as valuable penetrations to pedagogues in general, including those who are non implementing drama. Sing its focal point, play-based course of study may be mostly misperceived as non supplying adequate attending to accomplishments and acquisition. Besides, the current standard-based instruction being implemented, may see drama unimportant, therefore curtail clip for it or wholly disregard it. Such would be deterrent to kids whose basic needs include drama and merriment. In this position, the inquiries that I would wish to elaborate on include: What are parents ‘ beliefs and attitudes towards play-based course of study? What factors led to the development of these beliefs and attitudes? How do/did play-based course of study affect their kids ‘s acquisition and development? and How do parents ‘ beliefs and attitudes sing drama impact the execution of play-based course of study and standard-based curriculum/formal direction?Purpose of the StudyI believe it is of import for all parents to hold a thorough apprehension of the course of study that their kid will be sing, whether in preschool or in any other educational scene. Preschools enjoy a certain sum of flexibleness in how they teach immature kids. Different learning theoretical accounts are available, and some schools integrate two theoretical accounts ( i.e, Montessori and Reggio Emilia ) . When parents know and understand the course of study of their kid ‘s preschool, they are more likely to go involved in the school ‘s activities. They so cognize how to reenforce their kid ‘s acquisition at place, and tend to join forces more with instructors ( Sission, 2009 ) . My quest to understand the beliefs and attitudes of five parents towards a play-based course of study has multiple intents. First, is to supply readers and the early childhood instruction sector with information refering parental beliefs and attitudes towards play-based course of study ; 2nd, to larn how, harmonizing to parents ‘ positions has play-based course of study affected their kids ‘s acquisition and development ; and 3rd, to spot whether they believe it serves as an effectual tool for early childhood instruction.Statement of the ProblemEarly on childhood research workers have reported that immature kids learn best through activities that support the development of the whole kid ( Elkind 2001 ) . David Elkind ( 2001 ) , in a piece reminiscent of Piaget ‘s constructivist positions, entitled â€Å" Young Einstein: Much Too Early, † argued that immature kids learn best through direct interaction with their environment. Before a certain age, they merely a re non capable of the degree of concluding necessary for formal direction. However, national concern with answerability, competition, proving and â€Å" back-to-basics, † puts an over-emphasis on faculty members and single-subject instruction ( Elkind, 2007 ; Ornstein, 2002 ; Perrone, 2000 ) . In response to these concerns, early childhood plans may concentrate the course of study on the instruction of academic accomplishments ( Morrison, 2004 ) . These factors have led to narrowly-defined course of study, which deny immature kids valuable life experiences found in drama. Although a turning concern on math and linguistic communication ability in the higher twelvemonth degrees has prompted the execution of standard-based course of study, it is non plenty to enforce such sort of system in the preschool degree. In the first topographic point, kids are a batch different from grownups in their ways to larn. Unlike grownups, kids, particularly little 1s, need drama ( Ginsburg, 2007 ) ; they need to be interested in what they do in order to go on with it. Therefore, the demand for drama in the preschool should non be disregarded. However, the significance of drama in direction should be supported by research and by parents ‘ belief in the course of study. Therefore, a survey of the parents ‘ beliefs and attitudes towards a play-based early childhood course of study may supply information utile to instructors and decision makers when be aftering schemes for implementing a successful preschool plan.RationaleWith the demand for effectivity, trial accomplishment tonss, and answerability, many preschool plans have adopted and reinforced formal direction, and have used drama as a recreational period instead than a learning medium. In an Oregon state-wide study sent to all kindergarten instructors and principals with first-grade instructors, Hitz and Wright ( 1998 ) found that 64 per centum of kindergarten instructors, 61 per centum of principals, and 72 per centum of first-grade instructors reported that formal academic direction was more prevailing in kindergarten than it was 10 to 20 old ages ago. In this scenario, originative look may be considered non every bit of import as cognitive development. Creativity may be viewed as irrelevant to the development of thought and job resolution. Conversely, it is possible that instructors and decision makers have adopted academic direction and other formal patterns, even though most of them considered such developmentally inappropriate. This last scenario implies the loss or deficiency of academic freedom among pedagogues, therefore beliing democratic rules. Early on childhood pedagogues have shown concern with the type of direction used in their instruction plans. Practices used in pre-kindergarten and kindergarten categories reflected an environmentalist-behaviorist position, even though instructors reported holding other positions. From a survey of instructor pattern, Hatch and Freeman ( 1988 ) found that two-thirds of early childhood instructors were implementing plans in struggle with their doctrines refering kids ‘s acquisition. Early childhood experts have long asserted that plans for immature kids should supply for the development of societal, emotional, physical, cognitive, and originative accomplishments, but the abovementioned findings do non reflect this anymore. In short, there is a spread between research workers ‘ recommendations and instructors ‘ patterns ( Bredekamp, 1997 ; Logue, Eheart, & A ; Leavitt, 1996 ) . Parents are the make up one's minding authorization when it comes to the type of instruction that their kids should have. Their beliefs and attitudes towards a course of study and later their determinations are typically influenced by their ain beliefs, experiences, and attitudes. As a effect, their positions affect the execution of plans for immature kids. This survey does non corroborate that parents ‘ positions sing course of study execution are sufficient to implement a favourable plan. However, it considers their positions because they form portion of kids ‘s acquisition environment. It is of import to derive their positions about play-based instruction because aside from the instructor, they are the 1s who have entree to information sing their kids ‘s development and ability whether in school or outside it. Motivation As an experient primary pedagogue, and a current preschool proprietor and pedagogue, I am interested in parents ‘ beliefs and attitudes towards an early childhood play-based course of study and whether their determination to inscribe their kid in a play-based course of study is borne out of their apprehension of the plan or other factors. I personally believe in the play-based course of study and would wish to find if this attitude is shared by the parents. If they do non, I would wish to cognize the footing for their disfavor of the course of study. Parents of my pupils are informed of our play-based course of study at registration. Despite this, nevertheless, some still face me with incredulity about the course of study. As an pedagogue and concern proprietor, this survey would take me to a better apprehension of parents ‘ beliefs and attitudes approximately play as a vehicle for larning Understanding how parents understand play-based course of study is important and wi ll add to the literature in many ways. In researching how parents understand play-based course of study this survey will lend to current literature available offering new thoughts Contributions to the Research Children ‘s drama has come under renewed onslaught. Inspired by my ain experiences as a preschool proprietor I hope to lend through this narrative instance survey assorted lived narratives of parents and how their beliefs and attitudes towards a play-based early childhood course of study have evolved. Since parents are the â€Å" clients † of early childhood plans, is it of import to understand their beliefs and attitudes. While there is plentifulness of research back uping play-based course of studies in the early childhood schoolroom, it is largely from the pedagogues ‘ and child ‘s position point, literature is missing in this country as it pertains to the parents, their ain beliefs and attitudes. While non meant to portray generalised information the rich descriptive narratives of these five parents will stand for the larger community. Mentality In chapter two of this research proposal, Literature Review, I describe the context in which preschool plans, play-based course of study, and parental picks have been studied in the yesteryear, and the deductions of research findings to current pattern. . The literature reappraisal is organized from the general to the particular, which means that a general overview of preschool plans is provided, followed by a treatment of the play-based course of study, and reasoning with parents pick. . In chapter three, Methodology, I further depict the usage of instance survey and the narrative enquiry attack to warrant the usage of such methods and design as proposed for this survey. The chapter besides provides the description of the research scene, the research sample, the informations assemblage process, information analysis, the timeline, and cogency and dependability concerns, every bit good as the awaited restrictions of the survey. The chief research inquiry every bit good as the back uping inquiries will be outlined in item as good within the chapter three. Chapter four, Findings, will pull on common subjects that exist within the participants narratives that describe their beliefs and attitudes towards an early childhood play-based course of study. The deductions this research has on informing the preschool community will be found within chapter five, the concluding chapter, Discussions and Implications.KeywordsPreschool Plans: refers to the pre-kindergarten plans that are geared towards fixing kids ages 2-5 old ages old for kindergarten. The plans offer assorted services for different age groups and follow different course of study theoretical accounts. In this survey, preschool plans refer to the scene and object of the research work. Curriculum Models: refers to an educational system that combines theory with pattern. A course of study theoretical account has a theory and cognition base that reflects a philosophical orientation and is supported, in changing grades, by kid development research and educational rating. The practical application of a course of study theoretical account includes guidelines on how to put up the physical environment, construction the activities, interact with kids and their households, and support staff members in their initial preparation and on-going execution of the plan. In this survey, the theoretical account used by the preschool plan is a play-based course of study. Play-based course of study: refers to the larning theoretical account based on developmentally appropriate drama. This theoretical account is child-centered ; it is based on kids ‘s involvement to guarantee maximized engagement, focal point, and acquisition. Developmentally appropriate patterns: patterns that are â€Å" designed for the age group served and implemented with attending to the demand and differences of the single kids enrolled † ( Bredekamp, 1998 p. 53 ) . In this survey, developmentally appropriate patterns refer to the instruction patterns of kindergarten instructors as manifested in their categories. Beliefs: refer to a set of thoughts or ideas that a individual finds of import or that influences his or her feelings, attitudes, and behaviour. Beliefs are subjective and can be measured by inquiring participants to clarify their ideas on a certain subject or issue. Attitudes: refer to a societal concept that is predetermined by a individual ‘s beliefs. If the belief is negative, so the attitude toward the issue or job is besides negative. Attitudes are associated with stereotypes of what is socially acceptable. Feelingss: refer to the affectional constituent of an person ‘s belief and attitude towards a certain issue or subject. Feelingss are associated with the personal experience and rating of the said issue. Understanding/Perception: refers to the entirety of the person ‘s beliefs, attitudes, and feelings towards a certain issue or subject.

Role of Engineer in Global Challenges

Role of Engineer in Global Challenges Executive Summary The present paper discusses roles that engineers could actively play to address the challenges of global food insecurity, WMD terrorism, and environmental degradation. The rationale is premised on the fact that food insecurity, global terrorism, and environmental degradation are at the core of the very existence of mankind.Advertising We will write a custom essay sample on Role of Engineer in Global Challenges specifically for you for only $16.05 $11/page Learn More The results demonstrate that engineers can play an active role in taming environmental degradation by working on ways to actualize the fuel cell technology, developing innovations to capture and store excess carbon dioxide, and initiate sustainable and green engineering to cut down on harmful emissions. In addressing the challenge of food insecurity, engineers can develop novel fertilizers and irrigation capabilities, use biotechnology to develop disease-resistant and fast matur ing crops, and develop new techniques of harvesting rain water for use in irrigation. Lastly, in addressing the challenge of WMD terrorism, engineers can develop high-tech defense mechanisms having the capacity to deal with WMDs before they reach their target, develop and implement comprehensive surveillance systems, and play an active role in developing novel strategies that could be used to neutralize the effects of chemical or biological weapons. The paper concludes by underscoring the importance of engineers in advancing human welfare. The paper recommends (1) core curricula for engineers to be changed to ensure they receive comprehensive training to reflect new challenges and (2) funding and concessions to be made to enable engineers come up with innovative ways to address challenges. Introduction Around the world, demands on the profession and practice of engineering are increasingly shifting to reflect new challenges and expectations fuelled by the pressures of internalizatio n and globalization (Bryce et al., 2004). Today, more than ever before, there are increasing demands for engineering professionals to disembark from the cocoon of narrow technical focus and embrace a positive role in working with their communities to address a multiplicity of challenges and create opportunities that serve to improve life in the universe (National Academy of Engineering, 2012; Vanasupa et al., 2006).Advertising Looking for essay on engineering? Let's see if we can help you! Get your first paper with 15% OFF Learn More The present paper discusses roles that engineers could actively play to address the challenges of global food insecurity, WMD terrorism, and environmental degradation. Rationale It is important to note that these challenges have been carefully selected on a needs assessment basis. Whereas it is a well known fact that the world is facing very many challenges that are hinged on the pressures toward internalization and globalization (Bryce et al., 2004), food insecurity, global terrorism, and environmental degradation are at the core of the very existence of mankind, hence their selection. Environmental Degradation Extant literature demonstrates that â€Å"†¦the global population is currently consuming natural resources at a rate of 120% of what the earth can regenerate† (Vanasupa et al., 2006 p. 375). Industrialized and industrializing counties are well known for their insatiable appetite for fossil fuels; however, available literature demonstrates that not only will we deplete our fossil fuel reserves within the next 40-100 years if we ignore to take immediate action to control their use, but our propensity to consume these resources will continue to accelerate the melting of the polarize caps, leading to flooding (Vanasupa et al., 2006). Excessive consumption of fossil fuels have also been positively correlated with the rapid accumulation of atmospheric greenhouse gases responsible for causing g lobal warming, acid rain, ozone layer depletion, and other forms of adverse environmental events. Engineers can play an active role in taming environmental degradation by working on ways to actualize the fuel cell technology, which has the capacity to convert hydrogen or hydrogen-containing fuels into the much needed electrical energy and heat through approvingly simple and mechanically straight forward electrochemical processes that do not degrade the environment (Nordin, 2010). In essence, the perfection of fuel cell technology by relevant engineers presents our best bet of addressing the real challenges emboldened by the mounting use of fossil fuels, including the depletion of natural resources and the ensuing global environmental concerns.Advertising We will write a custom essay sample on Role of Engineer in Global Challenges specifically for you for only $16.05 $11/page Learn More Engineers also need to come up with technological innovations that could be used by communities and countries to capture and store excess carbon dioxide within the environment so as to prevent global warming (Bourn Neil, 2008). Such innovations require heavy investment in financial resources and heavy concessions from participating stakeholders, but are intrinsically important if we are to reduce the harmful environmental events occasioned by excessive emissions of carbon dioxide and other harmful gases into the environment. Lastly, engineers should be at the forefront in initiating sustainable and green engineering to cut down on harmful emissions into the environment (UNESCO, 2010). Food Insecurity The world’s population has now reached seven billion owing to great advances in health care, elevated levels of prosperity and longer life expectancy, but available statistics indicate that two in every seven people residing in developing countries are exposed to hunger and starvation due to food insecurity brought about by rising temperatures and e rratic rainfall patterns (Fan, 2011). The world’s population, according to these authors, is expected to reach nine billion by 2050, hence the need to come up with approaches and policy frameworks to guarantee food security. Engineers can play an active role in ensuring food security by developing novel fertilizers and irrigation capabilities that will ensure faster and more efficient production of food to feed the population. Agricultural engineers in Israel, for example, have been able to apply modern irrigation techniques and high-yield fertilizers to grow food in arid areas. Second, engineers can use biotechnology and other scientific techniques to develop disease-resistant and fast maturing crops. Such technologically-enhanced crops, in my view, will ensure that food is available in abundance. Lastly, engineers can undertake to develop new techniques of harvesting rain water for use in irrigating crops grown under harsh conditions (Bourn Neil, 2008).Advertising Looking for essay on engineering? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weapons of mass destruction Global Terrorism Owing to the September 11 2001 terrorist attack on U.S. soil, it is increasingly becoming clear that the nexus of weapons of mass destruction (WMB) and terrorism poses one of the greatest challenges to world peace and prosperity. While it is a well known fact that a successful major WMD terrorist assault could lead to mass casualties and generate extensive social, economic and political ramifications that would adversely affect developed and developing countries, non-state actors such as the Al-Qaeda, Taliban, Ansar al-Islam and Islamic Jihad Union have openly stated their insatiable desire to obtain and use WMDs against targets perceived as enemies to their religious fanaticism (U.S. Department of Sate, 2008). Such a global challenge is real considering the amount of information available on the Internet regarding the assembly and use of WMDs, not mentioning the many black market proliferators and transnational criminal networks that ma y seek to benefit financially from the sale of these weapons to terrorists organizations. To minimize the challenge of WMD terrorism, engineers can engage in the development of high-tech defense mechanisms that have the capacity to deal with WMDs before they reach their target. The U.S. military engineers, for instance, have succeeded in developing strategic missile defense systems that can guard the country against incoming missiles. Second, it should be the role of upcoming engineers to develop and implement comprehensive surveillance systems with the capacity to receive and transmit information about the activities of known terrorist groups. In this light, it can be argued that engineers who designed and developed the U.S. drone surveillance systems succeeded to minimize terrorist activities due to their excellent data gathering capabilities. Still, engineers can play an active role in developing novel strategies that could be used to neutralize the effects of chemical or biologi cal weapons in case of use by terrorist groupings (Bourn Neil, 2008). Conclusion Recommendations The present paper has discussed some of the top-most challenges affecting communities globally, including environmental degradation, food insecurity and WMD terrorism. Additionally, the paper has clearly outlined the critical roles that engineers are expected to play to address these challenges in line with their professional calling to advance human welfare. But while these roles lie at the core of the engineering profession, it is imperative to note that they may be unachievable if concerted efforts are not made by stakeholders and governments. It is therefore recommended that the core curricula for engineers should be changed to reflect these dynamics and ensure that upcoming engineers receive comprehensive education and awareness reflective of these challenges. Additionally, concessions should be made by stakeholders in terms of funding and availing the necessary conditions for eng ineers to come up with innovative ways aimed at dealing with these challenges. References Bourn, D., Neil, I. (2008). The global engineer: Incorporating global skills within UK high education of engineers. Web. Bryce, P., Johnston, S., Yasukawa, K. (2004). Implementing a program in sustainability for engineers at University of Technology, Sydney: A story of intersecting agendas. International Journal of Sustainability in Higher Education, 5(3), 267-277. Fan, S. (2011). Global food security challenges and opportunities. International Food Policy Research Institute. Web. National Academy of Engineering. (2012). Grand challenges for engineering. Web. Nordin, N. (2010). Limitations of commercializing fuel cell technologies. AIP Conference Technologies, 1225(1), 498-506. UNESCO. (2010). Engineering: Issues, challenges and opportunities for development. Web. U.S. Department of State. (2008). The global challenge of WMD terrorism. Web. Vanasupa, L., Slivovsky, L., Chen, K.C. (2006). Glo bal challenges as aspiration: A classroom strategy to foster social responsibility. Science Engineering Ethics, 12(2), 373-380.