Globalisation In Early Childhood Education Essay

Globalisation In Early Childhood Education Essay Globalisation affects the countrys culture and economy development. There is impact of globalisation for children and families in both developed and developing countries. There are positive and negative implications for globalisations. In the developing countries, such as Africa, children were not supposed to view themselves as individuals on your own and without the constant intimate presence of others is the worst kind of punishment. (Penn, 2004) In this way, children may not be able to have his own decision and thoughts. People viewed themselves as a whole as community working as together. Children were trained to run errands from the moment they could toddle. (Penn, 2004) Children are to help out in the family and perform the given work the same as everyone. They are to work and contribute to the family. If they are encouraged to go to school, the family will have less helpers to support and they also face the challenge of funding their childrens education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons. (Govinda, 2011) One of the reasons could be the lack of funds to suppor t the childrens education as their families are already in poverty. It becomes a challenge to sustain a childs education throughout his life. However according to Penn (2004), rich countries notion of helpfulness and obligation is rarely seen as an integral part of childhood and bearing. They view it as immoral to deploy children into the workforce. Globalisation of early childhood education has positive impact in the more developed countries as they have the beliefs of providing education to the children and against the practice of letting children be breadwinners for their households. Another impact of globalisation of early childhood education has on the affluence and in poverty is in the area of language. In the case of Africa, the understanding of early childhood includes the virtue of togetherness called ubuntu which is reflected in their very own native language. Hence, communications are reflected in different meanings in different languages. For example, terms of respect, deference and gender are built into most African languages, and communication is meaningless without them. (Penn, 2004) It is mentioned that there is a limited range of countries (USA and Europe) which derived the contemporary notions of child development. (Sanders, 2004) The increasingly globalised world culture can result in certain ideologies about children and childhood will come to displace the vital diversity of experience of being a child. These ideologies derived predominantly from Western, affluent countries. The fact that English language is the world language will affect the int roduction of ideologies from western countries. Children from developing countries who do not have the chance to learn and practise English as effectively as pre-school and schooling experiences sometimes could do more harm than good for them to pick up the language skills due to mismatched of teaching methods. (Penn, 2004) The children may not appreciate the literacy skills that they should learn. On the hand, children from affluent countries are usually English speakers who see no need to learn another language since English is the universal language. In a way, they may be at a disadvantage as those who are multilingual or bilingual are naturally at an intellectual advantage. The implications of early childhood globalisations have been more receptive for developed countries than developing countries. In developed countries such as America, the government plays an important role in the country. It has a role in promoting early childhood education and care. (Penn, 2004) Government supportive of early childhood education will influence the parents thoughts and views about education. Funds to help in early childhood education area will improved in the quality of education. For example, employing skilled teachers and sending teachers for professional development to be updated with the latest information and skills. Now they are beginning to focus on childrens experiences before school. (Penn, 2004) They are very positive towards globalisation of early childhood education and care. All governments in most developed countires have a national framework for the development and support of Early Childhood Education and Care (ECEC). (Penn, 2004) It shows the government emphasis on the importance and commitment of ECEC. European countries are especially embrace these policies to help balance work life in families. It is viewed as public good. Unlike the case of developing countries, they have been facing potential negative implications for early childhood care and education. According to Penn (2004), developing countries has increasing number of women are seeking out to work. The women and their families are moving into the cities. Therefore, they would send their children in to childcare and mothers will be able to go out to work. The need of having childcare services would increase and proper education will be able to be delivered to children. However, there is a percentage of children who do not receive education or receive poor education in the cities. People pay for what they can afford, and poor people who cannot afford to pay fees either receive very poor service or none at all. (Penn, 2004) It is essential giving proper care and sending children to schools with proper education. The children most affected by poor quality schools and therefore facing problems of locational disadvantage; and the influence of gender and social background of children on their access to quality education. (Govinda and Madhumita, 2011) Working mothers are working leaves their children in the care of their older children or leaving their children without any care. Leaving children without any proper care leads to accidents to happen. Parents may not have the knowledge of leaving their children alone without any care or leaving them to the older siblings care. Older siblings may not have the experience and knowledge looking after young children too. Accidents or death may happen when negligence takes place. Another negative implication is that there is a mismatch of successful model for implementation of globalisation of early childhood education with the local traditions and context in developing countries. Based on Penn, she had done a research on the work of international donors agencies in the field of early childhood. She discovered that very often, these agencies would take into the child developement theory from the developed countries in order to implement initiatives in developing countries. The full implementation of such initiatives in developing countries can cause resistance and incorporation. It is inevitable to have modification for effectiveness. Historical and cultural influences may not seem to impact early childhood education but they are very important in understanding why things are the way they are. (Jackson and Fawcett, 2004) In Mongolia, World Bank and other international agencies were willing to invest money in to help Mongolia to reform.(Penn, 2004) However, money were accepted but reforms could not take place. Donors tried to promote community participation but it was not favoured by the local people as their best understanding is home place. Therefore it is meaningless for donors to help them. Reform ideas had to be stopped. When initiatives or funds were given to the needed country, the people in the country may not work and tends to rely on the funds to support themselves and family. They do not see the importance to work to improve in their home economy. They lack capacity of they deemed too lazy or dishonest to undertake the work that is necessary. (Penn, 2004) It becomes a cycle of helping the country and it may not be constantly other countries to help all the time. Globalisation has open the door for reform in affluent countries and countries in poverty. There are positive and negative impacts and implications as it challenged the norms, the identities and belief systems of the countries. In globalisation, children in poverty-stricken countries are given the opportunity to attend schools. This will help the countrys economy as their human resource is more well-trained and prepared for the future. In globalisation, there are measures and policies in place to encourage women to join the workforce. Mothers are encouraged to enter the society to work. When both parents are out to work, it will help in earning more family income. However, the negative implications of globalisation for developing countries have to be well-managed. There should be room for improvement, modification and review. One of the ways is that the trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the United Kingdom. (Sadhana, 2009) In this case, workers from developing countries have the chance to earn more income and boost the economy and have sufficient funds to provide their children with a good early childhood education. There is still room for research in the area of globalisation of early childhood education so as to reap its full potential in both developed and developing countries. Word Count : 1530

Hamlet’s Soliloquys

Throughout the play Hamlet there are soliloquys, these soliloquys enable the audience/reader to be able to know what the characters truly think and how they truly feel. Although many characters have their own soliloquys, Hamlet’s are the most informative and advance the plot the greatest. In Hamlet’s soliloquys we learn of events that speed his revenge, how he feels about his father’s death and his mother’s swift marriage to Hamlet’s uncle Claudius. Hamlet’s first soliloquy of the play reveals possibly the most about his character in one soliloquy. This soliloquy reveals that Hamlet longs for death by saying â€Å"O that this too too solid flesh would melt† (Shakespeare 14) but he cannot kill himself because it is a sin: â€Å"His canon ‘gainst self-slaughter. † (Shakespeare 14). Hamlet is considering suicide because he finds life and the world utterly tedious and foul, and overrun with â€Å"things rank and gross in nature† (Shakespeare 14). When Hamlet talks about his father he compares him to the sun god Hyperion and his uncle and new king Claudius to a satyr. Hyperion to a satyr† (Shakespeare 14). Hamlet recalls how lovingly his father cared for his mother â€Å"so loving to my mother† (Shakespeare 14), and how passionately she loved him â€Å"she would hang on him As if increase of appetite had grown† (Shakespeare 14). When Hamlet thinks of his mother marrying his despised uncle, Hamlet is disgusted at how soon they were married after his father’s death. Hamlets first soliloquy creates a dark atmosphere because he longs for death and condemns his mother’s marriage to his father’s brother. By truthfully revealing his innermost thoughts and emotions, Hamlet’s soliloquy advances the plot by showing the audience and reader how Hamlet feels about the current situation, his father’s death, his own life and mortality, and his mother’s marriage to Claudius. Hamlet’s second soliloquy follows the visit from the late King Hamlet’s ghost. Once the ghost leaves, Hamlet seems fully determined on revenge in contrast to the underlying theme of meditation and love while Hamlet was with the ghost. Once the ghost is gone, Hamlet has no thoughts of whether or not the Ghost is good or evil. Hamlet vows to remember the Ghost and its command to revenge. He makes it clear his feelings toward his mother â€Å"O most pernicious women! † (Shakespeare 32), and to his uncle â€Å"O villain, villain, smiling damned villain! † (Shakespeare 32). This soliloquy’s main focus is on Hamlet’s revenge of his father’s death. Looking at this soliloquy it looks like Hamlet will be swift in his revenge, but his road to revenge will be full of procrastination and over thinking. This soliloquy advances the plot by showing what will be the focus throughout the rest of the play. In Hamlet’s third soliloquy he contemplates how the first player can weep for Hecuba, a fictional character, when in reality Hecuba means nothing to the first player and Hecuba cares nothing for him. Hamlet thinks of what the Player would do if he had the motive that Hamlet has. This thought provokes Hamlet to scold himself for apparent cowardice and lack of action when he has real reasons to take them. From this he curses Claudius â€Å"Bloody, bawdy villain! Remorseless, treacherous, lecherous, kindless villain! † (Shakespeare 62). Hamlet listens to himself and mocks his emotional outburst â€Å"Why, what an ass am I! † (Shakespeare 62). Hamlet realizes that he must act in some way and sets his brain to work and thinks of something to do â€Å"About, my brains. Hum† (Shakespeare 62). He begins to shape a plan to test the Ghost’s story. Hamlet starts to question whether the Ghost is a good or evil spirit â€Å"The spirit that I have seen May be a devil, and the devil hath power† (Shakespeare 62). Hamlet’s plan becomes clear, the players will perform a play showing a murder similar to the way that Claudius murdered the King Hamlet, if when watching this murder Claudius reveals his guilt; it will prove that the Ghost has spoken truly â€Å"The play’s the thing Wherein I’ll catch the conscience of the king. † (Shakespeare 63). This soliloquy creates a conniving atmosphere as Hamlet plans to make Claudius reveal his guilt of murdering his brother, King Hamlet. This advances the plot by showing that Hamlet is capable of taking some action and shows the audience Hamlet’s plan to make Claudius show his emotions. This fourth soliloquy starts out with possibly the most popular Shakespeare quote in the world â€Å"To be, or not to be, that is the question:† (Shakespeare 66). By this Hamlet could be talking about his own personal dilemma, whether he should live, or commit suicide. Hamlet could also not be considering his own situation, but is asking a more general question: is life worth living? This questions the advantages and disadvantages of human existence, whether it is better to be unhappy, than to be at all. This soliloquy creates a dark atmosphere because of Hamlet’s questioning of suicide and if life in general is worth living. This soliloquy shows that Hamlet is still questioning life as he did earlier in the play in his first soliloquy. Just before Hamlet’s fifth soliloquy, Hamlet argues with Polonius and refuses to be treated like a musical instrument that can be made to say anything at someone else’s wish. In the soliloquy Hamlet uses the melodramatic stock imagery of a traditional Elizabethan revenger, â€Å"Now could I drink hot blood,† (Shakespeare 88). As Hamlet leaves to meet Gertrude, he vows to scold her, but not harm her, â€Å"I will speak daggers to her, but use none. † (Shakespeare 88). In Hamlet’s sixth soliloquy, he enters into the church where he finds Claudius praying. Hamlet draws his sword to kill Claudius but then holds back because he is praying. If Hamlet were to kill him while he was praying then Claudius’s soul would be sent to heaven. Hamlet then reflects on the fact that his father was killed at a moment when he was unprepared for heaven thus condemning him to suffering after death. Hamlet then decides to kill Claudius at a more sinful moment, and thus damn him to hell. Once again Hamlet has found an excuse to postpone killing Claudius. There is dramatic irony in Claudius’s final couplet. It reveals that Hamlet may have caught the conscience of the king, but that he was deceived by appearance. Claudius only looked as if he was praying, his efforts to contact god were unsuccessful: â€Å"My words fly up, my thoughts remain below. Words without thoughts never to heaven go. † (Shakespeare 91). This soliloquy creates a dark atmosphere even though it is in a church because Hamlet wants to make sure that he not only kills Claudius but that he suffers eternally. This soliloquy shows that Hamlet is not a hard-hearted traditional revenger and continually finds reasons to delay killing Claudius. Before Hamlet’s seventh and final soliloquy, Hamlet speaks with a captain in the Norwegian army. The captain tells Hamlet that the army is passing through Denmark on its way to fight for a tiny unprofitable part of Poland. Hamlet reflects on the sickness of an apparently healthy society â€Å"This is th’impostume of much wealth and peace. † (Shakespeare 110) in which thousands will die in battle over such a â€Å"straw† (Shakespeare 110). These thoughts prompt Hamlet’s last soliloquy in which he once again reproaches himself for delaying the revenge of his father’s murder. Hamlet then considers that everything he encounters prompts him to take revenge: â€Å"How all occasions do inform against me, And spur my dull revenge. † (Shakespeare 110). He reflects that god has given him human intelligence to use and that capacity for making moral decision making is what separates humans from animals: â€Å"Sith I have cause, and will, and strength, and means To do’t† (Shakespeare 110). The encounter with Fortinbras’ army spurs Hamlet to speed his revenge: â€Å"Oh from this time forth, My thoughts be bloody or be nothing worth. (Shakespeare 111). Throughout Hamlet’s soilioquys we have been given an inside look at his deepest thoughts, his views on life and death, and his view on military expeditions. Most importantly we learn that Hamlet is not a traditional Shakespearean avenger. His main character flaws, procrastination and overthinking, prevent him from accomplishing a speedy revenge.

Colony Collapse Disorder

The Buzz on Colony Collapse Disorder Denise Collins According to the National Geographic News website, the domestic honey bee population has decreased 50% in as many years (Roach, 2004). Many reasons are blamed for the decrease in honey bee numbers including diseases and pesticides. Scientists have given the decline in honey bee population phenomenon a name, Colony Collapse Disorder. While some experts maintain that Colony Collapse Disorder is a nuisance and not a catastrophe, it is a serious problem affecting domestic honey bees worldwide. Colony Collapse Disorder is a phenomenon affecting domestic and wild honey bee colonies worldwide. Basically what is happening is worker bees are leaving the hive and not coming back but disappearing. There are warning signs of a hive on the verge of collapse. Queen bees are seen outside of the hive is one warning sign of impending collapse. Another is juvenile bees making up the workforce. The juvenile bees are not capable of caring for the larvae. Bees also will not eat their own stores. Once a hive has collapsed, the hive appears to be abandoned by adult bees with young still in the hive. After a hive has collapsed, some of the bees predators, like wax worms, will not invade the hive (Eccleston, 2007). pic] The New York Times, 2007 One believed cause of this disorder is bees being infected with micro-organisms. These micro-organisms might be affecting the bee’s immune system (Barrionuevo, April, 2007). Most researchers are blaming a parasite for the heavy decline in the bee population. The parasite, varroa mites, is a blood-sucking mite that hitches rides on worker bees backs. Once the mites are in the hive, the female mites bury themselves into the bottom of brood cells. The female mites then feed on the larvae and lay their own eggs (Bejamin, 2008). Once a colony is infected with this mite the colony an collapse within a few days (Latham, 2008). This still does not explain why the bees leave and do not return or why there are few dead bees in the collapsed hive. Some researchers believe that since almost all the cases of Colony Collapse Disorder have occurred among commercial bee keepers that the problem must be with the beekeeping practices (Eccleston, 2007). One possible cause is the use of pesticides on commercial crops. This could be a reason it appears that most of the commercial bee keepers are showing problems with Colony Collapse Disorder. The effects to our everyday life would reach into all areas. First, the shrinking bee population would affect our grocery lists. We would lose honey followed by most fruits and vegetables. We would no longer have cotton. Animals that are dependent on grain would come next. With the loss of cows, goats, and other milk giving live stock, cheese, milk, ice cream, and other dairy products would be eliminated from our diets. One would also have to take into consideration of the life saving medicines that are made from botanicals (Barrionuevo, April, 2007). Presently there is research being done all over the United States and the world looking for a solution to this problem. A researcher with the state of Pennsylvania is looking at the possibility of an â€Å"immune suppression† type of disease that is affecting the honey bees. This disease is being compared to the AIDS disease in humans (Barrionuevo, February, 2007). Pesticides have been considered for controlling the mites believed to be afflicting the honey bees. There are risks with using these pesticides. Keeping this in mind, researchers are looking for alternatives to using pesticides. One possibility is a fungus that only attacks the mites and not the bees. The problem researchers are faced with is how to introduce the fungus into the hives (Roach, 2004). Robbin Thorp, an emeritus professor at UC Davis, has suggested using other bee species to do the work of the honey bees (Nielsen, 2006). Still others say that commercial farming has destroyed the honey bees’ natural habitat through weed free farming and pesticides. To rectify that, new habitats need to be created and protected (Nielsen, 2006). Spanish researchers have recently announced they have found the cause of Colony Collapse Disorder. The scientists are suggesting that the honey bees are being attacked by a fungus called Nosema ceranae. Through further testing of infected hives, the researchers may have also found a cure. Simply enough, an antibiotic has been found to be effective in curing the colony (Ford, 2009). I believe that more research needs to be done to further evaluate the Colony Collapse Disorder. We need to make sure that all possible causes have been checked and rechecked. There could be more than one cause to the devastating disorder. There could also be more than one remedy to the problem. The first item that needs to be completed is do extensive study of the both the wild and domesticated honey bee. This study of both types is to be done to see why commercial honey bee colonies are affected more often than wild hives. A healthy hive needs to be quarantined for the control. When a colony is suspected of being on the verge of collapsing, miniature transponders will be attached to worker bees to track its movements. Every aspect of the honey bees’ life needs to be studied and documented. The first sign of a colony in danger of collapse needs to be documented. When a remedy is found it can be treated as soon as possible. This step needs to be completed as quickly as possible before it becomes critical. I am estimating a time frame of 12 to 18 months to gather data, analyze the data, and distribute the findings. The next step is to interview commercial and hobbyist bee keepers and to record their observations. Since they are working with their bees on an everyday basis, they would be more apt to see subtle changes to their hives. This would be like a mothers relationship with her child. This step can be done in conjunction with the first step. This step should take three to six months to complete this part of the plan. The third step is to educate bee keepers on what to look for in their hives. The bee keepers need to be able to recognize the initial signs that one of the hives is beginning to collapse. Education will be the key in solving this problem. Education should be an ongoing process. There will need to be not only pamphlets and manuals to distribute, but the county agriculture extension offices need to provide training to both commercial bee keepers and hobby bee keepers. This way the keepers can identify symptoms in the early stages. Flyers need to be distributed into the communities. The public can be aware of the bees that have transponders. The flyers will contain information on where to report bees that are found with the transponders. If this plan is followed as laid out, a solution should be found within two years. The benefits for following this plan would be to find a solution and implement it to save the honey bees. To save the honey bees would be to save our way of life. Educating the bee keepers will help to keep track of the progress being made. Communication with the bee keepers will allow researchers to track any new symptoms or outbreaks of Colony Collapse Disorder. Challenges for my plan will consist of not being able to control the accuracy of the data collection from the bee keepers. I would have to trust that the keepers are keeping accurate records. Another challenge would be to secure the necessary funding to keep research going for two years. The federal government will need to provide the funding for the research through grants. I will also need a moderate sized lab to perform the necessary testing of bees and hives. Funding can provide for the lab or the government can provide us with a lab in a central location. The commercial growers need to commit to helping the commercial bee keepers with observations of the bees. When transponders are attached, commercial growers need to help with locating the bees that leave the hive and do not return. The general public should become actively involved in reporting found transponder bees. Private citizens could be contracted to create habitats that are conducive to improving the numbers of honey bees. Flower gardens planted with plants that are favored by the honey bees and not treated with any pesticides can be created by both the public and the local governments. Colony Collapse Disorder is everyone’s concern not just commercial bee keepers or commercial growers. The global community should be aware of any and all evidence of potential out breaks of Colony Collapse Disorder. Information on the research being done is to be shared with other countries that are dependent on honey bees. While some experts maintain that Colony Collapse Disorder is a nuisance and not a catastrophe, it is a serious problem affecting domestic honey bees worldwide. The occurrences of Colony Collapse Disorder are quickly spreading worldwide at epidemic rates. This disorder affects honey bees and the hives. Honey bees are important for more than just food. In order to control or even stop this epidemic there needs to be research done on the causes of the disorder. There then needs to be education for the keepers, growers and general public. In the end, it is the world’s responsibility to solve this issue or hunger will affect more than third world countries. Botanical compounds used in medicines will disappear. At some point, the human race will have to face extinction. Let’s not let it happen without a fight. Barrionuevo, Alexi (February 27, 2007). Honeybees Vanish, Leaving Keepers in Peril. The New York Times, Retrieved from http://www. nytimes. com/2007/02/27/business/27bees. tml? pagewanted=1&ei=5088&en=3aaa0148837b8977&ex=1330232400&adxnnl=1&adxnnlx=1245258136-9BkLxjVu7rXlI15p1S/g Barrionuevo, Alexei (April 24, 2007) Bees Vanish and Scientists Race for Reasons. The New York Times, Retrieved from http://www. nytimes. com/2007/04/24/science/24bees. html Bejamin, Alison and McCullum, Brian (June 25, 2008). As mystery pl ague threaten to wipe out bees, scientists reveal: our survival depends on them. Mail Online, Retrieved June 10, 2009 from http://www. dailymail. co. uk/sciencetech/article-1028560/As-mystery-plague-threatens-wipe-bees-scientist-reveal-survival-depends-them. html Eccleston, Charles H. (2007). The case of the disappearing honeybees: An Environmental harbinger? , Wiley InterScience Ford, Matt (April 16, 2009) A cure for colony collapse. arts technical. Retrieved June 15, 2009 from http://artstechnica. com/science/news/2009/04/a-cure-for-colony-collapse. ars Latham, Marc (September 26, 2008). Global Bee Deaths Threaten Foods. Suite101. com, Retrieved June 3, 2009 from http://zoology. suite101. com/article. cfm/bee_deaths_threaten_essiential_ Foods Nielsen, John (October 18, 2006) Declining Bee Population Threatens Major Growers: NPR. Npr, Retrieved June 10, 2009 from http://npr. rg/templates/story/story. php? storyId=6299480 Roach, John (October 5, 2004). Bee Decline May Spell End of Some Fruits, Vegetables. National Geographic News, Retrieved from http://news. nationalgeographic. com/news/2004/10/1005_041005_honeybees. html The New York Times. (April 24, 2007). [Graph of states that are reporting colony Collapse disorder as of March 2007] Disap pearing Bees. Retrieved June 17, 2009 from http://news. nationalgeographic. com/news/2004/10/1005_041005_honeybees. html Watanabe, Myrna E. (May, 2007). Bee Seige. Bioscience, 57(5), 464. Doi: 10. 1641/B570516

The National Incident Management System - 1253 Words

Introduction Hurricane Katrina was the largest, deadliest, costliest and the 3rd strongest hurricane to ever strike the United States. Katrina was sixth overall in strength of recorded Atlantic hurricanes. It was rated a category 5 based on The Saffir-Simpson Hurricane Wind Scale, meaning, Katrina was among the strongest hurricanes that can form on planet Earth, with winds up to 175 mph. It occurred on August. 24, 2005, killing over 1,800 people roughly, mostly from Louisiana (1,836) and Mississippi (238), mostly the older citizens, while leaving over 1million people homeless, 705 people unaccounted for, and destroying property worth more than $108 billion (LiveScience.com, 2016). The most affected region was the Gulf Coast and in New†¦show more content†¦Preparedness activities of the Katrina Several federal and local entities were responsible for the emergency response to the hurricane striking New Orleans and the Gulf Region, including the Federal Emergency Management Agency (FEMA), responsible for Mass Care, Housing, and Human Services, Emergency Management, Public Works and Engineering and Urban Search and Rescue. Other agencies include the U.S. Coast Guard, the Department of Defense, Department of Transport, Department of Energy, the American Red cross, New Orleans Police Department, the State of Louisiana and the local governments. Prior to the hurricane, there were emergency plans, most of which were found to be inadequate when Katrina struck the Gulf Coast. First was the contraflow plan, which directed all the traffic on the interstate highway in one direction. This emergency plan was aimed at facilitating the evacuation of the populated areas of Louisiana. Another plan was the Louisiana Emergency Evacuation Plan, which includes public communications, staging of assets, and other activities. National Response Plan (NRP) Emergency Support Functions (ESFs) had been activated as well. The Federal Emergency Management Agency plans included the deployment of Mobile Emergency Response Support (MERS), which provided communications and operational and logistical support. The support also included 270,000 liters of water, 680,000 pounds of ice, 15,120 tarps, and 328,320