The Synoptic Gospel Essay Example | Topics and Well Written Essays - 1250 words

The Synoptic Gospel - Essay Example Jesus also heard the Fathers voice. Luke records that Jesus saw the Holy spirit in the form of a dove, not in a dove-like fashion descending on Him (Luke 3:22).An audible revelation followed the visual one (v.17).Matthew recorded God’s word as a general announcement (cf.17:5).While the other evangelists recorded that God sais, â€Å"You are my beloved Son† (Mark1:11; Luke3:22).Evidently the accounts of Mark and Luke contain actual words of God in this event. The study of all the gospels the synoptic problem is inherent, essentially involving all the difficulties that arise out of the similarities and differences between the gospel accounts. The bible books of Matthew, Mark and Luke are termed as synoptic gospels because they present the life and ministry of Jesus Christ with similarities common in their narrative accounts. Part of the synoptic problem is in determining from what source the Holy Spirit led the evangelists in writing their gospels. This is because there is evidence within the individual gospels themselves that the writers used source materials as they wrote. The best example is the Old Testament passages to which each one of the writers referred to directly of indirectly. Amongst the disciples of Jesus were Matthew and John, who presented many eye-witness accounts of what happened. Likewise, their was a close connection between Mark and Peter, and Luke as well as being an historian was also closely connected with Paul(Luk e 1:1-4).Information that the writers obtained verbally could have been a source and perhaps special revelations from God. In the each for the source of the synoptic gospels, there were scholars who posited that the source was one. But other scholars thought the source of synoptic gospel to be from two sources. Some favored the view that the primary source must have been from Mark since over 90 percent of the material in Mark also appears in Matthew and or Luke. Others posited another primary source which is known as â€Å"Q†

Impact of capital structure on financial performance of real estate Essay

Impact of capital structure on financial performance of real estate firms listed in Chinese stock exchange - Essay Example ortant to obtain a brief understanding of the theoretical aspects related to the capital structure and its role in the performance of the company, which assisted significantly in the formation of specific research objectives. The next phase, of the research emphasized gathering of necessary data, wherein secondary sources that includes utilising the official website i.e. ‘Shanghai Stock Exchange’ have been utilised to extract data. Subsequently, the related data gathered using the secondary sources were analysed with the assistance of a quantitative approach using the statistical tools i.e. correlation and regression. Finally, an in-depth analysis was conducted based on the collected data to ensure valid and justifiable conclusions based on the obtained findings (Bergh & Ketchen, 2009). Correspondingly, this chapter of the dissertation intends to provide an in-depth and comprehensive understanding of how this research study was carried out through the collection of reliable data and information to derive the ultimate objective of research. The objective of the research study was to determine the impact of organisations’ capital structure over the financial performance of the business. In this regard, the financial performance of the 20 listed real estate companies, in the Chinese stock exchange, was taken into the consideration. In general context, based on the objective of the research, a study can be carried out using positivism, realism, interpretivism, or pragmatism philosophical approaches. However, particularly in order to achieve previously mentioned research aims and objectives, interpretivism philosophy was utilised in this research study. The reason behind using interpretivism philosophy in this particular research study is owing to its advantages in the collection of needful data and information, maintaining high level of reliability, validity, and generalisability of the facts representing the financial position of the companies. Furthermore,

Response Strategies Essay Example | Topics and Well Written Essays - 250 words

Response Strategies - Essay Example In risk assessments i.e. interviews should be founded on the basis of the organizations or projects objectives. This is so as to determine which risks and opportunities are available that can affect the realization of the objective. This makes it easier to be able to identify any strengths or weaknesses in the area of study. It gives more insight about recent developments in the area of study which might positively or negatively affect the venture. Help also determine the legal and policy requirements that might post any risk to the entity (Fan, 2008). Following discovery and analysis of risks, appropriate action in response to the identified risks must be taken focusing on risks of most significance. The risks may be in form of opportunities or threats. The response actions to an opportunity may include; exploitation, sharing and enhancement. These actions aim at realizing that the available opportunities are realized. Responses to threats include avoidance, transferring and mitigation of threats. It is necessary therefore to start with the handling of the high-priority opportunities since they foster the growth of a certain project. The opportunities action strategy will insure a positive impact is realized, and maximizing the benefits realized for the project. Unlike the threats which may involve the incurring of costs or termination of a project even before it is realized. Hence, it’s quite appropriate to maximize on the opportunities

Torture and Ethics Essay Example | Topics and Well Written Essays - 1500 words

Torture and Ethics - Essay Example Hence, even with prisoners, there can be no excuse to place an individual in a situation wherein his / her rights are violated since the act of penalizing someone is nowhere close to the act of overlooking ones basic rights. As early as 1948 the Universal Declaration of Human Rights stipulates, in unqualified terms, that â€Å"no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment† (Evans, R, 2005, The Ethics of Torture). In the following year 1949 â€Å"the Geneva convention not only stipulated the provision for protection of enemy combatants and civilians but also instruct that unlawful combatants must be â€Å"treated with humanity and shall not be deprived of the rights of fair and regular trial† (Fourth Geneva Convention, Article 5) (Evans, R, 2005, The Ethics of Torture) . It must be noted that arguments regarding the act of torture that are pro and against it can be presented. â€Å"There is an old Jewish joke about two Y eshiva students who go to the rabbi to settle a heated legal dispute over which they have been arguing all day. Max, the first student, offers cogent theoretical and pragmatic arguments that forcefully make his point. The rabbi listens carefully and declares, ‘Max you are surely right!’ Next the second student, Joshua, presents his side with vigor. He makes clear and concise counter-arguments and demonstrates how his position is supported by precedent. He argues with such passion and persuasion that the Rabbi, after listening closely, says, ‘Brilliant arguments Joshua – you are clearly correct!’ After the students leave, the rabbi’s wife, who was listening in on the exchange, says to her husband, ‘Are you crazy? Max and Joshua had conflicting arguments, how can you say both of them are right? When one is right the other must be wrong!’ The rabbi thinks long and hard on this and finally says to his wife, ‘You know what? You t oo are right!’† (Wijze. S. d., 2005, The Torture Debate in America) Both arguing sides are sure to have valid reasons to support their arguments but what is important that a society understands the moral worth of such an act, the moral duty of every member of the society, as well as result of such an act to society. If a society where to gauge the moral worth of its actions by the consequences that it produces, then the act of torture might be viewed as something acceptable. For instance, torturing a captured alleged terrorist for information that can ultimately lead to the alleviation of terrible events, can be a worthwhile reason to justify the act of torture. Take for example the captured Al-Qaeda members. â€Å"the goal of American officials was chiefly to acquire information that could be used to prevent a future terrorist attack. In particular, the capture of high-ranking al-Qaeda members such as Abu Zubaida, Mohamed al-Kahtani, and Khalid Sheikh Mohammed raised the possibility that American officials may have custody of individuals with extremely valuable "actionable intelligence," in the lingo of military intelligence officials. Intelligence personnel naturally made it a high priority to get these detainees to talk. Because many suspected militants had proven to be skilled at resisting traditional, noncoercive interrogation techniques such as promises of leniency in exchange for cooperation, American officials sought advice to see whether it would be legally permissible to use certain coercive techniques on "high value"

Publix Supermarkets Essay Example for Free

Publix Supermarkets Essay The factors that are currently involved in successfully competing in the supermarket industry are the same factors that have led to the success of Publix supermarkets. These factors include delivering superior customer value, caring for people, and delivering quality products and service. Publix has gone a step further and developed four success drivers for the company; knowing the business, knowing the product, knowing the customer, and continuously training people. Due to the fact that customers are more knowledgeable and demanding than ever before, change is constant throughout the supermarket industry. As a result, to remain competitive for the next 10 years and beyond, knowing what customers need and being able to meet those needs is be critical. For example, as the population becomes more diverse, there will be a greater demand for various ethnic food products. Similarly, as health and nutrition become more of a national focus, there will be a greater demand for high quality foods that are rich in nutrition, as well as organic products, etc. In addition, technology such as self checkout stations in supermarkets and online shopping capability will continue to change the landscape of the supermarket industry. What are the values of Publix’s organizational culture; employees; customers; shareholders; suppliers; and competitors? Which ones do you consider to be value adders and which do you see as value destroyers as Publix attempts to become the premier quality food retailer in America? Publix has a corporate culture founded on the philosophy of deeply caring for people. Publix employees understand that they are not only in the grocery business, but also in the people business. As a result, taking care of associates, customers, suppliers, and others in the community is a priority. The result of Publix employees continue to please their customers, more customers look to Publix for their shopping needs. At the same time, employees and associates are made to feel valuable through recognition programs, extensive training programs, etc. Publix believes that their employees will not have the ability to make customers happy if they are not happy themselves. By investing in their employees, Publix has created a culture of loyalty, pride, and job satisfaction. By making a commitment to people and creating lasting relationships with employees, customers, suppliers, and the community, Publix has positioned itself as an industry leader. This philosophy and corporate culture play a large role in the success of the company and can only be considered as value adders, not value destroyers. What factors are currently influencing a customer’s decision to shop at Publix? Why have competitors been unable to duplicate such success factors successfully? Publix’s mission statement very clearly states that Publix is passionately focused on customer value. Essentially, the company is just committed to satisfying the needs of its customers better than its competitors. While the competition is able to offer good prices and quality products, Publix stands out in the minds of its customers for providing delightful customer service in every shopping experience. There is no doubt that Publix needs to maintain competitive prices and quality products in order to be successful. However, these are easily duplicated. On the other hand, providing a delightful customer experience comes from the culture of an organization committed to creating superior value. This is what sets Publix apart from its competitors. Analyze how PublixDirect’s processes were used to add value. In hindsight, what should the company have done differently to keep PublixDirect a viable business model? PublixDirect’s business model sought to add value by utilizing a centralized direct fill fulfillment approach. In addition, PublixDirect was limited to a 35-mile radius in South Florida. The company utilized a 140,000 square foot distribution center divided into separate departments, and operated its own bakery dedicated to the online venture. The company utilized the latest technology for order taking and fulfillment, outbound logistics, and payment. PublixDirect was founded on the same philosophy as Publix supermarkets with the goal of delivering superior customer value. The goal was to offer customers a convenient alternative to traditional grocery shopping with prices similar to that of local supermarkets while offering superior product quality and customer service. Unfortunately, PublixDirect was unable to sustain operations. Initially, the business model appeared as though it would be successful, but that proved not to be the case. In hindsight, the company should have done more extensive research about its potential customers, and done more to attract the type of consumers originally targeted which were dual income households with incomes exceeding $75,000. What were the factors that led to the demise of PublixDirect? What does it take to create a successful online operation in the United States? High delivery costs, distribution center costs, and low customer demand were all factors that contributed to the demise of the PublixDirect operation. To date, none of the various online gorecery operations I ntroduced in the United states have been able to turn a profit, and therefore none have been able to sustain operation long term. However, the primary problem seems to be the inability to turn profits due to the high costs associated with distribution centers. In order to create a successful online grocery operation here I n the United States, it would be best to follow the same model that U. K. based Tesco has successfully implemented. Rather than utilize distribution centers for order fulfillment, Tesco uses a â€Å"store-pick† model in which orders placed online are simply picked from store shelves. Delivery costs are added to the cost of the groceries. This model has proven to be successful in the United Kingdom and could very well be successfully implemented here in the United States as well. The warehouse/distribution center model has the potential to be cheaper long-term, but the large up-front costs have proven to be enough to put several online grocers out of business before they were able to turn profits.

A Play Based Curriculum | Analysis of Parent Attitudes

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

Analysis of Vietnams Economy

Analysis of Vietnams Economy Table of contents (Jump to) 1. Introduction 2. Why Vietnam – An overview 3. Theoretical literatures 3.1. Macroeconomic principles 3.2. Microeconomic principles 4. The level of unemployment and employment 4.1. Before the national reform – The beginning of the 1990s’ 4.2. After the national reform 5. Skills needed and skills gaps 5.1. Disadvantages 5.1.1. Low IT skill availability 5.1.2. Low English proficiency level 5.2. Advantages 5.2.1. High tech sector 5.2.2. Textiles and garments sector 6. Conclusion Bibliography 1. Introduction The trend of global outsourcing has accelerated the economic activities in developing nations. Developed nations countries have gained the economy of scales and performed major functions in the long-term basis. The advantages of outsourcing are to reduce business operation expenses and thus corporations can sustain competitiveness. The paper will discuss the Vietnamese economy, particularly skills needed and skills gaps, and the level of unemployment and employment. Some theoretical literatures will help explain the reasons and results of Vietnamese economic growth; the paper tries to access the underlying forces which have challenged Vietnam authority to change from the central control to the market economy. 2. Why Vietnam – An overview Vietnam officially becomes the 150th member in WTO (World Trade Organization) on 11th January 2007. In order to join WTO, Vietnam government has to change its political, infrastructure and economic principals to fulfill the requirements of this international organization. ‘A sustained boom, with annual economic growth consistently around 7%-8% since 2000, has transformed Vietnam. It is over 20 years since Vietnams ruling communists abandoned collectivism and embarked on their doi moi market-based reforms, not unlike those China adopted a few years earlier.’[1] Additionally, Vietnam economy has gradually changed in order to adapt and join the world economy. From the control economy as of the principal of the communist ideals, Vietnam has undergone the reform and has let its economy to react in accordance with the law of supply and demand. Accordingly, ‘Real GDP growth is forecast to be robust in 2007, at an average of 7% a year, and will be driven mainly by industrial expansion. Business sentiment and consumer confidence will remain resilient, boosting investment and consumption.’ [2] In fact, ‘Many Southeast Asian economies, namely, Malaysia, the Philippines, Singapore, and Vietnam are emerging as an outsourcing destination for some Fortune-500 companies.’ [3] The data from the Vietnamese economy has strongly reflected how outsourcing impacts on the level of unemployment and employment and skills needed and skills gaps, since the economy has moved so fast to the integration into the world economy. Vietnam has positioned itself as a primary host by luring more investment than other emerging economies and developing nations in the region in the late 1990s. It is overtaking the Philippines and Indonesia. ‘By 2002, Viet Nam was the third largest recipient of foreign direct investment (FDI) flows in ASEAN [Association of South East Asian Nations], behind Singapore and Malaysia, strengthening its position as a significant investment base. Viet Nam has therefore achieved a key position both in terms of prime investment host within the region, and as a recipient of intraregional inflows.’[4] 3. Theoretical literatures 3.1. Macroeconomic principles A concept of scarcity, relatively in relation to an entire country and its people, becomes a condition which individual producer and consumer have to face in every decision. The opportunity cost of each decision can be considered as subjective value that individual must scarify when making any decision for the next best alternatives. In Vietnam, the command economy has literally turned into material incentives to allocate resources. The Vietnamese government has used its fiscal power, to influence the allocation of labor resources in the market economy to deal with unemployment rates and national outcomes. The Vietnamese economy, in term of the unemployment level, has reflected and responded to the law of supply, demand and material incentives. The questions are of what, how and for whom have been reflected as the economic movement away from the central control to the market economy. The global outsourcing wave has created many opportunities as well as challenges for Southeast Asia, specifically Vietnam. Government functions can quite fit into categories, in tem of macro economic view, in term of regulation. In the microeconomic theory of a firm, an economy’s scare, benefit externalities can arise in the case of information, innovation, and productivity. 3.2. Microeconomic principles A concept, namely economies of scale, has been applied in the long-run average cost. In order to keep a firm’s long-run average cost reduces as output increases, multinational firms are experiencing economies of scale. ‘The main reason for long-run scale economies is the underlying pattern of returns to scale in the firm’s long-run production function.’[5] Scale economies might result from many determinants. Specialization in the use of labor is a possible reason for economies of scale. Regardless of how the market price has reacted in the short-run results in economic profit, the normal profit and a loss for competing firms, economic theory has stated that ‘ in the long run, the market price will settle at the point where these firms earn above a normal.’[6] In fact, in long run, firms have time to vary their fixed factors and costs of production. As a result, a number of multinational corporations have decided to relocate to all parts of Southeast Asia, where wages are lower to reduce the production cost. Manufacturing companies can benefit from the move to lower-wage countries A thriving software development sector has emerged in India, and the wave has come to Southeast Asia. ‘The learning curve is the line showing the relationship between labor cost and additional units of output. Its downward slop indicates that this additional cost per unit decline as the level of output increases because workers improve with practice.’[7] Nevertheless, the low level of IT knowledge and skill accessibility and availability hinders the foreign investors’ considerations at first. Additionally, the infrastructure related to IT network has remains a primary hurdle for the growth of Vietnam as an offshore center for IT service centers. Microeconomics has many multinational focuses on individual industry sector. Reducing operation expenses, taking advantage the economies of scales and sustaining opportunity costs will help a company in an industry, especially IT and textile and garments sector, stay competitive. 4. The level of unemployment and employment 4.1. Before the national reform – The beginning of the 1990s’ Majority of young Vietnamese had encountered hard time to find jobs. The government had to abandon its utopian socialism of providing jobs for everyone in the early 1980s. [8] Its mismanagement and the American embargo had put a stop to international aids and business activities from the West. In the beginning of the 1990s, the communist party, under pressure of the collapse of the communist world and impacts of Chinese phenomenon, ‘it had granted more freedom to the private sector, which as too small to absorb the 1.2 million young people who enter the job market each year. Many had even look for their first jobs at least three to five years. Some even looked for more than a decade without success.’ [9] ‘With unemployment at about 20% in a population of 65 million, Vietnam is particularly eager to attract high-technology enterprises that use skilled labor and labor-intensive businesses utilizing Vietnamese materials and natural resources.’[10] Coupling with no job, boredom resulted in the lack of recreational facilities and drove many individuals to engage in crime to get more money in order satisfy their wants. The embargo was stopped in the end of the 1990’s and the economic reform consequently has brought the inflow of consumer goods, impacted on the consumerism and materialism from the West. The growing expectations of more consumer products during the time Vietnam was thought as of one of the poorest nations in the world. In short, fiscal policy had caused severe impacts on Vietnam economy, since the government interfered and watched closely any business activities and interactions of the economy. 4.2. After the national reform The rapid advancement of information and communication technology has connected many companies worldwide and outsourced some of these functions to low-cost location oversea. Based on geographical differences and diversified locations, Vietnam is in line with its competitive advantage. This phenomenon has happened in Vietnam, and the Vietnamese economy has been beneficiary from this reform. Many multinational corporations have adopted global outsourcing in developed economies. This trend has led to enormous redistributions of jobs and restructured many economic activities in the world. Vietnam has been beneficiary from this, emerging as a major outsourcing destination due to low-cost operation. ‘Thus, in the services sector, thousands of jobs have been migrating from the United States, Japan, and some OECD (Organization for Economic Cooperation and Development) countries to India, China, Singapore, Malaysia, the Philippines, and other developing countries in Asia’,[11] including Vietnam. Although unemployment rates vary by geographical location, all the global integration and global outsourcing trend has result in lower unemployment rate. Vietnam has tried to sustain competitive in the race for becoming the destination of global outsourcing. 5. Skills needed and skills gaps 5.1. Disadvantages 5.1.1. Low IT skill availability Nowadays, IT in operation and management is important, especially information structure for multinational companies worldwide. The IT advantages can help eliminate human error, time saving, reduce procedural document, improve efficiency and increase profitability overall. The tangible advantages of e-commerce and IT infrastructure have been broadly identified at internal operation as well as external users. However, isolated itself from the developed world for many decades, Vietnam has low IT skills in which most of the work might happen through subcontracting rather FDI. Compared with countries in the regions, such as Singapore, Thailand, Malaysia, the speed of automation, development of new technology and know-how in operations and management requires relevant skills and knowledge for staff to do their work. ‘The country is hampered by the scarcity of professionals competent enough to handle complex IT applications and processes.’[12] It has positioned itself to attract offshore business movements favorable to its economies. Vietnam has a high stake in the recent global outsourcing wave. 5.1.2. Low English proficiency level ‘However, inadequate infrastructure and lack of English proficiency have affected its prospects of becoming an attractive destination for IT outsourcing.’ [13] Dominated by India, Vietnamese employees need to enhance their English ability in order to avoid communication misunderstanding at work. Compared with countries in the region, such as Singapore, Malaysia and the Philippines, Vietnam has lower levels of English proficiency. The challenges for Vietnam to keep its competitive advantage are immense. Vietnam needs to invest in human resource and knowledge-based infrastructure to attract more FDI in order to sustain the financial inflows. 5.2. Advantages 5.2.1. High tech sector Currently these transitional corporations have integrated their worldwide operations and concentrated their business operations in well-selected locations in order to take advantages of the economy of scales. ‘IT companies, namely, Anheuser Busch, Bayer, Cisco, IBM, Nortel Networks, and Sony are outsourcing software development projects to Vietnam either directly or through third-party developers with an onshore presence in the United States and Europe.’ [14] ‘Moreover, IT companies in Vietnam retain key staff and keep project teams together for months at a time, thereby maintaining low rates of attrition.’ [15] As a result, this situation helps ensure familiarity and stability between customers and contractors, which consequently deliver a confident message for the foreign investors. During short-run, a company can vary many of certain resource, especially labor cost; however, in long run any firm, able to vary quantities of all resources, can maximize its profit, although it has to sacrifice its short run to speculate long-run profit growth. In fact, outsourcing can create more job opportunities for Vietnam, even if offshore activities have been taken placed by the affiliates or subsidiaries. This wave then will generate essential growing FDI flows from service field to the manufacturing field. ‘In IT outsourcing, Vietnam has a cost advantage over other Southeast Asian countries, in terms of salary of IT professionals.’ [16] Although Vietnam starts welcome FDI later than its neighbor countries, early investment in ASEAN become attractive due to low labor cost related to the production and operation expenses. The corporate global links have come with the market penetration have reflected this new wave. 5.2.2. Textiles and garments sector The textiles and garments sector in fact become dominated by international subcontracting arrangements. The operation chain is segmented in accordance with available materials, proper procedures and the end users’ demand. ‘Certainly, as increasing numbers of low-income countries enter the world economy, economic development posited on cheap, low-skilled labor is no longer a viable option for Viet Nam.’ [17] The profit-maximization hypothesis, which a multinational company can pursue in term of market share, turnover growth, return on investment, technology, and shareholder value, can strategize different managerial decisions. ‘Sample firms stressed the relatively high education levels and quality of Vietnamese workers and recognized how far they and the country had come in a short time (a little over a decade). Viet Nam remarked that the quality and productivity awareness of Vietnamese workers is higher than any other developing Asian country, including Peoples Republic of China.’ [18] Since textiles and garments sector is a labor-intensive manufacturing sector, a new comer, such as Vietnam, has intriguing the investors due to orientation of international trading agreements, and avoiding dumping tariffs imposed from imported nations. 6. Conclusion Competitiveness and efficiency become crucial determinants of any company, industry and national economy. The above analysis has discussed in accordance with movement of Vietnam economy, under the impact of macro and micro views. Vietnam has tried to achieve comparative and competitive advantages in international market. The development strategies are good indicators for comprehensive and long-term planning of the authority. Vietnam has opened its economy to the world, joining ASEAN, APEC (Asia Pacific Economic Cooperation), and recently WTO. Such practices have been harmonized with the tendency of the economic integration and recent globalization. Lower unemployment rate and higher professional skills will surely happen in Vietnam. Bibliography ‘Asia: Plenty to smile about; Vietnam’ 2007, The Economist, London, no. 382, no. 8522,31 March, p.76, viewed 1 May 2007, http://ykien.net/blog> ‘Vietnam: Country forecast summary’ 2007, EIU ViewsWire, New York, 27 February, viewed 1 May 2007, http://www.economist.com/countries/Vietnam/profile.cfm?folder=Profile-Economic Data> Fox, T 1989, ‘Come Ye Back To Mandalay’, Financial World.New York, vol. 158, no. 10, 16 May,p.38. Hiebert, M 1991, ‘The Drop-Out Factor: An Education Crisis Follows Economic Reforms; No Jobs for the Boys: Young Face Long-Term Unemployment Despite Reforms’, Far Eastern Economic Review, Hong Kong, 19 September. Keat, GP Young KYP 2000, Managerial Economics – Economic Tool for Today’s Decision Makers, Prentice Hall, New Jersey, United States, pp. 320-390. Keat, GP Young KYP 2000, Managerial Economics – Economic Tool for Today’s Decision Makers, Prentice Hall, New Jersey, United States, p. 322, viewed 1 May, http://www.safarix.com/0131860151/ch07lev1sec6> McDougall, P 2005, ‘Vietnam may be cheapest, but India is still a bargain’, InformationWeek,Manhasset, no. 1042, 6 June, p.20, viewed 1 May 2007, http://www.asiafinest.com/forum/index.php?act=Printclient=printerf=17t=95266> Mirza, H Giroud, A 2004, ‘Regional Integration and Benefits from Foreign Direct Investment in ASEAN Economies: The Case of Viet Nam’, Asian Development Review, Manila, vol. 21, no. 1, p.66 Sen, R Islam, MS 2005-2006, ‘Southeast Asia in the global wave of outsourcing: trends, opportunities, and challenges’, Regional Outlook, Southeast Asia, Singapore, p.75. Page 1 [1] ‘Asia: Plenty to smile about; Vietnam’ 2007, The Economist, London, no. 382, no. 8522,31 March, p.76, viewed 1 May 2007, http://ykien.net/blog> [2] ‘Vietnam: Country forecast summary’ 2007, EIU ViewsWire, New York, 27 February, viewed 1 May 2007, http://www.economist.com/countries/Vietnam/profile.cfm?folder=Profile-Economic Data> [3] Sen, R Islam, MS 2005-2006, ‘Southeast Asia in the global wave of outsourcing: trends, opportunities, and challenges’, Regional Outlook, Southeast Asia, Singapore, p.75. [4] Mirza, H Giroud, A 2004, ‘Regional Integration and Benefits from Foreign Direct Investment in ASEAN Economies: The Case of Viet Nam’, Asian Development Review, Manila, vol. 21, no. 1, p.66 [5] Keat, GP Young KYP 2000, Managerial Economics – Economic Tool for Today’s Decision Makers, Prentice Hall, New Jersey, United States, p. 331. [6] Keat Young, 2000, p. 371 [7] Keat Young 2000, p. 322 [8] Hiebert, M 1991, ‘The Drop-Out Factor: An Education Crisis Follows Economic Reforms; No Jobs for the Boys: Young Face Long-Term Unemployment Despite Reforms’, Far Eastern Economic Review, Hong Kong, 19 September. [9] Hiebert, 1991. [10] Fox, T 1989, ‘Come Ye Back To Mandalay’, Financial World.New York, vol. 158, no. 10, 16 May,p.38. [11] Sen Islam, 2005-2006. [12] McDougall, P 2005, ‘Vietnam may be cheapest, but India is still a bargain’, InformationWeek,Manhasset, no. 1042, 6 June, p.20, viewed 1 May 2007, http://www.asiafinest.com/forum/index.php?act=Printclient=printerf=17t=95266> [13] Sen Islam 2005-2006. [14] Sen Islam 2005-2006. [15] Sen Islam 2005-2006. [16] Sen Islam 2005-2006. [17] Mirza Giroud, 2004 [18] Mirza Giroud, 2004