An Overview of Christallers Central Place Theory

An Overview of Christallers Central Place Theory Central place theory is a spatial theory in urban geography that attempts to explain the reasons behind the distribution patterns, size, and a number of cities and towns around the world. It also attempts to provide a framework by which those areas can be studied both for historical reasons and for the locational patterns of areas today. Origin of the Theory The theory was first developed by the German geographer  Walter Christaller  in 1933 after he began to recognize the economic relationships between cities and their hinterlands (areas farther away). He mainly tested the theory in southern Germany and came to the conclusion that people gather together in cities to share goods and ideas and that communities- or central places- exist for purely economic reasons. Before testing his theory, however, Christaller had to first define the central place. In keeping with his economic focus, he decided that the central place exists primarily to provide goods and services to its surrounding population. The city is, in essence, a distribution center. Christallers Assumptions To focus on the economic aspects of his theory, Christaller had to create a set of assumptions. He decided that the countryside in the areas he was studying would be flat, so no barriers would exist to impede peoples movement across it. In addition, two assumptions were made about human behavior: Humans will always purchase goods from the closest place that offers them.Whenever the demand for a certain good is high, it will be offered in close proximity to the population. When demand drops, so too does the availability of the good. In addition, the threshold is an important concept in Christallers study. This is the minimum number of people needed for a central place business or activity to remain active and prosperous. This led to Christallers idea of low- and high-order goods. Low-order goods are things that are replenished frequently such as food and other routine household items. Since people buy these items regularly, small businesses in small towns can survive because people will buy frequently at closer locations instead of going into the city. High-order goods, by contrast, are specialized items such as automobiles, furniture, fine jewelry, and household appliances that people buy less often. Because they require a large threshold and people do not purchase them regularly, many businesses selling these items cannot survive in areas where the population is small. Therefore, these businesses often locate in big cities that can serve a large population in the surrounding hinterland. Size and Spacing Within the central place system, there are five sizes of communities:   HamletVillageTownCityRegional capital A hamlet is the smallest place, a rural community that is too small to be considered a village. Cape Dorset (population 1,200), located in Canadas Nunavut Territory is an example of a hamlet. Examples of regional capitals- which are not necessarily political capitals- would include Paris or Los Angeles. These cities provide the highest order of goods possible and serve a huge hinterland. Geometry and Ordering The central place is located at the vertexes (points) of equilateral triangles. Central places serve the evenly distributed consumers who are closest to the central place. As the vertexes connect, they form a series of hexagons- the traditional shape of many central place models. The hexagon is ideal because it allows the triangles formed by the central place vertexes to connect, and it represents the assumption that consumers will visit the closest place offering the goods they need. In addition, central place theory has three orders or principles. The first is the marketing principle and is shown as K3 (where K is a constant). In this system, market areas at a certain level of the central place hierarchy are three times larger than the next lowest one. The different levels then follow a progression of threes, meaning that as you move through the order of places, the number of the next level increases threefold. For example, when there are two cities, there would be six towns, 18 villages, and 54 hamlets. There is also the transportation principle (K4) where areas in the central place hierarchy are four times bigger than the area in the next lowest order. Finally, the administrative principle (K7) is the last system where the variation between the lowest and highest orders increase by a factor of seven. Here, the highest order trade area completely covers that of the lowest order, meaning that the market serves a larger area. Losch’s Central Place Theory In 1954, German economist August Losch modified Christallers central place theory because he believed it was too rigid. He thought that Christallers model led to patterns where the distribution of goods and the accumulation of profits were based entirely on location. He instead focused on maximizing consumer welfare and creating an ideal consumer landscape where the need to travel for any good was minimized, and profits remained relatively equal, regardless of the location where goods are sold. Central Place Theory Today Though Loschs central place theory looks at the ideal environment for the consumer, both his and Christallers ideas are essential to studying the location of retail in urban areas today. Often, small hamlets in rural areas do act as the central place for various small settlements because they are where people travel to buy their everyday goods. However, when they need to buy higher-value goods such as cars and computers, consumers who live in hamlets or villages have to travel into the larger town or city, which serves not only their small settlement but those around them as well. This model is shown all over the world, from rural areas of England to the U.S. Midwest or Alaska with the many small communities that are served by larger towns, cities, and regional capitals.

A War On Women And Drugs Criminology Essay

A War On Women And Drugs Criminology Essay In 1986 Congress passed mandatory minimum sentencing. Federal mandatory drug sentences take the decision away from the judge and gives sentences based on: 1. The type of drug; 2. The weight or alleged weight of the drug mixture and 3. The number of prior convictions. The rise of women in prison seems to be correlated with US drug laws and policies. Many researchers argue that the war on drugs has directly become a war on women. In 1999, the Bureau of Justice Statistics documented that 1 in 3 women were likely serving time for a drug offense in comparison to 1 in 8 women in 1986. Three reasons often determine the involvement of women in the criminal justice system, the first would be a history of abuse, the second issue is disrupted family and personal relationships and finally the third is drug abuse. Women that end up in prison have usually been abused and/or battered, are economically disadvantaged, have abused drugs, and/or are minorities. Due to the circumstances just mentioned and stricter policies and laws regarding drugs the outcome is a drastic rise in the incarceration of women. If women are seen as victims of circumstance then they are basically adapting to the conditions of their lives and struggling to survive. The status of women in prison reflects their status in society; they are marginalized by racism and sexism. Women in prison have been damaged by the oppression of patriarchy, economic marginalization and the far-reaching effects of such short sighted and detrimental policies as the war on drugs and the over reliance on incarceration, (Owen, 2000). Female Offenders Women have become the new offender in the criminal justice system. Through the years the amount of women incarcerated has greatly risen. In 2000, there were more than 1 million women in the United States in prison, probation or parole, whereas in 1990 there were 600,000 in the same situation. The rise in the incarceration of women can be greatly attributed to US policies and laws o n drugs and drug related crimes. Women are usually minimally involved in drug crimes but are severely punished due to the mandatory minimum laws in place. The war on drugs does not have laws laid out specifically for men and women, the laws are universal and apply equally to both men and women. Drug laws were originally designed for the male criminal and did not take into account the special circumstances in women’s lives. These women that are being punished under the mandatory minimum drug laws are the wives, mothers, daughters, sisters, nieces, granddaughters and girlfriends of many law abiding citizens in society. These women become involved in drug crimes because of their dependence to their significant other, whether it is financially, because of fear or other extenuating circumstance. Women who become victims of mandatory minimum laws are incarcerated and subject to patriarchal sentences because the men in their lives coerced, obliged or scammed them into carrying drugs . Women in jails and prisons are often oppressed and even victimized. There are many race and gender inequalities in the criminal justice system when it comes to addressing women and their needs. Women offenders are more likely to be incarcerated now than they were at any other time in the history of the United States. The legal system has become more willing to prosecute and incarcerate women than at any other time in the history of the United States.

Others Assignment Example | Topics and Well Written Essays - 250 words

Others - Assignment Example The retail establishment will offer a variety of coffee products using high quality coffee beans. The products will be differentiated to meet different customer needs. The bakery will provide fresh pastry and bakery products. The company will prepare six batches of pastry and bakery products to ensure fresh products are available at all times of business hours. The retail coffee industry in Canada is growing rapidly. The climatic conditions of Ontario encourage the consumption of hot beverages. Westside Bakery and Java will concentrate its marketing and business on locals, who will be the dominant market. This strategic move will benefit the company by establishing a consistent and healthy revenue base, which will ensure the business is stable. Strategic location of the company, high quality products, and excellent service delivery will be crucial in achieving the company’s targets. Westside Bakery and Java expects to borrow $50,000 and raise $150,000 own capital. The company expects annual sales worth $400,000 in the first year, $600,000 in the second year, and $700,000 in the third year. Westside Bakery and Java will break even by the sixth month of operation. The company anticipates profits of $10,000 in the first year, $30,000 by the second year, and $50,000 by the third year. Westside Bakery and Java does not anticipate any cash flow

Local Economic Development Essay Example | Topics and Well Written Essays - 500 words - 127

Local Economic Development - Essay Example Local economic professionals also have a role to play to ensure that the community groups that are formed do not only focus on poverty alleviation, but also on economic development. This includes making the community members pioneers of entrepreneur skills and job creation for other members. Economic professionals also have to provide assistance to local community groups in terms of access to technology and capital support and creating a link between private and public institutions of the community. The North Texas area will impact marketing as a place for establishing the new business. This is because a new environment is going to be created in this area, which means that customers in this area will have different wants and needs compared to customers from the other areas. As such, new businesses will be formed to satisfy the needs of customers in this environment. These include food, shelter, and clothing. Therefore, entrepreneurs and business people dealing with such items will fo cus on delivery of the items and ensure that the local people do not suffer from lack of such items. The response to this challenge will involve conducting a market analysis of this new area. This will entail determining the various needs of the people, conducting the feasibility study of the area, and establishing whether the area will provide sufficient market for new products and services. Results of this analysis will aid in making decisions as to whether to establish new businesses in the area or not to establish such businesses. Dallas is a city in North Texas, which uses good urban planning policies and regulations that enhance the attainment of sustainable economic development (Federal Reserve Bank of Dallas 1).

To Kill A Mockingbird, Movie Vs. Book Essay -- Compare Contrast Haper

To Kill A Mockingbird, Movie Vs. Book Neither the novel nor film version of To Kill A Mockingbird is superior to the other, just different. In the book you delve more into the separate characters while in the film you see the relationships in action. The book gives you a broader view of everything, but at the same time the movie points out everything that seems important. Lastly, the novel shows Scout as a girl caught in the middle, when the movie seems to paint Scout as a girl without a inkling of what is going on.   Ã‚  Ã‚  Ã‚  Ã‚  The book shows the separate characters. In the novel you see The whole character by what they say. Cal can be described as a teacher to the children. She shows them the way that others live when she takes them to her church in chapter twelve. She also remarks that â€Å"...Don’t matter who they are, anybody sets foot in this house’s yo’ comp’ny...†(p.24) this says that everyone is important no matter who they are. The statement â€Å"I know all that, Scout. It was the way he said it made me sick, plain sick.†(p.199) shows how much Dill really understands of what is going on. Jem is basically the same person in both the movie and the book. He seems to be the distant, yet loving, brother.   Ã‚  Ã‚  Ã‚  Ã‚  Although the book shows the individual people, the movie shows the relationships in action more than the book. The movie shows Cal and the children in action. It shows how they act around each other, the looks and the tones of voices that are being used, that can chang...

Preschool Teacher Hiring Standards, Policies, and Practices Essay

The early years of children are important because of their unique developmental needs (physical, cognitive, social and emotional). These needs can only be identified and addressed by professionally trained and competent preschool or early childhood teachers. However, attracting and hiring these teachers are serious challenges for school administrators. To look more closely into the problem and help craft a solution, this paper examined the current standards, policies, and practices in hiring preschool teachers in public and private schools in Pasig City based on the recommended hiring standards, policies, and practices in the literature, DepEd, and experts. The study suggests appropriate standards, policies, and practices in hiring teachers that will ensure that children’s unique developmental needs are met and that they shall have gained readiness to proceed to the next educational level. CHAPTER I INTRODUCTION Background of the Background of the Study Children who undergo preschool education perform better in primary grades (grade 1-3) than those who do not (Branscombe, Castle, Dorsey, Surbeck, and Taylor 2000; Jalongo, Fennimore, Pattnaik, Laverick, Brewster, and Mutuku 2004; Laosa 2005; Soliven, Guerrero, Barsaga, Palma, Canlas, and Garon 1997). & Mutuku. By the time they enter elementary school, they can say the alphabet, write their names, and count numbers one to ten. They adjust better, follow instructions, and interact with their teachers and classmates. Because of thparents realize the benefits in the early schooling of children, preschool student enrollment has been growing in number, which encouraginges a number of investors to set up preschools. Preschool education is mostly managed by private individuals, organizations, and institutions because of insufficient government funding for the enhancement of preschool education (Neri 2001; Soliven et al. 1997). According to the Department of Education (DepEd), tis, there has been an unprecedented growth in the number of preschools both in rural and urban areas in the private sector. The latest directory of private preschools in Metro Manila from the Department of Education (DepEd) shows that there are 1,477 preschools all over the National Capital Region during the school year 2005-2006, and 872 preschools during the school year 2000-2001; thus, there was an increase of 575 preschools. (see table 1). (See Table 1)(See Table 1) he number latest of private schools in Metro Manila grew from 4,788 in school year 2003-2004 to 6664 in the school year 2007-2008, a 72% showing increase. from school year 2000-2001 to school year 2005-2006 (see table 1). Preschool enrollment in private schools rose from 349,574 in school year 2003-2004 to 410,778 in school year 2007-2008, an 85% increase. Many see preschool education as a profitable business, but one that entails high costs if one is to meet certain standards, such as hiring qualified and licensed teachers and paying higher salaries. Quality education also means better teacher-to-student ratio (the ideal is 1:10 or 1:15), a developmentally appropriate curriculum, and quality teaching materials—all of which translate to higher costs. Ms. Vanessa Morales, owner and administrator of Kid’s First Discovery Space preschool in BF Homes, Paranaque, wanted her preschool to be different from preschools run by business people. Her priority is providing quality education on a not-for-profit basis. At Kid’s First, she has knowledgeable and experienced teachers: all her head teachers have master’s degrees in Education or Psychology, major in child development (Manuzon 2006). Due to the growing number of private preschools in Metro Manila, there will be a great demand for preschool teachers who are professionally trained to manage the learning needs of young children. To ensure that For this purposeteachers hired are qualified and competent, , DepEd issued DECS Order No. 107 (1989) outlining the standards in the organization and operation of preschools (see appendix A), which include guidelines on staff requirements. The qualifications of teachers prescribed by DepEd for private schools are: Bachelor of Science degree specializing in Family Life and Child Development or Early Childhood Education or Kindergarten; Bachelor of Science in Elementary Education with 18 units in Preschool Education and 54 hours of practicum in preschool classes; Bachelor of Arts/Science degree in a discipline allied to education, arts, nursing, anthropology, with 18 units of preschool education. Upon appointment, the teacher should have at least 6 units of preschool education, and the requirement of 18 units may be gradually implemented as follows: At the end of Year 1 – 9 units; Year 2 – 12 units; Year 3 – 15 units; Year 4 – 18 units. In addition, the sprouting of private preschools are also due to the following: 1) most private schools do not accept grade one pupils if they have not been through kinder and nursery or preschools; b) they are financially viable and a lucrative business; 2c) public schools cannot accommodate all preschool-age children and so parents put them in private preschools; 3e) there is a growing number of preschool student enrollment; 4f) because of the child sduring their early years, 5the Department of Education (DepEd) is not as strict with preschools as with regular grade and high schools; or, 6g) parents are both working and the mother is too busy to give her children their first lessons. 7have become a (Newman 2002). The Due to the mushrooming of preschools grew asthat have been set up forcommercial, business reasons, especially in urban centers, and the government’s insufficient funding towards the enhancement of preschool education, the desired goal of standard quality educati on for young children may not be achieved. This vast, mushrooming, unregulated and still unsurveyed sector maybe violating the right of young children to quality education. Due to the absence of control or regulation, these schools would have unqualified teachers, large classes, and less infrastructure facilities (Newman 2002). Ms. Irene Bernardo, whosingle and now retiredSomeone who prefers to be anony from preschool teaching setismous and who’s up a preschool in her own home after retiring from teaching, stated that some preschool teachers are business or psychology graduates, business or psychology graduates, not education graduates, but business or psychology graduates.. In her case, she has a Bachelor of Science in Elementary Education, magna cum laude, from the Philippine Normal College, ManilaUP, Diliman. For her, it is important for preschool teachers to have a background in education, especially in early childhood development education, which involves a substantial study of the- the psychomotor, affective, psychosocial and cognitive foundations of the childI. Bernardo, m), which will have bearing on the development of the child. which will determine how and what he will be when he grows up. The preschool teacher should also acquire skills and training in educating young children, them. From agesold . (. http://www. sunstar. com. ph/static/ceb/2002/06/13/life/the. mushrooming. of. preschools. html) | | DepEd also issued DECS Form GPR 3-A (revised 2005) to serve as a processing sheet for proposals for opening of new school (see appendix B). It limits the teaching staff requirements for preschool teachers to a Bachelor in Early Childhood Education (BECED); or Bachelor in Elementary Education (BEEd) with 18 units of Early Childhood Education. In public schools, student enrollment grows by 300,000 yearly, and some 10,000 teachers are needed to be hired every year to address the lack of manpower. Out of the 10,000 teachers recommended for hiring annually, 2,500 are intended for government preschools. The hiring of more teachers is needed because President Gloria Macapagal-Arroyo has issued an order requiring preschool education nationwide by 2010. (News Balita, January 13, 2006). In preparation for the launching of preschool education in public schools, DepEd business peoplebut . Theireesbetter teacherstudent, she not onlyes but also s: a. Furthermore,havesan degree P. Last August 24, 2007, DepEd issued Order No. 57 on August 24, 2007, laying down or the â€Å"Guidelines on Hiring and Deployment of Preschool Teachers† was issued as additional guidelines forin the selection and deployment of public preschool teachers (see appendix CB). Based on the guidelines, a preschool teacher applicant must must pass the Licensure Examination for Teachers (LET) to be eligibleconsidered for teaching. Preschool teachers in order to teach should take the LET for elementary teachers. There is no LET yet yet in specific to preschool teachers; prospective preschool teachers take the LET for elementary teachers. , while there is LET specific to secondary or high school teachers. According to Dr. Rogelio Baybayon, Assistant Superintendent of the Pasig Division office of DepEd, the requirements of the LET and the 21 early childhood education (ECE) units (instead of 18 ECE units) d et al. When I telephoned the Pasig DDivision of public schools to inquire on their policies regarding preschool education, and was able to talk to Dr.Rogelio Baybayuin, the officer-in-charge of preschool education,he said that they do not have preschool programseducation like nursery and prep, and what they have is onlythey only have kindergarten level which is being offered by very few public schools. They do not accept 4 year olds, only 5 year olds for kindergarten, and the 6 year olds are automatically Grade 1 even without going through the kindergarten level or preschool education. Since preschool educations is not yet part of the public school educational ladder. The , unlike the elementary and secondary education, it is mostly in the hands of private individual, organizations and institutions, which are operating without proper government regulations see guidelinescoveringsguidelinesthe renewal of toany administrators when they have been found to v some rules Neri (2001) disclosed a. s Based on the DECS Order No. 107, s.1989 or the Standards for the Organization and Operation of Preschools (Kindergarten Level), the required qualifications for preschool teachers are the following: (1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; and (3) Bachelor of Arts or BS degree in a discipline allied to education, arts, nursing, anthropology with 18 units of preschool education (Industry Briefs, October 2001). The job requirements based on the DepEd qualificationss for for preschool teachers are also now being enforced for private schoolsteachers.to be able to teach in preschools. s do not include the licensing or certification, of preschool teachers. However, DepEd sare encouraged requires all public school teachers to undergo the Licensure Examination for Teachers (LET). .He revealed that there are some private schools which cannot follow these requirements and DepEd is forced to withhold their permit to operate. In any case, even if He also said that the LET for elementary teachers is for general education, and preschool teachers may take it. tTo qualify to teach For the 21 ECE units requirement, Philippine Normal University (PNU) is their reference. ,(pers. com. Dr. R. Baybayon, February 28, 2008). In the recent LET given by the Board of Professional Teachers on September 28, 2008 and conducted in 19 testing centers all over the Philippines, only 17,816 out of 58,471 elementary teacher examineesthere were who passed itThere were o,3who the examination (The Professional Regulation Commission, March 10, 2009). This meansmMan estimated that only 302933% of the examinees are qualified to teach, and are difficulty in the hiring of qualified preschool teachers, mo913,45,56eligible for hiringto hire. Table 2. National Percentage of Passing in the LET | |Teacher-Elementary |Teacher-Secondary | |Year |No. of Examinees |No. of Successful |Percentage of |No. of Examinees |No. of Successful |Percentage of | | | |Examinees |Passing | |Examinees |Passing | |2002 |76,626 |27,060 |35. 32% |65,106 |23,772 |36. 52% | |2003 |75,348 |19,765 |26. 25% |68,992 |18,115 |26. 25% | |2004 |60,614 |16,297 |26. 89% |58,507 |15,860 |27. 11% | |2005 |67,333 |18,517 |27. 50% |61,576 |15,945 |25. 90% | |2006 |59,457 | 17,377 | 29. 23% |53,303 | 17,290 |32. 44% | Former senatorSource: Professional Regulation Commission Licensing of teachers in the private preschools are also being encouraged by the DepEd, an example is the Pasig Catholic College, where their preschool teachers are graduates of early childhood education and are LET passers. The prospect of hiring teachers without credentials may be rampant because of the recent result of the LET. There were few teachers who passed the LET given by the Board of Professional Teachers on August 27, 2006 in 18 testing centers all over the Philippines. It showed that there were only 17,277 elementary public school teachers out of the 59,457 examinees who successfully passed. (Manila Standard Today, October 10, 2006). This is an estimated 33% who are qualified to teach in the public elementary schools and these may not be enough considering the growing number of student enrollment in public elementary schools which accounts to 12,089,365 based on Basic Education Statistics (BES) SY2004-2005. In view of the above, howHow can both private and public schools get teachers who can meet the minimum requirements for teaching in preschools and how can the DepEd ensure that only well-qualified, licensed preschool teachers educators are being hired and will be available in every preschool classroom.? How does the private and public schools cope with the supply and demand of qualified preschool teachers? Student enrollment is increasing and there are not enough qualified teachers to teacher these students. What other options can the government doy take in addressing hiring teachers without credentials? How can the preschoolsy tap sources of potential preschool teachers? has the government . annually . whomis afigure Trequiring nationwide. The combined public and private preschool enrollment increased from 2003 to 2007, from 778, 550831,730 (18. 36%) in school year 2003-2004 to 999,59652,109 (20. 53%) in school year 20076-20087; or 221120,046379 school children were added to the system. More than half of these children (588,81857, 220) were with DepEd’s preschool program in school year 2007-2008 (DepEd Updates, March 22, 20097). Mrs. Mariquita de Guzman, Assistant Principal of San Miguel Elementary School, said that their school has four preschool teachers for their 132 kindergarten students with a teacher to student ratio of 1:48. Miss Letty Flores, preschool teacher of Maybunga Elementary School, said that their school has two preschool teachers for the 90 kindergarten students with a teacher to student ratio of 1:45. All of their preschool teachers were volunteers from the elementary level who have a degree in elementary education (pers. com. Mrs. M. de Guzman and Ms. L. Flores, April 15, 2009). In some private preschools, principals wait until the enrollment has begun before they decide to hire teachers. As a result, teachers hired are not qualified. only a few qualified teachers are available and teacher to student ratio becomes to 1:50 (pers. com. Mrs. Susan Garcia, April 16, 2009). ). To address the teacher shortage in the public schools (including preschools), Education Secretary Jesli Lapus announced that 16,390 new teachers would be hired for the year 2007. (The Manila Times, June 4, 2007). lat thsover This e concern for the hiring of preschool teachers will create more pressuresnot likely abate in the near future because the pressures on that strain the local supply and ddemand for and supply ofof qualified teachers. With the increase in becausewill increase more and more private individuals and institutions will are venturinging into the preschool business education, and the institutionalization of preschool education by 2010, that will require more qualified preschool teachers will be requiredto support DepEd’s effort in institutionalizing preschool education.. . Human capital is the most important resource of any service organization, and the teacher is the most important capital in the educational setting. There are many nonhuman resources that are needed in the schools such as classrooms, computers, and textbooks, but these resources are dependent on competent teachers who will put them into good use. The preschool is a labor-intensive operation where the teacher’s knowledge, skills, abilities, stamina, values, and passion must be carefully managed to achieve its learning objectives (Hearron and Hildebrand 2003). However, in order to achieve its learning objectives, they should hire teachers who possess proper qualifications who can provide learning opportunities that will bring out the best in their students. epartment of ducation, ulture and ports (DECS)A major task of the artment of ucation (DepEd)school administrator is faculty hiring and selecting qualified and committed teachers is a more critical task considering the scarcity of qualified applicants. Teacher qualifications remains to be an issue and with the recent results of the Licensure Examination for Teachers given by the Board of Professional Teachers on August 27, 2006 in 18 testing centers all over the Philippines, there were only 17,277 elementary public school teachers out of 59,457 examinees who successfully passed. (Manila Standard Today, October 10, 2006). This is an estimated 33% who are qualified to teach in the public elementary schools and there may not be enough considering there the growing growing student enrollment in public elementary schools which accounts to 12,089,365 based on Basic Education Statistics (BES) SY2004-2005. However, in the private preschools but they should meet the minimum required in order to the desired qualifications which is:,need to prepare job descriptions that state the criteria like the applicant â€Å"(1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; (3) Bachelor of Arts or BS degree in discipline allied to education, arts, nursing, anthropology with 18 units of preschool education† (Industry Briefs, October 2001). Hiring the right faculty is building the future. It is essential that utmost care and attention be given to hiring standards and policies and that execution be done with creativity and patience, since the hiring process is tedious and time-consuming, thus there should be no shortcuts. As the philosopher Spinoza observed at the end of his great work, The Ethics, â€Å"†¦all things worthwhile are difficult as they are rare† (A Re-Examination of Faculty Hiring Processes and Procedures, Academic Senate for California Community Colleges, Adopted Fall 2000). The term â€Å"faculty† is defined as a branch of teaching or learning in an educational institution; something in which one is trained or qualified; the members of a profession; or the teaching and administrative staff and those members of the administration having the academic rank in an education institution (Merriam Webster 1991). The faculty is composed of all persons appointed for the instruction of students. In a preschool, the faculty or teachers are persons directly involved in handling children. They play a major role in the education of the children since they help in the formation and development of the students especially in their early years. They are responsible for providing environment conducive to learning conditions where children are given opportunities to interact. Thus, the faculty or preschool teachers significantly contribute to humanity and to the nation towards prosperity by providing learning opportunities that will bring out the best in their students. Hiring is engaging the services or labor in exchange for payment (Lexicon Webster 1978. ). Hiring involves the following steps: advertising, recruiting; screening; interviewing; teaching demo, selecting and final interview. Recruitment is defined as establishing a pool of potentially acceptable applicants (Lipham and Heoh, 1974 p. 236). The first step is usually to post (advertise) the job position usually in bulletin boards of universities, professional organizations, advertise in local newspapers and teacher based magazines. Once the school recruitment officer has received the letters of applications, the rest of the hiring process is accomplished. Faculty hiring is the recruitment and selection of teachers for teaching positions. It involves the following steps: advertising, recruiting; screening; interviewing; teaching demo; selecting and final interview. Faculty hiring is a major task of the administrative or leadership group of the school and selecting the right teacher is a more critical task considering the very few qualified applicants to choose from. Administrators need to prepare job descriptions that state the minimum as well as desired qualifications of a preschool teacher, these are: (1) Bachelor of Science Degree with specialization in family life and child development of early childhood education or kindergarten; (2) BS Degree in Elementary education with 18 units in preschools education and 54 hours of practicum in preschool classes; (3) Bachelor of Arts or BS degree in discipline allied to education, arts, nursing, anthropology with 18 units of preschool education. † (Neri October 2001) â€Å"The teachers we need are immersed in discipline, informed professional inquiry and action that results in raising the bar and closing the gap by engaging all students in learning† (Fullan 2003). The preschool administrator or principal is usually the one in charge of recruiting the right teachers to fill in teaching positions clearly defined and understood by the selectors, i. e. there is a good and clear job description. The competencies to perform the job successfully are explicit, i. e. the job criteria or person specification have been prepared and are known by the selectors. There is a planned provision for the assessment of all the required competencies, i. e.the technical assessment stages have been clearly conceived and scheduled. There is a clear policy on how the final decisions are to be arrived at and the final stage procedure ensures that all of the evidence of earlier stages is accumulated and considered before making a judgment† (Kydd 1997). Although it can be time-consuming, principals must actively recruit good teachers to their schools. They usually do this by: (1) visiting teacher education classes to find promising new teachers; (2) providing practicum to student teachers and later hire the good ones; (3) talking to teachers and other principals to find quality experienced teachers who might be looking for new positions. Hiring policies and practices should be carefully crafted so fairness and equity are reflected to avoid legal complaints in the future. Applicants should be notified whether they were accepted or denied and the reasons why they were not accepted. â€Å"Hiring the right faculty is building the future because teachers play a major role in the education of children; they help in the formation and development of children, some of whom will become future leaders of tomorrow. But the right faculty may not mean hiring having a certification or licensure, but one who has a strong commitment to the care and education of young children. There is no wiser or more enduring investment than in the care and education of young children. worthwhile The Research Problem. DDue to the number mushrooming being put up and the government’s move to institutionalizeeize preschool education by year 2010, in Metro Manila and in the provinces without control or regulation, hiring would is in all probabilitymay be increasingly be intenserampant. DepEd’s hiring guidelines for preschool teachers prescribe only the minimum qualifications;;, but there are no clear-cut guidelines on the screening and hiring process for preschool teachers. these schools tend to hire preschool teachers who are not qualified. There is a need to carefully managed preschools to ensure that the intellectual development and values formation of childrenThus, there is a need forere should be specific and customized procedures for  screening applicants and hiring areistowardforqualified preschool teachers who are trained to address the unique learning and developmental needs of preschoolers. (Berk 2005; Branscombe et al. 2000; Brewer 2004; Essa 2003; Estes 2004; Machado and Meyer-Botnarescue 2001). However, Taguiwalo (2005) reported that recruitment is the number one weakness of the Philippine basic education. and eEvery year for the past five years, public schools recruited around 10,000 to 15,000 teachers from a pool of 100,000 new graduates. ,Yet the schools do not always get the best qualified teachers, as evidenced by the poor student achievement test results. they Results of the National Elementary Achievement Test (NEAT) in SY 2005-2006 reflected that only 29 percent or 38 of 131 competencies/skills were demonstrated by children. The problem of poor quality of education has been traced to a number of factors which include lack of teacher competencies and poor manpower planning (UNESCO and National Statistical Coordination Board 2009). How can DepEd ensure that only qualified and competent preschool teachers will handle every preschool class? HHoH will be assured hiring of professionally well prepared preschool teachers who are committed to caring and educating young children.. Preschool teacher hiring will not be easy considering the scarcity of qualified teachers. ow then can then school administrators ensure that they that they hire qualified and competent preschool teachers who can How can they tap available sources of prospective preschool teachers present? To seek answerss to the research problem, se questions, â€Å"The government, through the Department of Education (DepED), should come up with clear-cut policies on the operation of these schools offering pre-school education to children aged three to six years old,† Chipeco added. (http://www. congress. gov. ph/press/details. php? pressid=931) DepEd should also develop measures seeking not only to regulate and oversee the pre-schools, but also to develop preschool teachers hiring guidelines. DepEd should conduct investigation and close down preschools that do not use the guidelines. thus early childhood education is regarded as their top priority. â€Å"Childhood should be carefully defined in all nations as a highly distinct period of human growth and development that deserves careful educational, social, and political attention and intervention. † (Jalongo, et al 2004) However, Nolido (2006) said . While the government is not yet capable of putting preschool education in the educational ladder, we would like to expand it to reach more five year-old kids particularly in the depressed areas of the country. .. Jalongo, et al 2004et al, page 23number Educational prog for the world’s youngest citizen teachers who are ,m ? Will there be enough preschool teachers who will teach this growing number of student enrollmentissues in the Philippine basic and (LET) (NAT) private preschools hire applicantsare not education graduates or licensed? private . To seek answers to these questions, I will e researcheris Another issue which is very timely is the campaign of the Department of Education to institutionalize preschool education in public schools. Nolido said preschool education is not yet part of the educational ladder. Institutionalizing it requires a huge budget to the basic education system. â€Å"While the government is not yet capable of putting preschool education in the educational ladder, we would like to expand its coverage to reach more five year-old kids particularly in the depressed areas of the country,† Nolido said. and also the current issues in the Philippine educational systemthe Thus the objective of thisresearch willof the study revieweds and compareds the currentGrowing demand for preschool teacher applicants can be attested to the increasing number of student enrollments and the mushrooming of preschools in the metropolis. Drive along any neighborhood and you will likely pass by one, whether it is a small home-based play school or a more structured organization in a bigger edifice. The latest directory of private preschools in Metro Manila from the Department of Education shows that there are (872) preschools all over the capital region alone. Of this total, (217) are exclusively preschools only, defined here as catering to either the one-year-old to 6-year-old age bracket or the kindergarten level which may also include levels preparatory to kindergarten (e. g. nursery, etc. The remaining (55) schools offer elementary education up to 6th grade, in addition to the preschool curriculum. Quezon City has the most number of preschools with 275, followed by Manila with 112. Proximity to residence is criterion parents often consider when choosing schools for their children, however there are many other factors to bear in mind in deciding which school is best† (Neri 2001). Public and private preschools resort to hiring teachers to fill in the demand for teaching positions. The Department of Education has recommended guidelines for hiring preschool teachers, which the public preschools should implement while the private preschools are encouraged to use. Thus, the main research problem of this study is to compare standards, policies, and practices (SPPs) in hiring preschool teachers in preschool andpublic schools with those of privateprivate schools in Pasig City ,and , then compareds each group’s SPPs with offering preschool education with the standards, policies and practices in hiring teachers in private preschools in Pasig City the recommended SPPs in hiring preschool teachers based on related literature, DepEd requirements, and the views of experts on preschools. point out the gaps or discrepancies between the mandated and actual faculty hiring standards, policies and practices of public and private preschools in Pasig City. Secondly, I would like to understand the nature and causes of the gaps, and thirdly, I would like to understand why such gaps have been permitted to exist until the present. Purposess of the Study create awareness among the policymakers, DepEd officials, private preschool owners, and preschool principals The purpose of the study soughtoughtis to (1) investigate the SPPstandards in for hiring preschool teachers in selected public and private schools in Pasig City; (2)and pinpoint commonalities and differences in their current hiring SPPs; and, (3) find out how they measure up to what is recommended in the scientific literature, at DepEd, and by experts. Thus, this study has drawn upwilldetermine whether standards are in line with preschool learning capabilities and requirement for primary grades. s appropriate hiring SPPs for both public and private preschools that can serve ases benchmarks for hiring preschool teachers to ensure that the goal of getting the best qualified preschool teachers is met. Theensure that both public and private schools offering preschool education in Pasig City are able to hire the most qualified and competent preschool teachers and that ensure that there are standards, policies and practices in hiring preschool teachers in public and private schools in Pasig City. is that they together withmajority if not alleto review and reexamine their preschool teaching hiring standards, policies and practices. This assist in the hiring of preschool teacherswill enfrom a wider market and whose qualifications meet the preschool learning competencies. Research Questions In order to answer the research problem, the following research questions were looked intoarewere: †¢ What are the recommended faculty hiring SPPsstandards, policies, and practices for preschool teachers based on related literature, DepEd guidelines, and the views of experts and administrators? †¢ What are the reported and/or actual hiring SPPsfaculty hiring standards, policies, and practices for preschool teachers in both of public and private schools in Pasig City offering ECE? †¢ How do the reported and/or actual faculty hiring SPPstandards, policies.

Nuclear Arms Essay - 627 Words

Nuclear Arms On August 6, 1945, Hiroshima was devastated by a most cruel and terrible new bomb, as described by Emperor Hirohito, one of the Axis leaders during World War II. Since then, nuclear weapons have become a major threat to humanity as more and more missiles, bombs, and other weapons are created by different countries. Today, many nations, including the United States and Russia, are working together to disarm their stockpile of nuclear weapons. Germany first started developing a fission bomb in 1939. Albert Einstein, along with other scientists, realized this and wrote to President Roosevelt regarding the threat to the Allies. Shortly after, the United States began serious efforts to produce an atomic bomb, later†¦show more content†¦A large plant was built in Oak Ridge, Tennessee, that had the sole purpose of separating the different forms of uranium. Using a process of magnetic separation devised by H. C. Urey, Ernest Lawrence successfully solved this major problem. Six years, and two billion dollars, were spent by some of the greatest minds in the world to create the first weapon of mass destruction. Led by J. Robert Oppenheimer, the team of scientists detonated the new bomb on July 16, 1945. Although successful, the general reaction was far from ecstatic. Many people on the project signed a petition to never use such a device. I am become death, said one person, the destroyer of worlds. Shortly after Hiroshima was attacked, Nagasaki fell victim to this terrible weapon. Emperor Hirohita, fearing continued destruction, surrendered immediately. World War II was finally over, but the ‘Atomic Age’ had just begun. In August, 1949, the Soviet Union detonated its first nuclear bomb. As a result, the US and the USSR began a race to compile an arsenal of the most powerful weapons as possible. This led to the development of the hydrogen bomb, a much more devastating version of the atom bomb. An H-bomb uses both nuclear fission and fusion to create a huge explosion. First, an uncontrolled fission reaction takes place, which creates extreme temperature and pressure. This massive force activates a fusion reaction, creating a very destructive blast at least five times theShow MoreRelatedArms Control (Nuclear Disarmament)1285 Words   |  6 PagesArms Control (Nuclear Disarmament) Arms control refers to any international limitation or regulation where developing, testing, producing, deploying, or even using weapons is concerned on the basis that it is inevitable for some national military establishments to continue existing. This concept points to some type of collaboration between states that are antagonistic or competitive in general when it comes to military policy, in a bid to lower the chances of war and in the event of such, to limitRead More Race for Nuclear Arms and Power1908 Words   |  8 PagesRace for Nuclear Arms and Power Harry Truman (1884-1972) was the most influential person in the race for the super bomb. As President Roosevelt’s Vice President, he knew nothing about the development of the atomic bomb. But within months of assuming the office of President of the United States on April 12, 1945, he became the first and only American leader to authorize the use of atomic weapons against an enemy target. Truman’s era only marked the beginning of the race for nuclear weapons. TheRead More Nuclear Arms are Weapons of Mass Destruction1657 Words   |  7 PagesNuclear arms can easily be classified as weapons of mass destruction, as they destroy all ecosystems that come in contact with it in a matter of seconds, this fairly new and evolving breed of warfare is continuously becoming a bigger threat to society due to the fact that; the government can turn to nuclear power if opposing countries do not comply with their needs. The Cold War was essentially defined by nuclear weapons and the nucl ear arm race between United States and the Soviet Union. A highRead MoreThe Nuclear Arms Of The United States And The Soviet Union1617 Words   |  7 Pagesbetween countries. The Nuclear Arms Race was started because there wasn t a balance of power after World War II. The U.S. was the only country at that time which possessed nuclear weapons. Russia, fearing a United States domination of world power, developed a nuclear bomb of its own. Thus started the Arms Race, in which both countries attempted to gain the upper hand in terms of the number of nuclear warheads each possessed. However, the Arms Race ended when several treaties in arms reduction were passedRead MoreThe Nuclear Arms Race : The Cold War Between The United States1621 Words   |  7 Pagesbomb(RDS-1) in Russia and ending with the dissolvement of the Soviet Union, the nuclear arms race was an extremely tense few decades that forever changed the United States in many ways. The Arms Race is exactly what it sounds like; a race to amass more advance weapons. During these four decades, the Nuclear Arms Race affected Americans socially through instilling a variety of emotions ranging from fear, to awe of the power of the nuclear weapons, economically through enlarging governmental role within the economyRead MoreNuclear Arms Race in South Asia and Its Impact on Regional Security5753 Words   |  24 PagesNUCLEAR ARMS RACE IN SOUTH ASIA AND ITS IMPACT ON REGIONAL SECURITY INTRODUCTION 1. The nuclear age opened during World War II with a blinding light; a deafening roars fire and blood. The world’s first nuclear bomb exploded at Alamogordo on 16 July 1945. It had a very complex history. The sensational discovery of nuclear fission first came in Germany in December 1938. British research then showed that the manufacture of a nuclear weapon was almost possible. The American technological, scientificRead MoreWhat Were The Main Cause Of The Post War Nuclear Arms Race?1982 Words   |  8 Pagescauses of the post-war nuclear arms race? The post World War Two nuclear arms race can arguably be seen as the defining event of the Cold War. For the first time in history a weapon had been created that had the potential to end humanity as we knew it, a weapon with such power that one single use could decisively change the course of war and reduce a potent enemy to an impotent conquest. Yet it is because of the magnitude and influence of this weapon that the nuclear arms race began and then grewRead MoreComparison of the 1938 Munich Crisis and 1962 Cuban Missile Crisis and the Role of Nuclear Arms2588 Words   |  11 PagesComparison of the 1938 Munich Crisis and 1962 Cuban Missile Crisis and the Role of Nuclear Arms Introduction In annals of the 20th century, the Munich crisis of 1938 and the Cuban Missile Crisis of 1962 are two of the more riveting examples of crisis diplomacy (Richardson 1994). Comparisons of the two cases yield a robust discourse on their similarities and differences. The two cases illustrate the complexity of international leadership through ‘summit diplomacy’ (Dobbs 2008; Faber 2008;Read MoreThe Arms Trade Treaty ( Att )1402 Words   |  6 Pagesinternational Arms Trade Treaty (ATT). Its purpose was to create a spectrum of international standards to use in governing the global arms trade. Since its initial implementation, there has been an influx of countries’ pledges towards the treaty. However, many major arms producing and importing countries have refused to sign the document. This has become a major basis of debate because without regulation of any sort these countries limiting any chance for peace in major conflict areas. The arms trade treatyRead MoreSoci al Pressure On The Government Crisis1747 Words   |  7 Pagesbalance of power, territorial contiguity, recent military conflict, recent treaty, arms races, resource wealth, and nuclear weapons capabilities. The balance of power in terms of material capabilities could affect treaty outcomes because in affects the benefits of cooperation, the costs of maintaining status quo, and the perceptions about the benefits of cooperation. Some arms control scholars have argued that arms control agreements are more likely to emerge when military capabilities are evenly