Millipore Cooperation Company Performance

Millipore Cooperation Company is a company that makes implants, such as shoulder and knee replacements and orthodental implants. It actually uses decoagulants which are solutions that prevent blood coagulation. This is principally used in university labs, hospitals during the surgeries, etc. The company makes separation devices which are basically used for all sorts of filtration.Advertising We will write a custom report sample on Millipore Cooperation Company Performance specifically for you for only $16.05 $11/page Learn More Such cases include separating blood from plasma, simple filtrations for water systems and also microelectronic diffusion where the filters are used to purify hydrochloric acid necessary in manufacturing of fibers. Digression Analysis Technique, for instance, involves making glasses which are then packed into boxes, and delivered to the warehouses and stores where customers can buy them. In industrial engineering, the main task is to set standards for the production of products. In case of the above-mentioned example, the boxes are of different sizes with different dimensions and weights. A formula can be worked out based on the parameters of dimension, time and weight. With 150 percent inefficiency in production, the formula to be used to reduce such number is necessary to get the key variables of weight, time and sizes. Using data simulation for the last 6 months, the efficiency level may reduce to about 112 percent if the production level is limited by the number of hours per day. In our case, this number is 8 hours in which one is expected to pack a given number of boxes dependent on their size. Then the rate will increase with more production of the glass. It also deals in receiving goods, packaging, labeling finished goods, warehousing, inspection, and manufacturing, supply of productions, production and finished goods. In pharmaceutical industry, everything should excellently be performed, and certain procedures are to be followed as well as good quality systems and manufacturing practices where everything is determined to ensure accuracy are in place. Labeling is very important as it helps in determining the expiry date of products. There are certain processes which are to be followed. They include IQ which stands for inflammation qualification, PQ which means performance qualification and OQ which is operational qualification.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Performance qualification is habitually performed for the product to be prepared three times. Any procedure or equipment has to undergo this process before any drug is produced. After performance qualification has been carried out, stipulating study is done. It is carried out by keeping the equipment under certain temperature of about 60-80 C. It is done for a minimum of 6 months which can support the expiry date f or two years. After the completion of the years, one can extend it for another year. Testing and documentation are to be done in everything, and every operator is to carry out operations 2 to 3 times separately, especially these measures are crucial to ensure individual confidence and proper training. Employees are also cross trained for flexibility. For operation to be properly carried out, there should be enough people since signing should be done by more than one person as it includes performer, checker and verifier. There are extra people trained so as to ensure consistency of the operation incase there is anyone missing. A project which involves filtration where there is some kind of filters used is to be done. If one membrane has small pores and another one has larger ones, the substrate occurs at the base. Thus, blood sugar can be tested by putting some chemicals on the filter and pouring the blood on it. This report on Millipore Cooperation Company Performance was written and submitted by user Lance Morales to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why I Voted for John Kerry essays

Why I Voted for John Kerry essays Everyone I know is a Democrat. My father, my friends, and even most of my teachers growing up were all Democrats. Because of this, I was brought up to be one. As I grew older, I became more interested in politics and formed my own opinions on how I wanted to vote in the 2004 election. I liked the ideas that Kerry brought to the American people, and I knew I did not like Bush very much seeing as it seemed as though America had seen better days with Clinton. I did not like some of the changes that Bush was making in office. I do not know very much about politics, but some issues I do have a stand on. I made my decision based on my beliefs compared to Kerry and Bush. So for my first year as a registered voter, I voted for John Kerry. A lot of people who voted for Bush chose him because he was religious. They call these voters "moral values voters." When you are voting for someone to run an entire country, in my opinion, what the person's personal opinions on things such as whether gay marriage should be legalized or not is irrelevant. A subject such as someone's sexual preference does not directly affect a nation. People may not agree with it, but there are a lot of things that a lot of people do not agree with. I agree somewhat with Bush because he is opposed to abortion. But he also thinks that it should be okay if the woman is pregnant because of incest or rape. Kerry supported abortion and endorsed family planning and health insurance plans that provide abortion counseling and contraceptive coverage. I liked Kerry's plan although I believe that abortion is wrong in all cases. You have no right to kill a human being whether it was a mistake or not. I believe that everything happens for a reason and that the child was meant to come into the world. In the 2000 campaign, Bush said, "I don't think you should support the death penalty to seek revenge, I don't think that's right. I think the reason to support the death penalty is th...

22 Causas de Negación de Ingreso a USA por Inadmisibilidad

22 Causas de Negacià ³n de Ingreso a USA por Inadmisibilidad Las autoridades de los Estados Unidos pueden negar a cualquier extranjero el ingreso a Estados Unidos  con una o varias  causas de inadmisibilidad. Esto aplica incluso a los residentes permanentes legales. Asimismo, puede aplicar tanto a los que estn fuera del paà ­s como los que ya se encuentran en su interior. Este es una situacià ³n grave y, por ello, este artà ­culo informa sobre cules son las causas de inadmisibilidad, cà ³mo surge el problema y dà ³nde y, finalmente, quà © se puede hacer para solucionar el problema. Antes de comenzar, seà ±alar que es muy importante distinguir las  causas de inadmisibilidad, la razà ³n que se da est seà ±alada con un nà ºmero  212(a),  de las causas de inelegibilidad  que hacen que el cà ³nsul rechace una solicitud de visa por motivo calificado en los documentos oficiales  como 214. 22 causas de inadmisiblidad que impiden el ingreso en Estados Unidos Las causas de inadmisibilidad pueden aplicar tanto a las visas no inmigrante, tipo turista, estudiante, trabajo, intercambio, etc como a las visas de inmigrante, para obtener la green card o tarjeta de residencia. Incluso pueden aplicar a personas que se encuentran legalmente en los Estados Unidos y que solicitan un cambio de estatus. Por ejemplo, una persona con visa H1B que pide la residencia permanente mediante un ajuste de estatus. Las causas de inadmisibilidad, que se conocen en inglà ©s con el nombre de grounds of inadmissibility, son: Carga pà ºblica. Sospecha de que es posible convertirse en una fuente de gasto para las arcas pà ºblicas de Estados Unidos. Por ejemplo, personas enfermas, muy mayores, etc.Sufrir una enfermedad contagiosa, como por ejemplo, tuberculosis.Sufrir una enfermedad fà ­sica o mental que convierta al enfermo en un peligro para otras personas.Consumo de drogas. La expresià ³n que utilizan las autoridades de inmigracià ³n es abusador de drogas y por eso se entiende haber consumido una sustancia ilà ­cita ms de una vez en los à ºltimos tres aà ±os.Haber cometido o haber sido condenado por un delito inmoral.Haber sido condenado por varios delitos.Haber sido condenado por delitos especà ­ficos tales como trfico de drogas.Ser familiar de un traficante de drogas si se ha beneficiado de las ganancias de esa actividad en los à ºltimos cinco aà ±os.Haber cometido espionaje o sabotaje.Haber cometido o haber sido condenado por un delito agravado.Haber sido miembro de un partido polà ­tico t otalitario, como por ejemplo, un partido comunista, o de un partido nazi. Haber participado en un genocidio.Haber asegurado falsamente que se es ciudadano americano.Haber violado una ley de inmigracià ³n. Hay muchos ejemplos de esta circunstancia, por ejemplo, trabajar en Estados Unidos con una visa que no lo autoriza (turista, etc.)Haber cometido fraude migratorio. Bajo esta categorà ­a caben acciones muy distintas. Presentar documentos falsos ante un oficial migratorio o un consulado es una de ellas. Las mentiras en este contexto pueden resultar muy caras.Estar ilegalmente en Estados Unidos o haber estado si todavà ­a no se cumplià ³ el plazo de la penalidad.Haber sido deportado o expulsado.Haber ingresado a los Estados Unidos sin tener la documentacià ³n necesaria.Estar casado con ms de una persona al mismo tiempo. Estos son los casos de bigamia y poligamia.Haber realizado un secuestro internacional de nià ±os. Esto ocurre con frecuencia en el caso de paps y mams que no se ponen de acuerdo dà ³nde deben vivir los nià ±os. El problema es que sin darse cuenta se puede estar cometiendo ese delito, que es muy grave. Si se ha tenido una visa de intercambio J-1  y se est sujeto a la obligacià ³n de residir fuera de Estados Unidos por dos aà ±os.Ser un peligro para la seguridad nacional de los Estados Unidos. Esto incluye pertenencia a pandillas  (gangas). Quà © puede suceder en estos casos de inadmisibilidad Puede pasar tres cosas: Primero: la visa es denegada por un oficial consular. Tener en cuenta que la visa puede ser rechazada, adems, por otras causas, cuando se cree que no se cumplen los requisitos para obtenerlos. Segundo: el oficial de Inmigracià ³n de la CBP (Policà ­a Fronteriza) en un puerto de entrada (aeropuerto, puerto o frontera terrestre) prohà ­be el ingreso tras consultar su completà ­sima base de datos. En estos casos pueden darse dos situaciones: Si se llega al puerto de entrada con una visa o una green card  vlida, en algunas circunstancias es posible solicitar presentarse ante un juez de inmigracià ³n y, en su caso, apelar su decisià ³n ante la Corte de Apelaciones Migratorias.. Pero no siempre es posible. Por ejemplo, en casos de fraude o de haber asegurado falsamente ser ciudadano americano la decisià ³n del oficial de Inmigracià ³n es final. Pero tambià ©n puede suceder que se proceda a regresar a la persona inmediatamente a su lugar de procedencia. Las razones pueden ser varias, como en el ejemplo anterior. Pero tambià ©n sucede en caso como en los que no se tiene visa porque se es de un paà ­s del Programa de Exencià ³n de Visados la decisià ³n del oficial de la CBP es tambià ©n final y no se podr solicitar comparecer ante un juez. Y tercera posibilidad: si ya se est dentro de Estados Unidos, las autoridades migratorias pueden proceder a la remocià ³n de la persona en esa situacià ³n. Quà © se puede hacer en los casos de inadmisibilidad Para algunos de estos supuestos es posible pedir un perdà ³n migratorio, tambià ©n conocido como waiver.  Por ejemplo, en casos de prostitucià ³n, enfermedades contagiosas, riesgo de ser una carga pà ºblica, condenas por delitos inmorales o, incluso, mà ºltiples condenas por delitos. Pero es muy importante entender que las reglas son distintas segà ºn los casos, que no es lo mismo pedir una visa no inmigrante que una inmigrante y que los perdones son medidas excepcionales.  Y tambià ©n hay que tener presente que el poder solicitar un perdà ³n no quiere decir que se vaya a obtener su aprobacià ³n. En estos casos es muy importante contar con la asesorà ­a de un abogado competente y con un buen rà ©cord, que no prometa cosas que, sencillamente, no pueden ser porque la ley no lo permite. Adems, tener en cuenta que hay causas de inadmisibilidad para los que no es posible jams pedir un perdà ³n. Por ejemplo, trfico de drogas, terrorismo o espionaje. Finalmente, es realmente aconsejable conocer cà ³mo aplica el castigo de inadmisibilidad de los 3 y de los 10 aà ±os por presencia ilegal en los Estados Unidos y el castigo de la prohibicià ³n permanente. Este à ºltimo es frecuentemente ignorado pero afecta a muchas personas y las consecuencias son muy graves. Este es un artà ­culo informativo. No es asesorà ­a legal.

AI Week 11 Criminal DB 153 Essay Example | Topics and Well Written Essays - 250 words

AI Week 11 Criminal DB 153 - Essay Example It is therefore important to address the issue of whether criminal background should be applied in a blanket manner to influence hiring decisions. According to the every person should be given a second chance at proving their suitability to perform. Employers are faced with the ethical dilemma of balancing the safety of their businesses with fairness and in certain instances declining someone’s application for job could result into legal sues. The Equal Employment Opportunity Commission in the year 2012 released guidelines that prohibit adoption of blanket policies in disqualifying job applicants based on their past criminal records. a past a criminal record doesn’t mean one is incapacitated and EEOC holds that blanket policies treating blacks and Latinos having criminal pasts differently from whites is discriminative and hence illegal. Regardless of whether employers equally apply a law, it is illegal for as longs it harms certain protected groups more than others. This does not prohibit employers from conducting criminal background checks but requires them to prove that their policies are able to link certain c riminal offences and their danger with those risks inherent to particular job positions. In conclusion therefore criminal background checks if not carefully conducted can be discriminative and as such employers are to strive and meet the legal EEOC’S guidelines. Ones criminal past should be checked in terms of nature and gravity, the time that has gone by since one was convicted or completed their sentence and type of job one is applying for. employers should try not apply blanket policies by initiating the criminal backgrounds checks at least at interview level, ensure their policies are in line with necessities of the business, ensure fairness and constantly train the HR teams to apply the best practices of hiring and also

Marketing Essay Example | Topics and Well Written Essays - 1250 words - 2

Marketing - Essay Example 3). E-commerce sites such as Amazon and Play.com are also sources of competitive threat as they provide the facilities for online purchasing. In online purchasing, the consumers have many of the same advantages when it comes to music downloading. Online purchasing offers greater ease of searching and convenience and the consumers can sample the products and read reviews. Online retailers also have the ability to offer a wider selection of titles than it is possible for a high street store like HMV. HMV has a solid platform from which to launch its new drive. As mentioned before, it has a high brand equity in the market. Therefore any initiatives are likely to be welcomed by the market as the consumers have trust in the brand (Kotter & Schlesinger, 2008, p. 138). The management of the company needs to formulate strategies which address the competitive threats from three sources: downloading, online purchasing and supermarkets. The supermarkets which are competing for the same market s hare are Asda, Tesco and Sainsbury. The management of HMV needs to consider the strengths of the competitors and formulate alternative strategies accordingly (Pearlson & Saunders, 2005, p. 19, Wang & Rode, 2010, p. 9). Therefore an industry analysis should be conducted (Pascale & Sternin, 2005, p. 73). The threat of new entrants is minimal because of the high competition. The threat of substitute products comes from online. These two threats combine to create a high threat of competitive rivalry. Buyers do have high bargaining power given the wide choice from online. For the same reasons the artists who provide the content have high bargaining power. Alternative strategic options According to Michael Porter’s theoretical model for strategy formulation, an organization has three competitive strategies available: cost minimization, differentiation and quick focus (Gosling & Mintzberg, 2004, p. 55). In the present context, differentiation is a viable option for HMV. The music an d entertainment retailing company can arrange to maintain a diverse product selection, thus reducing the competitive threat from online companies which are eroding the attractiveness of HMV’s business model by offering a wide selection of titles. Diverse product categories will also help to attract a greater number of market segments, thus enhancing the company’s market exposure (Winfield & Hay, 1997, p. 55). For example, HMV could increase the range of portable digital products. As the popularity of online purchasing grows, so will the demand for portable digital technology. The range of games hardware and software can also be expanded. Nintendo technology has taken the market by storm. Therefore products in this category should be emphasized upon in implementing the differentiation strategy. The pricing structure could be changed to increase demand. HMV is facing competitive pressure from music downloading because downloading facilitates lower prices. However in modi fying the prices, HMV should not forget about maintaining its brand image. If the prices were too low, then it would begin to affect its brand image as the consumers would start to suspect the quality of the products which are priced at such a low level. In pricing its products, HMV has five strategies: skimming pricing, competition pricing, psychological pricing, premium pricing and cost-based pricing (Teece, Pisano & Shuen, 1997, p. 510, Ross & Perry, 2002, p. 121). If HMV were to implement the pricing option, then it would

Early Childhood Mathematics Teaching

Early Childhood Mathematics Teaching Mathematics is one subject that unleashes deep-seated memories for many people. Most of these memories include the learning of mathematical concepts and skills. Such learning may either be fulfilling or frustrating for learners, as Math covers a wide variety of degrees of difficulty. That is why an effective Math teacher can have so much influence over students in learning and even loving the subject. An effective Math teacher should be able to model to her students her enthusiasm for the discipline that she takes teaching it seriously while according due respect to her learners who may not exhibit the same level of competencies for the subject. Preschool is a time when children may first encounter mathematical lessons, however, much recent research has indicated that preschool children have the ability to understand a variety of mathematical concepts even prior to entering kindergarten (Klein, Stakey, Clements, Sarama, Lyer, 2008; Clement Sarama, 2007). That is why early childhood programs are increasingly required to implement mathematics instruction in classrooms because of young childrens early mathematical knowledge. Development of early math skills provides the foundation for later learning (Clements Sarama, 2008; NAEYC NCTM, 2008; Lee Ginsburg, 2008). According to the National Council of Teachers of Mathematics, the quality of mathematical education in early childhood plays an important part in the childs understanding of possibly difficult math concepts (Loop, 2009). Although there had been many studies pertaining to patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach in accordance to the developmental level of their learners. This current study draws much inspiration and idea from the work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom. Platas was able to measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers using developed and validated survey instruments and statistical analysis (2008). There was a significant variation in the knowledge and beliefs of early childhood teachers on age-appropriateness of math instruction, classroom locus of generation of mathematical knowledge, math versus socio-emotional development and the comfort level in providing the instruction. The instrument used in the research has been found to be helpful for the preparation of prospective Math teachers as well as for the professional development of current Math educators. Platas work has raised many issues and beliefs regarding the developmental knowledge of preschoolers. Such issues include age-appropriateness of mathematical instruction used by teachers in preschools, the extent of learning of such mathematical concepts taught, the purpose of teaching math concepts in preschool and the comfort level of teachers when they introduce such math concepts to preschool children (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). DEFINITION OF TERMS: Belief covers all the matters of which we have no sure knowledge and yet  which we are sufficiently confident of to act upon and also the matters that we  now accept as certainly true, as knowledge, but which nevertheless may be  questioned in the future (Dewey, 1933, p. 6). early mathematical development the increasingly complex mathematical constructions and goals that young children develop and pursue in their activities (Platas, 2008, p.3). In-service preschool teachers teachers who are currently teaching in the  preschool level of education. Pre-service preschool teachers aspiring teachers of early childhood education  who are qualified to teach but have not yet gained any teaching experience. STATEMENT OF THE PROBLEM Many national and state organizations have provided teachers with guidelines to help improve mathematics instruction for young children. Forty-six states have comprehensive learning standards for preschool children (Barett et al., 2008). Furthermore, national organizations such as the National Association for the Education of Young Children (NAEYC) and National Council of Teachers of Mathematics (NCTM) have developed specific recommendations related to high quality mathematics instruction in the early childhood classroom (NAEYC NCTM, 2006). As the NCTM and NAEYC proclaimed, importance in the learning and development of mathematical skills and knowledge is important in building the foundation of mathematical development of preschool children. However, some early learning programs do not focus on high quality mathematics instruction despite research supporting early mathematics experiences influencing mathematical outcomes later in school and promoting school readiness skills in mathe matics (Lopez, Gallimore, Garnier, Reese, 2007; Slaby, Loucks, Stelwagon, 2005). Other remarkable studies showed that there are many activities involved in teaching mathematics to young children and this would involve knowledge about the subject matter, pedagogical content knowledge, lecturing, introduction of symbolism, and connecting everyday experience to abstract ideas (Ginsburg Amit, 2008). This would imply the need to effectively train teachers of early mathematics. There are many significant studies in line with early childhood education but little information is revealed about the teaching of early mathematics (Ginsburg Amit, 2008). This gap in research in mathematics education calls for the need to be filled especially in the area of teachers knowledge development and beliefs in teaching math in preschool. The only remarkable research in the area of teachers knowledge on preschool mathematical development is that of Platas (2008). Platas suggested in her recommendations, further study is still needed in the area taking into consideration a larger sample size and other necessary adjustments (2008). The need for preschool children to be provided with high quality early childhood programs calls for competent educators in general. Specific to this study, competent math teachers concerned with the development of mathematical ability of preschoolers are the qualifications demanded. It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary. Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers knowledge and beliefs will inevitably create an impact in young childrens mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers and pre-service preschool teachers understanding on mathematical knowledge development and beliefs PURPOSE OF THE STUDY The purpose of this study is to examine and compare the mathematical development and beliefs in preschool learning between in-service preschool teachers and pre-service preschool teachers. The comparison will gauge the need to enhance the teachers knowledge of mathematical development and beliefs in early childhood education. Further development of these teachers adeptness in mathematical knowledge as well as fine tuning their beliefs will be done in the backdrop of the literature in preschool math development. RESEARCH QUESTIONS The researcher will compare and evaluate in-service teachers and pre-service preschool teachers knowledge and beliefs of mathematical development and teaching. In order to find significant results for this, the researcher will try to answer the main research question at of the study: To what extent, if any, is there a difference between In-service teachers and pre- service preschool teachers with regard to their knowledge and beliefs of how to teach mathematics to preschool children? Specifically, the following sub-questions will be answered at the end of the study: What do the teachers think are the necessary concepts and skills preschoolers  need to learn in the area of math? What teaching methods do the teachers think are effective in teaching these mathematical concepts and skills? What are their beliefs regarding teaching math? HYPOTHESIS It is hypothesized that there are significant differences between the beliefs of in-service and pre-service preschool teachers on the basis of experience. Those who have experiences in the teaching mathematics will have a different perspective basing from their own experiences compared to those who have limited or no experience in teaching mathematics to preschool children. It is also hypothesized that there are significant differences in the knowledge of mathematical development between in-service and pre-service preschool teachers. REVIEW OF LITERATURE What Preschool Math Entails The study of Math incorporates the processes of questioning, reflecting, reasoning and proof. It is a powerful tool for solving familiar and unfamiliar problems both within and beyond mathematics. As such, it is integral to scientific and technological advances in many fields of endeavor (Brewer, 2001). The inclusion of Mathematics in the curriculum is aimed at developing students mathematical thinking, understanding, competence and confidence in the application of mathematics, their own creativity, enjoyment and appreciation of the subject and their engagement in lifelong learning (Board of Studies New South Wales, 2002) Apart from the skills developed from the study of Math, values and attitudes are likewise emphasized. Students get to appreciate mathematics as an essential and relevant part of life. They show interest and enjoyment in inquiry and the pursuit of mathematical knowledge, skills and understanding. Children demonstrate confidence in applying mathematical knowledge, skills and understanding to everyday situations and the solution of everyday problems. Math also aims to develop and demonstrate perseverance in undertaking mathematical challenges. Students recognise that mathematics has been developed in many cultures in response to human needs (Board of Studies New South Wales, 2002). The National Council of Teachers of Mathematics (2000) identified high quality mathematics programs for early childhood as having the following characteristics: (Brewer, 2001, pp. 319-320) They build upon and extend childrens intuitive and informal mathematics knowledge They are grounded in knowledge of child development They provide environments that encourage children to be active learners, eager for new challenges They develop a strong conceptual framework that provides the foundation for skills acquisition They nurture and develop childrens inclination to solve problems. Math Teaching Strategies in Preschool Children learn much on their own. However, the question of whether certain math concepts should be deliberately taught by the teacher or just be freely learned by children through play is another issue in math learning (Clement Sarama, 2007; Ginsburg Golbeck, 2004; Platas, 2008). Shaftel, Pass and Schnabel (2005) agree that children are more motivated to learn even difficult lessons in Math or other subjects through instructional games and simulations rather than traditional classroom instruction. Games have been found to result in improved content retention over time, possibly because of the opportunity for more participation. Math games improved on-task behavior and achievement even for students with mild intellectual disabilities (Beattie Algozzine, 1982). What motivates children with math games is that it allows them many opportunities to reinforce current knowledge and to try out other strategies or techniques without fear of getting the wrong answer. Trial and error is always encouraged, making them more confident in taking risks (Shaftel, Pass and Schnabel, 2005). Math games provide students with an environment for experiencing incorrect answers not as mistakes but as necessary steps towards connecting pieces of knowledge together (Holton et al, 2001; Quinn et al, 1992). Practical games such as those involving knowledge about money should be tied to real-life experiences if mathematical learning is to be optimized. Simulations develop metacognitive skills for analyzing and organizing data, checking responses, justifying solutions to problems and applying mathematical knowledge to daily activities (Hopkins and Dorsey, 1992). Issues of Teachers Teaching Math in Preschool This study is also concerned about the commitment of teachers in teaching math to young children (OConnor, 2010).. It is essential to investigate if they know the value of teaching math concepts to preschoolers at a very young age, which math concepts to teach and if it is worth teaching such concepts. It would also be interesting to know how comfortable these teachers are in teaching Mathematics and what are their attitudes and insights towards it. Teachers derive their behaviors, attitudes and ethics from their own personal and professional philosophies on teaching. Gore (1997) analyzes how such a philosophy leads to ones development of a pedagogical approach. A school having its own philosophy should have their teachers who hold the same beliefs. Alignment of their philosophy is essential for harmony. Gore (1997) claims that systematic and disciplined observations of pedagogy are necessary in order to clarify and perhaps compromise on the philosophy everyone must believe in and live by. This implies that a teachers perception of teaching a particular subject such as Math reflects her own and the schools philosophy regarding the subject. Many researchers have been intensively studying young childrens mathematical development and have come to understand the developmental progression of childrens mathematical understanding (Baroody, A. J., Lai, M.-L., Mix, K.S, 2006; Clement Sarama 2007; Seo Ginsburg, 2004). In order to support early mathematical development in young children, researchers recommend that teachers (a) develop a deep understanding of the mathematical content and concepts (Baroody, et al., 2006); (b) develop an understanding of young childrens mathematical development, including the ability to take into consideration the prior knowledge of the child (Baroody et al., 2006; Clement, 2001 Clement Sarama 2007); and (c) be fluent in the classroom pedagogy that supports and fosters such development including a knowledge of useful representations and strategies and common misconceptions and errors (Baroody, et al., 2006; Seo Ginsburg, 2004). By increasing teachers knowledge and understanding of mathematical knowledge development, it is expected that children will also learn better and a more productive classroom atmosphere is will be created. Therefore, it is important for teachers to know how to support childrens mathematical development in the preschool classroom in order to develop effective and appropriate classroom instruction. Teachers also need to understand how children learn mathematical knowledge as well as assessing their understanding, and monitoring their progress. Apart from the information yielded by Platas (2008) work, the literature point out that preschool teachers need to have a specific level of competency in their teaching which can be measured through their knowledge and beliefs. It was found that kindergarten teachers different training experiences and school contexts have significant impacts on childrens readiness for school (Lin, Lawrence, Gorrell, 2008). This implies that the level of knowledge and beliefs of preschool teachers have been significantly influenced by their training experiences and level of education received. Preschool teachers have different views on early childhood education with some of them thinking the programs in their schools may either be too advanced or too basic. Teachers preparation for cultural diversity in preschool is important prior to creating a welcoming learning environment (Hughes, Kwok, 2007). Skills and knowledge of teachers are important considerations especially on the basic education level. Teachers gestures and utterances were found to have a significant role in childrens learning (Klerfelt, 2007, Valenzeno, Alibali, Klatzky, 2003). In preschool education, high quality teacher-child relationships are expected. Knowing how to establish such good relationships with young children implies that the preschool teacher must have substantial knowledge on relationship building in early childhood education programs (OConnor, 2010). This also suggests that the teacher is effective and knows how to infuse fun in learning. Preschool teachers must have adequate knowledge and strong beliefs in a particular subject area they are tasked to teach. They should have knowledge of useful representations and strategies and common misconception errors when it comes to mathematical development in young children in particular (Broody et al., 2006). A Development model that coincides with theory and research is needed to create the building blocks for early childhood mathematics (Sarama, Clements, 2004). On the other hand, a teachers belief is hard to measure but it proves a reliable measure of teachers experiences and actions (Muis, Bendixen, Haerle, 2006). For example, a teacher may believe that young children are capable of understanding quantities because she herself has been successful in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of teachers are requirements for mathematical development in early childhood education. Education and specialized training of preschool teachers are associated with young childrens learning and development (Barnett, 2004). Evaluation of the impact of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning (NAEYC, 2006). Perceptions of teacher on student-teacher quality and of childrens academic abilities proved to influence academic competence among students (Hughes, Gleason, Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers perceptions of school-related climates and teachers perceptions of workload stress (Mantzicopoulos, 2005). It was found that the amount of teachers math-related teaching was highly associated to childrens mathematical knowledge (Klibanoff, Levine, Huttenlocher, Vasilyeva, Hedges, 2006). The attitudes of preschool teachers on early m athematics do not change as they acquired knowledge of preschool teachers (Alinsinanoglu, Guven, Kesicioglu, 2009). Teachers elementary education credentials, years of education and years of experience have complex impact to childrens learning (Connor, Son, Hundman, Morrison, 2005). All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education. SIGNIFICANCE OF THE STUDY This study takes on Platas suggestion that more research should be done in terms of investigating preschool teachers knowledge and beliefs regarding the developmental mathematical knowledge of preschool children. In compliance with the standards of NCTM for high quality math programs, evaluation of teachers competencies should be done to ensure the quality of teaching in early childhood programs. This studys significance lies in ensuring that teachers are adequately skilled and emotionally ready to teach mathematical concepts in the preschool level. In addition, this study is a contribution to the growing body of knowledge of early childhood education. Furthermore, new information may be derived from concerned participants in this research such as fresh ideas coming from the perspective of in-service and pre-service teachers that could be helpful in improving ones performance in their jobs. Thus, the importance of pursuing this trend of thinking will highly benefit teachers in early childhood education. In particular, there is a need to publish studies such this in order to provide support and enhancement of skills to new teachers in the field. It is important to study perceptions of early childhood educators because they play a significant role in young childrens learning and development of knowledge and skills (Chien, Hui, 2010). This study will help not only teachers to better understand the learning process involved in order to maximize mathematical knowledge development of young children. It is also helpful in building a better mathematical foundation for young children. OVERVIEW OF METHODOLOGY Instruments to be used for this study are the instruments developed by Platas (2008) namely the Knowledge of Mathematical Development (KMD) Survey and the Beliefs survey. A demographic questionnaire gathering information about the respondents will also be distributed. The Knowledge of Mathematical Development Survey (Platas) is a set of 20 multiple-choice questions that tests teachers knowledge and development in the area of verbal counting sequence, counting, ordinal number of words, addition/subtraction, divisions of sets, written number symbols and words. In each number, the teacher-respondents are to choose which of two math skills children are likely to learn first. If the respondents think that both choices are easily learned by a child, then the choice of same may be picked. However if the respondent does not know which skill is easier for a child to learn, he or she can choose the option do not know. The Beliefs Survey is a set of 40 beliefs about Math teaching and learning. It has a 5-pt. Likert scale with responses that range from Strongly Agree to Strongly Disagree. The belief survey will evaluate the teachers perspective about 4 areas: (1) age appropriateness of mathematics instruction in the early childhood classroom, (2) locus of Generation of Mathematical Knowledge, (3) Social and Emotional vs. Mathematical Development as Primary Goal of Preschool and (4) Teacher comfort in mathematics instruction. The participants involved in the study will be comprised of 200 in-service teachers and 100 pre-service teachers that will be chosen in random. Results will be analyzed using ANOVA as well as correlation analysis. LIMITATIONS OF THE STUDY This study will be limited to exploring the knowledge development and beliefs of pre-service and in-service preschool teachers regarding math. It will not evaluate on any other subject area. It is important to note that in terms of experience, the pre-service teachers will have no teaching experience whereas with the in-service teachers experience may range from a few months to about 20 years, depending on the sample gathered. Also, the number of in-service participants is much higher than the pre-service participants. These factors may affect the results due to this unbalance and must be taken into account when data is analyzed. Summary of Chapter 1 Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already do Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills. Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled Measuring Teachers Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers knowledge and beliefs about Math in early childhood education.

Why I Want To Be An Actor

My name is Colby Bean, I was born and raised in maine. I live in a town called Hartland, its a small town so there is really nothing to do, when i was younger I used to play sports but the only one i really got into was basketball but the problem with only playing one sport is that you only play for a few months out of the year. So I decided that I had to find something to do for the seven to eight months that I wasn't playing basketball. So in decided to start watching movies, I started with some classics like The Wizard Of OZ and Back To The Future, among others.Then i moved on to some more modern movies like the first two Spiderman movies, and i remember being really interested in how they made them, lucky for me I had the two disk collectors edition so there was plenty of documentaries and special features so I could watch how the movie was made, from how the did the stunts to the actors audition and then how the actors prepared for the role. At that point in time I decided thats what I want to do when I got older, I wanted to be an actor.From then on I started watching movies every chance I could, I would watch the movie then I would watch how they made it and then i would watch the movie again but this time with the director and cast commentary, so that I could hear first time what they went through to make the movie, hearing how much fun everyone had making the movie made me want to become an actor even more. So at that time I was in 4th grade I think and my school started to do this program in the summer called readers theater.Readers theater for anyone who was in first through fourth grade and it was about two months long and what you did was you worked with everyone to put on a play, and throughout the two months you would build sets, make costumes and create a music score to go along with the play. I remember I could not wait to be a part of it, so i sign up and everyone that goes auditions for a part unless you want to be part of the band, so the pl ay the decided to do is Pandoras Box, so I audition and I get the part of the narrator, I was so happy because the narrator got the most lines and never left the stage.And I had such a fun time doing that but the problem was i would be in fifth grade next year so I couldn't do readers theater again, but I could be a volunteer and help the kids put on the play, kind of a director role which was fun so I did that for 3 years. But the best part of being in middle school was I found out that Mrs. Neal put on a play with the fifth and sixth graders in the beginning of the year. Mrs. Neal was the seventh grade english teacher and the director of the middle school and high school show choirs, but she also was a theater actress who starred in a lot of the plays at lakewood theater.At that time I didn't not know the impact Mrs. Neal would have on me. So my fifth grade year the play that that she was putting on was Pinocchio which made me really happy because I watched that movie a lot when I was little, going on to the audition I knew that since I was pretty much the youngest that I wouldn't get a major part because there was a lot more people who had more experience than me. So when i found out i was cast as The Coachman i was really excited because i knew he was a big part of the story because he owned pleasure island and was responsible for turning Pinocchio and the other boys into donkeys.So after that year i audition for the play that Mrs. Neal put on my sixth grade year which happened to be Alladin and i got a couple of parts in that. But my Seventh grade year i was looking to do something new so i decide to audition for show choirs because I liked musicals and thought it would be like one. So I ended up making that and it was real fun because anything with Mrs. Neal was fun, we ended up taking first in states, which was cool because Mrs. Neal had been getting first for her middle school show choir's for a while, and it made me realize that someday I want to be p art of a musical .I ended up making it the next year as well and we won first again. But during those two years I discovered a movie that would change my look on acting from then on, the movie i discovered was Titanic. Titanic became my favorite movie so I bought the three disk collectors edition which had hours upon hours of how the movie was made and what really got me was the set, I could not believe that the had a scale replica of the titanic built to film and sink it, that made me realize that I wanted to be a film actor, to work on big sets like that and to do my own stunts.So in seventh grade I did my last play and that was about the time I started to care what people thought of me and if they judged me, so I stopped doing plays and drama because those where the kids that everyone made fun of. But when I got to high school I got real nervous because we had to have a fine arts credit and I didn't know what to do because I didn't want to take any of drama classes and I didn't w ant to take art. But at the end of my sophomore year the drama teacher left and he was replaced with Mrs.Neal who would start my junior year, so I decided that I would take acting with her because I loved her classes and I had loved to be in the plays that she did, so I decided why not take acting. So I took her acting course but there was one problem I still cared what people thought about me so when I had to perform stuff in front of our class I would get really nervous and would be up there a really long time before I got started.So the end of the year came and I some how got my credit, I was real relieved that it was over because I wouldnt have to anything like that again. But for some reason I decided to take acting again my senior year, and I don't know what happened that summer but i stopped caring what people thought and when it came time to do things in front of the class I could do it so much easier than the year and I dont know why. But I have a feeling that it was becaus e of Mrs.Neal she always pushed everyone to do better and to take risks, and I feel like without Mrs. Neal I wouldn't be applying to get my bachelors in acting for film, I would just be someone with a dream of being actor who never tried to make my dream come true. I really don't know what I would do if I never got the courage to try and this make my dream happen because this is the only job that has ever appealed to me everything else just seems boring compared to the thrill of acting. So I really hope you consider me for acceptance.