Causes of the War with the United States Essay Example | Topics and Well Written Essays - 750 words

Causes of the War with the United States - Essay Example While the Mexican fought for the independence of Texas, the US sent its army into Texas in order to gain hold over the state. However, the ambition did not end here and US made plans to extend its rule into California by buying over the state from Mexico. In order to ensure the cooperation of the Mexican government, Polk sent troops into Mexico to intimidate the Mexicans. The Mexicans, though initiated the fight with these troops, had no way of defending themselves since they were still recovering as a newly independent country. The US argued that they were helping Mexicans since Mexico was basically sick country and needed the US for support. While the US was strong and powerful, the Mexicans were economically and physically weak. However, the Mexicans were able to enjoy a bargaining chip for a small period of time as the British and the French were concerned of the resulting shift in balance of power as a result of the foreseeable expansion. While this deterred the war for a certai n period of time but the US was able to take over Texas and California after they neutralized the two countries through British-French consent (Vazques, 138). Author’s Perspective The author like most other historians believe that the US was responsible for the war and Polk provoked the war through his ambitious methods (Murrin, Johnson, McPherson, Fahs, Gerstle, Rosenburg and Rosenburg, 344). The author has laid the blame of the war entirely on the shoulders of the US. He blames US for taking advantage of its superior position and the annexation of Texas to start a war that the Mexicans were unprepared for and did not want at that specific point. Vazques continually refers to writing and thoughts of other historians either to support his own views or to point out the flaws in others’ perspective. By referring to specific passages, such as the comments of Nicholas Trist, Vazques establishes the fact that even US peace commissioner was against the war between Mexico and US. Trist in that specific passage blames the US for the war and feels remorse over the US approach towards the situation. This further convinces the reader of the unjustness of the situation and through such accounts one cannot help but feel sympathy of the Mexicans. Vazques is strictly pro-Mexican and this fact is not surprising given the Mexican origin and background of the author. Since almost every Mexican is bitter towards the US involvement in their personal affairs, this is to be expected. Vazques is influenced by her own people since she has been exposed to such ideas from birth and they are as much a part of her as her Mexican birth. Vazques ignores the political and economic condition of Mexico to a great extent and the Mexican involvement in the war. Discussion Josefina Vazques, through her article ‘Causes of the War with United States’, has explored the Mexican situation and the reasons for their bitterness against the US. While most historians have blamed the US for the situation, the Mexican side of the story had been undiscovered until Vazques chose to explore and write about it. Even though I believe that every story has different perceptiveness and these differ widely between the antagonist characters in the story, I still have sympathy towards the Mexicans. Certain historians believ

Terrorism Research Paper Example | Topics and Well Written Essays - 750 words - 1

Terrorism - Research Paper Example He enrolled at North Carolina A& T University and graduated in 1986 (US Department of Defense, 2006). Mohammed was charged in America for his attempt to blow up planes across the Pacific. However, Mohammed got away from the FBI and later joined Al Qaeda. Mohammed was captured in Pakistan, in 2003, and held in various secret locations. In 2006, together with other â€Å"high value† captives, they were moved to Guantanamo bay in Cuba. Mohammed’s alleged offenses included destruction of property, conspiracy, attacking civilians causing bodily harm intentionally and murder in violation of the law, hijacking a vessel and aircraft, and lastly providing material support for terrorism. In the Bush Administration era, the case provided motivation for pursuing Mohammed as a commitment to the War on Terror. In Obama’s 2008 election pledge, there were promises to close Guantanamo Bay. However, this has been difficult due to security fears and opposition from his opponents. E vidence against Mohammed mainly stems from information stored in computer drives. The computer drives allegedly held incriminating evidence about detailed plans on how to hijack and attack planes. Additionally, they obtained photographs of the nineteen conspirators of the 9/11 attacks, letters from Osama bin Laden and other documents pointing to his direct role in organizing the attacks. In a Combatant Status Review, he confessed of his involvement. Military commissions were stopped temporarily so that detainees could be prosecuted in federal courts (Elsea, 2009). Military commissions would still be allowed to deal with various terrorism cases; nevertheless, the administration favored federal criminal courts. The procedure governing criminal cases is defined in Title 18 of the U.S code. Judgment under federal courts follows clearly laid down guidelines. Federal courts are independent of the other arms of government; military tribunal can be influenced by executive orders. Their deci sions are less influenced by politics; President Obama instituted a board to oversee terrorism cases while suspects were held indefinitely (Lizner, 2009). The review of these cases occurs outside the court with no self-regulating evaluation. Pros of Utilizing Military Tribunal Military commissions do not have to give Miranda warnings; for federal courts, Miranda rights should be mentioned for the admissibility of confessions. Normally, military tribunals and federal court have open proceedings. However, the military tribunals have more closed proceedings than federal courts. Equally, military tribunals can forbid the transmission of sensitive information especially with issues to do with national security. Military tribunals have the authorization to establish their own jurisdiction for offenses punishable under the Military Commissions Act MCA or the law of war for alien, enemy combatants (Elsea, 2009). Pros of Using Federal Courts in Trying Terrorism Suspects Federal courts use lo ng established rules, as opposed to military commissions. This avoids litigation risks and promotes cooperation among suspects. In addition, the scope covered by federal courts is much wider than under Military Tribunals; in case of American citizens, the possibility of trial in Military Tribunals diminishes. Similarly, lone wolf terrorists can be tried in federal

Sociology and Me Article Example | Topics and Well Written Essays - 1500 words

Sociology and Me - Article Example I was born on the 11th of November,1968 in the house of my uncle, Andrew Golson, a medical doctor in North End, Boston. I am the eldest of three children. My mother is an American while my father is a second generation Italian immigrant. We spoke English and Italian at home. My younger siblings are Andrew and Joan. We all grew up in this area.The North End Boston is a middle-class neighborhood which is dominated by Italian immigrant families who comprise the working class of America. My first dim recollection is that of my mom's pasta dish which she would serve at dinner. This dish reminds me of love, comfort and a feeling of belonging - a feeling of really being home. I attended elementary school at the Michelangelo school in Boston. The school resembles our closely-knit neighborhood. We knew everybody who studied in that school. Most of my relatives also sent their children there. The school presented a very safe and stable environment for growing up.The North End is my personal point of reference. It is where I grew up and where I started enduring friendships. I grew up in a very close family. My parents would always give us a hug, a kiss, a word of kindness or encouragement. Then everyday, we would take a great home-cooked meal which made all the difference in the world.As a young child, I was exposed to Italian classical music performed by Pavarotti and recently Andrea Bocelli. My father would mimic arias by these world famous performers and we would end up in a hilarious situation at home.During week-ends, my parents would take us to partake of great meals in family-run neighborhood restaurants like the Blue Front, Giro's, or Felicia's, or at Grandma's house. I always savor the best ingredients in these 'home-cooked' dishes." Like my younger siblings, I also learned how to cook well.Noise became music to my ears. I grew up with a lot of noise - smoke, beeping horns, a lot of traffic and more noise. We would play near Cross and Hanover streets. We would spend the whole day playing until we can play no more since we were very tired already. My family lived beside two houses which hosted two agreeable and well-to-do Italian immigrant families.My childhood and youth were spent in my parent's house which is a sturdy and well-built house. It has three bedrooms, a huge kitchen and two study rooms, one each for my father and mother. We would study in my father's study room. The house has a small garden filled with flowers in the summer time, which we children helped to tend.I grew up like other healthy and normal kids, my only illness being an attack of chicken pox and German measles. My immunity to disease was evidently greate r than that of either of my siblings. I remained perfectly healthy in spite of the uncertain preventive measures which were prevalent then. My mother would always care for us patiently whenever we got sick. Hence, my siblings felt comforted whenever they got sick. My first training in reading and writing came from my mother, who was a very well-educated woman. My mother is a graduate of Boston University where she took up education. She works in a high school near our home. My father studied engineering at Boston University. However, he decided to take over my grandfather's business after graduation. Thus, he never got the chance to work somewhere else.I am indebted to my parents for my intellectual life. They instilled in me the love for reading and study. They also helped me to think about things in a critical manner. They presented an open environment at home where we can exchange ideas and opinions about anything. They also shared with me the Catholic religion. I became close to our parish priest as I was growing up.My mother had great pedagogical ability which seemed to run in our family. We excelled in grade school and high school. During week-ends, my mother would work as a tutor to some important and distinguished families in Boston a nd her academic abilities were widely

A Trade Environment and the Rights of Patients Dissertation

A Trade Environment and the Rights of Patients - Dissertation Example Recent free trade agreements have extended extremely generous patent rights to multinational pharmaceutical companies, and have limited access to generic equivalent drugs. In the â€Å"DOHA declaration on TRIPS and Public Health† of 2001, states that were members of the World Trade Organization (WTO) guaranteed that when a country is undergoing a public health crisis, it is not bound by its patents commitments. A consensus was reached that the provisions in the WTO having to with patents should be interpreted liberally in favour of the patient, and in favour of granting access to essential medicines. In order to circumvent these commitments, bilateral agreements are being forged by developed countries with lesser developed countries where the requirements for intellectual property law surpass those found in TRIPS. The TRIPS agreement does contain various safeguard mechanisms to protect public health. The two distinct safeguards are (1) parallel importation, and (2) compulsory licensing. By, its silence, the TRIPS allows countries to import drugs from another country that is selling it at a lower price. Countries must make domestic legislation in this regard. The US-Singapore Free Trade Agreement, however, is an example of how the US has engaged in scare tactics to pressure developing countries not to pass a parallel important law. Compulsory licensing, on the other hand, permits the government to grant compulsory licenses to particular companies to create generic versions of the drug and arrest a public health crisis.

Travon Eterprises Essay Example for Free

Travon Eterprises Essay Jennifer Nelson, the accountant for Travon Enterprises, performed several low end estimates in preparing the financial statements for the company president.   Her justification for her actions was lack of time and that she did not want to make the financial statements look worse than they are.   Jennifer failed to inform the company president of her estimates.   Jennifer’s decision lacks effective moral decision making.   She could have selected several alternatives as a better course of action.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Jennifer could have asked for help in getting the accounting done.    Many companies have several accountants that work for them.   Additionally, there may be other employees within the organization who can assist Jennifer in her other duties as she focuses all of her attention on the report.   If those were not available, she could have consulted with the CFO of the company for assistance and support.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second, if estimating was necessary, Jennifer could have used statistical estimating rather than taking all of the low numbers.   Statistical estimating provides effective, balanced estimating that project more realistic numbers.   The company president was meeting to obtain loan financing.   If the actual numbers turned out to be far different than the numbers that Jennifer projected, Travon Enterprises could face losing funding and the project could be dropped, highly affecting the business operations and future of the company.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thirdly, Jennifer could have explained to the president her situation and decision to forecast the low estimates.   In doing this, the burden would then have transferred to the president to explain the low estimates, and the president could have Jennifer spend time working on more accurate estimates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, Jennifer could have taken from her personal time and worked longer hours in order to provide the most effective and accurate report.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I was in Jennifer’s shoes, I would have taken a combination of alternatives.   First, I would have sought help from my supervisor in completing the project on time.   Second, I would have used statistical estimating.   Finally, if necessary, I would have stayed the extra hour or so to make sure that my work was of top quality.

Chick-fil-A Customer Service Essay Example for Free

Chick-fil-A Customer Service Essay Chick-fil-A president Dan Cathy greeted employees at the newest Charleston area restaurant with a Bible verse, a prayer and a message about doing business the â€Å"Chick-fil-A Way. † Most people recognize the famous Chick-fil-A cows and their misspelled pleas to â€Å"Eat Mor Chikin. † But not everyone may be aware of Chick-fil-A’s unique way of doing business. With a focus on quality food, superior customer service and dedicated employees, Chick-fil-A has built a restaurant empire. Another freestanding restaurant opened Sept. 29 on Dorchester Road near the Ashley Phosphate Road intersection in North Charleston. Two days before the opening, new employees—called â€Å"team members† in the Chick-fil-A world—served dinner to their family members and listened as Cathy explained the importance of smiling and treating customers with honor, dignity and respect. Chick-fil-A’s mission, he said, is â€Å"to glorify God by being a faithful steward of what is entrusted to us. † Sandwich history Cathy is the son of Chick-fil-A founder S. Truett Cathy, who entered the restaurant business in 1946 when he opened Dwarf Grill in an Atlanta suburb. It would be another 20 years before the world was introduced to Chick-fil-A. In 1961, Truett Cathy accepted leftover pieces of chicken breast from Goode Brothers Poultry. The poultry company provided airlines with boneless, skinless chicken breasts that would fit in the plastic trays used to serve food on airplanes but had plenty of leftover pieces to sell. Truett Cathy had considered adding chicken to his menu and decided to take the poultry company up on its offer to take the leftover pieces too big for the airline trays. Truett Cathy spent months perfecting the recipe and figuring out the best way to cook the chicken quickly. After four years, he had a boneless chicken sandwich. According to Chick-fil-A history, Truett Cathy originally called it a chicken steak sandwich but began thinking of something that could carry a trademark. The best cut of a steak is the fillet, so why not call the sandwich a chicken fillet, he thought. The name morphed into chick fillet and eventually became Chick-fil-A (with a capital â€Å"A† to emphasize quality). The first Chick-fil-A opened in Atlanta’s Greenbrier Mall in 1967. The first freestanding restaurant opened in Atlanta about 20 years later. The restaurant has continued its incredible growth, expanding heavily into the western United States, introducing a breakfast menu and healthier menu options. The Chick-fil-A Way Certainly Chick-fil-A isn’t the only quick service restaurant to make billions, but what sets Chick-fil-A apart is the company’s corporate philosophy, its emphasis on values, customer service and treating employees like family members. Dan Cathy attributes the company’s success to his 84-year-old father, whom he describes as a tremendous influence, a â€Å"patriarch† and â€Å"Moses figure† in the family and in the company. Thanks to his father’s influence, Chick-fil-A has â€Å"stayed the course,† Dan Cathy said. Despite the many potential distractions, the company stays focused on its recipes, hot food, clean restrooms—the things that are important to customers. Interestingly, Dan Cathy refers to his company as being in the hospitality business—not usually the first description that comes to mind when thinking about fast food. But Cathy said the idea of being in the hospitality business began when his family opened its first diner. â€Å"That’s our heritage, our roots,† he said. When the focus is on the customers and employees, success will follow, according to Chick-fil-A’s philosophy. â€Å"It’s all about the people,† Dan Cathy said. â€Å"You can’t have great tasting food until you have a good relationship with your employees. † Chick-fil-A offers $1,000 college scholarships to its employees, having awarded about $20 million during the past 30 years. The company also has a unique agreement with its operators, providing franchisees with the chance to sublease a restaurant for $5,000. Each month operators pay the corporate office 15% of gross sales and 50% of net profits as a franchise fee. Operators are assured a minimum annual income of $30,000. The company continues its long-standing tradition of being closed on Sundays, so employees can spend time with their families and attend a worship service. Despite opportunities to go public, Chick-fil-A remains a private company so it can retain control over its key values. Chick-fil-A has proven a business with values and principles can do well. And not just survive but thrive, Dan Cathy pointed out. In 2004, Chick-fil-A achieved sales of $1. 74 billion—an increase of 13. 8% over 2003. The company is opening 61 new restaurants this year, and customer satisfaction scores are the highest they have ever been, Cathy said. The company will introduce milkshakes to its menu next summer. And a spicy chicken sandwich is being tested in the Tampa, Fla. , area. Family ties have local roots Operating the new Dorchester Road location is Daniel Dickerson, whose family has been operating Chick-fil-A for years. His father was one of the first Chick-fil-A operators, and his brother, Patrick Dickerson, is the operator of the Mount Pleasant Chick-fil-A. Raised in Charleston, Daniel Dickerson previously ran a store in Ocala, Fla. Dickerson said he looks up to the Cathy family and also tries to live up to the legacy his own father left behind. Dickerson oversees 72 part- and full-time employees at his North Charleston store. Many of the employees are teenagers, and Dickerson—following a company tradition—employs students who are involved in their schools and extracurricular activities. Chick-fil-A promotes involvement and works around students’ schedules. Dickerson said he would rather have 20 students with less availability than students who aren’t involved in their schools. At the family night celebration, Dan Cathy assured the parents of the many teenage employees their children would be working in a supportive environment. If grades aren’t maintained, students’ work schedules could be cut back. From providing scholarships to closing on Sundays, Chick-fil-A continues to do business its own way, based on principles Truett Cathy instilled in the company more than 50 years ago. In 2002, Truett Cathy published Eat Mor Chikin: Inspire More People, a book that explains â€Å"Doing Business the Chick-fil-A Way. † Truett Cathy opens a chapter on priorities and commitment by recalling when a reporter asked him how he would like to be remembered. Cathy responded, â€Å"I think I’d like to be remembered as one who kept my priorities in the right order. We live in a changing world, but we need to be reminded that the important things have not changed, and the important things will not change if we keep our priorities in proper order. † Holly Fisher is the supplements editor for the Business Journal.

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.