China Fragile State Analysis Essay Example | Topics and Well Written Essays - 2250 words

China Fragile State Analysis - Essay Example Lack of a continuous economic growth in China poses a big threat worldwide as many observers point out. A Chinese specialist Susan Shirk asserts that China’s internal fragility status presents a big danger more than the economy and the strength of its military. China exists as a sovereign country located in East Asia. A recent report compiled by World Bank (2014) shows a rapid increase in China’s population. The survey shows that the population is currently at 1,369,811,000. The Chinese government recognizes 56 ethnic groups (CIA, 2010). A survey conducted by Central Intelligence Agency US (2010) shows that the Han Chinese is the largest ethnic group in china occupying 91.6 percent of the total population. The second largest ethnic group is Zhuang occupying 1.3 percent. Other ethnicity groups that occupy the rest 1.7% include the Hui, Miiao, Yi, Tujia, Tibetan, Manchu, Mongol, Buyei, Bai, Kazakh, Yao and other small ethnic groups. China has been experiencing increased growth in economy in the past two decades. In the year 2012, China overtook Japan which was the world second largest economy making it the state with the second largest economy globally. However, after several research conducted by World Bank in 2013 China’s annual per capita GDP is at 7.7%. Such per capita indicates that the country remains as a developing country. China’s share in the world trade has increased rapidly in the recent years but the growth is moderately low compared to that of the US. According to a report by IMF (2009), the GDP in China at the current exchange rate is a fifth of that of the US and that of private consumption is an eighth of that of the US. Additionally, China accounts for only 3% of global imports of consumer goods and 4% of world import growth. This makes US the ‘global consumer’ in the short run (International Monetary Fund, 2009). The rise of China’s economy is the factor that has been raising its foreign

Overview of the Current Preschool Mathematics Teaching Dissertation

Overview of the Current Preschool Mathematics Teaching - Dissertation Example One is parental attitudes that influence how they regard Math. Another is also the way teachers of early childhood education do not prioritize Math as much as literacy learning. Children who are exposed to negative views of Math at such an early age, are most likely to develop the same negative attitudes towards a subject area that will prove to be very significant in their lives. It is believed that whatever perceptions of what Math is at this early stage will impact their views, attitudes and even performance when they grow older. Hence it is crucial that provision of high quality early childhood Math programs in the foundation stage be ensured (National Council of Teachers of Mathematics, 2000).It is equally important to know how teachers of Math perceive how their young students learn the subject and what particular concepts and skills to teach at that sensitive stage of development. It is a common experience of most people to dread Math and this does not exclude Math teachers wh o may still nurture some negative emotions for the subject. Good teachers are central to the development of positive attitudes towards a potentially gruelling subject that most people find difficulty in. Enhancing their confidence and competence in their teaching skills goes a long way in implementing an efficient Math program. Schools should be able to provide quality training for teachers that focus both on the relevant content and the development of a positive disposition towards the subject (Tsamir & Tirosh, 2009). This is echoed by the National Association for the Education of Young Children (NAEYC) which calls for the education, experience and expertise of teachers when decisions regarding children’s programs are made (Decker et al, 2009). Platas (2008) came up with the instruments, Knowledge of Mathematical Development (KMD) Survey and the Beliefs Survey that measure the knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom of preschool teachers. She found in her study that 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. Standardizing such knowledge will greatly aid new teachers and old teachers alike in knowing what to teach. Platas’ instrument is very helpful in preparing future Math teachers. 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). 2. Preschool Teachers' Knowledge of Mathematical Development Platas (2008) defines early mathematical development as â€Å"the increasingly complex mathematical constructions and goals that young children develop and pursue in their activities (p.3). It follows the teacher’s knowledge of mathematical development refers to their adeptness in understanding this definition and knowing how to implement developmentally-appropriate programs to help their students achieve these goals. Standardized goals for mathematical development have been developed by several national and state organizations. Forty-six states have