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ECE 106 Practical Math and Science for Young children
ECE 106 Practical Math and Science for Young children
Assignment 3: Math and Science Article Review
Objective: write a review for two current professional journal articles: one related to Math for preschool children, and the other related to Science for preschool children
For this assignment you will:
Read two articles from the publications listed below. Please make sure that the articles are fairly recent (preferably no older than 2014).
Select any two articles that interest you the most.
One article MUST focus on Math in ECE settings
One article MUST focus on Science in ECE settings
Please share the articles with your instructor before writing your review.
Complete a written review of both articles using the article review forms on pages 2 and 3 of this document.
Submit both article review forms and attach copies of the articles to the forms.
Share your learning from the two readings by doing a brief presentation
Journals/Magazines for articles:
Print:Young Children
Teaching Young Children
Early Childhood Today
Online: Early Childhood News
There are some articles from Young Children and Teaching Young Children online at the NAEYC website, and some from Early Childhood Today on the Scholastic website.
Article Review: Math
Title Author(s) Title of Magazine or Journal Month & Year of Publication Briefly state the main idea of this article.
List three important facts that the author uses to support the main idea.
What information or ideas discussed in this article are also discussed in your textbook or other readings that you have done?
List at least three (3) new terms or concepts that were discussed in the article, and write a short definition of each.
Summarize your personal reaction to this article.
Article Review: Science
Title Author(s) Title of Magazine or Journal Month & Year of Publication Briefly state the main idea of this article:
List three important facts that the author uses to support the main idea.
What information or ideas discussed in this article are also discussed in your textbook or other readings that you have done?
List at least three (3) new terms or concepts that were discussed in the article, and write a short definition of each.
Summarize your personal reaction to this article:
Grading Rubric
Rubric elements Points possible Points earned/comments
Part 1: Article Review Form: Math
Q1 and 2: Retell: Main/central idea/s and facts used to support the main idea are recapped clearly and accurately. (4)
Q3: Relate: Student links article to other readings, textbook and or class lecture, using sufficient detail and or clear examples. (4)
Q4: Terminology: Three terms in the article are identified and clearly defined. Terms defined are relevant to Math content and teaching practices. (3)
Q5: Reflect: Student analyzes information, as it applies in the classroom, and compares and connects content to own beliefs, learning and experience. (4)
15 Part 2: Article Review Form: Science
Q1 and 2: Retell: Main/central idea/s and facts used to support the main idea are recapped clearly and accurately. (4)
Q3: Relate: Student links article to other readings, textbook and or class lecture, using sufficient detail and or clear examples. (4)
Q4: Terminology: Three terms in the article are identified and clearly defined. Terms defined are relevant to Science content and teaching practices. (3)
Q5: Reflect: Student analyzes information, as it applies in the classroom, and compares and connects content to own beliefs, learning and experience. (4)
15 Part 3: Presentation
Both articles described clearly and with sufficient information and in a logical sequence
Good flow, consistent eye contact, and pace maintained.
Visual aid used was clear, attractive and helpful in understanding information. Pictures, photographs, text used.
Student speaks clearly and correctly.
A clear handout summarizing the presentation is shared with classmates.
10 Writing mechanics and conventions: Please complete both parts using good vocabulary and accurate spellings and English writing conventions. Up to 3 points will be deducted for writing errors.
Total 40
Feminism is for Everybody
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Feminism is for Everybody
The book, ‘Feminism is for Everybody’, was written by Bell Hooks. Bell Hooks wrote this book intending to explain to society what feminism is and how it benefits everyone. She wanted men to understand that feminism is not about hating men and going against nature but creating equality for all. Feminism should include all in society. The book consists of seven chapters: neocolonialism, spirituality, male feminism, education, marriage and childbearing, male feminism, anti-violence movements, and consciousness-raising (Hooks 2).
Hooks gives a brief history of the feminist movement and some of its disappointments. In chapter one, Hook mainly talks about how the movement changed from primarily concentrating on issues to do with females moving up the corporate ladder. Due to this, some women were excluded from the campaign. The women excluded from the movement included women of color and those of the low and middle classes. All this made it seem that the campaign was all about women acquiring everything men had; for example, their jobs, pension, and opportunities. The movement’s main idea was to put an end to patriarchy and sexism and not compete with men. The campaign was not about attaining what men had. A scenario had been created whereby the privileged and educated women mainly considered the feminist movement leaving out the rest. (Sapp 8). The main reason for this was that women’s interests were divided according to their race and class.
Bell Hooks continuous to say that women need to stick together to achieve our goals. We should only feel free to relax when all of us have been liberated. None of us should be left behind in the course. She also notes that feminism will continue to be worthless unless every woman in society has access to it. The language used should be easy so that everyone in the community can understand it. Books on feminism should also be produced for children to read them and learn as they grow. Failing to make all this information accessible to all, they will get the wrong information from all the misleading sources such as the patriarchal media.
The author states that privileged women’s economic gains are not a good sign for all women, but the working class and poor women also contributed to it. (Sapp 11). She draws this conclusion from the works of Mary Barfoot, Brett Friedan, and Charlotte Brunch. In the book, she tries to convince women to work to enhance the quality of their lives. Work should not be done only to earn money. Working in this way will challenge class elitism as everyone will live a quality life. Feminism is also political action. It will not work unless there is political action. Engaging in political activity allows them to fight for their rights and be heard by the whole world. She critiques the class struggles within the feminist movement. The class struggle is between the highly educated and high-class women to illiterate people and those that belong to the lower class. Class is a challenge that inhibits the growth of the movement.
She also states that the feminism movement has not been successful because there is a lot of competition between women. Instead of this, women should view each other as sisters. Another reason is that women mainly focus on their lifestyle and power feminism such that they fail to see the main goal, which is to end sexism. According to Bell Hooks, feminism will not be successful if men are not included in the course. The reason is that the movement is not against men but the sexist’s behavior by both men and women. (Sapp 67) Learning about feminism can take place both in school and outside school.
Hooks also shows some of the issues that affect feminism today, such as race, class, reproductive rights, and work. When the feminist movement began, it mainly focused on the issues affecting the privileged. They campaigned for sexual liberation. The point of free love led to a lot of topics such as unwanted pregnancies. While the elite could afford this, the lower classes could not. The issues of an illegal abortion caused many deaths and led to women campaigning to legalize abortion and make it affordable. (Hooks 25)The author takes a lot of time to argue that feminism is not all about being hating men and taking over their opportunities. Instead, it should entail providing a good life for everyone by removing the patriarchal society.
The arguments bought forward by Bell Hooks are very persuasive are we can still see some of these things happening today. One of these is whereby the lower class women feel excluded from the course. You can also see the feminists’ movement refusing to embrace inclusion, although this should not be happening. Instead of viewing this as a competition, everyone should work together to achieve a common goal. The author sends a message to young children that sexism is still an issue that exists, and they should also play a positive role in putting an end to all this. All this will not be achieved unless we imagine a great future for everyone in society.
Although Bell Hooks brings forward excellent arguments on feminism, she does not give any workable suggestions on how we can resolve all this. However, she offers several tips, such as co-ops, with female principles being implemented (Sapp 43). Other recommendations include job-sharing opportunities and paying workers and teachers more. She also gives a solution whereby men will get equal welfare as women. For anyone to bring any change, they must be doing it due to love and care for other people in society. Hooks includes many of her personal stories and uses emotions such that the book is no longer an academic one. However, I find that the language used is very simple and easy to read for anyone. The chapters also talk about one topic in a very detailed manner.
I love the book because the author stresses involving men in the feminist movement. After all, the fight is not against men but sexism. The book also challenges one to think widely about issues that affect the feminist movement. People who are interested in feminism should look at the mistakes that were made previously and avoid them. The feminist agenda will only be achieved once issues to do with class and race are dealt with. Future feminists should look at all of this with other people in mind; otherwise, they will not achieve the goal as it will be from a selfish point of view. It is also important to have everyone included in the course and learn as much as possible to improve society.
I would recommend this book to anyone who is starting to learn about feminism. The book has great insights for both men and women. Feminism indeed involves everyone, and everyone should make an effort to be involved. The book is a great one as it clearly explains all that one needs to know concerning feminism from an honest point of view. If everyone could adopt the theories that Bell hooks explain, then they would understand the issue.
Works Cited
Hooks, Bell. Feminism is for everybody: Passionate politics. Pluto Press, 2000.
Sapp, David Alan. “Book Review -Feminism is for Everybody: Passionate Politics (b.hooks).” (2002).
Impact of Availability and Reliance Upon Private Automobiles on America Life
Impact of Availability and Reliance Upon Private Automobiles on America Life
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Impact of Availability and Reliance Upon private Automobiles on America Life
Introduction
The invention and widespread adoption of the automobile is among the most significant defining characteristic of urbanization in the 20th century (Ostermeijer et al., 2022). Specifically, the US in the 1920s saw increased growth in private automobile ownership, with approximately 23 million registered drivers (U.S History, 2022). Martin et al. (2010) further add that the car ownership rate among households in the US has been over 90% for more than ten years. Today, approximately 91% of US adults commute to work using private vehicles (Moody et al.,2021). The private automobile has imposed significant social, economic, and environmental impacts on communities (Whitelegg, 1997). This paper discusses one specific way in which the widespread availability of and reliance upon private automobiles has impacted American life. Specifically, the paper discusses how Greenhouse Gas (GHG) emissions resulting from increased availability and reliance on automobiles have affected America life and US history at large.
The widespread availability of and reliance upon private automobiles in the past years has led to increased air pollution through the production of greenhouse gases and conventional air pollutants (Faiz, 1993). For instance, research reveals that in 1994, the US alone emitted almost one-fifth of total GHGs globally (Graf & Koehler, 2000). Most of the cars used in the US in 1900 used internal combustion engines fueled by fossil fuel or gasoline; thus, there was increased emission of GHG (Agarwal, 2007). Today, research reveals that trucks and cars emit approximately 20% of all GHG emitted in the US (Albuquerque et al., 2020). Thus, automobiles in the US are among the leading GHG emitters globally. Releasing GHG is associated with air pollution, which adversely impacts American life. Supporting this statement, Maga and Hass (1960) reveal that vehicle exhaust emissions are among the most significant causes of air pollution. The increased air pollution from privately owned automobiles has significantly impacted Americans’ lives. To begin with, air pollution has been one of the biggest threats to human health in the past due to the steadily increasing usage of fossil fuel-powered cars (Möller et al., 1994). According to Thakrar et al. (2020), air pollution in the US in the past decades has been associated with a significant number of deaths per year (Samet et al., 2000). Furthermore, automobile emissions in the US account for about 29% and 34% of the organic compounds and nitrogen oxides, respectively (Oliva, 2015). According to the author, these gases lead to the formation of the ozone layer, which is harmful to human health at low atmospheric concentrations. Also, these gases produce particulate matter, which has been linked to severe respiratory illnesses (Oliva, 2015). Research also reveals that automobile emissions contribute to the formation of smog, and ground-level ozone, which triggers severe health issues such as the reduced capacity of lungs, aggravated asthma, and increased susceptibility to respiratory diseases such as bronchitis and pneumonia (U.S. Department of Transportation, 2015). Furthermore, automobile emissions result in ambient air toxic levels. Human exposure to these toxics causes non-cancerous health effects such as immune and reproductive system damage. These increased health effects have also led to changes in the number of deaths related to these diseases.
Secondly, GHG emissions from the increased availability of and reliance upon private automobiles have led to climate change and global warming, further impacting Americans’ lives.
Climate change refers to an increase in extreme weather events (Weinstock, 2022). On the other hand, global warming is the long-term heating of the surface of the earth. A major contributor to climate change in US history has been the usage of personal vehicles (Stern, 1992). For every gallon of gas, vehicles and trucks generate about 24 pounds of carbon dioxide and other greenhouse gases, making up approximately one-fifth of total US emissions. The extraction, manufacture, and distribution of the fuel account for about five pounds, whereas the majority of heat-trapping emissions—more than 19 pounds per gallon—come directly from a car’s tailpipe (Union of Concerned Scientists, 2014). Greene et al. (2010) further reveal that since 23% of all energy-related CO2 emissions in 2010 came from the transportation sector, the industry is heavily associated with climate change. In comparison to other energy end-use sectors, direct transport-related GHG emissions have increased by 250% globally since 1970 (Mattioli, 2020). Climate change and global warming have affected American life significantly in American history. Smith and Tirpak (1989) considered climate change one of the US’s leading threats to human health during the 20th century.
Furthermore, climate change affected the overall US economy through its impact on various sectors such as agriculture, housing, and infrastructure during American history. According to Bernstein et al. (1960), a significant number of Americans were at a higher risk of climate change-related hazards. Also, multiple-dollar properties were prone to complete destruction or completely being rendered unusable by the risk of flooding. Also, the transportation infrastructure that facilitates the production and transportation of goods and services was damaged by climate change. According to Abraham (1988), although transportation systems are designed in such a way they can withstand some degree of extreme weather conditions, increased frequency and severity of extreme events may increase the residual risk. Also, heavy precipitation, heat waves, and other storms caused by climate change caused disruptions and delays in roads, airports, and public transit systems, affecting Americans’ lives.
Also, climate change resulting from GHG emissions in the US has adversely affected the food supply in American history. Research reveals that from 2000 to 2021, Northern America experienced the driest seasons due to climate change. Consequently, this has led to a 20% decline in crop production in the Midwest (Mathews, 2022). The author further explains that the effects of climate change on food production and food security in the US are extreme and are expected to worsen in the future. For instance, the price of wheat hit a 14-year peak in March 2022, and this increase is linked to climate change. Mathews (2022) further explains that Americans have continued to feel these price increases. The most affected regions are conflict-ridden regions. According to Mathews (2022), increased food prices have led to widespread political and social unrest. Other effects of climate change and global warming include longer periods of drought, increased wildfires, and increased duration and intensity of tropical storms.
Conclusion
Overall, the widespread availability of and reliance upon private automobiles led to increased GHG emissions, adversely affecting Americans’ lives. Firstly, GHG emissions have led to severe health impacts. GHG produce particulate matter, which leads to severe respiratory illnesses. Also, GHG contributes to smog formation, which causes serious health issues such as the reduced capacity of the lungs, aggravated asthma, and increased susceptibility to respiratory illnesses. Also, GHG emissions from the increased availability of and reliance upon private automobiles have led to climate change and global warming. These have adversely affected human health and caused climate-related deaths. Transportation infrastructure, which facilitates the production and transportation of goods and services, is also damaged by climate change. Furthermore, climate change has affected the overall US economy through its impact on various sectors such as agriculture, housing, and infrastructure. Lastly, the climate has adversely affected the food supply in the US.
References
Abraham, K. S. (1988). Environmental liability and the limits of insurance. Colum. L. Rev., 88, 942.
Agarwal, A. K. (2007). Biofuels (alcohols and biodiesel) applications as fuels for internal combustion engines. Progress in energy and combustion science, 33(3), 233–271.
Albuquerque, F. D., Maraqa, M. A., Chowdhury, R., Mauga, T., & Alzard, M. (2020). Greenhouse gas emissions associated with road transport projects: current status, benchmarking, and assessment tools. Transportation Research Procedia, p. 48, 2018-2030.
Bernstein, A., Gustafson, M., & Lewis, R. (1960). Real Estate as a Tool for Adaptive Banking. Journal of Law and Economics, 3(1), 1-44.
Faiz, A. (1993). Automotive emissions in developing countries-relative implications for global warming, acidification, and urban air quality. Transportation Research Part A: Policy and Practice, 27(3), 167–186.
Graf, A., & Koehler, T. (2000). Oregon cellulose-ethanol study. Oregon Office of Energy. Salem OR USA.
Greene, D. L., Baker Jr, H. H., & Plotkin, S. E. (2010). Reducing greenhouse gas emissions from US transportation.
Maga, J. A., & Hass, G. C. (1960). The development of motor vehicle exhaust emission standards in California. Journal of the Air Pollution Control Association, 10(5), 393-414.
Martin, E., Shaheen, S. A., & Lidicker, J. (2010). Impact of carsharing on household vehicle holdings: Results from North American shared-use vehicle survey. Transportation research record, 2143(1), 150–158.
Mathews, B. (2022). Climate Change and the Global Food Supply. Retrieved from https://www.americansecurityproject.org/climate-change-and-the-global-food-supply/#:~:text=From%202000%20to%202021%2C%20North,reaching%20and%20expected%20to%20worsen.
Mattioli, G., Roberts, C., Steinberger, J. K., & Brown, A. (2020). The political economy of car dependence: A systems of provision approach. Energy Research & Social Science, 66, 101486. https://doi.org/10.1016/j.erss.2020.101486Möller, L., Schuetzle, D., & Autrup, H. (1994). Future research needs associated with the assessment of potential human health risks from exposure to toxic ambient air pollutants. Environmental health perspectives, 102(suppl 4), 193-210.
Moody, J., Farr, E., Papagelis, M., & Keith, D. R. (2021). The value of car ownership and use in the United States. Nature Sustainability, 4(9), 769–774. https://doi.org/10.1038/s41893-021-00731-5Oliva, P. (2015). Environmental regulations and corruption: Automobile emissions in Mexico City. Journal of Political Economy, 123(3), 686–724.
Ostermeijer, F., Koster, H. R., van Ommeren, J., & Nielsen, V. M. (2022). Automobiles and urban density. Journal of Economic Geography, 22(5), 1073-1095. https://doi.org/10.1093/jeg/lbab047Samet, J. M., Dominici, F., Curriero, F. C., Coursac, I., & Zeger, S. L. (2000). Fine particulate air pollution and mortality in 20 US cities, 1987–1994. New England journal of medicine, 343(24), 1742-1749.
Smith, J. B., & Tirpak, D. A. (Eds.). (1989). The potential effects of global climate change on the United States: Report to Congress (Vol. 1). US Environmental Protection Agency, Office of Policy, Planning, and Evaluation, Office of Research and Development.
Stern, P. C. (1992). Psychological dimensions of global environmental change. Annual review of psychology, 43(1), 269–302.
Thakrar, S. K., Balasubramanian, S., Adams, P. J., Azevedo, I. M., Muller, N. Z., Pandis, S. N., … & Hill, J. D. (2020). Reducing mortality from air pollution in the United States by targeting specific emission sources. Environmental Science & Technology Letters, 7(9), 639-645. https://doi.org/10.1021/acs.estlett.0c00424U.S History. (2022). The Age of the Automobile. Retrieved from https://www.ushistory.org/us/46a.aspU.S. Department of Transportation. (2015). Cleaner Air. Retrieved from https://www.transportation.gov/mission/health/cleaner-air#:~:text=Vehicle%20emissions%20contribute%20to%20the,illnesses%2C%20including%20pneumonia%20and%20bronchitis.
Union of Concerned Scientists. (2014). Car Emissions and Global Warming. Retrieved from https://www.ucsusa.org/resources/car-emissions-global-warmingWeinstock, L. (2022). How Climate Change May Affect the U.S. Economy. US Congressional Research Service. https://crsreports.congress.gov/product/pdf/R/R47063Whitelegg, J. (1997). Critical mass: transport, environment, and society in the twenty-first century. Pluto Press.