Policies and legislation affecting Early Years Practitioners

Policies and legislation affecting Early Years Practitioners This module will explore the changing features of different Early Years settings, working with other professional and the skills and the core skills of those workers. It will look at the policies and legislation affecting Early Years Practitioners and the beliefs and values that ensure quality childcare. It will also include observations and problems created by working within the current guidelines. Historically homes had no appliances so a womans occupation was chores and childcare, other family members lived locally and helped. With increasing school leaving age and new appliances women could fill freed time with jobs and increased income meant more appliances. Government policy supported women working; they had careers, luxuries became necessities, families dispersed moving to the work and alternative childcare was sought. This led to more childcare requirements providing parental peace of mind rather than education and preparation for life. The quality provided was diverse and various programmes were introduced through law, policy and consultation to meet the growing needs of parents and their children. The Children Act 1989 provided legislation for under-eights, introducing quality standards for all childrens services using a registration and an annual inspection (reports to be made available to parents) system maintained by local authorities. In addition they had to carry out checks on over eighteen year olds who came into contact with children, ensure that the premises used were suitable and set staff : child ratios. Children had to be helped to get the most from planned activities. The Acts failings were that it did not allow access to at risk children, provided insufficient emergency protection, allowed inappropriate Care Orders so that a child could be taken into care unchallenged. It did allow children and their families to be heard but this was seen a problem removing Local Authorities autonomy. The Special Educational Needs Code of Practice (1994) was the first that defined the roll of the SENCO (Special Educational Needs Co-ordinator) appointed for each setting. In 1997 the Labour Government stated in their manifesto: Previously there had been no measurable standards and establishments worked alone. Investment in the National Childcare Strategy (1998) provided more affordable, quality childcare places so parents could work satisfied that their children were safe and well looked after. More training was made available and to accommodate free childcare places for three year olds childminders could become accredited. Early Learning Goals replaced Desirable Outcomes within the Foundation Stage. Sure Start Local Programmes were an initiative started in 1997 to give every child the best start to achieved their full potential, initially 250 centres were opened to support parents, in disadvantaged areas, with early education (from birth to four), childcare and health. In 2004 Sure Start Local Programmes and Neighbourhood Nurseries became Sure Start Childrens Centres and are now accessible to every district. They are now meant to be self-maintained but this has not happened and funding has been cut. They advertise themselves as: The social expectation is that parents should return to work and the care given will provide children with the best start possible implying that wrap around childcare is best but ignores possible developmental problems such as not providing secure attachment, although a key worker is provided, the hours that the centres are open means that they work shifts. More importantly they have failed in their original remit as their qualities are recognised by the middle classes. The Laming Report resulted in the green paper, Every Child Matters (ECM) (2003), highlighting poor communication and lack of information sharing between agencies particularly health and education, when protecting children. It focused on five outcomes: Childrens Act 2004 provided the legislation enforcing local authorities and central government to meet some requirements of ECM particularly regarding multi-disciplinary working. Public outcry to the anti-smacking clause resulted inclusion of a definition of smacking. The Childrens Commissioner lacked power and this continues to cause concern. One agency had to be in overall control; Local Authorities were appointed but other agencies felt marginalised. There was valid concern about data sharing as there have been several occasions when data has been made visible on the internet. After consultation ECM: The Next Step (2004) stated that aged five children should completed the foundation stage so be ready for school narrowing the gap in the 20% most disadvantaged. ECM: Change for Children covered inclusion for special needs. Although the Childcare Act 2006 states that local authorities have to provide information, advice and help for children up to 20 years, it was also given a duty to provide childcare providers information, advice and training, to ensure sufficient childcare to meet parental demand and be duty bound to improve the ECM outcomes. It merged Birth to Three, the Foundation Stage and National Standards for Under Eights Day Care and Childminding into the Early Years Foundation Stage (EYFS) with the expectation of providing high standards of early education from birth to five and recognising over fives need different care. Childcare providers in Hampshire work within their authoritys interpretation of the act. EYFS advocated supporting each child in reaching developmental goals, none being left behind, by focusing on the same five outcomes as ECM. The Statutory Framework for the Foundation Stage (May 2008) aims to EYFS does not embrace diversity particularly in culture or make allowance for special needs. Experiences should be child led so right for each child but they are still kept with peer groups maybe should be more flexible only allow so far behind then special school The anti-EYFS petition stated that as it is mandatory for all childcare and education to follow the same format removing parental choice. Children can no longer be prepared for school so the problems with transition are addressed in school. Multi-agency consultation is pivotal ECM but practitioners continued to rely upon previous assessments and each practitioner assessed the child within their particular remit, no-one looked at the child as a whole, leading to multiple assessments resulting in wasted money and frustration for all parties; this was corrected with Common Assessment Framework (CAF) (2007). The current government agree that every child should fulfil their potential but feel that the key is parental background. They acknowledge that without good quality childcare this is less likely to be met. They cite that However, when their education ends the economy needs to meet the expectations of these children A report commissioned from Leon Feinstein which illustrated that early intervention was needed citing information as much as 40 years old ignoring the impact modern practice. They intend funding early learning and childcare for 20,000 most disadvantage two year olds and extend free childcare (EYE). Most of the 5% that do not currently access EYE come from disadvantaged families; Sure Start Health Visitors remit will be to attract these families. Although the changes in law and policy since 1989 were needed it would have been better if they had been proactive or put into place after consultation with end users (practitioners, parents and children) not just experts and not fixing problems as they occur. Funding has given choices to the poorest and means all practitioners have access to training both required and of choice. Policy continues to change; Education.gov.uk EYFS is under review to extend tests 5 year olds. As result of a child abuse case part of the Serious Case Review report summary states It would be easier to use personal camera memory in a settings phone so more thought is needed before implication. Childcare workers need to have . Additionally they must enjoy being with children, care about them, encourage, listen, stimulate and extend imagination, helping them learn as individuals and watch and record their growth. Many workers bad life experience, repressed not want children to do same and cope with it not end up like me.

Frege on Truth, Beauty and Goodness Essay -- Friedrich Ludwig Gottlob

Frege on Truth, Beauty and Goodness Scholars of Frege have spent a good deal of energy in discussing his views about truth, logic, and the relation between them. To one set of clues, however, scant attention has been paid. Repeatedly throughout his career, Frege attempted to illuminate the relation between logic and truth by comparing it to the relations between ethics and the good and aesthetics and the beautiful. Truth, beauty and goodness, of course, have had a long history in platonic philosophy. By the beginning of Frege’s career, they were also coming to play a prominent role in neo-Kantian thought, particularly that of Wilhelm Windelband. It is plausible to conjecture that Frege was inspired to look at ethics and aesthetics to understand the link between logic and truth by their connection in the work of Windelband or other neo-Kantians, though I know of no direct evidence that he was. But whatever the sources of Frege’s use of the analogy, it is to his own writing that we must look for its meaning . In the following, I shall look at the comparisons in detail in order to see exactly what Frege intended in likening the relation of logic to truth to that of ethics to the good and aesthetics to the beautiful. It will turn out that, although the language of the various comparisons is superficially similar, Frege actually makes four different points by means of the analogy. Furthermore, only one of these comparisons says something that both a) is about logic and truth and b) could not be better said by a comparison of logic to, for example, physics. I draw two general conclusions from this. First, Frege was struggling over how to understand the relation of logic to truth. (Perhaps this is obvious anyway.) If he had not bee... ...c and Thought†. Frege, Gottlob. (1967) The Basic Laws of Arithmetic, trans. M. Furth (Berkeley: University of California Press). ---------- (1977) Logical Investigations, trans. P. Geach and R. Stoothoff (New Haven: Yale University Press). ---------- (1979) Posthumous Writings, trans. P. Long and R. White (Oxford: Blackwell). Gabriel, Gottfried. (1984) â€Å"Fregean Connection: Bedeutung, Value and Truth-Value†, Philosophical Quarterly, 34, 372-6. -------------- (1986) â€Å"Frege als Neukantianer†, Kant-Studien, 77, 84-101. Goldfarb, Warren. (2001) â€Å"Frege’s Conception of Logic†, in Future Pasts: The Analytic Tradition in Twentieth Century Philosophy, eds. J. Floyd and S. Shieh (Oxford: Oxford University Press). Ricketts, Thomas. (1996) â€Å"Logic and Truth in Frege†, in Proceedings of the Aristotelian Society, Supplementary Volume, 70, 121-40.

Why Our President Has To Leave :: essays research papers

This is an essay about why I think Bill Clinton should resign, and also why I think he won't. You see, Bill Clinton is a man without morals. Well, actually that's not quite true. He does appear to have morals; he just sacrifices them to expediency whenever the opportunity arises. If absolute selflessness with respect to one's values were a virtue, Bill Clinton would be the most virtuous president the United States has ever had. Fortunately, most people do not hold this view of morality or ethics (I hope!). The majority of people still seem to hold integrity in some esteem. If they do, and I am right about Clinton's complete lack of principles, then hopefully this short essay will find a few receptive minds. Firstly, let me review the evidence for my contention that Clinton should resign or be impeached. Now, to like-minded people, that must sound like an almost interminable proposition. Don't worry though, I will limit it to just the "bare" facts of the Lewinsky affair. 1. Bill Clinton had sex with an intern in the White House. 2. He lied under oath in a deposition to a grand jury. 3. He lied to the American people. 4. He attempted to cover up his illicit affair, and obstruct an investigation. Do these offences merit his impeachment or resignation? The primary defense of his actions has been the argument that what he does in his private life does not affect the fulfillment of his public duties as President. It's not hard to knock this contention on the head. Clinton is a public employee. Consider what would happen to any employee caught having sex with one of his staff in his office, during work hours. You'd get very short odds on whether he'd last the rest of the day. Being President of the United States of America is probably the most important job in the world. It carries enormous power, influence and prestige. It consequently necessitates a commensurate level of responsibility and gravity. And here we have a President conducting a year long affair with an intern less than half his age. Yes, the President is entitled to have a private life. But, no President is entitled to put his private life ahead of the interests of the nation. And Bill Clinton was clearly more interested in attending to Miss Lewinsky than to the affairs of the nation. So, whether or not you think Presidents are elected to show moral as well as political leadership, one cannot escape the fact that Clinton subjugated his public responsibilities to his private interests.

Ethics †Morality Essay

5. FAIRNESS. Ethical executives strive to be fair and just in all dealings. They do not exercise power arbitrarily nor do they use overreaching or indecent means to gain or maintain any advantage nor take undue advantage of another’s mistakes or difficulties. Ethical executives manifest a commitment to justice, the equal treatment of individuals, tolerance for and acceptance of diversity. They are open-minded; willing to admit they are wrong and, where appropriate, change their positions and beliefs. A person who is caring exhibits the following behaviors: * Expresses gratitude to others * Forgives others * Helps people in need * Is compassionate A person who is fair exhibits the following behaviors: * Is open-minded and listens to others * Takes turns and shares * Does not lay the blame on others needlessly * Is equitable and impartia A person who is trustworthy exhibits the following behaviors: * Acts with integrity * Is honest and does not deceive * Keeps his/ her promises * Is consistent * Is loyal to those that are not present * Is reliable * Is credible * Has a good reputation . FAIRNESS Fairness is a tricky concept. Disagreeing parties tend to maintain that there is only one fair position – their own. But while some situations and decisions are clearly unfair, fairness usually refers to a range of morally justifiable outcomes rather than discovery of one fair answer. Process A fair person uses open and unbiased processes for gathering and evaluating information necessary to make decisions. Fair people do not wait for the truth to come to them; they seek out relevant information and conflicting perspectives before making important decisions. Impartiality Decisions should be unbiased without favouritism or prejudice. Equity It is important not to take advantage of the weakness, disadvantage or ignorance of others. Fairness requires that an individual, company, or society correct mistakes, promptly and voluntarily. 5. CARING Caring is the heart of ethics. It is scarcely possible to be truly ethical and not genuinely concerned with the welfare others. That is because ethics is ultimately about our responsibilities toward other people. Sometimes we must hurt those we care for and some decisions, while quite ethical, do cause pain. But one should consciously cause no more harm than is reasonably necessary. Charity Generosity toward others or toward humani heerfulness The quality of being cheerful and dispelling gloom Generosity Liberality in giving or willingness to give Helpfulness The property of providing useful assistance or friendliness evidence by a kindly and helpful disposition PERSONAL RESPONSIBILITY Another basic customer right involves our taking personal honesty and responsibility for the products and services that we offer. There’s probably no issue that will more seriously affect our reputation than a failure of responsibility. Many ethical disasters have started out as small problems that mushroomed. Especially in service businesses, where the ‘‘products’’ are delivered by individuals to other individuals, personal responsibility is a critical issue.

I’m Going! a Comedy in One Act

I’m Going! A Comedy in One Act Keshalla Mabry ENG 125 : Introduction to Literature Andrea Moak February 25, 2013 Literature can be expressive. It can be expressed in many different ways. Some use writing, some use pictures and print, or even dramatic and musical works of art. In this essay I will be using the Reader-Response Approach to analyze a piece of literature. I have chosen the short play I’m Going! A Comedy in One Act, by dramatist Tristan Bernard. I will include why the literary work captured my interest, how it made me feel, and how it has formed or change my connection with literature.Firstly, let me describe the approach I will be taking towards this piece of literature. The Reader-Response approach I can’t just rely on feelings and opinions, I must read and make connections and respond on those connections. With that being said I will start with what captured my interest. While going through the first couple of lines in the dialogue I began to paint a picture of Henri and Jeanne. Henri came across to me as a stubborn old scrooge who wants things his way or no way.He is very persistent about the races and his wife not attending. As they continue to converse he brings up all the reasons why she shouldn’t accompany him to the races. He complains about having to get a special carriage if she goes, and how he would have to buy her a ladies ticket. Basically, he is trying to think of anything possible to keep his wife at home. He would rather be alone at the races so he can â€Å"have a good time†, because according the dialogue he can only accomplish this goal if he goes alone.The wife on the other hand tries to reason with him and let him know that she is willing to have a good time and she would rather be out with him than to be home alone and neglected. I for one can sympathize with Jeanne. She is a woman who has a regular Sunday routine and it goes on unchanged. I too have a Sunday routine that is consistent. She w ould like to get out of the house for once and attend the races with her husband, who feels as if she present it will spoil his goodtime. My fiance is the same way. Every other Friday he and his friends go out to the bar.Sometimes the friends bring a date and other times they don’t. Well, one Friday I decided I wanted to go with. He (my fiance) kept making excuses for me not to go. He would say, â€Å"Oh love, the boys and I are just going to have some beers†. Or he would let me know ahead of time they were just going to hang out and watch ESPN. He made sure that I knew there was no room for me in his boys’ night out. So I can definitely feel Jeanne's pain. A little farther in the conversation Henri tells Jeanne that he is off to the races, as he does she says that she will be alone and neglected.He insists that the weather was too bad for her to attend and that she should stay home. After some debate about changing clothes and some sulking from both parties Jea nne eventually decided that she will allow her husband to leave and amuse himself with the races because she wants to go visit with a friend of hers. Once Henri hears this and at first all he can think about is the fact that he can go to the races alone. Once he sees that Jeanne is content and easy going about him leaving he begins to have second thoughts about going.He sees that Jeanne is not acting mad or sad and he thinks that something must be fishy and he asks to see the telegram that she is sending to her friend. This seems to me as if Henri may have a trust issue with Jeanne. She shows him the telegram and he insists that this was a signal so that Jeanne could meet some other man. After reading this far, I came to the conclusion that Henri must have had some kind of infidelity and he was afraid that his wife was taking his decision to go to the races as an opportunity to get even so to speak.This is just insecurities and guilt catching up with him. He doesn’t want her at the races, he doesn’t want her visiting friends, he wants her at home alone and neglected. This way he knows where she is and can pop up on her at any time. Eventually Jeanne decided to stay at home while Henri attended the races. After reading this short play I began to wonder if this type of trickery goes on in other relationships. It seems to me that Henri has some trust issues, possibly from something he has done in the past and he is scared that it may catch up to him.But should the man or woman in the relationship be made to feel unhappy, sad, mad, alone, and neglected while the other party does as he or she pleases? Henri had no sympathy for his wife’s feelings or concerns. The only thing on his mind was him going to the races while she stayed at home alone and social deprived. Relationships take two people to give and take considerably and evenly, no one person should dictate the relationship or benefit more than the other. I have also run across other work of literature that shows the female as the subordinate to the husband or vice versa.I’m beginning to enjoy this course now more than ever, I can see the connections and feel where the characters and authors are coming from so to speak. With all the literary terms and works or literature that I’ve covered so far, they have me expressing my thoughts, feelings, and interpretations already and we are just scratching the surface. Bibliography Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc Litlang Ltda. (2007). Types of literary criticism. Retrieved from http://www. textetc. com/criticism. html I’m Going! a Comedy in One Act I’m Going! A Comedy in One Act Keshalla Mabry ENG 125 : Introduction to Literature Andrea Moak February 25, 2013 Literature can be expressive. It can be expressed in many different ways. Some use writing, some use pictures and print, or even dramatic and musical works of art. In this essay I will be using the Reader-Response Approach to analyze a piece of literature. I have chosen the short play I’m Going! A Comedy in One Act, by dramatist Tristan Bernard. I will include why the literary work captured my interest, how it made me feel, and how it has formed or change my connection with literature.Firstly, let me describe the approach I will be taking towards this piece of literature. The Reader-Response approach I can’t just rely on feelings and opinions, I must read and make connections and respond on those connections. With that being said I will start with what captured my interest. While going through the first couple of lines in the dialogue I began to paint a picture of Henri and Jeanne. Henri came across to me as a stubborn old scrooge who wants things his way or no way.He is very persistent about the races and his wife not attending. As they continue to converse he brings up all the reasons why she shouldn’t accompany him to the races. He complains about having to get a special carriage if she goes, and how he would have to buy her a ladies ticket. Basically, he is trying to think of anything possible to keep his wife at home. He would rather be alone at the races so he can â€Å"have a good time†, because according the dialogue he can only accomplish this goal if he goes alone.The wife on the other hand tries to reason with him and let him know that she is willing to have a good time and she would rather be out with him than to be home alone and neglected. I for one can sympathize with Jeanne. She is a woman who has a regular Sunday routine and it goes on unchanged. I too have a Sunday routine that is consistent. She w ould like to get out of the house for once and attend the races with her husband, who feels as if she present it will spoil his goodtime. My fiance is the same way. Every other Friday he and his friends go out to the bar.Sometimes the friends bring a date and other times they don’t. Well, one Friday I decided I wanted to go with. He (my fiance) kept making excuses for me not to go. He would say, â€Å"Oh love, the boys and I are just going to have some beers†. Or he would let me know ahead of time they were just going to hang out and watch ESPN. He made sure that I knew there was no room for me in his boys’ night out. So I can definitely feel Jeanne's pain. A little farther in the conversation Henri tells Jeanne that he is off to the races, as he does she says that she will be alone and neglected.He insists that the weather was too bad for her to attend and that she should stay home. After some debate about changing clothes and some sulking from both parties Jea nne eventually decided that she will allow her husband to leave and amuse himself with the races because she wants to go visit with a friend of hers. Once Henri hears this and at first all he can think about is the fact that he can go to the races alone. Once he sees that Jeanne is content and easy going about him leaving he begins to have second thoughts about going.He sees that Jeanne is not acting mad or sad and he thinks that something must be fishy and he asks to see the telegram that she is sending to her friend. This seems to me as if Henri may have a trust issue with Jeanne. She shows him the telegram and he insists that this was a signal so that Jeanne could meet some other man. After reading this far, I came to the conclusion that Henri must have had some kind of infidelity and he was afraid that his wife was taking his decision to go to the races as an opportunity to get even so to speak.This is just insecurities and guilt catching up with him. He doesn’t want her at the races, he doesn’t want her visiting friends, he wants her at home alone and neglected. This way he knows where she is and can pop up on her at any time. Eventually Jeanne decided to stay at home while Henri attended the races. After reading this short play I began to wonder if this type of trickery goes on in other relationships. It seems to me that Henri has some trust issues, possibly from something he has done in the past and he is scared that it may catch up to him.But should the man or woman in the relationship be made to feel unhappy, sad, mad, alone, and neglected while the other party does as he or she pleases? Henri had no sympathy for his wife’s feelings or concerns. The only thing on his mind was him going to the races while she stayed at home alone and social deprived. Relationships take two people to give and take considerably and evenly, no one person should dictate the relationship or benefit more than the other. I have also run across other work of literature that shows the female as the subordinate to the husband or vice versa.I’m beginning to enjoy this course now more than ever, I can see the connections and feel where the characters and authors are coming from so to speak. With all the literary terms and works or literature that I’ve covered so far, they have me expressing my thoughts, feelings, and interpretations already and we are just scratching the surface. Bibliography Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc Litlang Ltda. (2007). Types of literary criticism. Retrieved from http://www. textetc. com/criticism. html

Education in the United States Essay

Education in the United States of America is governed by the Department of Education. There are three different levels of control and funding for public education: federal, state, and local. In the United States school is mandatory from Kindergarten through High School, consisting of thirteen different grade levels. Students can obtain an education by attending a public school, a private school, or a home school. In order to ensure that all students obtain the academic knowledge needed to progress through the grade levels, standardized tests are given regardless of where a student obtains an education (United States Department of Education, 2005). Education in the United States is governed and funded mainly by local jurisdictions, with the state and federal governments supervising educational activities and ensuring that all local jurisdictions are administering standardized tests and obtaining the funding needed to operate adequate educational facilities. The Tenth Amendment to the United States Constitution states that all powers that are not assigned to the federal government by the United States Constitution are reserved to the people or the individual states. As per the Tenth Amendment, the individual states control public education. Most states are divided into local jurisdictions that have elected school boards that oversee the individual school districts within its jurisdiction. The local school districts own and operate the public schools within its boundaries and are responsible for obtaining funding for each of the public schools they control (United States Constitution, Tenth Amendment, 1787). The majority of the funding for public education in the United States is obtained from local taxes and state governments. The federal government only provides 8. 5% of the funds for public education (National Center for Education Statistics, 2008). There has been some controversy over the No Child Left Behind Act passed in 2001 which allows the federal government to withhold funding if a state or local school district is not complying with the standards set forth in the No Child Left Behind Act. However, the funding withheld for non-compliance is not a significant amount (No Child Left Behind Act, 2001). There is a larger controversy over the local school districts obtaining funding primarily from local taxes. Local jurisdictions can impose many different types of taxes on its citizens. In the commonwealth of Massachusetts there has been controversy over the imposition of excise taxes and corporate taxes. Excise taxes are taxes that are not property taxes or taxes that are imposed based on statutory law. Corporate taxes are imposed on corporations within a certain jurisdiction that are paid to the local government. These taxes are in addition to any federal or state taxes that the corporation is responsible for. Businesses in the commonwealth of Massachusetts are required to pay quarterly excise taxes on an accelerated basis due 15 days prior to the end of each quarter. The first quarter payment is 40% of the required annual excise tax, the second and third payments are 25% each, and the fourth payment is 10% of the excise tax. The minimum amount of corporate excise tax required of all corporations operating within the commonwealth of Massachusetts is $456 per year regardless of whether or not the corporation made a profit that year (The National Federation of Independent Business, 2007). Chapter 70 Part 1, Title XII, Chapter 70 of the General Laws of Massachusetts regulates the financial disbursements awarded to each public school district throughout the commonwealth. The legislative intent of Chapter 70 is to assure fair and adequate minimum per student funding for public schools in the commonwealth by defining a foundation budget and a standard of local funding effort applicable to every city and town in the commonwealth (Chapter 70). Chapter 70 sets up rules on how to allocate the money. These rules set standards on how the money will be distributed if it is below a base amount or higher than a base amount. For example, in Section 13, Part B, the law states that â€Å"if the amount appropriated is more than the base amount, funds shall first be allocated to ensure that the state school aid for each municipality equals the base amount† (Chapter 70). This part tries to ensure that an equal distribution is set to each school. Although this is only occurs when more money is available, it still sets the standard that each school will at least get its base amount before other funds are distributed. In the event that there are not enough funds to cover the base, a formula has been established to attempt to make the distribution fair. The amount is reduced by a constant amount per student. The rate is found by the difference between the base amount and the actual amount divided by the total enrollment of the state (Chapter 70). Cambridge, Massachusetts Cambridge, Massachusetts is a city right outside Boston, Massachusetts. Cambridge is famous for its two prominent universities: Harvard University and the Massachusetts Institute of Technology. The public school system in Cambridge is controlled by the Cambridge Public School District which consists of twelve elementary schools, of which eleven extend through eighth grade. There is only one high school in the Cambridge Public School District, Cambridge Rindge and Latin School. The Cambridge Public School District educates over 5,500 students every year with a project enrollment of 5,790 students for the 2008-2009 school year. The Cambridge Public School District has a proposed budget of $130,704,170. 00 for the 2008-2009 school year. This proposed budget has increased 2. 36% from the previous year. 75% of this proposed budget will be allocated to the individual schools within the district. The remaining 25% of this budget will be spent on administrative costs such as maintenance and security. The Cambridge Public School District is funded through a variety of sources in addition to local taxes. The Cambridge Public School District receives funds from thirteen federal grants awarded by the commonwealth of Massachusetts, eleven private grants, eleven revolving funds, ten state grants, two district federal grants, and one state-circuit breaker reimbursement. These grants account for $13,714,499 of the total funds needed to operate the schools within the Cambridge Public School District. The Cambridge Public School District also receives an average of $1,076 per student from Chapter 70 financial aid each year (Action Public Schools, 2006). Newton, Massachusetts Newton, Massachusetts is a suburb of Boston that consists of thirteen small villages. The Newton Public School District controls the fifteen elementary schools, four middle schools, and two high schools that are located in Newton, Massachusetts. The Newton Public School District educates an average of over 11,000 students each year throughout its twenty two public schools (Newton Public School District, 2008). The Newton Public School District has a proposed budget of $171,377,580 for the 2008-2009 school year. This proposed budget has increased 10. 5% from the previous year. According to this budget, the Newton Public School District spends $14,743 per student every year (Newton Public School District, 2008). The Newton Public School District is funded through a variety of sources in addition to local taxes. The Newton Public School District receives 55% of the revenue generated by the City of Newton. The Newton Public School District also receives over $8. 6 million dollars from federal, state, and private grants. Over $3 million dollars of the Newton Public School District budget is received from a program called Circuit Breaker which allocates special funds to school districts for additional special education courses. Federal, state, and private grants and the Circuit Breaker program account for almost $12 million dollars of the annual budget (Newton Public School District, 2006). The Newton Public School District also receives an average of $846 per student from Chapter 70 financial aid each year (Action Public Schools, 2006). Conclusions Allocating funds for public education in the United States is a complex process. Wealth and more funds do not necessarily lead to greater achievement by the students enrolled in the school district. Federal, state, and local jurisdictions must determine the most beneficial methods for allocating the educational funds available. These allocations are not equal and usually result in the more industrious neighborhoods receiving less funding from these sources, and incurring higher corporate taxes. The Newton Public School District receives less funding from external sources, and its businesses pay more corporate taxes. The allocated budget in the Newton Public School District is higher than the budget in Cambridge due to the fact that although the populations are similar, Newton operates twice as many educational facilities. . The Newton Public School District does not need the extra funds from external sources in order to reach its budget. Although the dollar amounts indicate an unfair advantage for the residents of Cambridge, both school districts are able to meet their budgets and educate their students adequately. Although the corporate tax system and excise tax system in Massachusetts may seem unfair to its businesses and residents, the public school districts within Massachusetts (including Newton and Cambridge) are able to meet the budget requirements due to the Chapter 70 allocations. The purpose of Chapter 70 is to create equality amongst the school districts and ensure that the cities that receive less corporate and excise tax are still able to operate successful public school districts so that every child within the commonwealth of Massachusetts has the opportunity to receive a quality education. REFERENCES The United States Census Bureau (2006). American FactFinder. Retrieved April 1, 2008 from http://factfinder. census. gov/ Action Public Schools (2006). Chapter 70 Aid Per Student High to Low. Retrieved April 1, 2008 from http://ab. mec. edu/about/Chapter70Aid/CH70PerStudentFY06. pdf Newton, Massachusetts (2008). 2008 Property Tax Rates. Retrieved April 1, 2008 from http://www. ci. newton. ma. us/Assessor/taxrate. htm Cambridge Massachusetts (2008). 2008 Property tax Rates. Retrieved April 1, 2008 from http://www. cambridgema. gov/CityOfCambridge_Content/documents/FY2008_Property_Tax_Update_Newsletter. pdf Newton Public School District (2008). General Information. Retrieved April 1, 2008 from http://www. newton. k12. ma. us Cambridge Public School District (2008). General Information. Retrieved April 1, 2008 from http://www. cpsd. us/index. cfm

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Martha Cecilia, which was taken after her daughter's name, is one of – if not the most popular Tagalog romance pocketbook writer of today. Most of her written works became best-sellers and her very popular Kristine pocketbook series which consists of a total of 54 books was even turn into a TV series by one of the largest broadcasting network in the country.She is best known for writing love stories with happy endings and she has released over 00 books under her current company, Precious Heart Romance. 9. Carlo]. Caparas He was the man responsible for the creation of the undying story of Ang Panday (The Blacksmith). In addition to that, he also created other great stories who later turned to movies and/or TV series such as Gagambino, Bakekang, Totoy Bato, and Joaquin Bordado to name a few. Caparas was originally a comic strip writer who later ventured in to film directing and producing.In July 2009, he was proclaimed as a National Artist of the Philippines in the category of V isual Arts and Film. 8. Mars Ravelo Like Caparas, Mars Ravelo is also a comic strip writer and creator who rose to popularity because of his works such as Darna (a local version of America's wonderwoman), Dysabel (a mermaid whose fate is a little similar to Ariel of â€Å"The Little Mermaid†), and Captain Barbel (a local version of Superman) to name a few. As you may have observed, Ravelo's works are so much alike to some American fictional stories.This is because he was born at the time when Philippines was still an American Territory. Thus, it's understandable that his writing is heavily influenced by the American literature. Ravelo started out as a cartoonist who worked his way up until he became an editor-in-chief for several publications and film companies before establishing his own company. During his time, he was the highest paid comic writer.