Evaluating Civil Engineering in Modern Day Technology as a Career Path Research Paper

Evaluating Civil Engineering in Modern Day Technology as a Career Path - Research Paper Example Civil engineers are analytical thinkers and are more comfortable dealing with concrete facts. When presented with a problem, they like to solve it. I have selected Civil engineering because of its importance in the everyday life and the solutions it gives to the various problems being faced by human beings on Earth which have originated due to the scarcity of resources. Selecting Civil engineering as a profession directly influences the every day life of individuals as the impacts of the environmental issues, the problems due to rapid urbanization and limited resources are equally evident to each and every individual of the society and every individual of the society is equally responsible for solving these issues however, a Civil engineer is in a much better position to propose solutions to these problems and thus he can become an effective member of the society. After selecting this profession an individual does not remain a mere spectator of the problems faced by mankind but can t hink about various different solution available to solve the issues resulting in a remarkable change in the everyday life of the individual who selects civil engineering as a profession. ... For example, only a Civil engineer can think about recycling waste water in Qatar as a solution to water scarcity, a Civil engineer can propose the mechanism to make earthquake resistant buildings in Tokyo, a Civil engineer can propose the mechanism to limit the discharge from industries to conserve air quality in Bombay, a Civil engineer can propose the use of micro-hydro potential of waters in China as a solution to energy crisis, a Civil engineer can propose damping mechanism to limit the vibrations of Millennium bridge in London; in short a Civil engineer sees things differently from other individuals of the society and can provide solutions to the problems which are affecting the everyday life of human beings. Civil engineers design facilities to improve the quality of life of people in the whole world. The various tasks which civil engineers do for improving the quality of life include designing and construction of railways, roadways and bridges to ease traffic congestion, meet ing the increasing energy needs of the world through providing various new non-conventional solutions for power generation and the planning and development of urban areas; all these works are related to the everyday life of individuals living on this planet. Goals and Objectives for a Civil Engineer Civil engineering is a very vast field and has many sub-disciplines as well as interdisciplinary fields. Studying Civil engineering at undergraduate level will allow me to get an understanding of the various sub-disciplines of this field and thus after studying the civil engineering for a few years I will be in a better position to specify my goals and objectives.

Is cloning the way of the future Essay Example for Free

Is cloning the way of the future Essay Dolly was born on 5 July 1996 at the Roslin Institute in Edinburgh. She was cloned by scientists replaced the nucleus of the egg cell with the nucleus from the parent cell in Dollys case, an udder cell. Somehow, the egg cell reprogrammed the donated DNA contained within its new nucleus, and Dolly was the result. The different types of cloning: There are many different types of cloning but the two main types are reproductive and therapeutic cloning. Reproductive cloning is the process of making natural humans being for example, twins as it is done for the purpose of making human beings. Reproductive cloning has a great effect on future cloning as, demonstrates ways of how we can adapt ideas of easier methods of cloning plus it also helps us analyse and research on the key accepts Therapeutic cloning is when; a clone is created for a particular need or purpose. Therapeutic cloning is again a great adaptation create to help future medicine and understanding, helping us to reduce the risk of diseases caused by faulty genes. These two are also examples of natural and unnatural cloning as, reproductive clones produce twins, and therapeutic cloning is when scientist use it for medicine and to improve human living quality. How is cloning used? Cloning has many various uses, as it can benefit us in many ways, with our ever expanding medical. Some examples of the numerous uses are:   Using it to create identical clones, and then obtaining the stems cells and using them to correct faulty genes, with out the fear of the cells being rejected.   Using it for selective breeding- for example plants that produce the nice and juicy strawberries can be cloned to produce more nice and juicy strawberries.   For drug reduction as creating cloned you can get identical cells   Medical research. Reviving the extinct animals- like leopard, which are near extinction   To replace, children that were very much loved but passed away   For twins As these there are many more which enable us to use this creation for many different uses, specified to our needs. Theses are all the ways in which cloning can and may be used in the future. How are clones used today? Clones have now been recognised by the public and has constantly, become the one of the main topics in the news as in ;The Times -Embryo with two mothers created. This is a topic related to that of cloning as in the article; A human embryo with two mothers and a father has been created for the first time by British scientists (Jack Malvern writes). The three- parents embryo, created by a team at Newcastle university, opens up the possibility of the short-circuiting genetic diseases by replacing faulty genes from one mother with healthy ones from another mother. It has been hailed as the first realistic hope of an effective treatment for 50 genetic conditions passed on through mitochondrial DNA-DNA clustered outside the nucleus in a cell. The diseases include forms of the muscular dystrophy, diabetes and epilepsy. Professor Doug Turnbull, who led the team, described the technique as a mitochondria transplant. Couples would use IVF treatment to create a fertilised egg, from which the nucleus would be removed after a few hours and implanted into a donor egg. The parents DNA remains in the nucleus but the DNA outside the nucleus would be from the donor mother. The childs appearance is affected only by nuclear DNA. (this has been taken from The Times feb 5th) This article is an example of cloning used for a particular purpose; it tells us about a mother who replaces most of her faulty genes with healthy ones. This is one example of how cloning has been used recently. Stem Cells: Stem cells have the remarkable potential to change to any cell or organism that is needed, this is because stem cells are unspecialised cells. Stem cells have become important to us, as they are great factors that enable us to improve our health and correct faulty genes, by using them replace some genes, as well as this there are many other important uses in cell based therapies, to repair other damaged cells with in the body, and loads more. Cloning can also be produced for the stem cells with in it allowing us to replaces faulty genes with eases. Is cloning ethnically right? Well as I have mentioned in above pages there are many different view on weather or not cloning is ethnically right, some saying it is good other say its not. There is not a exact answer to weather or not they are ethically right it actually depends upon the persons opinion. Conclusion Overall cloning is a huge leap forward for man kind as it has many benefits that can be acquire by the one process furthering our medical knowledge allowing us to produce more efficient and effective medicines for our patients.I do believe that one day cloning will become the thing of the future our future medicine! Bibliography: Some of the information was takes from:   Newspaper The Times   BBC News   http://stemcells. nih. gov/info/basics/   scientific books (school text books)   Picture   Science museum (website)   Kiran Toor 10S Science coursework Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Variation and Inheritance section.

From Village to City :: World History Essays

From Village to City Over the years of history, there have been many civilizations. We will look at the earliest of all civilizations known to man. From Village to City began in 8000BC and spanned all the way into 3000BC. This essay we will look at the 6 key features of this civilization. The development of a city: The first city to be built was Jericho, in the Middle East Map: This map is a picture of what the division of land would have looked like in those times. Clearly identified here, it is possible to see Babylon, Ur, and Eridu. c Microsoft Encarta '95. (Appendix 1). Summer at this time evolved into the largest city-state, established by a people known as the Ubaidians. The development of the city, allowed for rapid population growth due to the abundance of food. Sheep, goat and pigs had been originally domesticated for use as food, not as sources of clothing. The main economic activity during this time was trade and barter. Obsidian, a volcanic glass was fashioned into razor sharp tools and weapons. It was also used as trade. People who lived near Obsidian deposits often risked their lives to collect it and eventually barter it off for food or money. Obsidian comes from volcanoes and was a kind of glass, the only of the times. The value of Obsidian was great, and so therefore was the supply and demand. Salt, ore, copper, and soapstone were accepted trade materials around 8000BC. Most of the Village to City civilization took place during the copper age, when copper was mined and used for many purposes. Trade developed between different cities, Jericho, Sumer, Adab, Eridu, Isin, Kish, Kullab, Lagash, Larsa, Nippur and Ur. Most of the trade consisted of livestock and other things such as weapons and food. Sumerians constructed large temples called Ziggurats. These temples were the focal point of religious activities in towns. They were made of sun-dried mud bricks that eroded easily. Not many of these remain today. Near 4000BC, urban societies included, farmers, herders, merchants, artisans, priests, debtors, creditors and social leaders. Economic authority in that time took the form of tax collection, creditors and debtors. Civil authority was created with the use of Hammurabi code. Hammurabi Code is in a way the articulation of values. It reflects the way they believed that matters should be handled from their times.

Developed radical behaviourism Essay

Skinner (1904-1990) developed radical behaviourism. Skinner concerned himself only with scientific methods and only observable behaviour. Skinner believed that all behaviour is learnt from environmental consequences or operant conditioning. Skinner went on to assert that behaviour is more or less likely depending on the consequences as a result of that behaviour (reward/punishment). Skinner highlighted his theories with experiments on animals, mainly rats. Skinner devised an experiment in which a rat was put into a box where the pressing of a lever would release food for the rat to eat. The stimulus of hunger, led to the behaviour of pressing the bar, lead to the reward of food. The pressing of a bar for food is not normal rat behaviour so the rat had to be taught to do so. This showed that the rat pressed the bar for food, meaning that the rat had to operate on its environment to gain either reward or punishment. If the reward comes every time for the behaviour then the behaviour is permanently learnt, or ‘stamped in’. (Skinner, 1953) Ivan Pavlov developed classical conditioning. The main difference between classical conditioning and operant conditioning is that classical conditioning concerns itself with behaviour that an animal already has. Pavlov conditioned a dog that already salivated at the sight of food to also salivate at the sound of a bell. This was achieved by Pavlov ringing a bell when ever the dog was about to be given food. This meant that the dog became conditioned to salivate at the sound of the bell (stimulus) to receive its food (reward). Pavlov and more so Skinner regard all behaviour as a product of the environment, as highlighted in these two experiments. Behaviourism had a key influence on psychology as a science. The use of scientific experiments led to psychologists focusing observable, objective measures of behaviour. This approach to psychology has a very practical use. The treatment of phobias takes its influence from behaviourist research, A phobic person can be conditioned to overcome their fear. The idea that people learn from their environment lead to educational policy being influenced as poor grades could be a result of poor educational environment. Behaviourism has received criticism for its denial of free will and the belief that people are simply the product of their environment. The behaviourist perspective that all behaviour is learnt from the environment was challenged when it was shown that people also learn through observing others and through insight. (Bandura, 1986) One shortcoming of the behaviourist perspective is that emotional and mental processes of the individual were not taken into account as they were not seen as an appropriate area of study as they could not be directly observed and objectified. (Pennington, 2002) Humanism emerged in the U.S.A. in the 1960s. The main proponents of this approach were Abraham Maslow and Carl Rogers. Humanists believed that psychodynamics and behaviourism neglected key aspects as to what it is to be human, for example, only relying on scientific and observable methods neglected what it is to be human, humanists believed. Humanists also argued that the psychodynamics relied too much on the unconscious and childhood rather than the conscious mind and the here and now. The humanist approach is known as Phenomenological as it focuses on the human experience. Humanists believe that each person is unique and the focus of the approach is on the subjective feelings and emotions of individuals. This is referred to as ideographic, meaning that it focuses on the uniqueness of the individual rather than common laws or the similarity of personality. Humanists propose that humans do have free will and are not the sole product of their environment or childhood experiences. Humanists argue that people and personality should be viewed as a whole and that the breaking down of various aspects of personality results in the loss of the whole. Rogers (1902-1987) believed that all people have a tendency to self actualise, or attempt to reach their full potential. This can be anything from playing a sport to writing an essay. People self actualise in different ways and through different achievements. Rogers (1980) assumed that we need love from other people; he called this unconditional positive regard. This unconditional positive regard is seen in the unconditional love of a mother to a child. Rogers argued that this love is essential to well adjusted adults. He went on to state that many adult problems can be as a result of not receiving this positive regard. Using his theories Rogers developed client centred therapy, Rogers would treat his clients with unconditional positive regard so that he could restore their lack of it. Rogers believed that many adult problems arose when people’s concept of themselves were incongruent with their actual experiences. For example, someone may think that a football player played well in a game setting up two goals, but the player them self might not agree thinking that they should have scored at least once. Rogers believed that a balance between this self view and the view of the world led to satisfaction and incongruence leads to conflict. (Rogers, 1951) Humanism promotes the idea that humans have free will to choose how they act and behave, the idea of personal responsibility and the idea that humans do not just passively respond to environmental stimuli. The approach also recognises a person as having their own needs as an individual. The humanist approach adds validity to the subjective experience and feelings of the here and now.  Humanism rejects the scientific approach as this does not allow for thoughts and feelings to be taken into account. This has meant that little objective evidence is available. Humanists believe that the lack of objective material is not relevant as long as people benefit from the humanist approach to therapy, and lead better lives. (Pennington, 2002) Having looked at the three main approaches to psychology it can be seen that all three have differing views and approaches to the psychology field. Behaviourism is the more scientific approach that enabled the study of the mind to stand up against other sciences. Freud and psychodynamics was the first force of psychology that has got Freud the nickname ‘godfather of psychology’. Rogers drew on both behaviourism and psychodynamics to come up with theories of the ‘whole’ self. The study of the mind can not be categorised into just one field of study. To truly understand the psychology of the human psyche one must use all three approaches and even add their own interpretation to this ever expanding field of study. Can we ever truly understand our own mind? The search goes on.

Affects of Low Socio-economic Status in Children Essay

Socio-economic status remains a theme of great interest to those who study children’s development. This interest derives from a belief that high socio-economic status families pay for their children an array of services, goods, parental actions, and social connections that potentially redound to the benefit of children and a concern that many low socio-economic status children lack access to those same resources and experiences, thus putting them at risk for developmental problems (Briscoe, 1994). The interest in socio-economic status as a worldwide construct persists despite evidence that there is wide inconsistency in what children experience within every socio-economic status level, despite evidence that the link between socio-economic status and child well-being varies as a function of geography, and culture, and despite evidence that the relation between socio-economic status and child well-being can be disrupted by catastrophes and internal strife (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 45). The major factor that affects child development is the socio-economic status. It is an indicator of a person’s social and economic standing, measured through a combination of income, level of education, residency, occupation, and social status in the community (Briscoe, 1994). Families with a high socio-economic status often have more success because they typically have more access to more resources to improve their child’s development (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 54). They are able to afford high-quality child care and books that would encourage children to learn. Children from low socio-economic status families lack the financial, educational and social support they need to be considered equivalent to children from high socio-economic status families. These differences can cause a child to become unconfident, non-motivated, and even isolation from society. It is a problem that could stay with the child through adolescences and on into adulthood (Bradley & Corwyn, 2002). It is only as an adult that the person has the independence and the ability to change his socio-economic status. He makes the choice of where to live, what job to pursue, how he fits in society; becoming his own person but a child can not (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 223). Family’s Influence on a Child’s Educational Success The family is a key element in every person’s life. They have the greatest impact on a child’s socialization and their development. Socialization is a learned behavior that remains with a human being his entire life. Family influences nearly every aspect of children’s life, most significantly, their education. Increasing evidence indicates that schools are not solely responsible for promoting our children’s academics and success; rather, families must be engaged in helping youths develop the understanding and skills they need to function in tomorrow’s workplace (Bradley & Corwyn, 2002). Therefore, the question is not whether parents influence education, but rather how and to what degree they do. A variety of explanations exist, including the size of the family, the parenting techniques, and the family’s economic status. Three major constructs are believed to be parents’ basic involvement decisions. First, a parents’ role construction defines parents’ viewpoint about what they are supposed to do in their children’s education and appears to set up the basic range of actions that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the degree to which parents believe that through their contribution, they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ opinion that the child and school want them to be involved (Bradley & Corwyn, 2002). However, even well-designed school programs welcoming involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in their schools. Academic Attainment and Low Socio-economic Status For over 70 years findings on the relationship between socio-economic status and intellectual/ academic competence has accumulated. The association between socio-economic status and cognitive performance begins in infancy. Numerous studies have documented that poverty and low parental education are associated with lower levels of school achievement and IQ later in childhood (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 103+). There has been some debate regarding which aspects of socio-economic status most strongly connect to cognitive development. Each socio-economic status measure used in the Health Examination Survey (family income, maternal education, paternal education) highlighted intellectual attainment, with education being the best predictor. Maternal education was a stronger predictor than paternal education. Maternal and paternal education is good predictor. Socio-economic status accounts for about 5% of the variance in academic achievement. Among the traditional measures of socio-economic status, family income accounts for the greatest amount of variance. In a recent study, it has been found that each socio-economic status indicator (income, education, occupation) was associated with better parenting, which in turn affected school achievement via skill-building activities and school behavior. Evidence suggests a particularly strong relation between socio-economic status and verbal skills. Major differences were found in the language proficiency of children from high socio-economic status and low socio-economic status families. The relation between socio-economic status and cognitive attainment may be quite complex, with different components of socio-economic status contributing to the development of particular cognitive skills in different ways and with some components of socio-economic status serving to moderate the effects of other components. Several analyses have indicated that the relations for family income and parental education depend on the number of siblings present in the household (Bornstein, Hahn, Suwalsky & Haynes, 2003, p. 34). The affect of Socio-economic status and intellectual/academic attainment diminishes with age. However, the effects of family income on achievement among 7-year-olds are similar to the effects on intelligence for 3-year-olds. Socio-economic status also appears to affect school attendance and number of years of schooling completed. The impact on years completed appears to be less than the impact on school achievement. Even so, socio-economic status remains one of the most consistent predictors of early high school dropout, with evidence suggesting that it is connected both to low parental expectations and to early initiation of sexual activity (Bradley & Corwyn, 2002). Students from lower-income families suffer further disadvantages as well. Economic hardship and stress have been known to affect the relationship between the parent and child. If the socio-economic status of the student is low, the amount of parental support, control, and consistency is usually low as well. Adolescents from intact families have been found to be more optimistic and confident about the future than those from homes in which there has been a separation, divorce, or parental death. References Bornstein, M. H. & Bradley, R. H. (Eds. ). (2003). Socioeconomic Status, Parenting, and Child Development. Mahwah, NJ: Lawrence Erlbaum Associates. Bradley, R. H. , & Corwyn, R. F. (2002). Socioeconomic Status and Child Development. 371+. Briscoe, J. (1994, December). The Cost of Child Abuse and Neglect. Corrections Today, 56, 26+. Education Is Critical to Closing the Socioeconomic Gap. (2003, February). World and I, 18, 18. Ellis, L. (Ed. ). (1994). Social Stratification and Socioeconomic Inequality (Vol. 2). Westport, CT: Praeger Publishers.

Us Immigration 1880-1925 Essays

Us Immigration 1880-1925 Essays Us Immigration 1880-1925 Paper Us Immigration 1880-1925 Paper From the years 1880 to 1925, there was a rapid growth of immigrants coming into the United States. Many foreigners came to the United States in hope of striking it rich. The Immigrants saw the United States as a way to make a better life for themselves, and this started to cause problems. This is when the United States government took actions to control immigration. In the early 1880’s, immigration was gladly welcomed, but as time progressed, government saw it as a growing problem. After America’s Reconstruction era, immigrants from southern and eastern Europe began pouring into the United States in order to start a new life for themselves. The United States government welcomed these immigrants with open arms. Compared to their home country, the United States offered more freedoms to the immigrants. (Doc. A) When the immigrants would make a good sum of money, they would move back to their native country and take some American values with them. (Doc. B) These immigrants were known as â€Å"birds of passage†. Many American didn’t like this going on. Nativism grew throughout the 1890’s. American workers jobs were in jeopardy due to the amount of cheaper labor that businesses could get by hiring immigrants. (Doc A) These people were known to have xenophobia; a fright of people from other countries. In 1892, the National People’s Party claims that current immigration laws failed to protect American workers. (Doc. C) This was the beginning of attempts to get immigration limited. Over time, the federal American government began taking more action in immigration policies. In 1882, the federal government established the Chinese Exclusion Act. The American and Japanese governments worked together to discourage the emigration of the Japanese laboring class. (Doc. D) The federal government also closed off the flow of immigrants from Europe with the Emergency Quota Act of 1921. (Doc. H) What this did was limit the annual number of immigrants who could be admitted from any country to 3%. This was later limited by the Immigration Act of 1924 which limited the number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890. Throughout the 1880 to 1925 period, immigration was seen as a great thing for America that eventually turned into a problem. The federal government gained more control over immigration policies as time passes by. At first, immigrants were welcomed to America with open arms. As problems with emigration began showing up, action had to take place. The federal government stood up to help protect the American people.

Effective Practices in Early Childhood Education

Effective Practices in Early Childhood Education Introduction Early childhood education is vital for the development of a child since it aids in the development of some skills that prepare them for further schooling (Currie 3). The skills to be acquired include cognitive skills with particular attention on Intelligence Quotient (IQ). Other developments include social well being and the emotional state of the child.Advertising We will write a custom essay sample on Effective Practices in Early Childhood Education specifically for you for only $16.05 $11/page Learn More As much as high IQ levels do not always spell good adulthood, it has a positive correlation with success in various aspects of life and the level of IQ in young children can be affected through deficiencies (Currie 3). Early childhood education in such institutions as kindergartens is also important in preparing the child for further schooling and some studies have shown that about only 65 percent of children entering school are thought to be actually ready for school (Bredekamp 10). The Bronfenbrenner’s Ecological Model which was developed by Urie Bronfenbrenner tries to demonstrate the environment that rotates around the child and affects his or her development of the socialization skills (Bronfenbrenner 1). The Microsystems layer of his model indicates the environment that the child lives and relates with. This includes the people and the various institutions that the child interacts with. Mesosystems layer also affect the children even though they are not directly involved in the interactions. This layer shows the interactions that occur between people who revolve around the life of the child such as interactions between the parents and the children’s teachers or interactions among the child’s neighbours. The Exosystems layer includes the wider community where the child relates with and it includes the family friends, neighbours, the extended family and the media. The Macrosystems layer generall y includes the attitudes and perceptions and the laws of a particular group of people. These layers indicate the various components in a child’s life and determine how the life of the child will be shaped. In the Bronfenbrenner’s Ecological Model, the child is placed in the middle because all that happens around the child affects other people and consequently, what the child does also affect them (Bronfenbrenner 1). An example to show how these Exosystems influence the child can be seen when the life of the child is affected as a parent goes out of the country for further studies and only comes visiting once in a while. Observations I chose to observe the Pre-K classroom in the Daycare institution for my field experience assignment. The class consisted of children aged between 3 and 5, according to information obtained from one of the teachers. The Pre-K classroom had a total of sixty children and they were taught and coordinated by two teachers making the student- rat io 1:30. All the teachers in the Daycare facility had to have attained a certain level of education. They were all university graduates and had to have pursued a diploma in Psychology.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teachers interacted freely with the pupils as they joined them in performing some of the activities. When a student asked for help the teachers were always ready to respond and assist. As much as the work was intense for the two teachers, they struggled to make sure that the children were assisted. The curriculum included oral, written and practical studies. The oral studies were supposed to improve their skills in expressing themselves, the writing was meant to improve their skills in presentation while the practical studies which included working in groups, improved their socialization skills. The interior design was well finished and despite the large number of students, each student had a chair and desk and enough space to perform their duties. After every two months, parents were invited to have a day-in-school with their children where they could interact with the teachers and check on the progress reports. This day was special as the children together with their parents were assigned into groups for interactive sessions. Reflection The student teacher ratio was 1:30 which is not healthy for learning of young children since they require sufficient attention and coordination (Marilyn 23). The teachers’ credentials were impressive and they possessed the necessary knowledge for handling the children (Bredekamp 6). The way they interacted with the children and the way they encouraged the children to get into groups improved their social skills (Bronfenbrenner 1). The curriculum was of high standard since it encouraged the development of social, emotional and cognitive skills (Bredekamp 3). The classroom environment was very conduc ive for learning. Daycare set aside certain days for parents to visit and this gave the teachers an opportunity to observe the interaction between the parents and the students so as to explain some of the developments of the children. Conclusions Early childhood education is important as prepares children for continued learning in elementary school and other forms of education (Bredekamp 3). The educators in the early childhood institutions also assist parent-who go away to work all day and cannot be with them-in nurturing their children. Special attention should therefore be paid so as to ensure that the childhood of every child is secured so as to ensure bright them of a bright future (Bredekamp 18).Advertising We will write a custom essay sample on Effective Practices in Early Childhood Education specifically for you for only $16.05 $11/page Learn More Bredekamp, Sue. Effective Practices in Early Childhood Education: Building a Foundation. United States : Merrill, 2010. Print. Bronfenbrenner, Urie. The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press, 1979. Print. Currie, Jane. Early Childhood Education Programs. America: American Economic Association, 2001. Print. Marilyn, Fleer. Identifying Teacher-child interaction Which Scaffolds Scientific Thinking in Young Children. Australia: University of Canberra, 1992. Print. Papalia, Diane E. Wendkos, Sally And Fildman, Ruth. A child’s world: infancy through adolescence. McGraw: McGraw-Hill, 2002. Print.