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The focus of Section II -- Ethical Responsibilities to Families of the NAEYC Code of Ethical Conduct is on the tremendous importance of the family circumstances and relationships in the lives of children. In that regard, Section II also recognizes a "primary responsibility" to support child-family relationships. Section II ideals promote the application of relevant knowledge to the support of positive relationships in families and the education and counseling of family members to help establish positive relationships conducive to healthy childhood development. In principle, the focus of Section II is actually the most important subset of the issues recognized in Section I. The fact that Section II is devoted to family issues is appropriate given the overwhelming significance of family relationships within the formative experiences of childhood.
The focus of Section III -- Ethical Responsibilities to Colleagues outlines the elements of a cooperative and supportive vocational environment. It also emphasizes the importance of positive and healthy relationships among and between professionals as being necessary for the achievement of objectives relating to positive healthy relationships for children. Section III represents a fundamental management principle about the importance of a uniform organizational culture, especially within social...
The accomplishment of organizational objectives related to promoting positive healthy relations in others substantially requires incorporation of those values within the organization.
Finally, Section IV -- Ethical Responsibilities to Community and Society addresses the myriad connections, relationships, and interdependencies of children and the comprehensive resources available to children and families in the community. More particularly, Section IV is the only section of the NAEYC Code whose ideals and principles are both separated into those pertaining to individuals and to collective entities. In some respects, Section IV balances the focus of Sections I and II on the individual child and on families. Section IV recognizes the continuing relevance of external environmental circumstances throughout the lives of children. It correctly addresses the community-wide range of potential influences and promotes the application of NAEYC concepts throughout communities for the benefit of all children within them. Between the micro-focus of Sections I and II and this macro-focus, the NAEYC Code seems to provide a comprehensive means of improving the lives of children at every level. Section III serves both as a practical means of best accomplishing NAEYC objectives and also as a model of beneficial social principles for society…
National Association of Regional Councils: History And Evolution NARC's History and Purpose: furthering the cause of regionalism The National Association of Regional Councils (NARC) has been an independent entity for over thirty-five years. "The National Association of Regional Councils (NARC) is the preeminent alliance for fostering regional cooperation and building regional communities. We advocate for regional approaches with federal and state governments; provide training and technical assistance on the latest regional developments; and
National Association of Student Personnel Administrators and the American College Personnel Association reports that in terms of today's school curriculum "knowledge is no longer a scarce or stable commodity. Especially in science, engineering, and technical fields, knowledge is changing so rapidly that the specific information may become obsolete before a student graduates and has the opportunity to apply it." (2004) There are more in the way of those providing
S. is a worthwhile goal, but the No Child Left Behind Act of 2002 is a poorly conceived approach whose deficiencies may actually do more to undermine many aspects of education than any meaningful improvement inspired by its programs. References Caillier, J. (2007) No Child Left Behind Act: Are States on Target to Make Their Goals?; Journal of Negro Education, Fall 2007 Issue. Retrieved September 8, 2008, at http://findarticles.com/p/articles/mi_qa3626/is_200710/ai_n25139930/pg_10 Crawford, J. (2004) No Child
National Incident Management System Theoretical Analysis of National Incident Management System (NIMS) The Federal Government established the National Incident Management System (NIMS) under the Homeland Security Presidential Directive number 5 in February 2003. The Secretary of Homeland Security played an important role of developing and administering national incident management system. NIMS provide a reliable and consistent approach to responding to all forms of incidents irrespective of size and scope (Walsh 2012). The
Education Policy Reading First is a new grant program proposed by President Bush and endorse as part of the 2001 reauthorization of the Elementary and Secondary Education Act. The new program is part of Title I Part B, along with the Reading First program, which is focused on students in kindergarten through third grade. Reading First provides competitive grants directly to the local level to improve the reading readiness of preschool age
It is felt that this action will enhance the value of institutional accreditation and help to better prepare teachers for the reality of the classroom. Works Cited Duncan, Arne. "Secretary Arne Duncan's Remarks to National Council for Accreditation of Teacher Education." U.S. Department of Education. November 16, 2010. ED.gov. 13 December 2010. < http://www.ed.gov/news/speeches/secretary-arne-duncans-remarks-national-council-accreditation-teacher-education> "Professional Standards for the Accreditation of Teacher Preperation Institutions." NCATE. (February 2008). 12 December 2010. Sawchuk, Stephen. "Merger