Is Agricultural Soil Erosion Really a Cause of Global Warming?

Al Gore made a documentary about global warming, and cows are even playing a part in global warming. There are many studies and debates currently about what is causing global warming and what is affecting it the most. There are also many ideas of how to decrease the emissions into the atmosphere by means of prevention and production.

Recently, there has been some debate about the effect agricultural soil erosion is having on global warming. It was originally believed that carbon emissions caused by soil erosion were a contributing factor to the problem of global warming. This idea was challenged with controversy by those who believed that agricultural soil erosion may be helping to remove carbon emissions from the atmosphere thus helping slow down the process of global warming.

Global warming is an extreme change in climate that is caused by the emission of carbon and other greenhouse gases. The gases emitted cause heat from the sun to be trapped inside the Earth's atmosphere. This is causing a drastic change of climate to occur; serious environmental changes are occurring quicker than formerly believed, and this is causing the polar ice caps to melt and water levels to rise.

Global warming may be a serious threat, and measures to decrease the rate in which greenhouse gases are being released into the air are being taken, and methods of removing emissions from the atmosphere are being taken as well. A recent study has shown evidence that might determine that agricultural soil erosion is not really releasing as much carbon as previously anticipated.

Tests have shown that carbon might actually be re-emitted into the soil by means of erosion, and the carbon from plant matter decomposing in the soil (Daily Science, 2007). The study measured the net amounts of carbon emitted into the atmosphere and the net amount of carbon being deposit into the soil.

The study indicates that the amounts of carbon being released into the atmosphere due to soil erosion are not as extreme as believed, but the amounts of carbon being deposited into the soil was not that extreme either. Soil erosion is not one of the biggest threats in the conflict of global warming, and the amount of carbons being taken out of the atmosphere and mixed into the soil was dramatically less beneficial than previously thought.

Global warming is an effect of increased greenhouse gases. What is truly causing it is still under much discussion, but I am curious to see what will come of these extreme environmental changes.

Reference:
Daily Science. (2007). Agricultural Soil Erosion Not Contributing to Global Warming. Retrieved October 26, 2007, from http://www.sciencedaily.com/releases/2007/10/071025143317.htm

Four Standards for Teaching Art to Elementary Students in New York

I am going to be an art teacher in the state New York. New York state standards for elementary art classes are very interesting. There are four basic standards; these standards are based on creating art, knowing and using art materials, responding to and analyzing art work and understanding the cultural influence of art (NYSED, 1996).

As an elementary art teacher the first standard required is to teach students how to create their own art by "exploring different kinds of subject matter, topics, themes, and metaphors" (NYSED, 1996, p.9). This will be an excellent standard to implement into the classroom, and it can be easily implemented. In order to determine different themes, topics, and ideas for the classes artwork the teacher can have all of the students write down something they would like to create, and then a new student can pick one of the topics out of a hat each day, and the next day's assignment can be based on that topic.

The second standard of art in New York State is understanding the materials, techniques, processes involved in creating art; it is also a standard to inform the students of the community's art involvement and the vocational options available to them (NYSED, 1996). This can be a fun experience for the entire class because in order to make students aware of the many different techniques and styles of art, trips to art museums can be arranged.

In New York State the third art standard refers to analyzing and interpreting works of art. "Students will reflect on, interpret, and evaluate works of art, using the language of art criticism, and students will "describe their responses to the works and the reasons for those responses" (NYSED, 1996, p.25). Interpreting and analyzing art is very important in an artists career, and it is beneficial to be able to discuss and critique your own and others art work. This can be implemented easily by having students critique each other's work. It is also good to learn the language of art because then students will have a common vocabulary in which to communicate ideas to each other.

The final standard of art learning is the understanding of cultural influence on art, and the history of art (NYSED, 1996). This can be implemented in a classroom very easily and enjoyably by studying different art from different time periods and reflecting projects on different art forms from history. This will also give the students a better understanding of artistic techniques, culture, and how they influence each other.

Reference:
NYSED. (1996). Learning standards for the arts. Retrieved October 26, 2007, from http://www.emsc.nysed.gov/ciai/arts/pub/artlearn.pdf

Gardner's Theory of Intelligences Can Benefit the Classroom

There are many theories on the way children learn, and they can all be helpful when trying to become an effective teacher. One well-known theory on education is Gardner's theory on intelligences. Gardner's theory classifies the way students learn into 8 different categories. These theories can amplify how your students learn and how much you reach your students.

I am planning on becoming an art teacher, and I think it is possible to assess knowledge on the topic of art using many of Gardner's intelligences. Gardner theorized that there were eight forms of intelligences, and they are linguistic intelligence, logical mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Linguistic intelligence pertains to words, logical intelligence pertains to numbers and reasoning, spatial intelligence relates to pictures and visual stimulation, bodily-kinesthetic intelligence relates to bodily movements, musical intelligence pertains to music and patterns, interpersonal intelligence relates to understanding people, intrapersonal development relates to understand ones self, and naturalist intellegience relates to nature.

Naturalist intelligence can help asses the qualities of nature in relation to art, and it can help determine natural ways of creating art. Musical intelligences can see the patterns of art and help incorporate music into an art lesson. Music can also be compared to art to establish the mood and emotion behind a piece. Intrapersonal and interpersonal intelligence is useful well learning art because it can help a student and the class figure out what is behind a piece of art. These intelligences are also useful when critiquing ones own art and the art work of others. Logical-mathematical intelligences are useful in assessing knowledge in relation to art because these intelligences are familiar with formulas and equations which can be helpful in art forms that need proportion and measurements. Linguistic intelligences are also helpful when teaching art because they can help find descriptive words that can help with art lessons as well as creating inspiration and ideas for art work. Slogans and titles can also be easier for linguistic intelligences, and the entire class can benefit from that.

It is important as a teacher to understand the different ways in which students learn. In order to truly reach the students and nurture their natural abilities these intelligences must be maximized. Some may argue that these intelligences are just the subjects student excel in, and these intelligences are natural for students, but they should still be used to increase the potential of the student's learning.

What is the Element Ruthenium?

I was looking at the periodic table of elements today, and I was astounded by the names of some of the elements. I was also shocked that I have never heard of some of them, except in brief passing in school. I decided to find out a little bit more about these mystery elements, and I started with Ruthenium. Ruthenium sounds funny at first, but it is used in many things around the world.

Ruthenium is a white metal that is hard and polyvalent. Ruthenium is part of the platinum family. This metal has four crystal modifications, and at normal temperatures it will not tarnish. Although Ruthenium does not tarnish it does oxidize. Ruthenium will melt if put into fused alkalis, and Ruthenium is not affected by acids but is strongly affected by high temperature halogens.

Some jewelers and metal workers use ruthenium to increase the hardness of platinum, and it also has a hardening affect when added to palladium. Titanium can also be mixed with a tiny amount of ruthenium to prevent corrosion and tarnish. Sometimes ruthenium is even mixed with gold to increase its wear resistance.

Karl Klaus, the Russian scientist, isolated and discover ruthenium in 1844. This element derived its name from Ruthenia which is a Latin word for Rus' which was an area of land that is now made up of parts of Russia, the Ukraine, and Belarus. Karl Klaus chose this name because it referred to where he was born.

Ruthenium is used for many things. Ruthenium is mixed to create super alloys used for the blades of jet engines. Ruthenium can also be used as a catalyst in order to split hydrogen sulfide; this can be useful in order to remove the hydrogen sulfide from oil refineries. Ruthenium also has renewable energy implications because it absorbs light; there is research currently establishing if Ruthenium can be used to catch solar energy. The smallest amounts of this element are also being used by IBM to increase disk drive sizes. Ruthenium is being used in things as large as jet engines and as small as fountain pens.

Ruthenium can be found in mines in both South and North America. This element is usually found in ore that also containes other members of the platinum family. Ruthenium can also be found in the Urul Mountains in Russia, and it is also known to be found in smaller extractable contents in Canada and South Africa.

Ruthenium is a very important mineral that may be an important tool in helping the environment and the world.

Theoretical Perspectives of Child Development

There are many factors that affect a child's development, and there are many theories that attempt to explain different developments in the life of a child. The following is a list of theoretical perspectives of child development. While no one theory is completely correct, all of these theories have valuable information that should be gleaned from them.

Maturational perspectives ascertain that the level of neurological development and the genetically directed increase of physiological developments directly affects the development of physical abilities. This is reflected when a child's writing ability increases throughout years of schooling because of the neurological growth that occurs (McDevitt & Ormrod, 2004, p. 22). It is also obvious as a child hits puberty, and the child's body starts to physically mature.

Psychodynamic perspectives theorize that when children and young adults face social decisions they are directed by the impulses presented by sexuality and aggression, but they are also led by a need for social contribution and acceptance (McDevitt & Ormrod, 2004, p. 22). Through many different stages children learn to use their impulses in a way that is constructive to society (McDevitt & Ormrod, 2004, p. 22). This concept is exemplified when a student hits another student, or lashes out at teachers or parents. As a child develops and receives feedback on his reactions the child will learn to deal with these impulses in a better way such as playing an instrument or planting a garden.

Cognitive developmental perspectives suggest that children add to their own development intellectually. As children face conflicts they rearrange their perspectives and develop new methods of dealing with challenges and viewing the world. A good example of this is when a child has a problem learning arithmetic, and the child develops a system of remembering and figuring out the problem.

Behavioral learning perspectives suggest that children will actively work in order to gain recognition and the things they enjoy (McDevitt & Ormrod, 2004, p. 22). Children will learn from observation what behavior is rewarded and use these ideas to gain their own rewards. This is reflected when a student tries to improve his grades in order to receive recognition of the teacher.

Evolutionary perspectives theorize that a child's behavior and personality may be reflected by the basic will to survive and be reproductive. This theory suggests that behavior is reflected by the genetic inclination to survive.

Information processing perspectives ascertain that the way a child remembers and processes information changes over time, and as a child becomes older the child can better choose what information is retained(McDevitt & Ormrod, 2004, p. 22). This is noticeable as children are young, and are confused easily by instructions.

Socio-cultural perspectives suggest that the cultures that a child is brought up in has a direct impact on how and what a child learns(McDevitt & Ormrod, 2004, p. 22). This is obvious when children are actively involved in habits that are valued at home or in the community; an example of this is a child who reads many books because his parents read on their own time.

Developmental system perspectives theorize that many factors within and outside of the child affect the child's development. Many different paths may be taken to achieve one same goal, and many children may take the same path to achieve very different results.

Life span perspectives are very interesting theories because they ascertain that a child's development may be influenced by life changing events (McDevitt & Ormrod, 2004, p. 22). These events may happen globally, locally, and on a personal level. Some of these events occur through age and are natural. This is exemplified when a child is affected by the divorce of a parent.

All of these theories hold very valid ideas, and they should be taken into consideration when dealing with children and studying the development of children.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

The 5 Periods of Child Development

Child development is characterisized by five different development periods. All of these periods are unique and important factors in the growth of a child. Here is a brief outline and explanation of each developmental period in a child's life.

The first period of development starts at infancy; this includes birth up until two years old. This period is a time when children develop " basic human traits-emotional bonds to other human beings, nonverbal communication and language expression, motor exploration of the physical environment, and systematic approaches to learning about people, places, and things" (McDevitt & Ormrod, 2004, p. 18). As an infant, children are extremely dependant on the caregiver, but they are equipped with certain abilities that they know will achieve a response. Children are able to cry in order to receive attention; and through positive responses from the caregiver infants develop a need to learn. Infants learn through the concrete things in their surroundings such as the toys they play with and the noise the telephone makes. As infants grow they develop a sense of confidence as they also develop a desire to learn and explore. Infants develop so much at this young age that they are hard to keep up with.

Early childhood is the next level of a child's development; this area includes children from two to six years of age."Early childhood is a period of incredible creativity, fantasy, wonder, and play"(McDevitt & Ormrod, 2004, p. 19). Communication and language skills increase drastically during this period of time. Grammer and vocabulary usage develops out of life experience at this time. Physical changes also occur during this period; children become more agile and playful, and they exude higher levels of energy. During the early childhood period of development children are very "endearing, trusting, and affectionate", and they are more prone to "self-centered impulses" (McDevitt & Ormrod, 2004, p. 19). Early childhood is a developmental period that is filled with energy and learning.

Middle childhood is the period of time when a child is six to ten years old. This is a time where children focus less on fantsy and more on real world issues. Strong social bonds between peers occur, and friendships are a main part of learning. "Children also begin to compare their performance to that of others" at this period of development (McDevitt & Ormrod, 2004, p. 19). Athletic skills increase and children become aware of what is expected of them at this age. Middle childhood development is the beginning of a child's perception of adulthood.

Early adolescence is the developmental period of time when a child is ten to fourteen years old. This is a period of many physical changes because puberty is occurring during this time. During this time adolescents are very focused on what their peers think of them. Many cognitive increases occur during this time including "expansion in abilities to think logically, abstractly,and exhaustively" (McDevitt & Ormrod, 2004, p. 21). Early adolocense is a time where children will take into further consideration the world around them and develop a better sense of self-power.

The last phase of development for children covers the ages of fourteen to eighteen. This period is refered to as the late adolescent development period. This is a time of making decisions for children. Children of this age range still consider peer relationships a high priority. During this point in time" individual differences in academic achievement are substantial" and children of this age face many confusing decisions (McDevitt & Ormrod, 2004, p. 22). These young adults will have to use all the knowledge they have gained and relationships they have built up until this point to make the decisions they will be faced with at this age.

As a teacher, or a person who deals with children on a constant basis, it is extremely important to be aware of all the different levels of development for children. In order to effectively reach children the different characteristics of each developmental period should be fully understood.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Effects of Nature and Nurture on Students' Classroom Performances

There has been a huge debate on nature versus nurture and how it affects people. This debate has been going on for years in the study of human development. Nature and nurture seem to both have an effect on people, and they both definitely have an overall effect on the classroom performance of a student. 
When people use the term "nature" in reference to human development, they mean "inherited (genetic) influences on growth and functioning" (McDevitt & Ormrod, 2004, p. 7). This means the basic inherited traits such as walking, talking, standing upright and using basic utensils, but there are many other inherited characteristics such as physical attributes, intelligence and psychological traits.

The idea of nurture affecting the development of an individual means that environmental factors around the individual affect the way a person grows and develops on many levels. Nurture is the "effects of family, peers, schools, neighborhoods, culture, the media, the broader society, and the physical environment. Nurture affects children's development through multiple channels-physically through nutrition and activity; intellectually through informal experiences and formal instruction; socially through adult role models
and peer relationships" (McDevitt & Ormrod, 2004, p. 7).

Although the argument is nature versus nurture, I believe that both of these factors attribute the development of a child. I also believe that it is hard to completely distinguish between the two ideas. Nature will inevitably affect the classroom performance of a student because a student inherits certain traits that pertain to education. A student inherits the ability to do well in certain subjects and poor in other subjects. A student also inherits the certain psychological traits such as shyness or self confidence. Students may not be very assertive in class because they are inherently shy; this is also true in the case of students that have inherited a tendency to be outgoing. They will consistently be out spoken people.

This is where nurture comes into play because students who are shy by nature can be nurtured and encouraged to be more aggressive and this may cause a change in their development. It also appears that nurturing can play a stronger role at certain points of a child's development. There are critical times where nurturing is more influential, and this usually occurs for young adults and children. These times may be more effectual, but they are not the only time where the environment has affect.

Overall it appears that nature supplies people with certain characteristics, but they can be altered and modified by the environment to an extent. Students are especially influenced by environment because although they are instilled with genetic influence at birth they can be influenced through the learning process in a way that can cause change in their development.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Do Dogs See in Color?

Dogs are man's best friend, but they are not all alike. Unlike humans, dogs do not see in the broad spectrum of the rainbow we know. When I first heard that dogs only see black and white, I did not believe it, so I researched a little bit to find out exactly what was true.

First, I started with the eyes and how seeing color actually works. The inner workings of the eye are interesting. The retina is the deepest inside the eye and its job is to sense light and send the information visually to the brain. There are photoreceptor cells inside of the retina(What do Dogs See? A review of Vision in Dogs, 1996). These two photoreceptors are rods and cones, and they respond to light and send signals to the optic nerve(What do Dogs See? A review of Vision in Dogs, 1996). . This happens through a series of chemical processes and reactions. Rods handle light strength and weakness, and cones absorb the information concerning color and details(What do Dogs See? A review of Vision in Dogs, 1996).

The photoreceptors, known as cones, perceive precise wavelengths of colors(What do Dogs See? A review of Vision in Dogs, 1996). . Humans have three types of cone cells in their eyes and we perceive specific portions of the color spectrum(What do Dogs See? A review of Vision in Dogs, 1996). . The three cones we have in our eyes allow us to recognize colors that vary in mixtures of red, green, and blue pigments. Dogs are different from humans because they only have two cones in their eyes, and they have less rods and cones than humans do(What do Dogs See? A review of Vision in Dogs, 1996). Because of the differing cone and rod structure of a dog's retina dogs see a spectrum of yellow, blue, and gray, instead of the rainbow that humans see(What do Dogs See? A review of Vision in Dogs, 1996). Dog's have only two cones, and this removes their ability to recognize reds, and green.

So the main reason dogs see differently is because they so not have as many cones and rods as humans do at all. Dogs do have certain visual characteristics that we do not have. Dogs may not be able to see rainbows of color, but they can see extremely better in the dark than humans can. Dog's have a receptive structure behind their retina that makes their night vision extremely improved(What do Dogs See? A review of Vision in Dogs, 1996). This reflective structure makes dog see things in the dark as if they have an interesting glow (What do Dogs See? A review of Vision in Dogs, 1996).

It turns out that dogs see in black and white but also some yellows and blues. Unlike humans dogs can see very well at night time and have a different eye structure than humans. Man and dog may have many differences, but man and dog will always be best friends!

References:

What do Dogs See? A review of Vision in Dogs. (1996). . Retrieved October 7, 2007, from http://psychlops.psy.uconn.edu/eric/class/dogvision.html

Aboriginal Art: An Artform Based on Storytelling

Aboriginal art is an amazing and breathtaking thing. When I first saw aboriginal art, my impression was that it was similar to pointillism. Pointillism is very much what it sounds like; it is an art form that is completely composed of dots. My first impression of aboriginal art was that its mosaic-like patterns and bright colors were gorgeous and vivacious, and in an attempt to recreate this style, I investigated aboriginal art and its origins.

Aboriginal art is so mystical and special because it is based strongly on storytelling, mythology, magic, nature, rituals, and spirituality (Aboriginal Art Culture and Tourism Australia, 2007). The Aborigines invented this style many many years ago. Aboriginal art works depict the dreams, beliefs, and stories of these people (Aboriginal Art Culture and Tourism Australia, 2007).

Aboriginal rock art is the original foundation of aboriginal art. These paintings and drawings are at least 20,000 years old and were found in Australia(Aboriginal Art Culture and Tourism Australia, 2007). These amazing works of art provide scientists and archeologists with many insights to the past. These rock paintings help us learn about the cultures, economy, society, myths, and environmental conditions of the past(Aboriginal Art Culture and Tourism Australia, 2007). The subjects of the paintings also help archaeologists put these art works into chronological order.

Many of these paintings also depict what is called Dream time (Aboriginal Art Culture and Tourism Australia, 2007). Dream time is the creation stories of the Aborigine people. These art works represent when the earth was formed, plants and animals were created, and when man was created by the Ancestral Beings worshiped by Aborigine people(Aboriginal Art Culture and Tourism Australia, 2007).

Many of these paintings were done on rock walls in caves where the people lived. The aboriginal paintings were also done in sacred places where rituals would take place(Aboriginal Art Culture and Tourism Australia, 2007) These paintings were done n the ground by alters and on tools used for ceremonies. The Ancestral Beings believed in by the Aborigines would take the shape of many different creatures of the earth in order to teach the people these ceremonies and how to worship correctly(Aboriginal Art Culture and Tourism Australia, 2007).

Aboriginal art is he oldest form of art known to man; some of the pieces are sold out there is no way to date them or figure out who created them (Aboriginal Art Culture and Tourism Australia, 2007). This artwork may have originated many years ago, but it still thrives to this day. Many people in Australia still practice the ways of aboriginal art, and use bark instead of rocks to create their art work. Canvas is also used by many aboriginal artists. These works of art are meant to explore the outer worlds as well as define and describe the current world, and they are so stunningly beautiful they should be appreciated in many ways.

Reference:

Aboriginal Art Culture and Tourism Australia. (2007). ABORIGINAL AUSTRALIA ART & CULTURE CENTRE - ALICE SPRINGS . Retrieved October 3, 2007, from http://aboriginalart.com.au/gallery/traditional.html

Induction and Mentoring Programs: The Educational Benefits

Many go into teaching excited, but many teachers leave their first year of teaching and never return to the classroom. Some schools offer programs to help new teachers become more capable and more comfortable. These programs help educators become accustomed to teaching and provide new teachers with the "guidance and support" they need in order to feel capable enough to continue to teach (Kauchak & Eggen,2005, p 500).

Not all schools, or even states, provide these programs, but the schools that do are benefiting in many ways. . With an increase in population there will constantly be an increase in the need for teachers. Mentoring and induction programs may not seem important, but in order for teachers to remain in their chosen careers and be excellent teachers these programs need to be installed in all schools. These programs are both effective and useful to education; these programs should be supported more than they are, and new and experienced teachers should receive the recognition that they deserve and an opportunity to improve on their abilities.

Induction and mentoring are two types of programs that seem to be beneficial to teachers who are just starting out. "Induction programs are professional experiences for beginning teachers that provide systematic and sustained assistance to ease the transition into teaching" and "mentors are experienced teachers who provide guidance and support for beginning teachers" (Kauchak & Eggen,2005, p. 500). Induction programs help support teachers by helping teachers achieve district and state teaching standards. Mentoring and induction programs help teachers learn how to evaluate their teaching strategies and plan effective lesson plans. Both of these programs provide new and experienced teachers with an opportunity to learn; new teachers learn from mentors, and older teachers learn from programs designed to help teachers mentor effectively. These programs are extremely valuable in supporting the future teachers of our school rooms, and these programs are beneficial to the students because they will receive a better education because of these programs.

Induction programs are more effective than mentoring programs because induction programs also include mentoring. Induction programs provide many types of support for beginning teachers; these programs supply "personal and emotional support", "task- or problem-focused support", and "critical reflection on teaching practices", and all of these things are important factors for a teacher's success (Standsbury & Zimmerman, 2007, ). Mentoring programs are successful as well but do not provide a wide enough range of support. Mentoring programs supply a great amount of emotional support, and help with lesson planning and evaluation, but it can not "create clinical learning environments for beginning teachers" (Kauchak &Eggen, 2005 p. 500). As a new teacher I will actively be involved in mentoring and induction programs. I will try to start my career at a school that provides these programs, and I will take full advantage of whatever induction and mentoring programs I can. As a more experienced teacher I will definitely apply myself as a mentor, and help to develop induction programs at the school I choose to work in. Induction programs are excellent methods of helping new teachers teach to the fullest of their ability, and mentoring programs are an important factor of induction programs that should be supported as well.

One of the main problems with induction and mentoring programs are that they still have not received enough support. "Recent studies have found that 30 or more states have some form of mandated mentoring program. Merely requiring this mentoring, however, does not assure that programs are comprehensive and effective, or that funding is secure"; this is a sad state of affairs for education and students alike ("Teacher induction programs: trends and opportunities," 2006). Although research on these types of programs suggests that "participation in comprehensive induction programs can cut attrition in half" there are still many states and school districts that do not have such programs ("Teacher induction programs: trends and opportunities," 2006). Another problem with mentoring programs is that mentors are not compensated well enough for their work, and mentors are not always up to par themselves. Without incentives for mentors and standards the positive effects of mentoring will not be as prominent. Induction programs are beneficial, but sometimes they only consist of brief orientation meetings and do not provide as broad of a range of support as they induction programs should. It would be good for all teachers to constantly have programs to help monitor and support them, in order to make sure the teachers of our schools are doing the best they possibly can. Time constraints are also an issue; teachers already have so many things to do that it is hard to fit programs in. If there was a way that teachers could incorporate these programs into classes it would be ideal. Maybe teachers could do group classes with their peers or with their mentors; this would help with time constraints. Induction and mentoring programs can be incredibly valuable to the education system if they were funded and implemented properly.

New teachers are constantly in demand; new teachers are constantly thrown into teaching without any help or guidance. In order for our children to be taught by enthusiastic, well educated, prepared teachers programs need to be incorporated in all schools. These programs should include induction and mentoring on many levels. These programs should involve mentoring and improvement ideas for older teachers, as well as, new teachers. When implementing these programs they should be standards set and regulations applied. These programs should also taken into consideration the time constraints of a teacher's lifestyle, and most importantly these programs need to be funded because they are extremely beneficial to not only teachers, but the students as well.

References:
Kauchak, D. & Eggen, P. (2005). Introduction to Teaching: Becoming a
Professional (2nd ed.). Upper Saddle River, NJ: Pearson

Standsbury, K., & Zimmerman, J. (2007). Smart induction programs become lifelines for the beginning teacher . National Staff Development Council, 23 (4), . Retrieved September 23, 2007, from Staff Development Library database.

Teacher induction programs: trends and opportunities. (2006). Policy Matters, 3(10). Retrieved September 22, 2007 from American Association of State Colleges and Universities database.