Country lovers Essay

copy and paste method Screen-reader users, click here to turn off Google Instant. About 2,640,000 results (0. 56 seconds) Search Results country lovers Web definitions The Country Lovers is a 1911 short silent comedy film directed by Mack Sennett and starring Blanche Sweet. http://en. wikipedia. org/wiki/The_Country_Lovers Country Lovers by Nadine Gordimer, an Analysis – lee custodio leecustodio. hubpages. com †º Books, Literature, and Writing? Mar 5, 2012 – Country Lovers (1975) is a story of forbidden love between a black woman—Thebedi and Paulus, the son of her white masters. It was a story of †¦ Country Lovers – College Essays – StudyMode. com www. studymode. com †º Home †º Literature? †¦ above being a line of strung together sentences and give the story meaning. †¦ Recently I have had the pleasure of reading the short story â€Å"Country Lovers†, †¦ Country Lovers Meaning Free Essays 1 – 20 – StudyMode. com www. studymode. com/subjects/country-lovers-meaning-page1. html? 20+ items – Free Essays on Country Lovers Meaning for students. Use our †¦ Country Lovers 737 Words 3 Pages. Country Lovers 980 Words 4 Pages. Response to Country Lovers – Research Paper – Hamdez8 www. studymode. com †º Home †º Linguistics & Human Languages? The first thing that captured my interest about the story â€Å"Country Lovers†, by Nadine †¦ Literature exists only when it is read; meaning is an event (versus the New †¦ Reading Reflection on the short story by Nadine Gordimer, â€Å"Country †¦ www. scribd. com/†¦ /Reading-Reflection-on-the-short-story-by-Nadine-G†¦? Jun 29, 2013 – Finally, I had to evaluate the meaning of the selected literary work, which in this case is â€Å"Country Lovers†, by Nadine Gordimer, once again †¦ Country Lovers flashcards | Quizlet quizlet. com/5228536/country-lovers-flash-cards/? Vocabulary words for Quotes and Meanings. Includes studying games and tools such as flashcards. Country Lovers – Essays – Justew53 – PaperCamp. com www. papercamp. com †º Literature? Jun 18, 2012 – In Nadine Gordimers story, Country Lovers she uses many different methods to describe the meaning behind this story;; An Analysis Of Country †¦ Free Country Lovers Vs The Welcome Table Essays 1 – 30 Anti Essays www. antiessays. com/topics/country-lovers-vs-the-welcome-table/0? Get access to Country Lovers Vs The Welcome Table Essays only from Anti †¦ The Welcome Table: discover different human experiences and the meanings. Essay | Analysis of â€Å"Country Lovers† by Nadine Gordimer †¦ www. bookrags. com/essay-2003/3/6/115012/5149/? Mar 6, 2003 – Essays from BookRags provide great ideas for essays and paper topics like Analysis of â€Å"Country Lovers† by Nadine Gordimer. View this student †¦ Patriotism – Definition and More from the Free Merriam-Webster †¦ www. merriam-webster. com/dictionary/patriotism? pa ·tri ·ot ·ism. noun ? pa-tre-? -? ti-z? m, chiefly British ? pa-. : love that people feel for their country. Full Definition of PATRIOTISM. : love for or devotion to one’s †¦

Miracle of Life

Contents Page Lesson Section Ideal setting for babys birth| 19,20| 6 | 2| Diet for a 4 year old (Winter and Summer)| | 7 | 2| Child with feeding problems| | 7 | 2| Teacher-parent relationship| | 8| 2| Involving parents in school life| | 8| 2| Basic psychological needs| | 9| 2| How teaches can provide for psychological needs| | 9| 2| Intergrated whole (will, mind, body and spirit)| | 9| 2| Three stages of obedience| | 10| 2|How deviations manifest themselves in children| | 10| 2| Mixed ages in the learning enviroment| | 11| 2| Five different modes of learning| | 11| 2| Intergrate a handicapped child| | 11| 2| Useful development chart| | 11| 2| SECTION 2 Assignment 2 Lesson 6 1. Describe the ideal setting for a baby’s birth. (500 words) ‘Before him there is a period of life different from that which he led in the womb ‘the spiritual embryo Care of the newborn Child has two lives: Age starts when life starts from the time the child is conceived natal being lifePrenata lBeforenot enough attention PostnatalAftermost attention Maria Montessori believed not enough attention was given to pre natal life and the actual birth of the child. Trauma at birth Until the moment of birth, the baby is in a warm fluid, protected from the bright lights, sounds and drop in body temperature. We have to consider the great adaptation the baby has to make leaving the mothers womb and entering the great big world. Environment Baby’s 1st experience of breathing on his own (before via mums umbilical cord) Baby’s 1st experience of carrying his own body mass.Baby’s 1st experience to feel his sense of touch (skin, blanket etc) Baby’s 1st experience of the impact of light and sound We cannot say exactly how the baby feels by conscious awareness and memory, but we cannot assume that he is insensitive to all the factors. ‘mneme’ Recording by the unconscious memory of all the sensations experienced which influence the learning and develop ment of every individual and therefore influence the later development of the child. How sensations affect the child. What mom’s environment becomes a part of who the child becomes? Immediately after birth Maria Montessori believed experience immediately after birth are important factors in the Childs subsequent development and the importance of the mother to the child. * Ideally the child should be delivered into his mothers hands in a calm environment in a warm room that is dimly lit. * Should be left to bond with his mother immediately after birth, leaving the weighting and bathing for afterwards. * The body of the newborn is delicate. The skeleton is not fully ossified, the bones of the feet are still cartilaginous and the skull is not joined over the top of the brain. Extreme care should be taken in handling the newborn child. * Traditional attention should be given to emotion. * Childs needs are to be considered and emphasized at all times. First days of life * Initiall y not realized the child has mental needs in his first two years of life. * Maria Montessori believed in the unconscious absorbent mind (0 to 3 years) * Consider transformations, adaptions, achievements during the 1st periods of life. * Conscious absorbent mind (3 to 6 years) Good example: a child who didn’t feel love will find it hard to drive. * Active seekers in this world. Related essay: Practical Life Exercises Montessori Free EssayAlways looking for impressions to absorb. * This becomes an integral part of his personality * Children who are not allowed to grow and develop do not thrive. * A mother gives off an unnoticed force that the child is familiar with; this helps him to go threw difficult days. * The communication between mother and newborn still exist even after baby has left the womb. Lesson 7 1. Set out a diet for 1 day in winter and 1 day in summer for a 4 year old. Include a table for each day detailing the nutritional value. group| servings per day | examples| grain| 6| Rice, pasta, breads, cereals, muffins| egetable| 3| Cucumber, broccoli, carrot, cauliflower ,spinach| fruit| 2| Apple, banana, strawberry, pear, grapes, melons| dairy| 2| Milk, cheese, yoghurt, smoothie| meat| 2| Chicken, mutton, beef, beans| Fats | 1| Sugar, honey, butter, margarine, oil| Nutrient| benefit| | zinc| Essential for normal growth and physical developmentOptim al immune function| | | | | Essential fatty acids| Metabolic & structural functions| | iron| Essential for building healthy blood cells| | Vitamin B complex| Energy production and releaseImmune function and nervous system| | | | |Vitamin A| Normal visionHealthy skinSkeletal developmentTooth developmentBoost resistance to infection| | | | | | | | | | | | | | Vitamin C & E| Antioxidant vitaminsKeeps cells healthyBoost the immune system to help body resist infection| | | | | | | | Vitamin D| Increases the absorption of calcium and phosphorusVital for healthy bones and teeth| | | | | carbohydrates| Provides energy| | proteins| Materials for growth and repair| | fats| Materials for growth and repair| | Vitamins| Helps regulate body process| | minerals| Growth and repair and regulate body process| |BALANCED MEAL 5 TIMES A DAY Winter Breakfast | 30g Oats cooked with 250ml low fat milk and cinamonand 1 banana| Playtime snack| 1 small fruit yogurt1 bran muffin| lunch| Tuna mayo sandwhich ser ved with salad (lettuce, carrots, cumcumber, pineapple)| Afternoon snack| 2 wholewheat crackers and a small handful of raisins and nuts| supper| Pasta with meatballs and tamato sauce| Summer Breakfast | French toast dipped in egg and fried in butter, sprinkled with cheese and a glass of milk| Playtime snack| Fruit and nut Muesli and plain yoghurt| unch| Pasta with salmon and mushroomAnd a glass of fresh orange juice| Afternoon snack| 1 fresh fruit salad and a bran muffin| supper| Chopped steak served with rice and spinache, Corn on the cob and sweet potato| What would you do to help a child who has feeding problems? (500 words) A healthy child is active in body mind and spirit. If a child is active, developing adequately and growing at the expected rate for his age than the food refusal should be regarded as a phase of development. Being a picky eater may be normal. Toddlers are so fussy about what and how much they eat so every bite should be pure yet nourishing.It is of utmost imp ortance that your child does follow a healthy balanced diet as her brain is developing at an amazing rate. After a year of rapid growth, (first year) the average one year old triples in weight, toddlers gain weight more slowly and need less food due to a decreased appetite and a sense of security other than food. Another reason is toddlers are suddenly mobile and curious to discovery, which makes them less interested in food. Toddlers also become more independent at this stage learning they have little or more control over choices.Their taste buds are more discerning, so they know exactly what kind of food they do and don’t like. Children may also get stuck on certain food and then suddenly dislike eating them after a while. So snacking is an important part of a toddler’s diet but too many snacks in-between meal times may also play a part in the toddler not eating proper meals during breakfast, lunch or supper. Another big mistake is too many drinks during the day. Wat er is the best option. As it is essential for living but not considered as a nutrient. But has no artificial colours yet will keep the body well hydrated.By the age of 4 or 5 years children should become god eaters if parents guide them correctly during there toddler years. With good eating habits instilled children are less likely to develop eating disorders and becoming obese, and less likely to suffer diseases such as heart conditions and diabetes eating should never be a ‘battle of wills’ and early independence in feeding should be allowed and encouraged. we must bear the nutrients in mind and how we use them towards planning a meal. Bearing in mind if there are any special diets to consider. Meal timesValuable social time for family members or children in a class can get together for a common purpose so make food look attractive and fun. Learning opportunities to develop motor skills and co ordinate the use of fork and knife. Practical communication skills and deve lop social skills like table manners. Encourage children to learn responsibility by helping prepare food, laying the table and proper food hygiene, and food storage Learn where food comes from, how it keeps us healthy and grace and courtesy. Mealtimes should be social and educational. Lesson 8 1. a) Why are teacher-parent relationships so important? include 10 factors in your answer) 2. b) How can we involve parents in the life of the school? (include 10 factors in your answer) Lesson 9 1. A) What are the basic psychological needs? (500 words) We need to understand that children have different needs at different stages and levels in their development, within five vast categories namely Social Intellectual Emotional Physical Spiritual Children begin to develop and become skilled even before they are born. Discovery never stops, it continues through our childhood and adulthood. Each stage is totally unique from the next.The child has a totally different manner of thinking, different c haracteristics, and different needs and these require totally different surroundings , different opportunities, a different way of learning and even a different willing adult to help fulfill the childs needs. Periods of development are vital as children absorb very fast creating a foundation to what their future is built on. We need to learn how to guide them to strong concrete foundations for a better future. We need to realize children from all backgrounds, countries and race develop in the same basic ways. The child is in a continual state of growth and metamorphosis.Bodily or physical change The comparision of a new born is completely different from that of an adult. NEEDS| NEW-BORN| 2-3 YEAR OLD| 6 YEAR OLD| physical| Needs must be fulfilled by an adultNeed of movementRelationship with mother| Needs activityNeeds to touch and explorePurposeful activityAcknowledgment and couragespace| More energy Can challenge themselvesPerfect refine movements| emotional| Need for loveSecurityN eed to trust environmentRoutine consistency| Confident and happyCreates independenceChild deserves respectChild learns to trust| Need to feel satisfied without being acknowledged| intellectual| 0-3 years| 3-6 years| Calm, serene, peacefull| Need activities to stimulate ntellectual developmentLanguage and educationNumeracyWorking with hands| spiritual| The same needs apply to ll ages| | Will have the need for love and to express it to othersTo be respected and show respect to othersTo feel joy and happiness and to show it to othersPurpose in life. | social| | CHARACTERISTICS| NEWBORN| 2-3 YEAR OLD| 6 YEAR OLD| hysical| MovesDependent on motherMovement of limbsLarge heavy headSoft on skull| Active/balanceGetting into proportion with body for balanceWalks independentlyUse sensesUse maximum strengthSkin soft and hairy| Body streamlinedTaller and independentMore balanceBetter- co ordinationMore strength| emotional| Cries to show emotionsDependant on adultMust be lved to fulfill emotions| Shows emotion in body language| Talks to express emotions| intellectual| One year old| 6 year old| Immatates and observesRemembersAtraacted to colours, sounds and shapesShort concentraton span| Does things on their ownConscious acts taking place| spiritual| Immates you prayingSense of whats happeningPure and innocentInstinct and connectionAbsorbing suroundings| Innocent and accepting to everyoneDevelopes by interactionIs contentShows joyDevelopes independence| Shows joy and contentment feels completesharing| social| | | | Mental change 6 months| Recognizes familiar faces| 1 year | Say 1ST word| 2 years| Use of objects by trial and error. Can use names. Knows difference between one and many.Understands simple language| 2 years +| Understands more words than usedKnows own genderWill try blocks and shapesImagination developes| 3 years| Knows own age in yearsKnows difference between big and smallCan judge depth and height| 4 years| Speaks more fluent using many wordsKnows yesterday , t oday and tomorrowUnderstands higher, longer, heavierTries to reason but gets confussed| 5 years| Can see and judge objects wellCan count well May lean to readMay learn to write| b) What can us as teachers do to provide for these psychological needs? (500 words) the environment most suited to meet his needs he work opportunities most suitable to his needs to learn in a way most suitable to his needs the adult most suitable to his needs surroundings that best suit the child 0-3 years home enviroment| | 3-6 year pre school enviroment| Safe stimulating environmentLoving communication with all the childrenCleanHappy and friendlyFreedom and spacecomfortable| | Safe and cleanRoom for playStimulating purposefull gamesBright and cheerful surroundingsCalm and peacefulChild friendlyFree choiceVertical groupingSocial awareness| Emotional and spiritual needs| | newborn| toddler| |LoveCareConsistencySafetySecuritynaturing| TrustSpaceFriendly safe enviroment| | Opportunities the child needs| Type of adult best suited to the child| | Newborn and toddler| 3-6 year old| MoveWork with handsExploreExpress themselvesGive and receive lovePositive role modelsGiven choices| ResponsibleMatureLovingPatientTrustworthyHappy/ joyfullVigilant to needsCalmrespectfull| Positive role modelStimulatingCreativeEducationalAdapt to different needsSpontaneousReliable| Emotional changes happy| When they get food or something they wantor when seeing their mother again after being away from her for a while. Sad| When they leave their parents or family or friendsOr not getting what they want| afraid| When someone shouts or loud banging noisesOr if they near an unfamiliar animal or surroundingOr even if there is a thunder storm| Children cannot easily talk about their feelings, often it is because they donot have the right words to express themselves. By helping them to learn words we would help them to talk about there feelings. It is also important to observe a childs behaviour to understand what the child is feeling. it is very important we listen to the child so we can understand what he is trying to inform us.By listening to what a child is feeling it gives the child a sense of respect . by listening to them we will encourage them to express what they feelings more often. In this way it will help build the childs confidence as they will be more aware. It will also be a great example teaching them to also be willing and compassionate in listening to other peoples feelings. We need to listen to what the child is feeling. If it is fear we need to help them not be afraid and explain the difference between real fear and anxiety. Children can express there emotions in various waysThrough songs and singing Drawings Discussion groups books puppets 2. Describe an exercise that would help the child use his own will, mind, body and spirit and contrast it with one that would not help him to function as an integrated whole. (500 to 600 words) include an explanation of your choices in your answer. Lesson 10 1. What are the three stages of obedience? Give detailed descriptions and examples. (150 words for each stage) Young children can repeatedly experience periods of spontaneous concentration on a piece of work freely chosen.They will begin to display the characteristics of a normal development for the love of work, attachment to reality, the love of silence, to work alone. Wills development Three stages in development of will. Law of work Repetition of an activity Attention polarized Degree of concentration Obvious satisfaction Independence and power to the child Law of independence self discipline as a way of life choice of his own freedom as a person point of self knowledge and self possession artistic use of his own talent accountable for his own actions confinement within the truth of actuality ower of attention c)power to obey this power is a natural observation ‘shows itself’ impulsively and unexpected after the procedure of maturity 2. Discuss ho w deviations in children manifest themselves. (500 words)-That Secret of childhood. What is meant by the term deviations Behaiour commonly seen in children that is the result of some obstacle to normal development. Such behaviour ( serious or not) may be understood as negative. (timidity, destructiveness, untidiness, disobedience,, greed, egoism or positive. ( passive child) What is a single factor resulting in such deviationsThe child s unable to develop according to his inner psychic guide due o a hostile unsatisfactory environment encounted during those formative years of the unconscious absorant mind. Lesson 11 1. What is the main key for being able to mix all types and ages of children in the learning environment? (150 words) 2. What are the five different modes of learning? State the 5 different modes of learning with a short explanation of each mode, to show your understanding. Development of movement Devlopeent of language Development of independence Development of freedom P rincipals revealed through the childs development Imagine that you wish to integrate a handicapped child. Describe what you would be aware of and how you would help. (400 to 500 words) include in your answer the physical environment, the other children and the spiritual preparation of the directress. Ikraam, a brainy lad that’s full of passion for life decides a wheelchair will not hold him back. Despite his survival on a manual wheelchair a VP shunt and his renal treatment, Ikraam wants to attend school and have fun with friends like any other four year old. At 1st the challenge seemed far fetched but on noticing the little boys will I asked the mum if I could spend some time with Ikraam.Assessing the child was paramount as I realized his needs where special. I was amazed as his personality and how quick a trust was built. His potential was exploding with ideas. His mobility was beyond words. Like everything he lst in his legs where made up for in his mind and speech. I noti ced his well nourished body bulge to one side. He had absolutely no movements in his lower limbs. When I put him on the carpet he abled himself to sit independently balancing on one hand. He walked around pulling his bottoms to where he wanted to be. He had ability and a strong sense of personal dignity.This child could not be deprived of a Montessori environment. I arranged he be sent him to school with a care taker to ensure his safety at all times and decided to take it a step at a time. Fortunately very minor adjustments had to be made with regard to ramps etc. but we became more observant of pick up and drop of. And made parents more aware of Ihram’s needs The other children were amazing around Ikraam. They were always curious and willing to accommodate for his needs. A lot of mystery entered their little minds as in to why cant this boy walk and run. Why is he in a wheelchair?They befriended him just like every other child but they wanted to know why. So we kindly arran ged for the mum to explain Ikraam's disability and how they could help him to help himself. All the tables and chairs were child sized and Ikraam insisted on sitting on a chair like every other child. I realized he knew what’s best for himself but it was not safe enough for him to be sitting alone. An idea popped in my head, I had an organza runner over the display table. I had it washed and ready for the next day. Time to be in his chair I tied it several times around his entire upper body and chair.And it worked like a dream. That’s when I realized Spiritually I had to be very positive and devoted to my task. I also had to bear in mind every child is special and carried the same right as Ikraam. I needed to trust Ikraam to the freedom of choice. Trust the children to treating him equally and helping when he needed it and to trust myself in being a guide and trusting and observing the outcome. 3. Useful development chart Imagine a child with a certain disability and f ill in the chart as you would expect to find him in attainment in the early development stages. Fill this n on the chart provided on pg 36 of the manual. The chart can be copied manually or photocopied for submission. This should be a practical question and we recommend that the learner observes such a child before filling in the chart. Useful development chart Name: Ikraam JeewaDate:17 February 2012 Address: 50 Tagore Drive Roshnee Gross motor| success| Some success| No success or very little| Balance (left, right of own body)| | x| | Laterality and direction| x| | | Co-ordination (jumping etc. )| | | x| Body image (going round and threw objects)| | x| | Rhythmic movement| | x| | | | | Fine motor| | | | Co-ordination of fingers and other small muscles| | x| | | | | | Visual motor and perception| | | | Visual regognition| x| | | Visual discrimination| x| | | Visual memory| x| | | | | | | Auditory-motor perception| | | | Recognition of sounds| x| | | Discrimination of sounds| x| | | Auditory memory| x| | | | | | | Communication| | | | Listening ability| x| | | Understanding| x| | | Good vocabulary| x| | | Use of grammar correctly| x| | | | | | | Concept formation| | | | Matching| x| | | Sorting| x| | | Making associations| x| | | Making relationships| x| | |Understanding of ‘same’ or ‘different’| x| | | SECTION 3 Lesson 12 1. a) What are the reasons for these exercises? Your answer must include comments on the role and function of the teacher and why children are attracted to â€Å"practical life† exercises. (1000 words) For us as adults it’s the simple activities we perform daily that control our environment, our everyday chores where the end result is more important than the process itself. We do it because we have to as it relates to our social environment, in order for us to maintain social relationships. A means of us fitting into society.To a child ‘practical life’ is very important, because it is the s trongest link between home and school. A child from birth grows up living and watching the adults around him, so he adapts to his environment around him. Watches his parents in their everyday lives and that’s how he constructs his reality. So when he goes out and realizes everybody does what his parents do it becomes a norm in society. So to a child performing and perfecting activities must be as real as possible as part of his development. To a child the process is much more important than the end result.Maria Montessori introduced the activities of practical life because she observed their interest was familiar to activities the children observed in their own homes. They means of satisfying the child’s needs and tendencies common to all children regardless of their age, race or background. According to Dr Montessori’s observations, she discovered the 12 needs and tendencies that were noticed (secret of childhood page 119) 1) Child prefers to work instead of pl ay. 2) Child has amazing concentration. 3) Each child learns at his own pace. 4) Child has a tendency to repeat. 5) Child has a love for order. ) Child needs choice. 7) Children do not need reward or punishment. 8) Children love silence and working alone. 9) Children don’t need sweets as a distraction. 10) Children have a strong sense of personal dignity. 11) Children can read after they write. 12) Children develop positive self-discipline. 13) Practical life activities indirectly prepare children for other areas of the learning environment. Practical life as a foundation for future learning. Builds up good practical working relations and good working habits. Activities are character forming. It integrates the mind and body through the use of hands.They reason and act intellectually. The role of a directress * Service Always be available to be of service to the children. Maintain order Remove obstacles that distract learning. Act as a role model Be calm, graceful and courteou s. Follow all ground rules. Practice what is preached in the classroom. * Self preparation Constantly strive for knowledge Prepare yourself spiritually, physically, emotionally and intellectually. * 3 stages of preparation 1) Custodian and keeper of the environment Caretaker of equipment Apparatus in perfect order. Beautiful, clean and shining No parts missing 2) Behavior towards childrenEntice the child to work Protect the child from distraction Be just and fair Be consistent 3) Child’s interest in apparatus Build up child’s concentration with practical life exercises Compliment only when the child has completed Don’t offer help to a struggling child Re present activity when needed Show how to use equipment Present or re presents it in steps Guide threw materials Active at the beginning Passive afterwards Settled environment as if distress is not there Have faith in the child End of the year children normalize Mingle around children Recognize children’s motivation Freedom to choose taskMotivation from within Inner self/child to guide child The greatest sign for a distress is the ability is to say ‘The children are working now as if i don’t exist’ quote (absorbent mind) When the class becomes undisciplined look at you Sort it out and correct it. Learn from your mistake and don’t repeat it. It is the directress dedication that helps prepare, normalize and maintains, need and order in the environment. She has to make sure items are intact, complete and always maintained. Note all items needed for each activity is arranged and should readily be available in a tray or basket before you begin the activity.Practice and rehearse the presentation of a new task several times. Give facial expression, the attitude is important. A check has to be done of all teaching materials before and after every new day. Distress needs to be patient and present each activity step by step. Each activity consists of a series of indi vidual movement and threw the activity the child learns attention . Practical exercises require little or no talking. Important what you say or don’t say. All attention should be placed on action. The distress doesn’t have to check for right and wrong but she should make the child very aware of control of error.She needs to teach the child to search for inspection. Children should be able to realize error for him and that should make him target better results every time. In that way he won’t need praise or blame. She has to introduce fresh and interesting new ideas from time to time. I Analysis of movement and clarity of each distinct movement draws the child’s attention to activity. A distress should realize it’s not only the immediate aim of the material but the long term fulfilled task that matters. Recording all important writings that help in a Montessori environment. Acquire new skills constantly.Characteristics of tools and materials of prac tical life. Essential for a distress to keep in mind when creating a practical life environment. * Materials have real working direct or indirect aim. * Materials must be child sized and attractive. Materials must be adapted to child * Materials must be real to the control of error. Children can learn to use glass etc†¦ * Materials need to be in good repair order. Children won’t want to use broken items. * Materials need to be freely available for free choice. Children shouldn’t have to ask for it. It should be in their reach. Materials should be relevant and culture specific. * Activities should start from simple to complex. It helps order of the mind. * Only one set of activity should be kept per environment. Teaches children patience and sharing. * Materials should be kept in meticulous order. * Materials should be at children’s eye level b) What are the four main groups of â€Å"practical life†? There are four groups of exercises of Practical Lif e. 1) a) Elementary movements – simple easy tasks that develops skills e. g. : spooning, pouring, cutting etc b) Primilary movements -1st steps to success. To know basics E. . : to roll ; unroll a mat etc 2) Caring ; looking after the environmentIndoor ; outdoor- E. g. : dusting, sweeping, table scrubbing etc 3) Care of personal self hygiene E. g. : Dressing, combing hair, brushing teeth etc 4) Social SkillsGrace and courtesy E. g. ; whispering, greeting, speaking softly etc Lesson 13 1. How would you cater for: pg9 sec 3 a) The child’s physical needs? (250 words) b) His emotional needs? (250 words) c) His social needs? (250 words) d) Five areas of childhood development from practical life activities. e) Physical-fine and gross motor skills.Helps control movements, co-ordination, dexterity and character. f) Emotional child gains independence, self-esteem, confidence, trust and self-discipline. g) Social child learns acceptable behavior. Politeness and develops a sense of helpfulness h) Intellectual- aided by organized, orderly work, reasoning skills, organized skills and language development. i) Spiritual – Activities in practical life feeds the soul. j) k) l) 2. Select one exercise from each of the main groups of â€Å"practical life† and write out in full using the same heading as those set out for â€Å"sweeping† on page 23 of your manual.The length of each exercise will depend on the number of actions for each section. Be careful to brake down each action in detail. Elementary movementsspooning Material. Tray, Sugar Beans,(placed already in a glass bowl,) another identical empty bowl, a spoon with a long enough handle for the child to hold Presentation. 1) Invite the child ‘would you like to do some spooning today? ’ 2) Take the child to the shelf to see where it is kept 3) Name the material so the child knows in future 4) Show the child how to carry the tray from the shelf to the table 5) Sit on the right of a right handed child ) Tell the child I’ll show you how then you can get a turn’ 7) Place the 2 bowls apart from each other on the tray Slowly pick up the spoon griping between your thumb and index finger 8) Gently scoop a spoon full of beans 9) Steadily hold the filled spoon for a few seconds waiting for beans to settle 10) Slowly move the spoon to the empty bowl working from right to left 11) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 12) Pause, make eye contact with the child 3) Continue from step 8 again to step 11 until the full bowl is empty 14) Pause so the child understands all the beans are now in the empty bowl 15) Without moving the bowls gently scoop a spoon full of beans 16) Steadily hold the filled spoon for a few seconds waiting for beans to settle 17) Slowly move the spoon to the empty bowl now working from left to right 18) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 19) Pick up betw een finger and thumb every dropped bean and return to unspoiled bowl 20) Gently continue until the original bowl is filled with the beans again 21) Make sure no spilt beans on the tray or left in the bowl 22) Offer the child a turn 23) Watch and wait patiently with arms neatly on your lap 24) When the child is done from the full bowl to the empty 25) Then again from left to right 26) Encourage the child to pack the tray the same way it was found 27) Show the child how to take it back to the shelf 28) Allow the child to go back with you 9) And see where and how you placing the tray back again 30) Give the child permission to use whenever he likes. Direct Aim from one bowl to another ; how to hold a spoon Indirect Aim concentration, pencil grip, strengthen wrist Control of errorthe noise of dropping beans on the tray Age of interest2, 3 and 4 years Final social skillsHelps child eat independently Points of interestwhen the bowl gets completely empty Looking after the environmentTable Scrubbing Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest Care of themselvesBlowing Nose with tissues Material. Presentation. Direct Aim Indirect AimControl of error Age of interest Language Points of interest Social intercourse-How to walk without stepping on anther child’s work Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest a) What is the benefit to the child of the ‘Silence Game’? (500 words) b) When would you expect the child to be able to play the ‘Silence Game’? Include 5 points an expand on each one. Lesson 14 1. What is meant by the ‘Periods of Sensitivity’? List and discuss the main ‘Sensitive Period’s’(800 words) the sensitive period for co-ordinated movement the child is sensitive to movement/ activity and work through out life eak: 1 to 2 years of age to enable the child to explore his own environment and perfect himself and his personality through work with his hands. The childs life force, the horme, drives this need to develop co-ordinated movement, which is vital to thechilds life. Without movement the spirit dies and thechild has no intelligence. The sensitive period focuses the childs whole attention on leaning to walk and dvelope his balance using his hands and then to unite these functions so he can work. Movement being physical movement eg moving hands , feet, body as well as movement of the mind eg his eyes move and take in all that’s around him making the mind move. child takes +_ a year before his mobile because so much has to happen in a childs mind before he is able to rackle life at a faster pace. we therefore realize that much movement is in the mind, where the hands, mouth and eyes work as instruments of the mind for walking to take place. Nabeelas pink file 2. What happens if we starve children of the right environment for these ‘Se nsitive Periods’? (100-150 words) 3. What is the Absorbent Mind’? Include in your answer when and how the child’s mind becomes fully conscious. (500 words) 4. Write out in full the ‘3 period lesson’ that you would give your child to teach the color names ‘red’ and ‘blue’.You would f course have made sure the child is able to recognize the colors by easily pairing the color tablets first. 5. List, in your own words at least 5 characteristics of the Sensorial Didactic materials. SECTION 4 Lesson 15 1. Choose two pieces of sensorial material and describe in your own words how to present them. In your answer include the materials to be used, direct and indirect aims, control of error and age of interest. The presentation should be in sequence and consist of at least 12 actions. 2. Make a list of 12 words you could use for each of the presentations you did in question 1? 3. a) Why should the child be free to repeat the materials again and again? 500 words) c) What is the difference between ‘adult time’ and ‘child time’ and why do you think nature has made it like this? (500 words) Lesson 16 1. a) What is the small child interested in from the sounds around him (150 words) B) is there a sensitive period for language and how does it show itself? Discuss each one from birth to six years of age (800 words) c) Who is a well-known researcher on language? Explain how Maria Montessori, through her observation and insight set the stage for researchers work. (200 words) d) How does the sensorial material help language acquisition? Pg 43 manual for assistance. (500 to 800 words) 2. a) Why is movement important for reading ability? (200 words) b) What are the skills that have to be integrated to be able to read?List all 5 skills and give a brief description of each one. c) How can a mother give her child reading encouragement? (20 points) d) How can a Montessori teacher see that a child has h elp applicable to the time before beginning to read? Include at least 10 points. e) Draw the four basic symbols for writing. f) What is meant by; the explosion in writing? ’ include in your answer all the aids. List some activities in the practical life and sensorial areas that assist the child as well. (700 words) g) Describe the presentation of the sandpaper letters. Include the 3 period lessons. h) Describe the metal insets and write out the full presentation of the metal insets.Remember to include all the headings as per the manual. i) Describe the first presentation you would do with the movable alphabet? (120 words) j) How many different activities can you think of that the child might enjoy doing with the movable alphabet? Include at least 10 activities. k) When would you know the child would rather write by himself? (120 words) l) In what way would the child still use the movable alphabet? List 5 activities. SECTION 5 Lesson 17 1. Make a list of the main types of mate rials or activities which will help to develop the child’s language ability. List at least 10 points and explain each one, including practical life and sensorial activities. 2.Make a list of all the activities that the child with the ability to build up words phonetically. List at least 10 activities and explain each one. 3. Make a set of reading cards showing something new for this day and age. Refer to diagram in handbook for correct size. Use white card and write the names with a black fine line pen. Remember to write in lower case letters as per example. Your writing must be neat and consistent as possible. The materials you submit should be of a high standard, as if they were made for the classroom. Correct font used for all material. Words must always be centered on the card. a b c d e f g h I j k l m n o p q r s t u v w x y z 4.Why is the grammar more enjoyed at this early stage than later? (200 words) 5. Make a set (6) of pink (3 letter phonetic words). Each set must consist of 6 cards with a picture and 6 cards with the corresponding word. Use pale pink and pale blue cardboard, 6cm x 6cm each. 6. Choose a short paragraph from a book that you admire. Write it out and draw in color the grammar symbols above each word. If you find this too difficult, make up a series of sentences for yourself. 7. Geography – Make the land and water forms with their names. Example and size in hand book. For the land use either brown paper, green or brown cardboard. For the sea use blue cardboard. 8.Make a land and water form definition booklet for ne form at least. Refer to manual. Page 34 9. Write out the general way of developing one particular detail in one subject by ‘classified reading’, e. g. Details of a bird. Pictures should be identical, on white cardboard and one part picked out in red each time with matching name and a definition booklet. Make the material and write out in detail how to present it. E. g. in handbook. 10. Write an acco unt of the work of the two sides of the brain. (500 to 600 words) 11. How would you prepare the environment for the children to learn a second language? (500 to 700 words)- use some of your own ideas. SECTION 6Lesson 18 1. Make a math’s chart for yourself, showing clearly the main materials for each major step in the earl arithmetic. The chart should start with the number rods, through and including the birds eye view of the decimimal system. Your answers should be in sequence. The chart should be the size that complies with the regular postage size for easy mailing. It may consist of more than one page. 2. Choose two of the following and describe how they are presented: Number rods Spindles Counters and cards Teen boards Include headings as per presentation in manual and include in your answer two exercises that come before and after this presentation. 3.What are the main characteristics of the mathematical materials as described on pages 5 to 8 inclusive. (800 words) 4. Des cribe the presentation, using the golden beads , of one of the following operations: Subtraction Multiplication Division Include headings as per presentation in manual and include in your answer 2 exercises that come before and after this presentation. 5. Describe in detail all the exercises you have been introduced so far to teach addition, state how each leads the child towards abstraction. Describe at least 5 exercises in sequence. 6. List some extra exercises one could use not using Montessori materials, to help gain an understanding of number and the various operations involved in the study of mathematics.List at least 10 activities. 7. ‘And if we look now at sensorial apparatus which is able to evoke such deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but also to the development of the mathematical mind. ’ 9’the absorbent mind. Chap 7) Discuss referring to unit 6, particularly pages 5-9 inclusive and mathematics which can be found in your own environment. (500 words) SECTION 7 Lesson 19FURTHER EXERCISES IN ADDITION 1. Describe the dot game. Give an example and say how it may be used. (refer to manual) 2. Describe the presentation of the addition strip board. (refer to manual) 3.How the control of error is used in the addition charts? Incl all 5 chart. Lesson 20FURTHER EXERCISES IN SUBTRACTION 1. What are the main characteristics of the subtraction strip board? ( list at least 6 characteristics) 2. Describe in detail the methods of a) decomposition b) complementary addition used in teaching subtraction what are the essential differences between the 2 methods? (page 16 of manual) lesson 21FURTHER EXERCISES IN MULTIPLICATION 1. Describe how you would teach children to multiply by 10 and 100 ( page 16 manual) 2. Explain the use f the working charts in the teaching of tables. As per exercise 1, 2 and 3 of manual. Page 19.Lesson 22FURTHER EXERCISES IN DIVISION 1. De scribe how you would use the stamp game in teaching long division. ( page 20 manual) Lesson 23THE SMALL BEAD FRAME 1. Make an outline sketch of and list the main characteristics of the small bead frame. Do this question on your own. List at least 10 points. Lesson 24FACTORS ; PRIME NUMBERS 1. Prepare a list of the prime numbers found between numbers 1 to 100. ( do this question on your own) Lesson 25LINEAR ; LIQUID MEASUREMENT 1. Devise further problems to enable children to use and apply measurement or prepare a working list of examples, to use with children, to enable them to further their knowledge of capacity.Lesson 26THE LARGE BEAD FRAME 1. Write a brief outline of how you would use the large bead frame to help children count up to 1, 000,000 (one million) (pg35) Lesson27LONG MULTIPLICATION WITH BANK GAME 1. Describe the sets of number cards used in teaching long multiplication. (pg 38) Lesson 28FRACTIONS 1. How would you introduce written symbols in the teaching of fractions g ive e. g. ( pg 41) 2. Devise a list of examples to be used to prepare children to understand the concept of equivalence of fractions. List at least 5 e. g. 3. Describe I detail the stages of preparing children to understand the division of fractions using the divided skittles. (pg 43) use own e. g. nd feel free to use sketches Lesson 29GEOMETRY 1. a) List the metal insets used to introduce geometry. (pg 45 manual) b) Show how they are used to enable children to understand equivalent, identical and similar figures. (pg46) Lesson 30MONEY 1. List the stages, materials and method you could use to teach children to use your own currency. 500 to 700 words. incl diagrams and activities. SECTION 8 Lesson 31 1. What are the ‘fine arts? ’ (200 words) 2. What fine work of literature would you enjoy reading to small children? (150 words) incl your own e. g. 3. How do you help the children to know and enjoy great work of art? ( 250 words) incl your own ideas 4.Choose a poem for the children to recite and act, and give the reason for your selection. In your answer your selection must be applicable to the age group of 3 to 6 years. 5. What are Montessori’s beliefs on fantasy for children up to the age of 6? You will find your answer in your text books. Lesson 32 1. How does a Montessori child obtain good manual dexterity and understanding for drawing? (500 words) incl in your answer practical and sensorial exercises. 2. Give an example of an activity you would use to help the child’s power of observation. (250 words) use your own e. g. 3. Describe a group handicraft activity using the materials of your choice. Incl materials, presentation, aims and an e. g.Bare in mind that your choice should allow the children to participate withut restrictions and with independence. Lesson 33 1. What is the 1st experience of rhythmic beat for the tiny baby? (30 to 50 words) 2. Which Montessori activity would help a child with Dyslexia, and why? (300 words) incl a brief description of Dyslexia. 3. Try to walk on a line carrying a pile of books. Walk carefully toe to heel and move rhythmically, if possible to music. Write a few lines about this experience. (100 words) 4. How does rhythm help a child who has great difficulty in spelling? (250 words) Lesson 34 1. Why did Dr. Montessori talk about ‘Cosmic Education? ’(1000 words) 2.How would you help the children to adapt to the environment of their own day? (500 words) include the four planes of development(Physical,spiritual,social and emotional) Lesson 35 1. On a scale of 1cm. to a year, make a time-line of your own life. Include some interesting points and highlights and visuals, if possible. Lesson 36 1. Give an idea of the materials for teaching your own religion or for the teaching of comparative religions. List at least 10 activities and explain each one with a short paragraph on the background of your religion. Lesson 37 1. What are the characteristics of a Montessori class ? List 20 characteristics with an explanation for each one. 2.What is the teacher’s relationship to the children in her class? (500 words) 3. How would you help the children towards becoming independent? (800 to 1000 words). Include all the areas of the Montessori classroom that you would like to prepare. 4. Describe the decor of a Montessori Include in your answer the outdoor and indoor, with an indoor floor plan. 5. What would be your main activities with the children during their first days at school? (250 words) Environment freedom, structure and order. reality and nature beauty and atmosphere, Montessori materials, development of community life Materials and exercises *The difficulty or the error that should be discovered by the child and an nderstanding should be isolated in every individual piece of material. The isolation makes the task easier for the child making it easy for him to figure the problem more readily. All Ebola rated one at a time not all at once. E. g. Variation in sizeColourNoise Design *the materials progress from simple to more complex design and usage. E. g. ;numerical rods ! st length 2nd numbers and length helping to understand simple addition and subtraction 3rd introduces writing numerical problems *the materials are designed to prepare the child indirectly for future learning. E. g. the indirect preparation for writing. Knob on materials to co ordinate thumb and motor actionUse of metal insets to guide movements with the ability to use a pencil Using fingers to trace of sandpaper letters helps develop a muscle memory of pattern to form letters. *the materials are concrete expressions of an idea and become more abstract. Helps the child grasp the abstract essence of the concrete material leaving the child independent without concrete evidence allowing for natural development. A solid wooden triangle is a good e. g. ;! st a solid wooden triangle is sensor ally explored. Then the separate base and sides are explored. Then di mensions are discovered. *control of error and auto education allows for the materials to be self correcting where a child can independently realize error without the help of an adult which allows the child to be in control. Teachers

A Comparison of Death in The Scarlet Letter and My Antonia Essay

Importance of Death in The Scarlet Letter and My Antonia       It is universally acknowledged that one who comes into this world must also leave. Just like everything else, even life and death is a binary composition. You cannot have one without the other. Although not many people like to think about it, death is a very important factor not only in life, but also in literature. Most often, death is portrayed as evil or gruesome, especially in commercial fiction. However, there are literary texts, which portray death through other factors. Through the depiction of the deaths of Arthur Dimmesdale and Mr. Shimerdas in Nathaniel Hawthorne's The Scarlet Letter and Willa Cather's My Antonia, respectively, the reader is able to associate the significance of such issues as guilt, revenge/murder, religion, and the consequences of the two deaths. It may seem odd that instead of concentrating on the central female characters to portray these important issues, I have chosen two male characters. However, it is through the deaths of the male chara cters that the central females, Hester and Antonia are able to shine as women.    In both these novels, the death scenes of the characters are ambiguous. In relation to one issue or another there is always something vague or missing, which leaves the readers to judge for themselves. The death scene in The Scarlet Letter is very powerful and full of remorse .    Arthur collapsing into the arms of his loved one, after pleading with the people to look at Hester's scarlet letter once again, showing Roger how he had sinned as well, acknowledging Pearl and relieving her of her "...errand as a messenger of anguish" (Hawthorne 222) by kissing her, and fin moil and keep her father's past alive. Both deaths also imply more than what meets the eye. While Arthur's death is surrounded by the possibility of revenge, Mr. Shimerdas' death is encircled by the likelihood of murder. The two deaths also highlight the importance of religion. Arthur, being a Reverend, is given the strength by God to confront his sins, while Mr. Shimerdas, also a Reverend of sorts, is buried and forced to live an afterlife of uncertain paths due to his faith. Lastly, the aftermaths of these deaths, is what makes The Scarlet Letter and My Antonia two great works of literature. Through Arthur's death, Hester is once again able to display her inner strength by making her own choices and standing by her love, whereas Antonia through the death of her father is able to excel in a man's world, while not forgetting her womanhood.

For movie Doubt Essay Example | Topics and Well Written Essays - 1250 words

For movie Doubt - Essay Example For him, the said method will give greater impact than to write an ending since every ending created by each audience evidently apply in their own lives. By having personal conclusion as to how the story will end, analysis can be undertaken and the impact of movie will be greater (Pinto). Due to the heightened tension as to what was really happening in real life, people went out of their way to watch and see the play when it was first portrayed on stage. They were hoping that the play would shed some light as to what have transpired in the past. However, that was not the intention of the play. People who would like to see films that are neatly plotted and will have a happy ever after ending would not be pleased with this film. However, it is not just an eye-opener as to what is happening within the church but also the way how the audience would be thinking. The film tested the capability of the audience to accept what the film has to offer. The movie not only tested the artistic limi tations of the people in understanding the perspective of the story (Pinto). Though the plot of the story was based on the scandalous rumors going around during the time the play was originally shown, Shanley said in one of his interviews that it is not all about the church or the topic that is hitting the core of Catholicism. In his interview, he elaborated that the message of the film barely touched religion and abuse. Rather it was about people who lives with doubts and prejudice in their daily lives. In life, there are no what if’s, right now is what a person only has. If a person has doubts in his heart and mind, he would not have anything at all when his presumptions are proven to be false. â€Å"When your assumptions are overturned, what are you left with to look at,† Shanley stated (Fine). It is not just doubt which is present in the story. There is also the undying inequality factor. In the movie, it was shown that the nuns and the priests are not having the s ame privileges though they are on the same inclination. It just shows that inequality is still very much present in this world, inequality between men and women, blacks and whites, rich and poor. Does being on the upper hand of things makes a person better than another (NPR.Org)? â€Å"You can't hold a child responsible for what God gave him to be,† the character of Mrs. Miller expressed in the film. Since her son is the only black student in school, it is not his fault that he is black. He is not lesser than the other students because of the color of his skin. Malice enters the story as the factor which drove Sister Aloysius to think that Donald was exploited by the priest. It is simply because then, until now, people are still being judged because of the color of their skin or the way they speak. Prejudice is also one of the factors present in a person’s daily life. Usually, these prejudices arise when a person’s background became known to another. When such p rejudice enters the scene, inequality is not far behind. These prejudgments tend to label people because of some other things besides the fact of who they truly are. Though a person may have a clean record, there are minds that are just full of embedded stories which are waiting to be said out loud. It is because of these things why people perceive something as right and wrong and see people whether they are good or bad. It is only the outside which is being taken in consideration and not what is inside which matters the most (NPR.Org).

Business Strategic Management Executive Summary Essay

Business Strategic Management Executive Summary - Essay Example The inclusion of A. C. Markkula brought in the required funds to the company as he was a retired professional with experience of working at Intel. Steve Jobs, the visionary of the three, dreamt about making a computer that is immensely user – friendly and therefore having considerable success with Apple – I, the company focused on Apple – II. But as IBM entered the market of manufacturing computers, the sales revenue and net profit of Apple Computers took a major hit and Steve Jobs was removed from the operational role. In order to replace Steve Jobs, the company banked upon John Sculley as the new CEO, who had a successful stint with Pepsi. Sculley initiated number of major decisions which included cooperative ventures with arch – rivals IBM. The Macintosh computers manufactured by Apple Computers continued to be the major revenue earner for the company. Sculley also decided to outsource some of its operations so that cost could be curtailed. But the efforts were not enough to ensure profitability of Apple Computers and the company faced 34% gross loss. Sculley was ‘promoted’ to be the Chairman by the board while Spindler replaced him as the CEO in the year 1991. Spindler cancelled many of the projects initiated by his predecessors and focused on capturing the international markets. Also, he attacked cost and curtailed research expenses too. Such a measure proved to be fatal for the company in due course of time and he had to resign with $ 69 million loss in 1996. Spindler was succeeded by a director of the board, George Amelio. Amelio cancelled the project of developing next generation Mac operating system. He tried to bring back the company on premium pricing model and acquired NeXT, a Steve Jobs company. Jobs joined Apple Computers again as an advisor and when in the year of 1997, the market share of Apple Computers reduced from 6% to 3%, Amelio was shown the door and Steve Jobs, the founder was made the interim CEO. Being at the helm,

Walmart Assignment Example | Topics and Well Written Essays - 500 words - 1

Walmart - Assignment Example Retuned items and goods whose shelf life is about to elapse are sold at lowered prices in bulk as well. In turn, impulse buying by the customer is evident. The wastage of such goods is then relieved from the business. The location of these goods is the he cashier’s stand that the customer accesses every time. The location plays a vital role in effortless accessibility and capturing of the individuals attention. The allocation of coupons for items to the customers after every visit to the retailer promotes moneyless or little money in use when purchasing goods. Consumers collect as many coupons as possible overtime. The coupons purchase bulk items when presented to the cashier. There are instances where the buyer is relieved from using money at all where the coupons available satisfy the number of goods. The other outcome is paying extra for the goods where the items shopped exceed the value of the coupons. On both accounts, a negligible or low price on items purchased respecti vely is evident. The mentioned methods for lowering of prices are a future cost anticipated by the business on transactions based on established goals and forecast (Boyd, 23). Budgeted costs define the cost incurred for discounting and couponing to the business. It is safe to say the management should utilize the method on price lowering. The discounts allow for increased purchasing power on the consumers end. Goods bought are more in comparison to anticipated purchasing by the consumer at a given time. The mechanisms attract more consumers for this reason. The business creates a loyal large customer base. Overtime the business is able to foot the budgeted costs incurred. Increased demand of products is a merit on its own. Wal-Mart is reputable for quality goods. The methods for price reduction promote continuous flow of goods in the business. For this reason, expired or outdated goods evade the business. It is an advantage to the retailer because

Daniel C. Smith , Teacher Case Study Example | Topics and Well Written Essays - 1000 words

Daniel C. Smith , Teacher - Case Study Example He entered into a discussion with the talk show host about teaching the African history in his class during the black history month. Procedural history The case was authored in the United States Supreme Court. This is where the proceedings started and the decision was made. The decision made was based on a motion summary of the judgment. The case was decided after all the evidence and interpolation of all constitutional issues were interpreted and considered in the case. Issues After the case was put before the judges several witnesses and information concerning the case was produced. He was given a chance to prove his case. School superintendent testified that he received a call from his secretary about calls that were being made into a radio show about a statement made by one of the teachers. The comments were about a banner hanged that read, â€Å"200 years of United States history, 2000 years of African history† the teacher continued and added his comments to â€Å"in 200 years we went to the moon. After 2000 years they are still urinating in the drinking and bathing water.† The superintendent responded to one of the messages from a group called Media watchdog. The group said it had a recording of the telephone conversation made to the radio show but they could not identify the caller. Daniel, who was later on identified as the caller, was given a chance to respond to the claims. ... In this case, there are two conflicting rules that are supposed to be considered. The constitution of the United States advocates for freedom of speech, while the ethics of public servants are asked to carry themselves with decor. The court will also look at the impact that the remarks had on the community. In addition, the intention of the remark will be a focus point. The court will try to make its decisions while considering all these facts. Analysis The court has heard all the comments and arguments from both sides. The court has heard what Mr. Daniels had to say about the accusations before the court he has been given to respond to the accusations. The remarks made that â€Å"in 200 years we went to the moon. After 2000 years they are urinatinging and drinking water†, are at the center of the case. These remarks were made in reference to the Africa history month. In making its decision the court will consider the repercussions that the remarks have in the community. The c onstitution is clear on how such malicious remarks should be treated. The respondent is a civil servant does not allow him to make sue constitution freedom approach is guaranteed responsibility. Such remarks can cause unrest in the county. The comments attracted a lot of attention from the media and other centers. This could affect a lot the subsa1tantive due process of the case. Many views on how the case should go were aired. On February 10, 2002, a concerned citizen wrote a letter the governor of the state. The letter was written by Mrs. C. Scott is protesting the treatment of Mr. Daniel. She stated that Mr. Daniel was simply exercising his freedom of speech. She demanded an investigation to be done about the case. On February 12, 2002, a board

3D ProJet 5500x firmy 3D Systems Essay Example | Topics and Well Written Essays - 500 words

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Small Business and Taxation Research Paper Example | Topics and Well Written Essays - 1750 words

Small Business and Taxation - Research Paper Example Taxes on capital or even on profits reduce incentives for businesses to their efforts in investing in new equipment, increasing their levels of return on investment. Most of the taxes resulting to adverse effects include corporate tax and business rates. These taxes also reduce entrepreneurial activity rate within the UK economy. Again, increased taxes on labor like national insurance to the employers reduce the abilities of small businesses to incorporate new staff. This is said to consequently lead to the reduction of headcount by small businesses, especially due to the high costs that are associated. Empirical pieces of evidence linking high labor taxation to increased employment or low employment seem to be very strong. From a global scope, the global economy is said to have recorded an annual contraction in 1946 as its first time. Recessions such as the case of the year 2009 were argued to have been the first recession during the globalization error. This happened with a widespr ead downturn, which spread through global trade as well as the connections of financial markets. The credit crunch is believed to have been the main factor that triggered the recession (Kirchhoff, 1996). Credit crunch led to the loss of confidence amongst banks within the banking system, especially in the UK.  Other effects caused by the credit crunch involved the collapsing pieces of evidence back lending markets, which resulted from high exposure of banks to vulnerable assets like residential mortgage backed securities.

Candidate Set Essay Example for Free

Candidate Set Essay Part of the fast changing science of database management is the improvement of association rules generation. Several algorithms had been proposed and implemented in different platforms or programs to generate these rules. These rules state the rate of confidence of predicting an occurrence of entity or an event based on the occurrence of another entity or event. One popular algorithm proposed to generate the association rules of a given data is the Apriori Algorithm. It uses the bottom-up approach in order to come up with all the significant association rules by specifying the minimum support a super set must have. With the help of a pruning step that uses the property of infrequent set defined in the paper Fast Algorithms for Discovering the Maximum Frequent Set [Lin98], the database scans needed to obtain the MFS are minimized. Another algorithm to solve the maximum frequent sets is the top-down approach. Its first main aim is to discover the Maximum Frequent Candidate Set (MFCS) that would quickly gives all the other frequent set based on the property of frequent sets. Here in this paper, we would compare the disadvantages to be encountered on both algorithms and how the integration of the two cited algorithms would work and be implemented. Apriori Algorithm’s Dilemma FIGURE 2. 1: Lattice 1, 2, and 3 resembling the discovery of frequent set [Dun03]. PROPERTY 1: If an item set is infrequent, all its superset must be infrequent, and they do not need to be examined further. Apriori Algorithm needs to check the entire super sets with one element, {A}, {B}, {C}, and {D}, in order to know the MFCS. With the help of the pruning step that use the above stated property of infrequent sets then in Figure 2. 1 we could determine the MFCS of the universe ABCD by performing Apriori Algorithm. In Figure 2. 1 we should perform four database scans checking the super sets A, B, C and D respectively before we could determine the MFCS for all lattices in Figure 2. 1. Lattice 1 needs four database scans before determining that A is the MFCS. Lattice 2 needs four scans in order to determine ACD and this would be the same in lattice 3 which needs four scans before we would conclude that ABCD is the MFCS. What if we would consider a lattice with 5 items, with 6 items and so on? We would then come up with the conclusion that Apriori Algorithm needs to have n database scans for n items. By considering the above fact, try to examine the lattice of ABCDEFGHIJKLMNOP QRSTUVWXYZ. Then we would conclude that MFCS would be determined after 28 database scans through the use of Apriori Algorithm. The Top-down Approach and the MFCS The top-down approach works well when the MFCS is long. What if the database to be examined has up to 100 items? Then, in Apriori Algorithm, it needs to have 100 database scans in order to come up with the MFCS. On the contrary, the Top-down approach starts with the set containing all the elements of the item set considered down to its subsets. In Figure 2. 1 the Top-down approach checks first the frequency of ABCD, BCD, and so on. What is better with the Top-down Approach compared to the Apriori Algorithm is that it only needs to know the first occurrence of a frequent set to get the MFCS. This is because of the second property of frequent sets. PROPERTY 2: If an item set is frequent, all its subsets must be frequent and they do not need to be examined further. Let’s examine the performance of top-down approach for the three lattices in Figure 2. 1. Top-down approach works best when all of the items in the item set are all frequent. In lattice 3, Top-down approach needs only one database scan in order to come up with the complete frequent sets. Lattice 3’s MFCS is ABCD, therefore it would consider all the subsets of ABCD because ABCD is frequent in the first place. But the problem with the top-down approach is when the MFCS is short. On lattice 3, the number of database scans needed to know MFCS is still lower than the number of database scans needed in the Apriori algorithm, three as compared to four. But on the case of the lattice three, the Top-down approach needs to traverse all the points in the lattice in order to determine the MFCS which is A. The table below gives a view of the database scans needed to determine the complete MFS. Table 2. 1 Apriori and Top-down Approach Comparison Items Apriori Top-down Approach Best case:1 Worst case: 15 5 5 Best case: 1 Worst case: 31 . . . n n Best case: 1 Worst case: 2n 1 Upon considering both the advantages and disadvantages of the two above discussed algorithms, I had decided to merge the good side properties of the two algorithms. To come up with an integrative algorithm that would make use of the concepts of the Apriori Algorithm and Top-down approach, we should first understand or simulate how the two algorithms come up with generating their set of possible candidates for frequent sets. Here is a program code that would generate Apriori Algorithm’s set of possible candidates given the starting candidate {0} and the number of items to be considered. Note that I had opted to start the representation of the possible candidates with zero because the Java program that I had decided to use in order to perform the discussed algorithms uses zero as its start index on its array data structures. Accompanying this program code is the explanation of how did the recursive property come up with the set of possible candidates.

Refurbishment Vs Redevelopment In Malaysia Construction Essay

Refurbishment Vs Redevelopment In Malaysia Construction Essay Malaysia property market has experienced a drastic change in 2008. The property market moved from a boom at the end of 2007 to uncertainties due to increasing construction cost. Finally, the property market moved into a relatively quiet market towards the end of 2008. With all the banks trying to tighten their loan terms, obtaining loans for development of all types of commercial building have been difficult in the last three years. Yet, study shows that there is still a high demand for space in office building in area like Kuala Lumpur. From time to time, there are several developments of new office buildings in Klang Valley area. From the study done by JPPH, there is an increase of approximately 10 million square metres of new office space throughout Kuala Lumpur. Yet, the average vacancy rate in office space decreased to 18.6%. This proved that the demand for office building is still able to cater the increase in new office space. Study also showed that there is a new supply of approximately 280,000 square metres of new office space and additional 92,000 square metres of office being refurbished and repositioned in the year of 2009. So, building owners have to struggle to maintain the popularity and the competitiveness of their building. The current lack of new-build development raises the likelihood of grade-A supply shortages when the occupier market returns, creating investment opportunities for carefully targeted refurbishment. But, usually owner is in great dilemma when they are in such situation. As everyone know, the refurbishment of office space offers advantages over new-build which can facilitate the achievement of economic, social and environmental sustainability. But, redevelopment is the ultimate solution for eliminating all problems regarding the maintenance, changing tenants requirement and other probems. Making comparisons between refurbishment and redevelopment is also problematic because the term refurbishment can be used to encompass a wide spectrum of building works, from minor cosmetic improvements through to extensive reconstruction. But, in the majority of cases, refurbishment will be a quicker and cheaper means of restoring second-hand office space to grade-A specification. As a low-cost option, the refurbishment of office space should be intuitively attractive in an economic climate marked by a lack of development finance. But in many cases refurbishment is as costly as redevelopment and likely to carry with it greater risks and physical constraints. Problem statement Malaysian has been accused as a clever builder but poor manager. For example, certain office buildings in Golden Triangle are often looked deteriorated and relatively matured compared to other purposed-built office building. Example of such older office buildings are those office building located on the fringe of Central Business District, like Jalan Ampang. These older office buildings have a higher tendency to be left vacant due to its poor office building images. This will leads to lower rental rate to be paid by the tenants to remain its competitiveness. Other important characteristic of such office building also includes by low occupancy rate, lower quality of the building and services provided. Besides, recent office developments are very likely to adopt green features such as energy saving, reduction of wastage and water usage, as well as the use of environmentally friendly materials. This new trend in development had forced many owners evaluate the condition of their building and try to make several changes to the buildings to attracts more tenants. These efforts are important to attract corporations who fascinate energy-saving and environmental-friendly building. But making such decision is not easy. The owners have to evaluate the cost and benefit of each choice, and determine the solution he desires to improve the condition of his buildings. But other factors also have to take into consideration. For example, the rate of interest the bank would charge for development of different risk, the time of completion and others also greatly affect the decision-making of owner Objectives of study This study has three main objectives. There are: To determine factors influencing the decision-making in deriving a solution to the method chosen. To identify the benefits of building refurbishment or redevelopment to the building users. To determine whether tenant likes refurbished secondary office building or newly redeveloped building. Scope of study The scope of this study will focus on selected office buildings, both building which had undergo refurbishment and those which had undergone redevelopment. To ensure a more complete study, the newly constructed building is also considered as building undergone redevelopment. The respondents of the questionnaire are limited to tenants in Golden Triangle area only. As for the property manager, all property managers can be chosen as the interviewee. Building manager who are hired by owners and acted on behalf of them, will gives their opinions in owner perspectives (maximise profit) and current tenants will voice out their preferences in choosing a building space. Methodology All the relevant data are collected through primary data and secondary data. Primary data includes questionnaire, samplings, interviews and case study. In this study, respondents identified in questionnaire study are selected property manager who represents building ownerà ¢Ã¢â€š ¬Ã¢â€ž ¢s point of view and some tenants within Golden Triangle area through sampling. As for interview session, interviewees targeted are property manager who are the representatives of building owners. Through this interview sessions, benefit of building refurbishment and redevelopment will be ascertained. Finally, case study of three similar office buildings will also be done as the quantitative analysis. All three building will be compared according to the cost incurred for construction and the benefit obtained. Then the differences in term of occupancy rates, rental and others will be calculated to represent the increment in term of market value. On the other hand, collection of data in this study will also includes references such as reference book, journal, articles, conference paper, property market reports, internet/ website searching and other sources. In addition, data will also be collected from books, magazines or newspaper article to obtain general information on building refurbishment and the effects of building refurbishment. Further details of methodology will be discussed in Chapter 3. Structure of Study This study consisted of five chapters. The brief discussion of each chapter is discussed as follows: Chapter 1 Chapter 1 is the introduction of the study. This chapter starts with an introduction of this study with a brief background. Besides, other things like problem statement, scope of study, methodology and others are also discussed in this chapter. Chapter 2 Chapter 2 is about the literature review. In this chapter, definition of building refurbishment and redevelopment, benefit of building refurbishment and redevelopment and others will be discussed in this chapter. Besides, factor influencing decision making of building refurbishment and the tenant preferences will also be discussed. Chapter 3 Chapter 3 is the methodology. In this chapter, methodology used to survey and interview in order to gather information needed. The structure of questionnaire is also discussed in this chapter. Furthermore, a brief discussion on the opinion of respondents of questionnaire and interviews will also be carried out in the last part of this chapter. Chapter 4 Chapter 4 is the chapter regarding research findings analysis. In this chapter, data gather will be analysed and presented in this chapter. An analysis on the benefit of building refurbishment and its value-enhancing ability will also be carried out by studying the information gathered through interviews, questionnaire survey, and secondary data. Chapter 5 Chapter 5 discuss about the conclusion and recommendation. In this chapter, conclusion from the findings and analysis of data in the previous chapter will be discussed and summarized. Besides, it also illustrate on the confirmation of the objectives and overall summary for the whole study. Other information included in this chapter is the suggestions for further study.

Music Appreciation :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The musicians are divided into four main groups called sections: (1) the string section, (2) the woodwind section, (3) the brass section, (4) and the percussion section. The various instruments in the string, woodwind, and brass section are pitched in different ranges, like voices in a choir. In the following discussion, the instruments in each of these sections are listed in the order from those of the highest range to those of the lowest. Some percussion instruments are also tuned to definite pitches, but most of them have an indefinite pitch.   Ã‚  Ã‚  Ã‚  Ã‚  The string section is the heart of a symphony orchestra. It has more than half of the musicians and consists of from 20 to 32 violins, 8 to 10 violas, 8 to 10 cellos, and 6 to 10 string basses. The violinists are divided into two groups of equal size. The first violins play the highest-pitched part in the string section, and the second violin play the next highest. The leading first violinist serves as concertmaster of the orchestra. the concertmaster directs the other musicians in tuning their instruments and may also be the orchestra’s assistant conductor.   Ã‚  Ã‚  Ã‚  Ã‚  The woodwind section consists chiefly of flutes, oboes, clarinets, and bassoons. An orchestra has from 2 to 4 of each of these instruments. The musicians in this section also play various other woodwind instruments when a score requires them to do so.   Ã‚  Ã‚  Ã‚  Ã‚  The brass section consists of 2 to 5 trumpets, 2 to 8 French horns, 2 to 4 trombones, and 1 tuba.   Ã‚  Ã‚  Ã‚  Ã‚  The percussion section includes two or more timpani, or kettle drums,; bells and cymbals; wood blocks; and bass drum, gong, snare drum, triangle, tambourine and xylophone.   Ã‚  Ã‚  Ã‚  Ã‚  The conductor knows that each of these sections are crucial to the sound necessary for the score, therefore, he or she designs the seating arrangement to produce a certain blend of sounds. The basic seating arrangements are as follows: the strings form a semicircle around the conductor; the woodwind instruments are arranged in the center, with the percussion and brass sections at the rear.   Ã‚  Ã‚  Ã‚  Ã‚  The musicians have many responsibilities. Some of these responsibilities are to be prepared to work hard to achieve the perfection that the conductor needs to make the score sound right, be prepared and on time to all rehearsals, to behave appropriately at a concert and rehearsals to insure that the conductor has their total attention and the musicians are focused, and, ultimately, listen to the conductor’s instructions. They must remember that the conductor is the person in charge, and, although they may not always agree with the way that he or she feels about the music, they are to play their

The Character of Falstaff in Shakespeares Henry IV, Part I Essay

The Character of Falstaff in Henry IV, Part I      Ã‚  Ã‚  Ã‚   Shakespeare's genius in character and plot development is exemplified in two of his most complex history plays, Richard II and Henry IV, Part I. With these sequential plays, Shakespeare vividly develops characters and sets up complicated plots by juxtapositioning people with others. Specifically, he first creates a binary opposition between Richard and Bolingbrook in Richard II, and then, recalls the plot and carries out an almost mirror image character contrast with Hal and Hotspur in Henry IV, Part I. However, in typical Shakespeare fashion, the seemingly mirror-image binaries of Richard/Bolingbrook and Hal/Hotspur break down with Shakespeare's character complexity.    A major reason why these character parallels do not perfectly hold up is because of the marvelous character of Falstaff. Absent from Richard II, Falstaff is introduced in Henry IV to create intricacy and ambiguity regarding likenesses among these characters. Falstaff significantly complicates the Hotspur-is-to-Bolingbrook-as-Hal-is-to-Richard II assumption because Falstaff has so much in common with the King. Therefore, as opposed to Hotspur's becoming the Bolingbrook persona, it is the drunken and disorderly Falstaff who becomes the character most parallel to the King. However, the King associates himself with Hotspur, who, as his name suggests, is a relentless warrior. The King puts forth a sense that Hotspur will act as Bolingbrook did in Richard II, by challenging the Prince's right to the throne; he feels that Bolingbrook's rivalry with Richard is reflected in Hotspur's position as Hal's challenger.    In the first scene of Henry IV, Part I, King Henry immediately ... ...tspur seems unfitting. Adding complexity to characterization through his comical action, Falstaff is a crucial character in Henry IV, Part I, and it is through the character of Falstaff that we see the parallel between Hotspur and Bolingbrook breaks down.    Works Cited and Consulted Coleridge, Samuel Taylor. H.C. Robinson's Memoranda Henry IV, Signet Classic, pp. 236-237. Goldman, Michael. Shakespeare and the Energies of Drama Henry IV, Signet Classic, pp. 260-261. Johnson, Samuel. The Plays of William Shakespeare Henry IV, Signet Classic, pp.234- 235. Kahn, Coppelia. Man's Estate: Masculine Identity in Shakespeare Henry IV, Signet Classic, pp.262-266. Shakespeare, William. Henry IV, Part I, ed. M.A. Shaaber, Penguin Books (NY: 1985). Wilson, John Dover. The Fortunes of Falstaff Henry IV, Signet Classic, pp.238-243.   

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Motivation can be described as a psychological process that causes the excitement, direction and persistence of intended actions that are goal directed (Mitchell, 1982). In other words motivation is the force within an individual that begins, directs and keeps goal oriented behaviours. Morgan (1961) describes the following words as synonyms of motivation and these include wants, strivings, desires, needs, motives, goals, aspiration, drive and aims. Motivation is the wish that helps an individual to do certain things based on the desires and needs. If an individual wants to meet these goals and needs, in that case it requires the person to motivate him or herself in order to make certain moves. Morgan (1961) illustrates that motivation is a behaviour instigated by needs within the individual and directed toward goals that can satisfy the needs. Motivation is the determined power which will assist the employee to work up to their efficient level. It is commonly expected that good motivated employees will work better than that of other employees. As indicated by Ber- elson and Steiner (1991) motivation is the procedure of motivating the workforce to actions in order to achieve the organisation goals. Work motivation is a combination of external and internal power that begins the behaviour connected to work and create its direction, form, duration and intensity (Pinder, 1998). External forces can be identified as the nature of work to be performed and the reward system of the organisation. The internal forces can be described as the motives and needs of the individual on the behaviours linked to work. According to Moorhead and Griffin (1998) to motivate employees with the intention of performing to the greatest of their ability and t... ...t. Looking at the day to day responsibilities of a manager, motivating their employees is the most important and difficult function (Handy, 1944). Content theories seek to describe and categorise the needs that influence behaviours. Perry (2006) explains that content theories are the most influential theories as they analyse the behaviours of individuals. Motivation is the force that helps a person to do certain things based on the desires and needs. Investigating the definition of motivation, content theories such as Maslow hierarchy of needs and Herzberg dual factor theory are the most powerful theories that describe motivation works as motivation is controlled by the desires and needs of the people. Maslow (1943) hierarchal theory of needs suggests that humans strive to reach the highest levels of their capabilities with the aim of satisfying their desires. â€Æ'

Early Childhood Pioneers Essay

Froebel pioneered the view that play acts as an organising function which integrates learning and helps children apply their knowledge and understanding in relation to their developing ideas, feelings, physical bodies and relationships. Froebel thought that schools should be communities in which the parents are welcome to join their children. He believed that parents were the first educators of their child. He thought that children learned outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden. He invented finger play, songs and rhymes. He encouraged the arts and crafts and a love for literature as well as mathematical understandings. He thought that children should have freedom of movement, clothes which were easy to move about in, and sensible food which was not too rich. Foebel deeply valued symbolic behaviour and encouraged this in very young children. He realised how important it is for children to understand that they can make one thing stand for another. He thought that the best way for children to try out symbolic behaviour was in their play. He thought that as they pretend and imagine things, children show their highest level of learning. Similarly to Vygotsky he thought that children’s best thinking is done when they are playing. He also designed various items and activities to help symbolic behaviour. He encouraged children to draw, make collages and model with clay. He encouraged play with special wooden blocks (Gifts) and made up songs, movements, dancing AND crafts (occupations). He allowed children to use Gifts and Occupations as they wished thus introducing what is called now free flow play. He emphasised the expressive arts, mathematics, literature, sciences, creativity and aesthetic things. He believed that each brought important but different kinds of knowledge and understanding. He also place great emphasis on ideas, feelings and relationships. Influence on current practice and curriculum models Most mainstream settings encourage learning through first hand experience and play remains central to provision for children’s learning, including language development through rhymes and finger plays. Most early years settings encourage imagination to flow freely in play, and symbolic play is seen as very important for children’s development. Early years settings integrate care and education and today this is emphasised more than ever. Children’s development is still encouraged through provision of a wide range of materials and activities tailored to the needs of the individual child. Current best practice still emphasises creativity, science and the humanities and learning opportunities are integrated across curriculum partnerships. Maria Montessori (1870- 1952) Montessori devised a structured teaching programme which she based on her observations of children who were mentally challenged, and she believed she was making Froebel’s work more scientifically rigorous in doing this. There are Montessori schools in the UK within the private sector. Children are seen as active learners who go through sensitive periods in their development when they are more open to learning particular skills and concepts. Montessori designed a set of didactic materials which encouraged children to use their hands. Her method involves a series of graded activities through which every child progress working through specially designed materials. Each material isolates one quality for the child to discover e. g. size, colour or shape. The materials are self correcting. Whereas Froebel stressed the importance of relationships, feelings and being part of a community, Montessori stressed that children should work alone. She thought that this helped children to become independent learners. For her the highest moment in child’s learning was what she called the polarisation of the attention. This means that the child is completely silent and absorbed in what they are doing. Montessori did not think there was need for adult correction. The role of the adult was limited to facilitating the child’s own creativity, the teacher is known as directress. Children are not seen as part of a community but work largely on their own in a quiet and peaceful environment of total concentration. Little parental involvement is encouraged. Unlike Froebel, Montessori did not see the point in play or the free flow. She did not encourage children to have their own ideas until they had worked through all her graded learning sequences, she did not believe that they were able to do free drawing or creative work of any kind until they had done this. The child is thought to solve problems independently, building self confidence, analytical thinking and the satisfaction that comes from accomplishment. There are significant similarities between Piaget’s theory of the stages of cognitive development and the Montessori system’s organisation of students in the classroom. The Montessori system places children into classrooms based upon a common cognitive stage and not by grade level, children are divided into age groups and are presented with activities that correspond to their cognitive ability at that level, this coincides closely with Piaget’s stages of development in which certain cognitive tasks must be mastered during a certain age in order for formal learning to progress. Furthermore students in Montessori system are placed in an environment that is tailored to their cognitive development, Montessori believed that classrooms should be furnished and equipped in a manner that allows children to explore and interact with their surroundings in a safe and engaging environment. Piaget believed that interaction with one’s surroundings aids in cognitive development in a way that is referred to as schema theory. The Montessori system also provides the necessary growth opportunities as designated by Piaget to progress from one cognitive stage to next. These four criteria include maturation, experience, social interaction and equilibration Influence on current practice and curriculum models Mainstream provision also sees the child as an active learner and some Montessori ideas and materials are used such as graded sizes of particular shapes, e. g. small, medium and large blocks. Many other aspects of Montessori provision are different from mainstream early years practice. For example mainstream settings emphasise that the role of adults in intervening and supporting the child’s learning. Current mainstream practice would not usually leave children to work through activities alone but encourages group work and sensitive intervention by adults to support learning. Sometimes quiet concentration is encouraged but according to individual children’s needs rather than basic approach to all learning activities. Current practice would involve parents/carers as partners with a high degree of involvement. Susan Isaacs (1885- 1948) Like Margaret McMillan, Susan Isaacs was influenced by Froebel, she was also influenced by the theories of Melanie Klein, the psychoanalyst, Isaacs made detailed observations of children. Isaacs valued play because she believed that it gave children freedom to think, feel and relate to others. She looked at children’s fears, their aggression and their anger. She believed that through their play, children can move in and out of reality. This enables them to balance their ideas, feelings and relationships. She said of classrooms where young children have to sit at tables and write that they cannot learn in such places because they need to move just as they need to eat and sleep. Isaacs valued parents as the most important educators in a child’s life. She spoke to them on the radio, and she wrote for parents in magazines. Isaacs encouraged people to look at the inner feelings of children. She encouraged children to express their feelings. She thought it would be very damaging to bottle up feelings inside. She supported both Froebel’s and Margaret McMillan’s view that nurseries are an extension of the home and not a substitute for it, and she believed that children should remain in nursery type education until they are 7 years of age. Isaacs kept careful records of children, both for the period they spent in her nursery and for the period after they had left. She found that many of them regressed when they left her nursery and went on to formal infant schools. Modern researches have found the same. Influence on current practice and curriculum models Mainstream early years settings today give opportunities for children to let off steam in controlled way through vigorous physical play and encourage controlled expression of feelings through language and imaginative play. Play is still seen as central to learning and parents/carers are seen as partners. Careful observation of children and accurate record keeping is emphasised in early years settings. Many countries throughout the world do not start children at school until age six or seven years and many early years educators in the UK argue that this should be the case here. Margaret McMillan (1860-1931) Margaret worked in the Froebel tradition. She believed in active learning through first hand experiences and emphasised feelings and relationships as well as physical aspects of movement and learning. She believed that play helped a child to become a whole person and was an integrating force in learning and development. McMillan was a pioneer in nursery education. She believed in the introduction of nursery schools as an extension of home and as communities in themselves. She emphasised the value of the open air and introduced gardens for families to play and explore. She believed in partnership with parents who developed with their children in the nursery environment. McMillan was the first to introduce school meals and medical services and stressed the importance of trained adults to work with children. Influence on current practice and curriculum models McMillan has had a powerful influence on the provision of nursery education in the UK and many of her principles are widespread. At present time children are given access wherever possible to outdoors areas and encouraged to make gardens and use natural materials. Early years settings give opportunities for children’s physical, social, imaginative and creative play and encourage expression of feelings. Active learning is encouraged through provision of a wide range of materials and equipment together with a skilled and qualified workforce. McMillan’s views on the nursery school as a community are followed through today as parents are invited into schools and seen as partners in the care and education of their children. As well as being a community in itself, early years settings extend provision into the community and become part of the community. School meals and medical services are now an accepted part of provision. Learning theories and Play The importance of Play, the environmental factors and the view of the child as an active learner are also reflected in the social constructivist model. Similarly to the pioneers of play, Piaget, Vygotsky and Bruner saw the child as an active participant in their own development and learning. Piaget stated that children passed through a series of stages of cognitive development always in the same order but at different rates. He emphasised that the child was an active participant in their own learning and development. According to Piaget children had schemas or patterns of behaviour that are part of the child’s powerful drive to understand its experiences. Piaget believed that young children in preoperational stage began to think and represent actions with symbols and judged situations on what they could see not being able to conserve, he also prescribed them as egocentric and felt that they learned by discovery. Whereas Piaget saw the child as a solitary learner, Bruner and Vygotsky similarly to Froebel stressed the importance of the role of adults and interactions in play. Vygotsky emphasised the role of adults in helping children learn. He identified the zone of proximal development and believed that the adult role was to intervene and help children to move into the zone of actual development and the cycle goes on. Bruner believed that children learn through doing, imagining what they have been doing and then turning what they know into symbols such speech, drawing and writing. Bruner saw the adult as important in supporting children’s learning especially when informal, everyday interactions are utilised to help children make sense of the world. Influence on current practice and curriculum models Current practice acknowledges the role of schemas in children’s learning and development. Different types of schemas were identified by early years practitioners, teachers and psychologists, such as transporting, orientation, enveloping, horizontal and vertical schemas. Social constructivism (reflecting many of the early childhood pioneers’ ideas) is widely acknowledged to underpin and influence mush early years provision. It emphasises that children have different and distinct ways of thinking, behaviour and feeling at different stage of development and that children’s thinking is different from adults. Children are seen as active agent in their own learning, adults observe and assess children, work closely with the child, support their learning, extend play opportunities and parents are involved as partners. Carefully structured and well resourced learning environment are essential including the indoors and outdoors to encourage exploration and discovery with a balance of adult structured activities and play and learning opportunities freely chosen by children. Current principles and Curriculum models High/Scope curriculum model High scope is a structured programme developed in the 60s in the USA and now extended for use with preschool children and babies. Some mainstream settings in the UK use the High scope approach. The High/scope is based on well accepted educational principles: Active learning: the child is encouraged to become an active learner involved directly in their own learning. Personal initiative: the child is encouraged to use personal initiative to plan, do, and review their own learning. Consistency: children need consistent stable daily routines and organised learning environment to help their confidence and independence. Genuine relationships between practitioners and children Appropriate curriculum designed to provide key learning experiences. The EYFS Curriculum The principles of good practice in early years provision have integrated many of the key features of the work of the early educators. Currently is general agreement about what constitutes a good practice and these ideas have been drawn together in the curriculum guidance for the foundation stage in England. The key areas are Adults and children, the curriculum and the environment. Children and adults: Children are active learners, they engage with adults, materials, events and ideas in immediate, direct and meaningful ways, adults are skilled and trained and understand how children learn and develop. Children are viewed as a whole and their individual needs are met. Adult observe and assess children’s progress and are able to respond appropriately. Imagination and symbolic play are seen as very important. The curriculum: There is a balanced between adult initiated and children self chosen activities, well planned and purposeful play is seen as the most important vehicle for learning. A brad balanced, well panned relevant and appropriate learning curriculum is provided, a wide range of activities and equipment is available indoors and outdoors and the equality of opportunity and access to learning for all children are essential. The environment: A well organised, safe, stimulating, secure and reassuring environment is provided and positive relationships with parents are maintained. [pic] Bibliography Beaver M, Brewster J, Jones P, Keene A, Neaum S, Tallack J, 1999, Babies and Young Children Book2, 2nd edition: Early Years Care and Education, Stanely Thornes (Publishers) Ltd Bruce T. , 2004, Developing learning in early childhood (0-8), Paul Chapman Publishing, A Sage publications company London. Bruce T & Meggitt C, 2007, CACHE Level3 Award Certificate Diploma in childcare and education, London, Hodder Education. Edwards C. P. , 2002, Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, Volume 4 Number 1, 2002. Grisham-Brown J. (? ) INFLUENCES ON EARLY CHILDHOOD DEVELOPMENT, Early childhood development, Education. com Holachek K. , 2007, The benefits of alternative education: How Piaget theories of Cognitive development in children support the Montessori system, (? ) Hucher K. & Tassoni P, 2005, professional development Planning play and the Early years (2nd Edition), Oxford, Heinemann Educational publishers Sagarin S. K. , 2009, The Seer and the Scientist: Rudolf Steiner and Jean Piaget on Children’s Development, JOURNAL for Waldorf/R. Steiner Education Vol. 11. 1, May 2009.