My Friend’s Most Important Decision Essay

Firstly, I would like to introduce my friend Jenny, who was born in China and now she is 25 years old. In 2011, she left her great job and came to the United States to pursue her master degree. Jenny decided to study in the United States and in particular at JWU because she wanted to study professional knowledge of management and have a master degree, she believe the U.S is the origin of the MBA program and JWU is famous for its hotel management program. First and foremost, after graduation, Jenny worked at the Beijing Branch of Education Service Center for about three years. She has great expectations for her career and she wants to get a high position but it’s difficult for her. She said,† You can see my academic background, I never studied any business knowledge, if I want to get high promotion, to study professional knowledge of management and have a master degree is important for me.† Thus, she wanted to get an MBA to get more knowledge of management and improve all kinds of abilities and help herself with her career objective. Another reason why she decided to study in the U.S. is because she believe that the United States is the origin of the MBA program. The United States’ MBA program pays more attention to practical skills and ability development, like communication, leadership, control, decision making, influence and entrepreneurship. She thinks studying in America can advance her career and make her more competitive in her field. She said to me, â€Å"American’s Hospitality management program is very strong†. Because in America , many universities are famous for this program, like: Cornell University, University of Houston, Pennsylvania State University, and the U.S. also has some famous hotel, like: Hilton Grand Vacations, New York Hotel and so on. Thus, she believes America is a good place for her to study this major. Most of all, Johnson & Wales university is famous for its hotel management program. She has a friend who is currently studying hotel management at JWU, and her friend told her some advantages about this university, especially teaching resources on management is quite good. After that, she searched a lot of information on the internet, and found that JWU was suitable for her. She said,† this university is career-oriented school, especially pay attention to students’ practical skill development, like communication, decision making, entrepreneurship and leadership ability†. Many students who graduate from JWU can get into big companies like Hilton Hotel, so she believes studying at JWU can make her more competitive in the future. For these reasons and more, Jenny decided that in order to make herself more marketable that she needed to leave her job in China and move to the United States in order to learn professional knowledge and extend her education. Therefore, Jenny, my best friend, chose to study in the United States in an MBA program and in particular at JWU with a concentration in Hospitality.

Theory of Cognitive Development and Commitment Scores

PsychSim 5: Conception to Birth 27 PsychSim 5: CONCEPTION TO BIRTH Name: __________________________________________ Date: __________________________________________ This activity will help you understand the sequence of prenatal development. Fertilization †¢ Of the 200 to 400 million sperm cells released in a typical ejaculation, approximately how many do you think will reach the ovum? _____ 100 _____ 3000 _____ 100,000 _____ 1,000,000 Section: ________________________ Germinal Phase †¢ Briefly describe the main features of this phase of development. Embryonic Phase †¢ Briefly describe the main features of this phase of development.Fetal Phase †¢ Briefly describe the main features of this phase of development. Summary †¢ Now that you have viewed the entire sequence of prenatal development, what do you think are the most important themes of development during these 38 weeks? PsychSim 5: Cognitive Development 25 PsychSim 5: COGNITIVE DEVELOPMENT Name: _________ _________________________________ Date: __________________________________________ This activity describes Piaget’s theory of the growth of intelligence and simulates the performance of three children of different ages on some of Piaget’s tasks.Schemas †¢ What are schemas? Section: ________________________ †¢ Explain the difference between assimilation and accommodation. †¢ Suppose that a 15-month-old toddler has learned to call the four-legged house pet a â€Å"doggie. † What do you think would happen if the child sees a horse for the first time? Is the child likely to call the horse a â€Å"horsie† or a â€Å"doggie† or a â€Å"doggie-horse† or some other term? Write your best guess in the space below, and add a sentence explaining why you think the child would use that term to refer to the horse.Stages of Development †¢ What are some characteristics of a child in the sensorimotor stage of development? What is object pe rmanence? †¢ What are some cognitive limitations of preschoolers? What is egocentrism? †¢ A child in the concrete operations stage can reason differently than can a child in the sensorimotor stage. For example, if shown two identical balls of clay, one of which has been rolled into a rope, an older child (in the concrete operational period) might decide that the ball and the rope both have the same amount of clay.What kinds of reasoning do you think the older child might use to draw that conclusion? 26 PsychSim 5: Cognitive Development Measures of Mental Operations †¢ What are some differences in mental operations among the three children in the conservation of number/checkers task? †¢ What are some differences in mental operations among the three children in the conservation of liquid/water glass task? †¢ What are some differences in mental operations among the three children in the seriation/sticks task? What are some differences in mental operations among the three children in the seriation without visible objects/word problem task? 28 PsychSim 5: Who Am I? PsychSim 5: WHO AM I? Name: __________________________________________ Date: __________________________________________ This activity will help you understand Erik Erikson’s perspective on identity formation, as well as James Marcia’s four steps or stages in the identity process. Your Results †¢ What was your exploration score? ___________ †¢ What was your commitment score? ___________ Paths to Identity Achievement †¢ How did Erikson define identity achievement? What combination of exploration and commitment scores are seen? Section: ________________________ †¢ What is diffusion? What combination of exploration and commitment scores are seen? †¢ What is foreclosure? What combination of exploration and commitment scores are seen? †¢ What is moratorium? What combination of exploration and commitment scores are seen?Marcia’s Identit y Status Model †¢ After considering your identity status classification based on the initial questionnaire, do you believe that your classification was accurate? †¢ Which of Marcia’s four statuses best fits you right now? †¢ Why you would not classify yourself as being in the other three statuses? PsychSim 5: Signs of Aging 29 PsychSim 5: SIGNS OF AGING Name: __________________________________________ Date: __________________________________________ In this activity you will explore the main aspects of physical aging.Aging Begins in Early Adulthood †¢ What distinctions do researchers find between primary and secondary aging? Section: ________________________ Aging and Appearance †¢ List four changes in appearance experienced with aging: 1. 2. 3. 4. Sensory Changes †¢ List the two senses most significantly affected by aging: 1. 2. Physical Functioning †¢ Name two of the changes in physical functioning experienced during aging: 1. 2. Conclusio n: Making the Most of Each Stage †¢ How will you feel about the changes that aging brings? Which of the changes will bother you the most?

No end to this disgrace in sight! Essay

†¢ U. S. Prison Population Soars in 2003, ’04 The population of the nation’s prisons and jails has grown by about 900 inmates each week between mid-2003 and mid-2004, according to figures released Sunday by the Bureau of Justice Statistics. By last June 30 the system held 2. 1 million people, or one in every 138 U. S. residents. †¦ [The] increase can be attributed largely to get-tough policies enacted in the 1980s and 1990s. Among them are mandatory drug sentences, â€Å"three-strikes-and-you’re-out† laws for repeat offenders and â€Å"truth-in-sentencing† laws that restrict early releases. †¦ [M]any of those incarcerated are not serious or violent offenders, but are low-level drug offenders — ABC News, 2005-04-25 It’s a rosy future for the prisons-for-profit industry. †¢ Gregory Palast: Gilded Cage: Wackenhut’s Free Market in Human Misery †¢ A Letter to Barbara Bush †¢ Noam Chomsky: The War on (Certain) Drugs †¢ Lee Rodgers: The Duplicity of the War on Drugs Looking at the accumulated evidence that the Contras and the CIA engaged in cocaine smuggling to fund the covert war in Nicaragua, suspicion arises concerning the apparent coincidence that CIA-Contra drug smuggling was contemporaneous with the ‘war on drugs’. From a CIA covert action in Latin America the cocaine has made its way NORTH (ala Oliver North) to the American consumer, who is consistently portrayed as African-American by the mass media, even though the majority of cocaine consumption is by whites. The disturbing prospect arises that this ‘war on drugs’ was nothing more than CIA-style psychological warfare which sought to acquire as much as possible of the sum total of our civil liberties while particularly targeting minorities. †¢ Daniel Hopsicker: The Secret Heartbeat of America: A New Look at the Mena Story. I will never, as long as I live, forget our ‘Midnight ride to Mena,’ seated beside tour guide and American hero Russell Welch. I’m convinced that what I saw there that night was a fully functional and operational secret government installation. By that, I do not mean a secret installation of the government of the United States of America. Unh-uh. What I believe I saw, and what I believe exists in Mena, Arkansas today †¦ is an installation of the secret government that runs the government of the United States of America. And here’s what I suspect: that today, long after Oliver North has become nothing but a minor league radio DJ †¦ and long after the contra war is just a fading memory of yet another minor league war, our government — yours and mine — is going about the lucrative worldwide business of drug production and distribution. †¢ Peter Webster: Anatomy of a Fiasco: a review of The Swedish Drug Control System As with the understanding of crowd madnesses and ritual persecutions of old, a satisfactory and general theory of our great modern Prohibitionist folly will probably have to await not only the final demise of the madness, but an intervening period of normalization and healing recuperation lasting perhaps several generations. From the perspective of the distant future, historians may well conclude that the centuries-long phenomenon of Substance Prohibition †¦ reached its dizzying peak in the late 20th Century as a climactic exaggeration ad absurdum of a long-enduring collective delusion and paranoia. But even if we could, by virtue of a time machine, read such a theory today, the continued existence of the crowd madness in our midst would certainly preclude any general recognition or acceptance of its validity. Thus, although there now exist a few obscure essays which may someday be seen as harbingers of that still-distant revelation, they will probably have minimal influence on the immediate course of events and we can today do little more than study local details of the Prohibitionist phenomenon and force society to look at the ugly and counterproductive results of its obsession in the ongoing attempt at curing the malady by stages. There seems absolutely no possibility that a great and general truth about Prohibition, no matter how brilliantly expressed, could today awaken Western Civilization from its present nightmare. But in the meanwhile, to assist the growing number of individuals who can see the inevitable if distant dawn of a new rationality, a wealth of excellent literature exists and continues to grow at a gratifying pace. Such literature deals with the â€Å"local details† of the Prohibitionist phenomenon in ways which both illustrate its illogic and destructiveness to society, and suggests practical if only provisional tactics and strategy for limiting the ravages of Prohibition and tackling the difficult task of awakening the general public to its complicity and participation in a crowd madness of major proportions. †¢ Kristianna Tho’Mas: Opium War: Britain Stole Hong Kong From China Governments have been behind the drug trade for a long time. †¢ Illicit Lemon Drops Get Boy a School Suspension — from the Los Angeles Times, 1997-11-20: COLORADO SPRINGS, Colo. — A 6-year-old boy has been suspended for half a day for bringing â€Å"drugs† to school: lemon drops bought in a health food store. The fire department and an ambulance were called after a teacher found first-grader Seamus Morris giving the candies to a fellow pupil on the playground Oct. 29, said his mother, Shana Morris. She said both boys’ parents were urged to take their children to the hospital for tests, despite her assurances that the lemon drops were harmless. John Bushey, an administrator at Taylor Elementary School, said the half-day suspension was consistent with the district’s drug policy, which treats unfamiliar products as controlled substances. Here’s the original Denver Post story. †¢ How the U. S. Drug War Plays in the European Media According to â€Å"Juan,† the US government is chiefly concerned with getting political and economic advantages from the drug trade †¦ â€Å"Washington uses the DEA to pressure other countries politically. † At times, the US permits drug trafficking so that it can get information to use to â€Å"blackmail foreign governments. † As the Hopsicker article shows, the U. S. State of Arkansas is one of the murky epicenters of the CIA’s smuggling of addictive drugs into America. Finally some light is falling upon the creepie-crawlie characters in this cesspool. The case of Dan Harmon is interesting: †¢ Dan Harmon Indicted. He â€Å"is charged with running a drug-related ‘criminal enterprise’ while serving as prosecuting attorney for the state’s 7th Judicial District and heading its federally funded drug task force. † †¢ Dan Harmon Convicted Despite the apparent wish of the federal prosecutors to take a dive, the jury convicts. †¢ Arkansas Justice An editorial from the Wall Street Journal. †¢ A Question Regarding Harmon â€Å"Harmon ran what a lawyer in Pulaski County recently described as ‘a reign of terror’ in the counties he was sworn to serve. All of that raises the question of why the man was not stopped earlier. † This is just the tip of the iceberg. Those interested in the drug scandals of Arkansas can read more on the CIA page and in the selected messages from the CIADRUGS mailing list. †¢ Crime and the War on Drugs — from Harry Browne’s 1996 U. S. presidential election campaign platform †¢ Vin Suprynowicz: The Big Lie †¢ U. S. to Criminalize Trade in Vitamins Are you a vitamin C abuser? †¢ DEA raid on Shulgin Laboratory †¢ Further information and ongoing reports from the trustee of the Alexander T. Shulgin Trust (including the final report). †¢ Drug lawyer speculates on the future. †¢ The Marijuana Policy Project The MPP is working to chip away at the excesses of the current prohibitionist policies, gradually replacing them with reasonable regulations. †¢ Interview with Michael Levine, former DEA agent, in which he relates his involvement as an undercover agent in heroin and cocaine smuggling in S. E. Asia and South America. †¢ Cocaine Politics — Drugs, Armies and the CIA in Central America A book by an academic and a journalist which exposes the lies and hypocrisy behind the â€Å"war on drugs†. †¢ A review of Smoke and Mirrors: The War on Drugs and the Politics of Failure †¢ A review of The Politics of Consciousness: A Practical Guide to Personal Freedom †¢ The Arguments against Cannabis are Flimsy! from the Usenet newsgroup uk. politics. drugs. †¢ The Introduction from the 1996 Positronics Sinsemilla Fanclub Catalogue. There are some countries (considerably more enlightened than the U. S. ) where the â€Å"war on drugs† is perceived even by the government itself to be a lie and a fraud. †¢ Paul Staines: Acid House Parties Against the Lifestyle Police and the Safety Nazis †¢ Costs of cannabis laws outweigh their alleged benefit, an excerpt from Marijuana: The New Prohibition by Professor John Kaplan. †¢ Civil Asset Forfeiture — the end of the rule of law Legal theft in America. †¢ The Introduction to Brenda Grantland’s Your House is Under Arrest You may say this could never happen in America because the U. S. Constitution protects you. There you are wrong, because it is happening in the U. S. — at an alarmingly increasing pace. †¢ Judy Aita: U. N. Drug Report †¢ Licensed to Deal, Marijuana Sellers Put Arizona on the Spot †¢ U. S. prosecutions of pro-marijuana doctors barred At the end of April 1997 a U. S. district judge issued an order temporarily barring the federal government from prosecuting California doctors who recommend marijuana to their patients. †¢ Court gives pot back to epileptic Judge Sheppard stressed that his decision had nothing to do with the recreational use of marijuana but was based on solid proof that the substance is an irreplaceable aid to Mr.Parker’s health problems. He said that to deny Mr. Parker the substance would be to interfere with his right to life, liberty and security of person. Liberty includes the right of an individual to make decisions of personal importance, the judge said, and health is surely one of them. †¢ Steven Silverman: A Harsh Civics Lesson †¢ Dr. Bernhard Haisch: A Viagra-model Solution to the War on Drugs †¢ Medical Use of Cannabis ‘Could Soon be Legal’ †¢ Illicit drug use in the EU: legislative approaches (372 Kb PDF file) †¢ Edgar J. Steele: Pogo Was Right.

Debate Assignment Example | Topics and Well Written Essays - 500 words

Debate - Assignment Example According to Nelson et al (2011), all children, irrespective of their learning or physical abilities require training on how to become resilient people. Resilience is a crucial part of life that all children need to acquire to enable them deal positively with any form of adversity and hardships in life. Positive discipline is an essential aspect that parents can use to teach children to develop positive qualities in life. If parents deny children with disabilities rates of discipline that can help them develop these qualities, they will be denying them something valuable. It will be rational for parents and teachers to discipline children with special needs in the same they do typically developing children (Bowers, & Pickhardt, 2011). According to martin (2004), it is a wise thing for parents and teachers to maintain the same levels of discipline to all children. This author argues that keeping a consistency in discipline for all children will promote a healthy environment, for them to grow up. It is reasonable for parents and teachers to have inclusive systems for typically growing children and those with special needs. Such inclusion will ensure a balanced attitude among children. Disciplining them differently will promote the development of attitudes that are likely to lead to discrimination. Excluding children with special needs from punishment has the potential to prompt the typically developing children to portray a negative attitude to those excluded. As the Virginia department of education (2010) noted, discipline is a very crucial aspect for children with special needs. The article highlights the fact that even children with special needs are subject to the development of codes of behavior that have negative effects to society just like their typically developing counter parts. Therefore, it is essential for parents and teachers to have this awareness and take preventive measures. Excluding children with special needs from

Ancient Greece Essay Example | Topics and Well Written Essays - 500 words

Ancient Greece - Essay Example Some of the most significant Cultural Accomplishments during the Ancient Greek Civilization were as follows; one of the most noticeable accomplishments was in the field of Philosophy, many philosophers exhibited their talent in the field of Philosophy and gave rise to creativity by their influential philosophies. There were many temples built during this time but the most important of them all being the Parthenon "The classic Greek temple built on the Acropolis in Athens to honor the goddess Athena" (Ancient Civilization, 29 September 2008). These are just handful accomplishments which took place during the Ancient Greek civilization in the field of culture. During this time, Ancient Greek Economy was regarded as one of the best compared to the other Economies which prevailed at that time. In the section of religion, the Greek mythology is regarded as one of the best in the world; it provides rich history about the Gods and heroes which existed at that time. With regard to the Politi cal Accomplishments, the most significant of them all was Democracy which is followed by so many countries these days. People were free to vote and choose their representatives. When we look at the cultur

Scania - Understanding organisations Essay Example | Topics and Well Written Essays - 3000 words

Scania - Understanding organisations - Essay Example The case of Scania has been considered to understand the events and decisions that have been made and the reasons for which these decisions have been made, the changes implemented and from a learning perspective I would also explore the difficulties of the management policies in overcoming defensive routines of staff and the managers. The organisational design and management issues, the strategies for change as well as the general professional and managerial mindset of the staff and managers are considered and analysed here and I also explore the team working development which has been introduced in the SAN Angers plant. The cultural and political factors are considered in the discussion that seems to affect the professional dynamics of the organisation. The role of the stakeholders including senior managers and shop floor personnel and the implications of management and leadership styles show how theories could be important in throwing light on the impact of personalities and viewpo ints on the general management of business and companies. The motivation levels at Scania Angers have also been studied and organisational change has been discussed in terms of the challenges faced by the organisation and the theories that have been used by the organisation in practice show how Scania Angers may be functioning at an organisational level. Using Scania as an example, we would discuss how a similar change could be described or affected in other similar organisations. The main approach of this study is to analyse the use or application of theories in organisational practice and the challenges faced by Scania could be addressed more effectively by understanding not just the implementation of theories in practice but also motivation levels of staff, the role and perceptions of managers and stakeholders, organisational designs and team working developments. This study involves a critical analysis of theories used in practice within organisations and how the

Experience in English 102 Class Essay Example | Topics and Well Written Essays - 250 words - 52

Experience in English 102 Class - Essay Example I am conversant with MLA, APA, Harvard, and Chicago writing styles and my fellow students could always ask me for assistance in these areas, a factor that helped me become even better. Through the various creative reading, writing and research assignments I have greatly sharpened my critical analysis skills, which involves a set of critical interrelated questions (Browne & Keeley, 2). I have learned to ask myself questions other than just follow what is written, this is translated to my researches where I write more analytically than I did before. This is a skill that I did not have at the beginning of this class; however, achieving it will be of great use not only in my academic work but also in work-related goals. One assignment that I did not enjoy was the group assignment, this is because some of the members in my group were not co-operative and we ended up wasting a lot of time and eventually doing the assignment in a rush. I believe this is what contributed to the low grade in the assignment. However, the individual assignment on creative literature was most meaningful to me because I was able to practice most of the skills that I had learned. The stories that I read for this assignment and many others helped me change my whole perception of humanity. I learned that people live in different conditions and may be going through other circumstances that affect their way of life. Therefore, we should never be quick to judge people’s actions. Generally, my experience in the English 102 class has been interesting as well as very educative. My teachers and fellow students have been very supportive in ensuring that all concepts being taught are well grasped. I have also made many friends hence improving my social life in addition to my academic

Film Essay Example | Topics and Well Written Essays - 500 words - 1

Film - Essay Example He is simultaneously presented as a suitably murky protagonist who goes abroad to arrange assassination of his old professor, who is now an anti-Fascist leader living an exiled life in Paris. Clerici is a Conformist who is very anxious to live a normal life and trying hard at his level best to fit in the society in every possible way. The film beautifully portrays a man's psychological need to 'conform' and to be 'normal' at social level; particularly in general as well as at the political level. Underlying Theme: The predominant theme of the film is  conformity. Clerici has an excessive urge to lead a life of normality-'to fit' perfectly in the society. Like any other man, he is seeking for acceptance from the society and to make a position that would lead him to his ultimate goal in life. He is deeply driven by his bitter memories of childhood and in this way, he hopes to escape  the demolishing outcomes of his mother and father. One might also contemplate that Clerici is often chased by his repressed homosexual urge which he feared that it might emerge as it is against the norms of society.

Interview Summary with Xiaochu of BenMo PR Essay

Interview Summary with Xiaochu of BenMo PR - Essay Example She denied the college life keeping her eye on the future needs which demanded her to â€Å"get her life started and going as soon as possible†. Her finance needs led her to the modeling area and bartending but soon her creativity persuaded her on starting her own blogs on the internet and she captured the attention of huge followings quickly. Xiaoxhu maintained her double identity i.e. her real-life identity and her virtual identity in all this time period. However, she was quite successful in maintaining her reputation under both identities. In the virtual world, she was named as the best blogger in four of the prevailing web networks, Sina, Sohu, Xici, and Tianya. She was voted as the Beauty Blogger in both Tianya and Sohu and was elected to be the â€Å"basketball babe† for the 2008 Beijing Olympics website. On the other hand, her real life activities involved her service as an editor for a local Shanghai magazine and she was also on the organizing committee for the 57th World Beauty Pagent. This illuminates her ambition of not accepting the life and circumstances as they are but to develop her career and achieve her ultimate aim of being a successful person. The goal of such hardworking and ambitious people is sometimes to achieve comforts of life, wealth or some other kind of financial benefit. However, Xiaoxhu â€Å"never saw money as the main goal.† She further illuminates this idea by asserting that â€Å"even at the beginning money was just something to put food in my mouth and a roof over my head.† This clearly shows that her aims were not limited to grabbing money and leaving this world without being seen or noticed by others. Her aim was to capture the general public and make her name known to them in good words. Her success was accompanied by the achievement of her goals in her own distinct way of attracting public, specifically general public. In support of her

Personal Values Development Essay Example | Topics and Well Written Essays - 13250 words

Personal Values Development - Essay Example For employees to be productive in an organization, they need to hold positive attitudes toward the elements of organizational life. For example, one should view such factors as work, authority, taking risks in decision making, the need for control, and the need for change in a positive way. I try to avoid a negative attitudinal posture toward these factors because they will keep one's job satisfaction continually low as well as stimulate considerable resistance to many normal organizational processes and activities. Someone with the wrong attitudes shies away from high effort because the performance it yields is not perceived as worthy. It is not "real" performance from the viewpoint of the employee (Langan, 1994). Personal values develop during a long time and are influenced by work environment and communication. I pay a special attention to understanding of my colleagues and effective communication, high standards of work performance and personal growth. Strong ethical principles help me to solve problems of daily life and behave morally in difficult situations. Problem-solving skill is the ability to identify, define, and resolve difficulties. One with this skill has an inquisitive mind, an ability to reason, and a desire to search for truth. These employees know how to investigate and analyze a problem situation and to diagnose sources of trouble. This skill also involves creative ability--ability to generate novel ideas and to derive multiple ways of attacking a problem (Mayer, 2000). Problem-solving skill is in part manifested in one's capacity for critically evaluating potential solutions to problems and for making decisions. Many employees simply do not understand how to make a quality decision. Indeed, many fear making decisions because of the risk of choosing the wrong course of action. The quality decision maker knows how and does not shy away from the task. He or she has likely mastered the scientific method as applied to problem solving and, because of this, likely has a high measure of self-confidence relative to decision making. Problem-solving skill is critical for every employee at every level in an organization. Every employee faces problems daily. Machine operators need to diagnose causes of breakdown and then get their machines fixed. Department managers may need to diagnose why customers may be disgruntled and then attempt resolution. Top-level managers have to diagnose such things as the causes of declining sales, poor employee performance, and flaws in organizational communications systems. A strong sense of duty guides my behavior and decision-making. My actions are guided by judicial action based on the Judeo-Christian teachings that are the foundation for most of the moral and ethical direction of business and government. In the meantime in the moral-ethical area, more emphasis is being placed on psychology and the philosophies (everything is relative; nothing is absolute; everything is constantly changing, so set your own morals and ethics based on the times). Broad issue orientation has given way to sharper focus not only on issues but on social awareness, social responsiveness, and on social responsibility implementation of these issues. I agree that employees need to hold values compatible with organizational life. Strong economic,

What is the relationship between health and pollution Research Paper

What is the relationship between health and pollution - Research Paper Example Arguments will be based on the health outcomes of environmental pollution. The research will also focus on examining those that are more vulnerable to environmental pollution. In addition, the research will try to examine the factors that are causing the high rate of environmental pollution that has a negative impact on the health of the people. Therefore, my position on the relationship between pollution and health is that pollution has a negative effect on human health. There is numerous negative effect of pollution on human health. The essay will also include a concession paragraph, which identifies the strongest arguments held by those that disagree that pollution has negative outcomes on human health. Regulations and monitoring policies that are needed in order to protect the environment that will in turn prevent pollution will be briefly highlighted. A conclusion will be made towards the end of the essay summarizing the main point made in the essay. There are different forms of pollution that have negative impacts on human health such as air, noise, radioactive contamination, water and indiscriminate disposal of waste, which is soil pollution. The research will mainly focus on air and water pollution, as they are the major causes of human diseases. The major causes of air pollution on human health include cardiovascular and respiratory illness such as asthma and pneumonia. These air pollutants cause air pollution; smoke, sulphur dioxides, particulate matter, ozone and reactive nitrogen just to mention a few. Soil or water pollution may occur when there is the improper management of solid and liquid waste. For an instant, the solid waste may be directed to a water body that is used by human. Solid waste is a significant cause of pollution because of a lack of proper solid waste disposer regulations and disposal facilities (UNEP 9). Such waste may be toxic, infectious and radioactive. Depending on the source of environmental pollution and interactions

Roles and Responsibilities of a Teacher in the Life Long Learning Sector Essay Example for Free

Roles and Responsibilities of a Teacher in the Life Long Learning Sector Essay Role of a teacher in the lifelong learning sector This case study investigates the role and responsibilities of a teacher in the lifelong learning sector. I am a piano and guitar tutor on a one to one basis, so I have my own views and methods on teaching. However, I thought it would be interesting to study how a teacher deals with a whole class, as opposed to just one pupil. Further to the research for the study, an interview was conducted with Joe Bloggs, a teacher in School X. The interview examined a number of areas including: roles and responsibilities, boundaries, promoting equality and diversity, safe and supportive learning environments, promoting appropriate behaviour, legal and moral responsibilities, the challenges and rewards of the role and how Joe has had to adapt and respond to the ongoing changes in the lifelong learning sector. The first question covered what Joe considered to be his main responsibility as a teacher; to engage and motivate young people in the subject of music and learning in general. He uses a variety of methods to accomplish this. For example, practical sessions/role play and getting everyone involved, as well as written assessments, presentations and various visual tasks to ensure all different types of learners are accounted for. This is effective when teaching music history /theory, however, when a student is learning to play an instrument, all these areas are covered naturally. Joe allows his pupils to make mistakes, for example, if a pupil is playing a piece of music and they hit a wrong note, he will wait to see if they can identify that they were out of tune first. This is another way of working on their aural skills. If they do not pick up on it he ensures the mistakes are addressed and provides help and advice to rectify the problem. Conjointly, we addressed the topic of promoting equality and diversity. Joe feels strongly about this and his approach is through film/music stimulation, with focus on a particular character or topic. Two popular examples of this are Forest Gump, where the main character has a disability and the film ‘The Island’ which deals with race issues. Using this method has proven effective, as Joe has found through reflective discussions with the class after watching the film. One of the challenges that Joe has had to face during his time in the teaching profession is behaviour problems with the pupils. This covered a whole spectrum of issues such as disruptions, bad attitude, pupils refusing to complete tasks and even verbal abuse and physical threats. The methods in which Joe deals with this brings me onto the field of boundaries between the teacher and pupil. Along with legal boundaries, and following rules and regulations according to the Code of Conduct and Data Protection Act – physical boundaries are extremely important. When teaching/dealing with a pupil, he says distance must be kept, however, he feels that in most cases, experience will enable friendly and approachable relationships. If a matter was to arise that was out of his hands, it would be his duty to report it to the school safeguarding officer/counsellor. Another way in which he deals with this is to set a good example to the pupils, as ensuring appropriate behaviour is a major factor in maintaining a safe and supportive learning environment. Joe adopts a friendly and positive attitude towards his pupils, ensuring that he never raises his voice, yet be firm and serious where necessary. The aim of this is so that the pupils’ perception of their teacher is approachable, but at the same time they see their teacher as a figure of authority. Although this has proved quite demanding, the biggest challenge Joe has had to face is the ever-changing development in technology. He tried to continue his teaching without it but this became increasingly difficult due to changes in assessment criteria and the demand of technology in general, particularly in music. Music has developed throughout the years, for example, we don’t need to compose music for ourselves these days. We can use music programs to do that for us, such as Garageband or Sibelius. Joe decided the only way to tackle this is to embrace it. This has helped a great deal with teaching and by doing this he has furthered his own education. The school that Joe teaches at has recently become an academy, so it is now more performing arts-orientated where as before, the school focused more on the academic side of things. This has forced him to take on a bigger work load and thus proved his capability to adapt and respond to changes quickly. Joe’s response to a lot of the questions portrays how education in music and generally has evolved with respect to time and the steps he has had to take in order to meet the requirements of his role and adapt to the ongoing changes. When faced with the question regarding ethical responsibilities, he had some interesting techniques on how he engaged this topic with his pupils. Practice is an essential for learning an instrument, Joe motivates and encourages his pupils that regular practice is the key to progression. He evaluates progress with tests covering all different types of learning such as aural, sight reading, written, and through practical tests. Both Joe and I have found that through music, it is easy to distinguish the strengths and weaknesses of our pupils and how they best learn. For example, one person may be able to listen to a piece of music and play by ear, whereas the next pupil will not be able to do that, but will excel in reading the music. Joe understands it is important to acknowledge the strengths and weaknesses of each individual and sees that each pupil is facilitated for in order to help them achieve their full potential. Joe mentioned various internal and external points of referral, for example, the awarding bodies, and the Academy’s safeguarding officers/counsellors. It is evident that he has a strong passion for music as he gave up his career as a pilot in order to pursue his music career. In defiance of the challenges Joe has been faced with, his subtle, yet dynamic and enthusiastic approach helped him to overcome them. I found during my time with Joe, that although there are many generic rules, responsibilities and boundaries that all teachers/tutors have to adhere to, there are also those that are specific and subject to the area of study. It is imperative that these are recognised in order to achieve a finer understanding of the role of the teacher.

The Leadership Of Prophet Muhammad Religion Essay

The Leadership Of Prophet Muhammad Religion Essay The choice of the topic was prompted because of the numerous impacts and transformation the leadership of prophet Muhammad (SAW) had made to humanity and the world in general. So many scholars and historians such as Michael hart Carlyle in his book the hundred and mahatma Ghandi even though they were not Muslims they made so many assertions that the world had never witnessed a leader who has achieved so much in all spheres of leadership ; socially, economically and religiously like such as man (Muhammad SAW). An Arab man who does not know how to read or write, but was able to transform the whole of Arabian Peninsula in less than three decades. He was able to change the mind of Arabian people who happens to be so barbaric during the jahiliya period killing one another. They fought so many battles due to ethnicity, ignorance and land disputes which usually last for decades. As he came in, he was able to unite them, change their focus so as to love one another as it was reported in one of his tradition that: none of you is a complete believer unless he loves for his brother what he loves for himself. In the glorious Quran, Allah the most high says: O mankind, I have created you from a single male and female and made you in to nations and tribes; so that you man know one another. None of you is greater than the other except he who fears Allah the most. Hence all are equal before Allah. From the aforementioned, I can categorically say that prophet Muhammad SAW is a role model to leaders of all kind; politically, economically, psychologically and religiously. Therefore all leaders in the world should learn and embrace the method of his leadership, this is because he conquered the whole of Arabian Peninsula without fierce battle except where they fought against him then he fought back in defense of his territorial sovereignty. I also choose the topic because he was able to liberate women from the bondage of becoming extinct. The world over, there is no religion that has given women the liberation, respect and recognition than the religion of Islam with its leader Prophet Muhammad (SAW) as it was enshrined in the holy book of Allah. But before the advent of this great leader, a female child born to a family is considered to be a cause as such, they were either killed or buried alive. This was mentioned in the glorious Quran where Allah says; whenever one of them is giving a glad tiding of a female child, his fact would become darkened in sorrow in high state of grief. He will separate from his people the bad tidings he was given should he bury it in the earth. But he was able to bring liberation to the female folks, not only to the female folk but to humanity in general as stated in the glorious Quran we do not send you expect as a mercy to the world. The prophet Mohammed (S.A.W) exhibited the sublime condu ct of Islam, which appealed to the people to accept Islam. He used his obedience to Allah to propagate Islam; he strictly adhered to the commands and prohibitions of Allah. He derived pleasure in following the commands of Allah and other people noticed and accepted the religion. The prophet therefore used soft language while appealing to people to accept Islam. He met people in their houses and at business places to tell them about Islam, he gave examples that could convince his people that he was sent by Allah. The leadership qualities I find most admirable were his humility, his recognition of talent, and his ability to think counterintuitive. Introduction The prophet Muhammad (SAW) was born in makkah 2nd august A.D 570, his father died before he was born. His mothers name is amina she died when he was six years old he became an orphan at a very young age. Khadija gave birth to four girls and three boys all the boys died in childhood. The prophet at the age of 40 he was climbing the cave outside the city to be alone to pray and ponder he was troubled by all the injustice of mekkah, slavery, ill treatment of women, gambling, sacrifice of new born babies and the reliance on idol gods made of wood and stone but for one God of Abraham and Moses and Jesus. So as he did every year he went to the cave (cave hira) suddenly he was surrounded by light when he looked up he saw angel Gabriel standing before him he was speechless. Read said the angel I dont how was the reply Gabriel repeated his command three times and each time the reply was the same and then Gabriel thought him. The angel said read in the name of your creator he created man from the clot of blood read your lord is the most merciful who thought the use of the pen and thought men what he did not know. And then Gabriel varnished. Muhammad (SAW) shook with fear he stumbled out of the cave and ran home he doubted what he had seen but on his way down the mountain the angel appeared to him again. The angel said Muhammad you are the messenger of God he repeated himself severally. Once the angel had gone Muhammad (SAW) struggled for home. He finally arrive he was shivering he asked his wife khadija to cover him, he told her everything he had seen and heard. He said he feared for his sanity but khadija assured him that God will not allow evil spirit to overtake a man like him who had always told the truth cared for the poor and needy. Khadija was the first Islam believer and soon others followed. For three years the prophet peace be upon him preached in secret. The prophet revelation the Quran offered the most beautiful one have ever heard. He thought the Muslims that all the gods of mekkah are powerless there is only one God that is God of Abraham, Moses and Jesus. And we have to surrender everything to him there is no such thing as rich or slave in the eyes of God we are all equal and the poor are to be cared for. The Quran says in the name of God the merciful the most compassionate the most honored of you in the site of Allah is the most righteous of you, women arent possessions they are Gods creations just as important as any man respect them. The earth is a gift from God treat it gentle you are its caretaker and remember you will all be judged according to your deeds many became Muslims on that day. The prophet was a great believer in prayers; he made supplication to his Lord with zeal and favor rarely to be found in the religious literature of the world. The prophet said if they put the sun in his right hand and the moon in his left he will not stop what he is doing he will continue till either the word of God prevails or he perish in the process. To the prophet Raina but say, Unzurna and hearken (to him): to those without Faith is a grievous punishment. It is never the wish of those without faith among the people of the Book nor the polytheists. That anything good should come down to you from your Lord. But Allah will choose from his special Mercy whom He will- for Allah is Lord of grace abounding. The prophet Muhammad (SAW) was the head of state and was the ruler of nearly all Arabia. When the prophet noticed that the Quiraysh were preventing people from listening to him, he started to contact other people who came to madinah from other places. Among such people are the Yathribites. He met the first group of Yathribites at al-Aqbd. They accepted Islam from him and promised to preach it to the other people in Yathrib. They invited him to madinah and promised him protection. He therefore migrated to Yathrib which was renamed the city of the messenger. The Dawah got a boost with the migration of the prophet to madinah, many Muslims migrated to madinah from makkah. There were a lot of lessons derived from the prophet Dawah activities in madinah and Muslims are to apply them. Emulating the prophet in being soft-hearted to people they come across. Being patient in whatever they pursue as the prophet did when he was propagating Islam. Observing moral norms by avoiding what could tarnish their image and the image of Islam. Always giving people the benefit of doubt until w hat was presumed happened. Being very firm in upholding the teachings of Islam in both social and moral spheres of life. The truth is from you lord let him who will believe, and let him who will reject it, for the wrong doers we have prepared a fire whose (smoke and flames), like the walls and roof of a tent, will hem them in. if they implore relief they will be granted water like melted brass, that will scald their faces. As for those who believe and work righteousness verily we shall not suffer to perish the reward of any who do a single righteous deed. Thus did we make their case known to people, that they might know the promise of Allah is true, and that there can be no doubt about the hour of judgment. A revelation from the most Gracious, most merciful; a Book whereof the verses are explained in detail. A Quran in Arabic for people to understand, giving god news and admonition yet most of them turn away, and so they hear not. They say our hearts are under veils (concealed) from that to which thou dost invite us, and our ears is a deafness between us and there is a screen. The prophet say: I am a m an like you, it is revealed to me by inspiration that your God is one. So take the straight path unto him and ask for His forgiveness. Those who reject Allah and hinder (men) from path of Allah their deeds will Allah bring to naught. But those who believe and work deeds of righteousness, and believe in the revelation sent down to Muhammad (SAW) for it is the truth from the lord. He will remove from them their ills and improve their condition. This is because those who reject Allah follow falsehood. While those who believe follow the truth from their Lord therefore when ye meet the unbelievers smite at their necks. It is He who sent tranquility into the heart of the believers, that they may add faith to their faith. Prophet Muhammad (SAW)s distinctive communication and leadership approach led to the increase of Islam. The findings on the Prophets values of moderation revealed that he placed a lot of weight on mannerism. Humankind has to match words with deeds. Believers were not to say one thing and do the other. When told by some of his followers that they will abstain from women and devote their entire energy to prayer, he responded by stating that he was married. This was like an indirect way to inform the speaker that there was no room for pretense. By choosing to abstain you open yourself to irresistible temptation. Getting married would therefore serve as the means to shun sin and other forms of temptation. This is certainly the landmark of difference between Muhammad and other spiritual and secular leaders of his time and today. To begin with, some other spiritual leaders remained unmarried and by deciding to do so created a pattern for their followers to follow suit. But experience has shown that most of these followers could not faithfully follow their religion without falling into the te mptation of bodily pleasures. This could have been unwelcome by Muhammad. He foresaw this kind of contradiction and so taught by examples. It was like doing justice to natures calling. The Prophet was in essence advocating justice between sexes. Battles fought by prophet The battles (Badr, Uhud and Khaybar, Ditch) fought by the prophet Mohammed (S.A.W) The patience of the prophet at the face of persecution for the most of the thirteen years of Dawah in makkah. When the prophet started open Dawah in makkah, the Quiraysh reached by persecuting him. The persecution continued through the thirteen years of Dawah in makkah. The reaction of the Quiraysh included: Persecuting the prophet through physical assault, intimidation and harassment The sahabuh were also persecuted by physical assault which led to the death of a woman The family of the prophet was harassed by the Quiraysh Banà » Hà ¢skim who sympathized with the cause of the prophet was ex-communicated from makkah for three years. Battle of Uhud (625 A.D) The immediate cause of the battle of Uhud was the defeat which the Quraysh suffered at the hands of the Muslims at the battle of Badr. The Muslims were originally one thousand, but when Abdullah ibn Ubay (the leader of hypocrites) let three hundred of his followers to withdraw, the Muslims were left with 700 men to face 3,000 makkans. When the prophet heard about their coming he contacted the sahabah and it was agreed that the Muslims should go out and meet the army. Effects of the Battle of Ditch Qurashs finally attempted to wipe out Islam and the Muslims from existence had failed. Tribes in Arabia had learnt lesson to live peacefully with the Muslims Treachery of the Jews to the Muslims came into the open The prophet, therefore, punished them with ejection, enslavement and forfeiture of property. Muslims appreciated to power of Allah who saved the from the evil machinations of the Jews and the confederations Battle of Khaybar After the confederates were dispersed by God through a heavy wind storm, the prophet decided to attack the Jews of Khaybar who broke the agreement that existed between them and the Muslims. He commanded the sahabah who remained with him to defend madinah to proceed to khaybar immediately. At khaybar, the Jews who heard about the coming of the prophet had taken cover in the mountains. The Jews attacked the Muslims in a mountain path with arrows and spears. The Muslims retreated and some of the ran for safety Conclusion The prophet Mohammed (S.A.W) exhibited the sublime conduct of Islam, which appealed to the people to accept Islam. He used his obedience to Allah to propagate Islam; he strictly adhered to the commands and prohibitions of Allah. He derived pleasure in following the commands of Allah and other people noticed and accepted the religion. The prophet therefore used soft language while appealing to people to accept Islam. He met people in their houses and at business places to tell them about Islam, he gave examples that could convince his people that he was sent by Allah. A few years later in medina after a short illness the prophet (SAW) died he was sixty-three years old he always lived a simple and humble life giving everything he had to the poor.

Substance Abuse in Household

Substance Abuse in Household Families where addiction is at hand are normally painful to live in, especially when a person is young. This is why individuals who live with addiction may become traumatized to varying levels by incidences. Wide changes, from one end of the disturbing, psychological, and behavioral range to the other, all too frequently characterize the addicted family system. Every member of the family is affected by the addiction. Coping with addiction can expose family members to unusual stress. Normal schedules are frequently being interrupted by abrupt or even frightening types of experiences that are part of coping with drug abuse. Addiction in the family can result in children having trauma that seriously affect growth and can have pervasive and long-term effects on them. Individuals arrive in life only partially hardwired by nature. The environment finishes the work of nature. Therefore, if an individual encounters family members who are addicted, he/she either become traumatized or live an abnormal life. Therefore, family addiction in the family affects daily living issues causing particular emotional, interpersonal, or even clinical mental health concerns. However, according to renowned research article, there available interventions, including family therapy interventions and counseling support from experts. The interventions are modified to fit the extent of addiction in the family, and the techniques and follow-ups employed vary. Forms of addiction in the family Substance abuse is probably the most widespread form of addiction in the family that has become chronic. According to research experts, addiction has been defined a major, progressive, unrelenting disorder with genetic, psychosocial, and ecological issues, which affects its expansion and signs. It may turn out to be fatal and progressive. The symptoms of various types of addiction in the family are a spoiled urge of the substance. Along with this worry with a certain substance and its frequent use, in spite of severe costs, characterize the same. It finally results in deformations in thinking. There has to be a complete understanding of what addiction in the family is, in order to single out problems such as drug, alcohol, and sexual addiction. This is important to seek out appropriate rehabilitation programs and addiction management to get back to normal life. Addiction to drugs, alcohol or even sexual addiction in the family are procedure addictions and are linked to compulsive character like shopping, gambling, and eating disorders. Drug, alcohol and sexual addiction affect the victim, but also hurt those associated with them including their family members, relatives, friends, and co-workers. In addition, addiction to substance, drugs, and sex are closely related: reliance on any one can and normally does result in headway to the other. Under such situations, the addict is no longer in charge and needs appropriate rehabilitation and addiction treatment session. Indications of addiction in the family Some signs of various types of addiction character related to substance, drugs and sex comprise of a preoccupation with the addictive character between periods of misuse, augmented levels of abuse, a development of tolerance to alcohol or the drug in contention or a mood of dissatisfaction in the concern of sexual addiction. When the affected individual tries to stop, there are distinctive withdrawal symptoms that urge the addict to relapse to addictive behavior to shun or control these symptoms. In addition, alcohol, substance, and sexual abuse can be visible at inappropriate times while working, or when withdrawal tends to disrupt daily functioning (Henderson, 92). There is a noticeable decrease in social, work-related, and recreational involvement with the addict opting for indulgence in addictive behavior. Involvement in family matters can be disrupted by addiction in the family. Effect on Family Members According to research experts, addicted families are frequently very endangered by what they recognize to be the threatening destruction of their family. Their very position in existence is being endangered; the ground beneath them is starting to move. Denial is a dysfunctional effort to put a good look on a bad circumstance by denying the effect addiction is having on the family setting and the existence of the proverbial pink elephant in the living room who is consuming ever-increasing space amounts of room. Reality is reprinted as family members try to bend it to make it less intimidating; to conceal their ever-emerging despair. Family members normally colluded in this refutation and anyone who tries to turn the attention onto cruel reality of addiction may be alleged to be disloyal. They run in place to cope with appearances, to themselves as well as relatives, while reacting to a sense of despair frequently nipping at their steps, again, we observe the cycles between limits that so distinguish addicted family systems. Therefore, it is simple for family members to experience hopeless, unhappiness, and inability to believe that things can ever transform. The family is at times gripped by the memory of aggression, infidelities, and various humiliations, such as yelling, howling, intimidating, or the silent treatment. The family requires and needs aid, yet cannot access it alone. Certainly, erroneous beliefs about addiction to alcohol and other substances can derail any attempts to assist the addict. Feelings of guilt are maximized by others The painful experience of guilt, shame, and fear emanating from the conflict of addictive manners with the persons own values normally develops states of unbearable inner trauma that make it tougher for the addict to restrain from resorting for to the initial addiction that is the grounds of negative feelings. Others who are prospering make this worse. The situation could worse when others start to accuse the victim starting family members to the members of the society who condemn the act of substance addiction (Barnard, 72). Effects on children Most accessible data shows that a parents drinking concern normally has a detrimental impact on children. The spouse of the individual abusing substances is probable to protect the children and neglect the parenting roles of the parent abusing substances. The impact on children is worse if both are addicted to alcohols or drugs (Digman and Soan, 100). Many mature children of addicts are at risk for a variety of psychological, social, and emotional concerns. The most notable factor is a negative self-esteem and feelings of worthlessness and disappointment. Many mature children of addicts do not attribute said dilemmas, feelings, and feelings to growing up in an alcoholic family. However, commonalities consist of failure to trust, impetuous character, and problems with violence and depression (Parsons, 2003). Most of the adult children of addicts have difficulties with intimate associations. Because they have been habituated to distrust people throughout their infancy occurrences, they deem that if they are in love with someone they will unavoidably be hurt. These children of addicts find this disbelieves to extend into adulthood. Without being competent to belief in themselves, they deem that they are not competent in dealing with uncomfortable emotions and this creates long-term concerns with nurturing positive and healthy cherished relationships (Parsons, 2003). The children normally feel out of control, make unfortunate career choices, and have mind-sets of worthlessness and breakdown. Many turn out to be parental breakdowns as well. Not astonishingly, some have concerns to do with abuse of psychoactive drugs or alcoholism. Such adult children have emotions of over-responsibility (Turney, 2007). Since there was such a short of responsibility in their childhood, they consider that they have to recompense it in adulthood. Treatment and Case Management Recovery for victims There are various stages and phases of possible recovery for an addicted person. In all these, abstinence necessitates a decision by the victim, and recovery needs time and effort. Physical recovery is the least multifaceted of the four recovery phases, even though it is normally the most instant. Physical recover occurs primarily because of self-denial alone. The body has an astonishing ability to mend itself, particularly when combined with medical care. Mental recovery is more multifaceted because it encompasses not only concerns associated with brain task and brain chemistry, but with concerns of attitudes, belief settings, and lucid, abstract thought. Emotional revival is more complex so far. In engages not only attitudes, belief settings, and lucid thought, but also ideas first cousin-feelings. Emotional revival consist of learning to handle feelings openly, honestly, and sensibly. It encompasses learning to articulate and resolve feelings in suitable and effective ways. For most individuals in recovery, emotional recovery takes ages. Treatment for the victim There are two possibilities when we are examining the victims of addiction: there are the addicts themselves, who are debatably victims, and then there are the relatives, friend, and family members of that addict. The family and relatives of the addict need to support him/her in to recover or cope with stigma. Various institutions help identify and manage cases of addictions. These include drug addiction and rehabilitation services that offer services to safeguard the health and welfare of addicts who are might have been victim drug abuse. Evidence Based Treatments Evidence-based practices are classified as intercessions that have depicted reliable scientific evidence of developing preferred client outcomes. The National Institute on Drug Abuse (NIDA) and the National Institute on Alcohol Abuse and Alcoholism (NIAAA) provide the following evidenced-based observations for substance use disorders (Miller, and Miller, M., 409). Cognitive Behavioral Interventions- this practice consist of using awareness and skill-building roles with clients Community Reinforcement- This practice consists of connecting the client with other required agencies and services in the society. Motivational Enhancement Therapy- this approach entails using inspirational interviewing strategies and interventions that are founded on a stages of change model. 12-Step Facilitation- this is a prearranged, personalized approach for introducing addicts to a 12-step program. This can result in improved meeting turnout for a longer period. Consistency Management- This practice involves behavioral contracting where addicts have chances to earn rewards for specific sought-after behaviors. Data shows that stimulant users react very well to this practice, remain in treatment longer, make quantifiable progress, and have better treatment results. Pharmacological Therapies- There is reasonable evidence that medication like Antabuse, Naltrexone, and Buprenorphine when used in combination with other therapies can assist stabilize an individuals life when their alcohol or substance use is out of hand. Systems Treatment- this refers to treating addicts in their usual social setting. Spouses therapy, family therapy, and multi-systemic family therapy are all instances of systems treatment models. There is quantifiable evidence showing that addicts whose families are engaged in the treatment procedure show enhanced outcomes. Systems treatment seems to be especially successful with young people. Integrated Dual Disorders Treatment- This treatment practice assists people revive by presenting mental health and substance abuse treatment cares jointly, in one setting. The same medical team provides a personalized treatment arrangement, which handles both mental health and substance abuse concerns. A wide choice of services if provided in a level-wise manner, as service needs change over the course of treatment. Case management There are various ways where an addict manages his/her predicament. The management also involves family members, close friends, and relatives. The following are the most common management and recovery procedures, and they are scientifically experimented. Illness Management and recovery- Wellness self-management involves a series of strategies engineered to assist addicts manage their symptoms. Psycho-education, social skills teaching, cognitive character therapy, and survival skills teaching have shown to assist consumers handle their own mental health, minimize symptoms and relapses, and reduce the adverse effects of psychiatric illness on communal and role functioning. Medication Management- The rudiments of a successful model to optimize the use of medications include: (1) a methodical evidence-based practice to medication selection and use; (2) measurement of treatment reaction and side effects; and (3) hard work to improve addict devotion to taking prescribed medicines. Assertive Community Treatment (ACT), intensive Case management (ICM) Vital features of ACT, and Intensive case management consist of the following: a little caseload, provision of services in addicts natural environment, a 24-hour care, and organization of comprehensive multi-disciplinary services through frequent treatment team gatherings. Family Psycho-education- Successful family intervention practices offer a mixture of education, analytic, crisis intervention, and support. Family psycho-education has been depicted to minimize relapse rate and facilitate revival of individuals who have mental sickness and/or co-morbid disorders. Integrated Treatment for Co-Occurring Substance Use and Mental Health Disorders- Substance use treatment that is incorporated with mental health treatment and customized for persons with mental illness is more successful than detached substance use and mental health services. Successful programs also incorporate other services such as case management, medications, shelter, vocational psychotherapy, and family intervention (Ries, et al., 372). Trauma Services- There is a rising body of evidence that timely intervention following traumatic occurrences can avoid a diversity of behavioral disorders. Successful treatment following traumatic incidents should incorporate personalized counseling taking historical relation of both current and past trauma and providing psycho-educational data about trauma occurrence. Successful treatment will encompass concurrent treatment of trauma concerns and co-morbid concerns including substance abuse when appropriate. Support groups Support groups help much in minimizing cases addictions and in cases of traumatized families, it helps to bring back the trust in the affected children and families. These groups are formed to reach out for mature survivors of addiction and help prevent recurring cases addiction. Dissociative disorder support groups help victims who have dissociative disorders for instance DID. Recommended books and journals There are various journals for traumatized victims. These help victims, parents, siblings, and families of substance addiction. In these journals, families of traumatized victims and children of addiction can find information on how to deal with the situations at hand. They can access knowledge on how to detect and probably prevent cases addiction their families. In conclusion, addiction in the family can be painful to both the victim and the people around him/her. This is more pronounced in a family where every member is traumatized by such incidences. The most members of the family are children at a younger stage, whereby they can also become victims of addiction, and later in life have unfortunate intimate relationship. Nevertheless, early diagnosis and treatment of addiction in the family helps much in minimizing the extent of addictions, and prevent possible cases recurring addictions. Treatment takes various forms and it involves not only the victims, but also the family members. The treatment can be tailored to fit individuals and extent of addictions. These treatments range from rehabilitation to mental health treatment. It also involves case management where victims can be able to manage their symptoms. Addicted persons and members of the family can also find help in support groups. In addition, they can find helpful information in b ooks and journals to enable them to manage trauma and related cases. Work cited Barnard, Marina. Drug Addiction and Families. London: Jessica Kingsley Publishers, 2007. Digman, Carmel and Soan, Sue. Working With Parents: A Guide for Education Professionals. New York: SAGE Publications Ltd, 2008. Henderson, Elizabeth. Understanding Addiction. Mississippi: Univ. Press of Mississippi, 2000. Lowinson, Joyce, Ruiz, Pedro and Millman, Robert. Substance Abuse: A Comprehensive Textbook. 4th Ed. New York: Lippincott Williams Wilkins, 2005. Miller, Peter and Miller, Peter M. Evidence-Based Addiction Treatment. London: Academic Press, 2009. Parsons, T. (2003). Alcoholism and Its Effect on the Family. AllPsych Journal. Retrieved March 3, 2011, from http://allpsych.com/journal/alcoholism.html. Ries, Richard, Miller, Shannon, Fiellin, David and Saitz, Richard. Principles of Addiction Medicine. 4th Ed. Baltimore: Lippincott Williams Wilkins, 2009. Turney, L. (2007). Children of alcoholics: Getting past the games addicted parents play. Do It Now Foundation. Retrieved March 3, 2011, from http://www.doitnow.org/ pages/808.html.

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields :: Philosophy Philosophical Essays

From Lullus to Cognitive Semantics: The Evolution of a Theory of Semantic Fields ABSTRACT: The domain of cognitive semantics-insofar as it deals with semantic neighborhood and semantic fields-is discussed from a historical perspective. I choose four distinct stages in the evolution in philosophy of language: Raymundus Lullus and his Ars Magna (14th century); Giodano Bruno and his artificial memory system (16th century); Charles Sanders Peirce and his diagrammatic logic (19th century); and, Kurt Lewin and his topological psychology (20th century). Their proposals furnish steps toward a kind of space-oriented model of semantic neighborhood and semantic fields. Linguistic developments since 1920 (field linguistics) and more recently in cognitive semantics are compared to the evolution in the frame of philosophy as put forth above. The result is that we criticize cognitive semantics insofar as the field does not reflect the philosophical work done since Raymundus Lullus, which is highly relevant for contemporary cognitive science. Introduction Although field-semantics was only created at the beginning of the 20th century, some of its major features have precursors dating back to antiquity. Two disciplines have contributed to it: logic on the one hand and models of the world / cosmology on the other hand. My specific concern will be the rise of a space-orientated concept of a semantic field because, as the word "field" indicates, the ideas of dimensionality (one two- or multi-dimensionality) lies at the heart of the image-schema "field" in its theoretical use. 1 The circular fields of Llull The first systematic spatial organization of lexical items (their concepts) was put forward by Raymundus Lullus (Ramà ³n Llull: 1232-1314). All conceptual systems of his Ars Magna are arranged in a linear order with (normally) nine segments. Since the extremes of this 'belt' are joined, we have a circular field. Every concept has two neighbours, and by adding specific figures (triangles, squares, etc.) one can join three, four, etc. concepts to create a sub-network. The concepts of an area of knowledge may be organized into a set of such nine-tuple 'fields'. On top of all the more specific conceptual fields (arrays of nine concepts), stands a universal field, which contains those qualities of God that are at the origin of all further entities and their concepts. The semantic system has an ontological and metaphysical foundation in the tradition of Aristotelian and medieval logic. The idea that concepts/words form linear arrays, that the extremes may be glued together, and that a hierarchy of such arrays exists, is a first realization of 'field-semantics'.

Data Interpretation :: Papers

Data Interpretation Male- 42% Female-58% In Fig it illustrates that 58% of the people interviewed were female, this suggests that the tourist attraction sin Cheddar appeal more the females Fig backs up this theory that the majority were either retired or young mothers, which suggest that there was more females interviewed, or that all of the men were out working. The fact that each interviewee was interviewed at a different place suggests the results collected were of an even spread. In fig the main spread of where people came from is around the Cheddar area, for example Somerset, from this I then created a sphere of influence, the sphere of influence by Cheddar is shown to be global. In fig it shows how often people visited Cheddar, this can be linked to where they live or come from because someone who lives in Weston-Super-Mare has more chance or easier access to visiting Cheddar. In Fig 98% of the people visiting Cheddar were on a day trip, the other 2% were not on a day trip, this again links back to where people live or come from, because someone who lives in Finland or Cape Town in Africa aren't going to fly out to England just to visit Cheddar but then people who live in Bath have the time to visit Cheddar for more than just a day trip they could stay for a few days. In Fig it shows how they members of the public travelled to Cheddar on that particular, from the pie chart you can clearly see that the most common use of transport was by Car. You can also see that the public buses were not used at all to travel to Cheddar. In Fig it shows the tourist attractions visited by the members of the public, you can see that the main attractions were the Caves and the Jacob's ladder, the attraction visited by the members of the public could have been affected by the length of stay each person has, for instance someone who is on a day trip may want to visit them all in

Comparing Betrayal in Julius Caesar and Animal Farm :: comparison compare contrast essays

Betrayal in Julius Caesar and Animal Farm No one ever said life was going to be easy. Throughout one's life, one is pressurize into making a decisions he or she does not want to make. Sometimes the decisions made are base on how the person feels. One would make their decision by being loyal to the person. Or one may choose a betrayal decision. These difficult decisions were made within the two novels, Julius Caesar by William Shakespeare and Animal Farm by George Orwell. A person's decision, whatever it may be, could affect anyone or everyone that revolves around the decision maker. Conflicts, greed, arguments, crime, are only some examples how things would start to betray each other. When things become chaos, things become hard to control. First, On Animal Farm the pigs slowly were taking over the farm. Little without the animals knowing, they thought everything was going as plan. "No question now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which." Chapter 10, pg. 118. In the end, the pigs betray their ten commandments, their own comrades, and their very own words. Second, with in the story of Julius Caesar, if Brutus did not kill Caesar, Antony would not had to have put the people of Rome against Brutus and the conspirators. The pigs are to some extent like Brutus. On Animal Farm, the pigs were well respected by the animals on Animal Farm. As for Brutus, he is well respected by his friend and the people of Ro me. Brutus also betrays himself. "But I do find it cowardly and vile, for fear of what might fall, so to prevent The time of life), arming myself with patience to stay the providence of some high powers that govern us below", Act 5 sc. 1 lines 113 - 117. Brutus was saying this after Cato kills himself. Unfortunately, at the end, Brutus kills him self, in a fear that he lost everything. Loyalty between two things can help them gain a trust. However if one decides to abuse that trust, then the loyalty between the two things is broken. Comparing Betrayal in Julius Caesar and Animal Farm :: comparison compare contrast essays Betrayal in Julius Caesar and Animal Farm No one ever said life was going to be easy. Throughout one's life, one is pressurize into making a decisions he or she does not want to make. Sometimes the decisions made are base on how the person feels. One would make their decision by being loyal to the person. Or one may choose a betrayal decision. These difficult decisions were made within the two novels, Julius Caesar by William Shakespeare and Animal Farm by George Orwell. A person's decision, whatever it may be, could affect anyone or everyone that revolves around the decision maker. Conflicts, greed, arguments, crime, are only some examples how things would start to betray each other. When things become chaos, things become hard to control. First, On Animal Farm the pigs slowly were taking over the farm. Little without the animals knowing, they thought everything was going as plan. "No question now, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which." Chapter 10, pg. 118. In the end, the pigs betray their ten commandments, their own comrades, and their very own words. Second, with in the story of Julius Caesar, if Brutus did not kill Caesar, Antony would not had to have put the people of Rome against Brutus and the conspirators. The pigs are to some extent like Brutus. On Animal Farm, the pigs were well respected by the animals on Animal Farm. As for Brutus, he is well respected by his friend and the people of Ro me. Brutus also betrays himself. "But I do find it cowardly and vile, for fear of what might fall, so to prevent The time of life), arming myself with patience to stay the providence of some high powers that govern us below", Act 5 sc. 1 lines 113 - 117. Brutus was saying this after Cato kills himself. Unfortunately, at the end, Brutus kills him self, in a fear that he lost everything. Loyalty between two things can help them gain a trust. However if one decides to abuse that trust, then the loyalty between the two things is broken.

Practical Life Exercises in Montessori and Development of Social Skills

â€Å"We can imagine an adult’s society organized as constructive society on the same lines as children’s that is on lines with this natural society of cohesion. Attachment to other people is the first stage which brings all men to work for a common ideal. It would be good for men if society could be constructed like this but we cannot command this. It must come from nature. If nature is the basis the construction will be superior, but without this basis there can only be an artificial construction which breaks down easily. † (The Child, Society and the World,  p 24, Chap III) Maria Montessori termed a child as a â€Å"Spiritual embryo†, which is in the embryonic stage of the future fully transformed adult. A society is a group of adults, while a group of children can be termed as an embryonic stage of the future society. A group of children is nothing but a school or a place where children spend time together. Hence, Montessori termed social development as possibly the most important element in her schools. Her emphasis on children being allowed the freedom to work alone and to develop concentration did not mean that she underestimated the importance of social development. Instead what she saw was that it was precisely because the children were allowed to work in such freedom that they then displayed their innate social cohesion. She saw that true discipline and harmony was something that came from within and was not something that could be enforced. â€Å"The children then are orderly and have a harmonious discipline. A discipline in which each has different interests. It is different from the discipline of a soldier, with his forced obedience, when we all have to do the same thing at the moment. This is a social discipline and it brings people into harmony with each other. † (The Child, Society and the World, p 24, Chap III) Dr. Montessori designed her environment as a miniature of the world outside. She provided social exposures in all angles to a child in her environment. â€Å"There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for he individuals within it, which comes through experience of freedom within the community. † (The Essential Montessori: An Introduction to the Woman, the Writings, the Method, and the Movement, Elizibeth. G. Hainstock, Plume publishers-Penguin Group) A child when enters a Montessori environment, will be in a pre-normalized state, with fear, anxiety, confused and other not so well felt condition. Pre-normalized child can be brought to normalized state by giving him purpo seful work, through structured environment. What is this purposeful work and how is a structured environment defined? A child will have certain inner urge for certain kind of the work according to which, she will be prompted to focus her attention on certain elements in her environment, for a certain period of time. These periods are termed as sensitive period. There are six of these sensitive periods Sensitivity to Order: The Child shows the need for order in several ways like seeing things in accustomed places. Learning through their five senses: The child has a natural curiosity to explore things around him, feeling them with his five senses. Sensitivity to small objects:. The sensitivity to small details holds the child’s attention for an extended period, fostering the ability to focus. Sensitivity to language: The Absorbent Mind of the small child makes an intellectual achievement unconsciously under the guidance of a special â€Å"sensitivity† that enables it to select certain sounds from all the other phenomena in the environment. Sensitivity to co-ordination of movement: In this period, the child has an involuntary inclination to perform and repeat movement purely for the sake of gaining greater and more precise control. Sensitivity to social aspect of life: Children pay special attention to other children of their own age. The work of Sensitive period enables recognizable affections and friendships to develop. In this way, the child learns to be part of a group. Sensitive periods provide children a natural tendency to learn. The stages of learning exist for which there should be corresponding educational environments and appropriately trained teachers to â€Å"prepare the environment. † The child learns independently using the components of the environment and the teacher guides and observes the child who chooses his activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction, interdisciplinary breadth and competency in basic skills. The Montessori classroom is a â€Å"living room† for children. Children choose their activities from open shelves with self-correcting materials and work in distinct work areas – on tables or on the mats on the floor. Over a period of time, the children develop into a â€Å"normalized community† working with high concentration and few interruptions. An environment includes the following components: 1. Practical Life Exercises 2. Sensorial Education 3. Language Development 4. Arithmetic 5. Cultural Education Montessori Practical Life Exercises (PLE) is seen as the cornerstone of the Montessori method. These exercises provide the opportunity for purposeful work; assist young children in their development- physically, cognitively, socially and emotionally. PLE are designed to teach children life skills as these help children develop intelligent and be in responsible contact with their surroundings. These enhance the children's control over their movements, exercising the muscles of the whole body with understanding and willed purposes. The materials given will be familiar, tempting and is food for the sensitivity of the child. â€Å"An isolated individual cannot develop his individuality. He must put himself in relationship with his environment and within the reach of the events and the life of his times. † (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) A Montessori Practical Life Exercise area is prepared in such a way that, a bit of everything is put into it. This particular area is dynamic and varies from school to school and place to place. It depends on the interest and the creativity of the adult and also reflects the cultural practices of that particular place. â€Å"The objects which we use for practical life, have no scientific significance; they are the objects in use, where the child lives and which he sees being used in his home; they are made, however in sizes adapted to the little man. Montessori Maria, The Discovery of the child, Pg 108, 2006) Evidently, a Montessori environment is a miniature of the society outside, where a child is exposed to the similar things that he finds in the world outside. The way a child works with these material and with the other kids is nothing but a mini community created inside the Montessori environment. Practical life exercises are designed to teach children life skills. The practica l life area is of great importance in the Montessori classroom, yet it is the least standardized since almost all the materials are teacher made or assembled. The Practical Activities allow the child to try doing what adults all around may be seen doing each and everyday – for example, dressing one-self, cleaning then home, and greeting people. In addition to giving the child an opportunity for self-development, these activities provide an orientation to the customs of the child’s particular society. These precise contents of the Practical Activities should therefore differ from culture to culture. † (Getmann David, Basic Montessori: learning activities for under-five, St. Martin's Press, 1987) Principles of the Montessori Practical Life Materials †¢ Each material must have a definite purpose and be meaningful to the child †¢ The difficulty or the error that the child is to discover and understand must be isolated in a single piece material. †¢ The materials progress from simple to more complex in design and usage. †¢ The materials are designed to prepare the child indirectly for future learning. †¢ The materials begin as concrete expressions of an idea and gradually become more abstract. Montessori materials are designed for auto-educative and the control of error lies in the materials themselves rather than in the teacher. The control of error guides the child in the use of the materials and permits him to recognize his own mistakes. Addition to the above principle, the following points must be considered when preparing the practical life exercises. †¢ Materials are kept together in a small basket or on a tray. It should be grouped and kept together according to the level of development to which they correspond. They must be taken from and returned to its original place. †¢ Materials are kept within their reach. †¢ Materials must be of the right size, weight, clean and intact. †¢ Materials are identical among themselves with exception of the variable quality which they possess. †¢ Materials must be attractive in colour, brightness and proportion †¢ Materials should be limited in quantity. â€Å"Te teacher superintends, it is true: but it is things of various kinds, which call to children of various ages. Truly the brilliance, the colours, the beauty of gaily decorated objects are none other than voices, which call the attention of the child to themselves and urge him to do something. Those objects possess an eloquence which no mistress can ever attain to. â€Å"Take me† they say â€Å"See that I am not damaged, put me in my place. † And the action carried out at the instigation of things gives the child that lively satisfaction, that access of energy, which prepares him for the more difficult work of intellectual development. (Maria Montessori, The Discovery of the Child, pg 110) Practical Life Exercises are meant to resemble everyday activities and all materials will be familiar, real, breakable, and functional. The materials will also be related to the child’s time and culture. In order to allow the child to fully finish the exercise and to therefore finish the full cycle of the activity, the material will be complete. In the environment, the Directress may wan t to color code the materials as well as arrange the materials based on difficulties in order to facilitate the classification and arrangements of the work by the children. The attractiveness will also be at utmost importance as Montessori believed that the child must be offered what is most beautiful and pleasing to the eye so as to help the child enter into a â€Å"more refined and subtle world†. Activities: All the activities given will have certain Direct aims and certain Indirect aims. Direct aims are those, where the child learns to do the particular activity and the purpose of the activity is served. Where as indirect aims are those, where child learns many more things from the activity. There are four major categories in Practical Life Exercises. They are 1. Exercises that help in the development of Motor skills: 1. Rolling and unrolling: The child will be presented to roll and unroll different types of mats- this helps him in being independent and also social skill of winding up and completing a the full job is indirectly presented 2. Carrying: Activities like carrying the mat, chair, table and tray are presented to the child. The direct aims of these activities are, development of motor skills where as the indirect aims are, the child is made to learn social skills like carrying things without hurting others, without making much noise and with graceful movements. These social skills are indirectly presented to the children through these activities. 3. Spooning: Here, the child learns to transfer beans from one bowl to another, one bowl to two equal bowls, to two unequal bowls, to three equal bowls, to three unequal bowls and to another identical bowl with the indicator line. The child learns to transfer beans but the social skills like holding the spoon gracefully, transferring it without spilling much and without making much noise. This gives the child confidence to be independent in the school, at home and also at the social gatherings 4. Dry Pouring: Presentations given here are pouring the dry beans from one jug to another jug, bowls in the same manner as said above. Here the child learns the pouring of dry beans along with the social skills of holding a jug, carrying the jug with bowls, pouring things without making much noise and with minimum spilling. 5. Wet Pouring: Here again the child will be doing the same activities as above but with the liquid and funneling also will be introduced. Child will be presented with and apron to wear and a plastic mat to work on, which gives him an idea of difference between the dry and the wet activity. Wearing an apron and the responsibility of wiping the spilt liquid enhances his independence and an awareness of the environment this increases his confidence and also owning thre responsibility. 6. Transferring, Pegging and Folding: Child will be exposed to things like tweezers, tongs, chop sticks, etc, and also to sorting and differentiating. Pegging with paper clips, cloth clips and peg board are also introduced. The child’s social skills of using these objects in a graceful manner are enhanced. The child learns to unfold and fold the napkins in five different ways. The napkins are unfolded and folded with gentleness of touch and the evenness of pressure. This gives the child an exposure to the social skills like folding and unfolding the different variety of cloths. 2. Exercises for the care for the environment: The activities like Sweeping, Opening and closing of different types of bottles, boxes, unlocking and locking locks, latches etc, treading the bead, tearing and cutting papers, polishing, etc are presented. These activities help the child in dealing with the above mentioned things, so that his ability to be independent is enhanced. . Exercises for the care for self: The child is thought washing his hands, face etc, also the different dressing frames are given to work with so that he can be self dependent. He can be independent enough to tie his own bow, button his own shirt, tie his own lace and zip and unzip his bag by himself. 4. Exercises to develop social grace and courtesy: The child is thought to greet, interrupt, invite and offer a seat, a glass of water, scissors, pen, and other day to day useful items. Children are made to play silence game, where their love towards silence is discovered. Waling on the line enhances the balance and the grace in walking. Apart form these activities; any activity that the directress feels appropriate is also given. The activities and the materials thus help the child in the overall development also the way, child interacts with the other children and adult inside the environment is also favorable for his the social development. Kids in the Montessori environment are vertical grouped where children of different ages are put together. There will be no uniformity in their age-wise activities. This gives them an experience of diversification, but in a single environment. The purpose behind keeping only one set of each activity in a Montessori environment is also to make the children work as a social group. Any child, who wants to work with the material, will have to wait if it is being used by some other child. This builds a concept of co-existence. Dr. Montessori many times illustrated that, in her environment children work as a group rather as an individual. She gives an instance for this. Once in her environment, children heard the sound of some precession and rushed to the window to watch it. Only one boy who was working with some material could not wind up so fast and go with them. His eyes were filled with tears, seeing which all the other kids rushed to him and helped him in winding up and all of them enjoyed the show together. This shows that in a Montessori school even though the kids work individually, they exist as a group or a community and work together for the good of the whole. This is so evident that the child in a Montessori environment is a microcosm of the society. And the reality of this society lies in unity and coherence, respect and love. Children learn to use the knowledge they have gained in an appropriate way in an appropriate environment. Dr. Montessori says â€Å"One ought to each everything, one ought to connect everything with life, but there ought not to be suppressed, by directing them ourselves one y one, the action which children have learnt to carry out and to place in practical life. This assigning of their proper places to action is one of the most important things which the child has to do. † (Maria Montessori, The Discovery of the Child, Pg 120) Conclusion: The practical life exercises are the beginning activities which improve motor control, eye hand coordination and concentration. The practical life exercises include environment care, pouring, polishing, washing, and serving. Children love these Practical Life Exercises and are also taught good work habits by being encouraged to complete the whole task, see that all materials needed are arranged in order, and make sure the entire exercise is a vailable for use by the next child. Teaching the children to be thoughtful of the rights of other children, they are prepared for a successful citizenship and career. The practical life activities contribute invaluably to the development of the whole person with inner discipline, self direction and a high degree of concentration. † http://montessoriclc. net/education/practical-life/ Thus the Practical Life Exercises not only develops the child’s academic ability but also enhances the child’s social ability. The child in a Montessori environment is not isolated with the syllabus but he is prepared to face the society outside, exposed to the materials and the environment similar to what he finds out side the school. With these activities child is given the concept of hard work, self help and owning the responsibility and above all they will know how and when to apply what they have learnt. The children own their environment and take up the responsibility of setting it and cleaning it up. They get united with children of different age groups and through these activities and the concept of coherence, love and unity is established. â€Å"A society seems to be more united by the absorbent mind than does by the conscious mind. The manner of its construction is observable and may be compared to the work of the cells in the growth of an organism. It seems clear that society goes through an embryonic phase which we can follow among little children in the course of their development. It is interesting to see how, little by little, these become aware of forming a community which behaves as such. They come to feel part of a group to which their activity contributes. And not only do they begin to take an interest in this, but work on it profoundly, as one may say, in their hearts. Once they have reached this level, the children no longer at thoughtlessly, but put the group first and try to benefit for its benefit. This unity born among children, which is produced by a spontaneous need, directed by an unconscious power, and vitalized by a social spirit, is a phenomenon needing a name, and I call it ‘cohesion in the social unit’. † (Mari Montessori, The Absorbent Mind, Pg 240) Dr . Montessori always believed in a healthy society not only with intellectual richness but also with a lot of harmony, peace, unity and love. In her opinion, the first step in building a healthy society is building a harmonious and lovable environment in the schools. Thus she designed her environment as a miniature of the society and the child in the environment as a microcosm of the whole society who represents the community or the world he lives in, who co-exists with the people around, owns the responsibility of protecting the world he live in, who moves forward coherently and with a lot of love and respect to each other. Every man in a boat race rows his hardest for the boat, knowing the full well that this will bring him neither personal glory nor special reward. If this become the rule in every social undertaking, from these which embrace the whole country down to a smallest industrial console and if all were moved by the wish to bring honor to his group, rather than to himself, then the whole human family will be reborn. This integration of individual with his group must be cultivated in the schools† (Maria Montessori, The Absorbent mind, Pg 243) Bibliography |Sl. no |Name of the author |Name of the book |Publication and year | |1. |Montessori Maria |The Child Society and the World |Montessori- Pierson Publishing Company,| | | | |2008 | |2. Montessori Maria |The Absorbent Mind |Kalakshetra Publications, | | | | |1949 | |3. |Montessori Maria |The Discovery of the Child |Kalakshetra Publications, | | | | |1949 | |4. Hainstock. G. Elizibeth |The Essential Montessori: An Introduction to |Clio press, Oxford, England, 1989 | | | |the Woman, the Writings, the Method, and the | | | | |Movement | | |5. Getmann David |Basic Montessori: learning activities for |St. Martin's Press, 1987 | | | |under-five | | Websites (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) http://montessoriclc. net/education/practical-life/