Introduction to Language Essay Sample free essay sample

Language is a system of symbols with an agreed upon intending that is used by a group of people. Language is a agency of communicating thoughts or feelings by the usage of conventionalised sounds and marks. therefore. being the spoken and written linguistic communication. The History of Language It is a human inclination to pass on with others and this could underlie the outgrowth of linguistic communication. Montessori said. â€Å"To talk is in the nature of adult male. † Humans needed linguistic communication in order to pass on. and shortly. the powers that come with linguistic communication were revealed. The development of the human linguistic communication began when communicating was done through pictograms or images and drawings. It so developed into ideographs when images began to turn into symbols. Subsequently. these symbols became words. words involved letters. vowels emerged. one symbol came to stand for one sound. an alphabet was created. and so came the alphabet we now use today. We will write a custom essay sample on Introduction to Language Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And merely as linguistic communication evolved 100s of 1000s of old ages ago. it besides changes with each coevals. Unneeded words are dropped and new words come into usage. Language rose and continues to lift with the corporate intelligence. The Language Development of the ChildWhen the kid arrives in the Montessori schoolroom. he has to the full absorbed his culture’s linguistic communication. He has already constructed the spoken linguistic communication and with his entry into the schoolroom. he will get down to consolidate the spoken linguistic communication and get down to research the written signifiers of linguistic communication. Because linguistic communication is an intrical engagement in the procedure of thought. the kid will necessitate to be spoken to and listened to frequently. The kid will necessitate a wide exposure to linguistic communication. with right articulation. diction. and punctuation. The kid will necessitate to see different manners of linguistic communication and to hear and state narratives. Most significantly. the kid needs to experience free and be encouraged to pass on with others. With the child’s absorbent mind the kid by age six will hold reached the 3rd point of consciousness in linguistic communication where he understands that sounds and words have significance and that these symbols can be used in authorship. He will go to the full articulate. he will be able to show himself in composing. he will be able to read with easiness. and have a full comprehension of the ideas of others. The Prepared EnvironmentTo assist the kid in his development in linguistic communication. the Montessori schoolroom is designed to assist the kid reach the 3rd period of consciousness. Because the acquisition of linguistic communication is non done done topics as in a normal schoolroom. the kid is larning at his ain beat. This allows the kid to concentrate on the acquisition of each of import measure in linguistic communication so that each progressive measure is done easy and without any idea on the portion of the kid. The particular stuff besides plays an of import function in helping the kid develop the powers of communicating and look. of organisation and categorization. and the development of idea. But the most of import tool in the child’s acquisition of linguistic communication prevarications within the directress. She must back up the kid in his acquisition. give him order to sort what he has learned. to assist the kid build assurance. and to supply the kid with meaningful activities. The directress is the child’s best beginning in linguistic communication development. Language Completions of the First Plane As the kid leaves the Montessori schoolroom after the age of six. he will hold become an articulate individual. being able to communication his feelings in grammatical sentences and in authorship. He will be able to compose these ideas and feelings in a adept script. He will hold the ability to compose in different manners and about a assortment of topics. The kid will hold entire reading and a sense of the place linguistic communication at a degree where he will be the maestro of his words. The Big Picture of Language Development in the Young Child How a kid learns to talk and understand the spoken word is a cryptic procedure. Equally long as a kid is exposed to some linguistic communication in his/her early life. s/he will about ever learn to talk. We don’t wholly understand why. but we know this to be true absent certain complications. She will larn the vocabulary that she is offered. We can make much to enrich these offerings. to give the kid a greater wealth of words at her bid. but we can non do her learn to talk. That occurs in a manner that. at present. remains a enigma. But the same can non be said for authorship or reading. These. we teach. Writing and reading require direction of some kind and necessitate some grade of attempt by the kid. She must exercise herself on the constituents of our linguistic communication to construct it for herself. She must mount each of these stairss: Measure 1: Spoken Language: make an internal lexicon and pattern utilizing the words in it Step 2: Phonetic Awareness: larn the soun ds within words and the sounds/symbols of our alphabet Measure 3: Creating Words ( Writing ) : learn to set those sounds/symbols together to do words Step 4: Reading: Learn to decrypt those sounds/symbols to decode words Measure 1: Spoken Language There are many ways the grownup can ease the acquisition of verbal linguistic communication but we can non straight learn it. Alternatively. we prepare the environment. We of course focus on offering the kid rich unwritten linguistic communication experiences. This is indispensable yet there is other work we do that is every bit critical. if non moreso. We must set the child’s environment. both physical and navigable ( e. g. . day-to-day modus operandis. human interactions ) . so that it does non in anyhow block the look of the human inclinations. We trust that given the right environment. the right support construction. the kid is inherently capable of developing a strong. logical. ordered. and gracious voice. So. there is small direct instruction we do to back up the child’s development of unwritten linguistic communication. Our work in this respect is largely indirect and it begins with the child’s milieus for one of the most important ways we can offer aid is by supplying the kid with an organized and accessible environment. An Organized. Accessible EnvironmentBefore we had the aid of medical scanning or imaging devices. Dr. Montessori understood that the nervous tracts in the child’s encephalon are formed as a direct consequence of how the kid interacts with his environment. If the kid has varied and relevant chances to put his custodies upon his universe. to exert his will. so he forges strong and legion nervous tracts. If he is limited in his chances to travel. to move with significance and purpose. there will be fewer. weaker nervous tracts. In both instances. the kid will trust on these tracts for the remainder of his life. These are the foundations upon which he rests all hereafter larning. We must work to do certain that that foundation is strong. solid. and organized. If we hope for the kid to develop a voice that is logical and to show organized idea. we must supply him with milieus that are organized. We must supply him with chances to exercise his development will and recognize the logi cal effects of those efforts. In order to make all this. we need to fix a infinite for the kid that accommodates his size. abilities. involvements. and clip tabular array. His infinite must give him chances to run into his basic demands without intervention or unneeded aid. Can he make the hook for his coat? Can he entree the sink to acquire a drink of H2O or rinse his custodies? Is there a mirror located so that he can detect that his oral cavity or nose demands a rub? Is at that place a spirit of unfastened communicating so that he is encouraged to prosecute with others? Do we travel easy and gracefully so that the kid can detect precisely how we use our custodies to open a tiffin box or blow our olfactory organ? These bantam motions are normally overlooked by the grownup but to the kid. they are diamonds. The kid is intensely interested in get the hanging the motions that we don’t even notice we make. This point about organisation and consistent modus operandis demands to be stressed because the organisation of the child’s milieus are related straight to how the head becomes ordered or disordered. As the kid begins to interact with the environment. he is forming his intelligence. If there is upset in the child’s ability to maestro linguistic communication. your first redress is to take the upset and hindrances in his milieus. Rich Oral Language ExperiencesWe besides work to supply eternal chances for the kids to talk. to pattern utilizing their new linguistic communication. and to hear our linguistic communication in all of its stirring signifiers. It is through this pattern. through the usage and the little accommodations the kids make each clip the words leave their lips. that the kids work to hone their address. articulation. vocabulary. grammar. phrasing. sentence construction: to hone their verbal look. If they are to go Masterss of their linguistic communication. they must derive experience utilizing it. It is indispensable for a immature kid to hold a rich internal lexicon. a shop of words at her bid. Many of these words are absorbed effortlessly as she goes about her day-to-day life. Wordss like â€Å"up† and â€Å"milk† and â€Å"hello† are illustrations. And yet our address is frequently so speedy or the child’s exposure someway fragmented that it is non possible for the kid to absorb everything in this mode. There are a few simple things we can make to accommodate ourselves to run into the child’s needs in this country. Repeat new words when they are introduced ( e. g. . this is a spoon. a spoon ) Annunciate carefully and speak easy. at the child’s gait Allow the kid to feel your breath as you speak ( i. e. . the child’s face or custodies are near adequate to your oral cavity that they have a haptic esthesis of how much air leaves your oral cavity for different sounds ) Use the 3-period lesson to learn specific footings The 3-Period Lesson. We can utilize the 3-period lesson to straight learn specific vocabulary for everything in the schoolroom and place environment. We use existent objects. photos/illustrations. and miniatures to ease this. For illustration. we walk with the 3 twelvemonth old around the schoolroom on her first twenty-four hours. We touch the sink and state. â€Å"this is the sink. sink. † We touch the soap and state. â€Å"this is the soap. soap. † We touch the paper towels and say. â€Å"these are the paper towels. paper towels. † This first measure of supplying the names of each object is called Period 1. In period 2. we ask the kid to place the objects we name. We may state. â€Å"Can you indicate to the paper towels? Can you stand following to the sink? Can you happen the soap? † It is during this 2nd period that most learning takes topographic point. This is when the child’s organic structure and head are at the same time engaged. So we must pass clip here. before traveling on to Period 3. In Period 3. we point to each object in bend and ask. â€Å"What is this? † This is the most ambitious portion of the lesson because the kid needs to happen the right word from all of the 100s or 1000s of words she knows. This is much more hard than indicating to the right object when the vocabulary is provided and there are limited objects from which to take. When believing about this illustration. delight note that we do non overlook any vocabulary. We do non yet cognize how much or how small vocabulary the kids have acquired. We must give them the chance to win in the demands of their environment. How can this go on if they don’t know the names of the objects we refer to? So. we are certain to reexamine the names of everything in their environment: hook. sink. tissue. floor. chair. etc. Often these reappraisals go really rapidly but from clip to clip we meet the kid who proceeds easy through these frequently unmarked rudimentss. And it is this kid we must non lose! Measure 2: Phonetic Awareness Traditional instruction demonstrates a slightly predictable swing between the pedagogical constructs of phonics versus whole linguistic communication. Every few old ages we hear that a school territory or province educational committee is following a phonics based attack and so a few old ages subsequently we hear that they recommend a whole linguistic communication attack. These constructs swing in and out of favour like the pendulum on a gramps clock. The world is that both of these constructs are valuable and necessary. The Montessori attack Teachs both. but it teaches phonetics foremost. Why? Because 50 % of our linguistic communication is phonic. It follows predictable rules†¦and kids love regulations. They are drawn to happen the logic and order within our universe. The human inclinations for order and preciseness are really strong in the immature kid and the phonic half of English is compliant in this regard. It is systematic and predictable. There are regulations that. when followed. keep the key to checking the codification of English. We begin by learning the kid these regulations. We teach them the sounds of each missive and of cardinal phonograms. We encourage them to construct phonic words. and subsequently. when they are ready. to read phonic words. This procedure easy builds the child’s assurance. It lays out the forms of English. It presents the regulations the kids love to follow and gives them chances to pattern using those regulations. to pattern hearing the sounds in words. stating the sounds of each missive. composing letters. utilizing those letters to construct words. and reading phonic words. Then. one time the kid has assurance. once the kid believes she can check the codification of English. we easy reveal the non-phonetic half of English†¦the words which don’t follow any regulations at all. Wow! Wordss that don’t follow any regulations at all? That’s interesting! And larning follows involvement. The Sounds of LanguagePhonetic consciousness begins with the child’s cognition of sounds. The kid must be able to hear the sounds in words. We can assist kids hear single sounds by: Annunciating easy and carefully Encouraging the kids to talk and articulate words Repeating new wordsSinging vocalsReading booksDeclaiming poesyPlaying sound games like I Spy I Spy. This is a simple game that gives the kid the chance ( but non the demand ) to place the sounds in words. We play it with one or several kids by stating. â€Å"I undercover agent with my small oculus. something in Kyra’s manus that starts with the sound ‘puh. ‘puh. ’ Of class. Kyra is keeping nil but a pencil so her opportunity of wining is high. Continue to sound out the word. ‘puh en sul. ’ Do this every bit much as you need to until one of the kids hears it and says. â€Å"pencil! † Continue for every bit long as the kids are interested. On another twenty-four hours. one time they understand how the game works. walk about the room together and take about six different objects. each with a different initial sound. Bring them to a workspace and play it once more. â€Å"I undercover agent with my small oculus something that starts with the sound ‘mmmm. mmmm. ’† We repeat the sound and so. unless the kid beats us to it. we point to the monkey and state. â€Å"mmmm unkey. mmmm unkey. † We repeat this for all of the objects. All the piece. we are promoting the kids to play it without us. to take the lead so that they are freed to work on this whenever they want to. without any aid at all. Once kids master the beginning sounds in words. we move on to stoping sounds and. eventually. middle sounds ( the hardest to hear ) . The Symbols of LanguageIn Montessori schoolrooms. there are two primary pedagogical stuffs used to learn kids the sounds that each missive makes and how you can set those letters/sounds together to make words: the emery paper letters and the movable alphabet. The emery paper letters allow kids to physically follow the form of each missive while they say its sound. non it’s name. The movable alphabet allows them to so set those symbols/sounds together to make words even before their manus can keep a pencil. So it is at this phase that we adults straight teach kids the sounds and symbols of our linguistic communication. This is where we demonstrate that spoken linguistic communication is straight linked to written/printed linguistic communication. This is where we make linguistic communication concrete. What follows is pattern. Once the kids can tie in sound with symbol. they need chances and inspiration to pattern utilizing that cognition. Introduction to Mathematicss Math is all around the immature kid from twenty-four hours one. How old are you? In one hr you will travel to school. You were born on the 2nd. Number itself can non be defined and understand of figure grows from experience with existent objects but finally they become abstract thoughts. It is one of the most abstract constructs that the human head has encountered. No physical facets of objects can of all time propose the thought of figure. The ability to number. to calculate. and to utilize numerical relationships are among the most important among human accomplishments. The construct of figure is non the part of a individual person but is the merchandise of a gradual. societal development. The figure system which has been created over 1000s of old ages is an abstract innovation. It began with the realisation of one and so more than one. It is fantastic to see the preparedness of the child’s apprehension of this same construct. Arithmetical trades with form. infinite. Numbers s. and their relationships and properties by the usage of Numberss and symbols. It is a survey of the scientific discipline of form and includes forms of all sorts. such as numerical forms. abstract forms. forms of form and gesture. In the Montessori schoolroom. five households with math are presented to the kid: arithmetic. geometry. statistics and concretion. More exactly. the constructs covered in the Primary category are numeration. the denary system. calculation. the arithmetic tabular arraies. whole Numberss. fractions. and positive Numberss. We offer arithmetic to the kid in the concluding two old ages of the first topographic point of developments from age four to age five and six. Arithmetic is the scientific discipline of calculating utilizing positive existent Numberss. It is specifically the procedure of add-on. minus. generation and division. The stuffs of the Primary Montessori schoolroom besides present sensory experiences in geometry and algebra. Small kids are of course attracted to the scientific discipline of figure. Mathematics. like linguistic communication. is the merchandise of the human mind. It is therefore portion of the nature of a human being. Mathematicss arises form the human head a s it comes into contact with the universe and as it contemplates the existence and the factors of clip and infinite. It under girds the attempt of the human to understand the universe in which he lives. All worlds exhibit this mathematical leaning. even small kids. It can hence be said that human sort has a mathematical head. Montessori took this thought that the homo has a mathematical head from the Gallic philosopher Pascal. Maria Montessori said that a mathematical head was â€Å"a kind of head which is built up with exactity. † The mathematical head tends to gauge. demands to quantify. to see individuality. similarity. difference. and forms. to do order and sequence and to command mistake. The baby and immature kid observes and experiences the universe sensorial. From this experience the kid abstracts constructs and qualities of the things in the environment. These constructs allow the kid to make mental order. The kid establishes a mental map. which supports version to the environment and the alterations which may happen in it. Clear. precise. abstract thoughts are used for idea. The ch ild’s turning cognition of the environment makes it possible for him to hold a sense of positioning in infinite. Numerocity is besides related to particular orientation. In the first plane of development. the human inclination to do order along with the sensitive period for order support the exactness by which the kid classifies experience of the universe. The Montessori stuffs help the kid concept precise order. In the category. the kid is offered stuff and experiences to assist him construct internal order. It is internal order that makes the kid able to work good in the environment. Order under girds the power to ground. and adapt to alter in the environment. Each civilization has a form of map in that society. This form is absorbed by the kid. and becomes the foundation of which the kid builds his life. This cultural form is the context for the Montessori category. Practical life Exercises are the every twenty-four hours undertakings of the place civilization and include the courtesies by which people relate. The kid is attracted to these activities because they are the ways of his people. He is attracted to the existent intent which engages his mind. As he begins to work with Practical Life Exercises. he is more and more attracted to the order and preciseness that is required. Engagement in these activities help the kid go a membe r of the society of equals in the schoolroom. Without the child’s cognizing it. these activities are puting out forms in the nervous system. Repetition sets these forms and leads to ease of attempt. The Sensory Material is mathematical stuff. It is exact. It is presented with exactitude and will be used by the kid with exactitude. The activities call for preciseness so that the kid can come into contact with the stray constructs and through repeat. draw from the kernel of each and have a clear abstraction. These constructs help the kid to order his head. He is able to sort experience. Clear perceptual experience and the ability to sort leads to precise decisions. The Sensory work is a readying for the survey of sequence and patterned advance. It helps the kid construct up spacial representations of measures and to organize images of their magnitudes such as the Pink Tower. Spoken linguistic communication is used to show abstract constructs and to pass on them to others. In add-on to the spoken linguistic communication. worlds came to necessitate a linguistic communication to show quantitative experience. and from this came the linguistic communication of mathematics. By age four. the kid is ready for the linguistic communication of mathematics. A series of readyings have been made. First the kid has establishe d internal order. Second. the kid has developed precise motion. Third. the kid has established the work wont. Fourth. the kid is able to follow and finish a work rhythm. Fifth. the kid has the ability to concentrate. Sixth. the kid has learned to follow a procedure. Seventh. the kid has used symbols. All of this old development has brought the kid to a adulthood of head and a preparedness of work. The concrete stuffs for arithmetic are materialized abstractions. They are developmentally appropriate ways for the kid to research arithmetic. The child gets sensory feelings of the mathematical constructs and motion supports the acquisition experience. The stuff begins with concrete experiences but moves the kid towards the abstract. There is besides a patterned advance of trouble. In the presentation of the stuff. a form is followed. It is used throughout the arithmetic Exercises. For the presentation of the mathematical constructs. the kid is foremost introduced to measure in isolation. and is given the name for it. Next. symbol is introduced in isolation and it is besides named. The kid is so given the chance to tie in the measure and symbol. Sequence is given by the way in all of the work. Assorted Exercises call for the kid to set up sequence. The mathematical stuff gives the kid his ain mathematical experience and to get at single work. There are some teacher directed activities but these are followed with activities for the person. Some work begins with little group lessons. these excessively will be toward independent. single work. The Exercises in arithmetic are grouped. There is some consecutive work and some parallel work. The first group is Numbers through Ten. The experiences in this group are consecutive. When the kid has a full apprehension of Numberss through 10. the 2nd group. The Decimal System. can be introduced. The focal point here is on the hierarchy of the denary system and how the system maps. It besides starts the kid on the Exercises of simple calculations. which are the operations of arithmetic. The 3rd group will be started when the decimal system is good underway. From so on. these Exercises will be given parallel to the go oning of the denary system. This 3rd group. Counting beyond Ten. includes the teens. the 10s. and additive and skip numeration. The 4th group is the memorisation of the arithmetic tabular arraies. This work can get down while the ulterior work of the denary system and the numeration beyond 10 Exercises are continued. The 5th group is the transition to abstraction. The Exercises in this group require the kid to understand the procedure of each signifier of arithmetic and to cognize the tabular arraies of each operation. There is once more an convergence. The kid who knows the procedure and tabular arraies for add-on can get down to make the add-on for this group. He may still be working on larning the tabular arraies for the other operations and these will non be taken up until he has the preparedness. The Exercises in the group for go throughing to abstraction. allows the kid to drop the usage of the stuff as he is ready. He can so get down to work more and more with the symbols on paper. without utilizing the stuff to happen the replies. The 6th group of stuffs. Fractions. can work parallel to the group of doing abstractions and the early work with the fractions can get down even sooner than that. Sensory work with the fraction stuff can be done parallel with the other groups of arithmetic. The authorship of fractions and the operations of fractions can follow as the kid is traveling into the transition to abstraction. The grownup is responsible for the environment and the child’s experiences in it. It is of import to supply the indirect readying of experience with Numberss before it is studied. The arithmetic stuffs must be carefully presented as the kid is ready. Montessori has emphasized that immature kids take great pleasance in the figure work. It is hence of import that the grownup non go through on any negative overtone onto the child’s experiences with arithmetic. These Exercises are presented with great enthusiasm. They must be carefully and clearly given to the kid. In this work. it is besides of import for the directress to detect the child’s work. From observation. the directress will cognize if the kid is understanding the constructs or if farther aid is needed. As ever. the grownup encourages repeat and provides for independent work. w hich will take to mastery. When the kid is ready. the soaking up is as easy and natural as for other countries of cognition. It is authorising and brings the kid to a degree of assurance and joy in another way of civilization. The abstract nature of adult male is non an abstraction if the child’s development is understood by the grownup. Introduction to Practical Life What is Practical LifePractical: agencies basic. utile. purposefulLife: means the manner of life.Practical life Exercises are merely that. they are Exercises so the kid can larn how to make populating activities in a purposeful manner. Meaning and Purpose of Practical LifeThe intent and purpose of Practical Life is to assist the child addition control in the coordination of his motion. and assist the kid to derive independency and adapt to his society. It is hence of import to â€Å"Teach learning. non correcting† ( Montessori ) in order to let the kid to be a to the full functionional member in hios ain society. Practical Life Exercises besides aid the growing and development of the child’s mind and concentration and will in bend besides help the kid develop an orderly manner of thought. Exercice Groups Practical Life Exercises can be categorized into four different groups: Preliminary Applications. Applied Applications. Grace and Courtesy. and Control of Moment. In the Preliminary Exercises. the kid learns the basic motions of all societies such as pouring. folding. and transporting. In the Applied Exercises. the kid learns about the attention and care that helps every twenty-four hours life. These activities are. for illustration. the attention of the individual ( i. e the lavation of the manus ) and the attention of the environment ( i. vitamin E dusting a tabular array or outdoor sweeping ) . In the Grace and Courtesy Exercises. the kids work on the interactions of people to people. In the Control of Movement Exercises. the kid learns about his ain motions and learns how to polish his coordination through such activities as walking on the line. Reason for Practical Life ExercisesChilds are of course interested in activities they have witnessed. Therefore. Dr. Montessori began utilizing what she called â€Å"Practical Life Exercises† to let the kid to make activities of day-to-day life and hence adapt and orientate himself in his society. It is hence the Directress’s undertaking to show the right manner of making these Exercises in a manner that allows the kid to to the full detect the motions. Montessori says. â€Å"If speaking don’t move. if traveling don’t talk† . The directress must besides maintain in head that the end is to demo the actions so that the kid can travel off and reiterate the activity in his ain successful manner. Montessori says. â€Å"Our undertaking is to demo how the action is done and at the same clip destruct the possibility of imitation† . The kid must develop his ain manner of making these activities so that the motions go existent and non man-made. During the child’s sensitive period between birth and 6. the kid is building the inner constructing blocks of his individual. It is hence of import for the kid to take part in activities to fix him for his environment. that allow him to turn independently and utilize his motor accomplishments. every bit good as let the kid to analyse troubles he may hold in the exercising and job solve successfully. Montessori besides saw the child’s need for order. repeat. and sequence in motions. Practical Life Exercises besides helps to help the kid to develop his coordination in motion. his balance and his gracefulness in his environment every bit good as his demand to develop the power of being soundless. Features of Practical LifeBecause Practical Life Exercises are meant to resemble mundane activities. it is of import that all stuffs be familiar. existent. breakable. and functional. The stuffs must besides be related to the child’s clip and civilization. In order to let the kid to to the full complete the exercising and to therefore complete the full rhythm of the activity. the stuff must be complete. In the environment. the Directress may desire to colourise codification the stuffs every bit good as arrange the stuffs based on troubles in order to ease the categorization and agreements of the work by the kids. The attraction is besides of extreme importance as Montessori believed that the kid must be offered what is most beautiful and delighting to the oculus so as to assist the kid enter into a â€Å"more refined and elusive world† . Introduction to Sensorial What is Sensory WorkSensory comes from the words sense or senses. As there are no new experiences for the kid to take from the Sensorial work. the kid is able to concentrate on the polish of all his senses. from ocular to stereognostic. The Purpose of Sensorial Work The intent and purpose of Sensorial work is for the kid to get clear. witting. information and to be able to so do categorizations in his environment. Montessori believed that sensory experiences began at birth. Through his senses. the kid surveies his environment. Through this survey. the kid so begins to understand his environment. The kid. to Montessori. is a â€Å"sensorial explorer† . Through work with the sensory stuffs. the kid is given the keys to sorting the things around him. which leads to the kid doing his ain experiences in his environment. Through the categorization. the kid is besides offered the first stairss in forming his intelligence. which so leads to his accommodating to his environment. Exercise Groups Sensory Exercises were designed by Montessori to cover every quality that can be perceived by the senses such as size. form. composing. texture. volume or softness. matching. weight. temperature. etc. Because the Exercises cover such a broad scope of senses. Montessori categorized the Exercises into eight different groups: Visual. Tactile. Baric. Thermic. Auditory. Olfactory. Gustatory. and Stereognostic. In the Visual Sense Exercises. the kid learns how to visually know apart differences between similar objects and differing objects. In the Tactile Sense Exercises. the kid learns through his sense of touch. â€Å"Although the sense of touch is spread throughout the surface of the organic structure. the Exercises given to the kids are limited to the tips of the fingers. and peculiarly. to those of the right manus. † ( Montessori. Maria ( 1997 ) The Discovery of the Child. Oxford. England: Clio Press ) This allows the kid to truly concentrate on what he is experiencing. through a concentration of a little portion of his organic structure. In the Baric sense Exercises. the kid learns to experience the difference of force per unit area or weight of different objects. This sense is heightened through the usage of a blindfold or of shuting your eyes. In the Thermic Sense Exercises. the kid works to polish his sense of temperature. In the Auditory Sense Exercises. the kid discriminates between different sounds. In making these different Exercises. the kid will polish and do him more sensitive to the sounds in his environment. In the Olfactory and Gustatory Sense Exercises. the kid is given a key to his smelling and savoring sense. Although non all odors or gustatory sensations are given to the kid in these Exercises. the kid does work to separate one odor from another or one gustatory sensation from another. He can so take these senses. and use them to other odors or gustatory sensations in his environment. In the Stereognostic Sense Exercises. the kid learns to experience objects and do acknowledgments based on what he feels. â€Å"When the manus and arm are moved about an object. an feeling of motion is added to that touch. Such an feeling is attributed to a particular. 6th sense. which is called a muscular sense. and which per mits many feelings to be stored in a â€Å"muscular memory† . which recalls motions that have been made. † ( ( Montessori. Maria ( 1997 ) The Discovery of the Child. Oxford. England: Clio Press ) The Designed Material Montessori’s stuffs for the Sensorial work came from her ain observations and from thoughts and stuffs from the Gallic physicians Itard and Seguin. Unlike the stuff used for Practical Life. this stuff has either neer been seen or neer been used by the kid in his mundane life. With this said nevertheless. the kid will have no new experiences through the usage of the stuff. This was purposefully thought through in order to give the kid what he knows. but might non yet recognize. and to so polish his cognition. In order to make this. the stuff is presented in a specific manner or in a specific form: the kid learns to fit the similar things. so he is shown how to rate the stuff based on its quality. and so he receives the linguistic communication related to his work. In showing the stuff to the kid in this manner allows him to to the full understand the construct of his work. All of the Sensory stuffs were designed maintaining the same thoughts in head. All of the stuff isolates the one quality that is to be worked with by the kid. This allows the kid to concentrate on that one quality. All of the stuffs have. what is called. a control of mistake. This calls to the kid to do the corrections himself. All of the stuff is esthetically delighting. Such as with the Practical Life stuffs. this attracts the child’s attending to the objects and allows the kid to pull strings the stuffs with easiness. All of the stuff must be complete. This allows the kid who is working with the stuff to complete through the full piece of work without holding to halt and happen a missing piece. All of the stuff is limited. The first usage of the term limited refers to the fact that there is merely one of each stuff in the environment. This calls for other pupils to construct on their forbearance. The 2nd usage of the word limited is in mention to the thought that non all of one quality or piece of information is given to the kid. This kid is non given every colour in the universe. but merely a choice few. This gives the kid the keys to the information so it peaks his wonder and leads him to larn more out of his ain involvement. Most significantly. all of the stuff could be called â€Å"materialized abstractions† . This means that though Montessori’s Sensorial stuffs. abstract constructs are made into concrete stuffs. Montessori saw the importance of the use of objects to help the kid in better understanding his environment. Through the child’s work with Sensory stuff. the kid is helped to do abstractions. he is helped in doing differentiations in his environment. and the kid is giv en the cognition non through word of oral cavity. but through his ain experiences.

Post-Impressionism Era in Art History

Post-Impressionism Era in Art History The term Post-Impressionism was invented by the English painter and critic Roger Fry as he prepared for an exhibition at the Grafton Gallery in London in 1910. The show, held November 8, 1910–January 15, 1911) was called Manet and the Post-Impressionists, a canny marketing ploy which paired a brand name (Édouard Manet) with younger French artists whose work was not well known on the other side of the English Channel. The up-and-comers in the exhibition included the painters Vincent van Gogh, Paul Cà ©zanne, Paul Gauguin, George Seurat, Andrà © Derain, Maurice de Vlaminck, and Othon Friesz, plus the sculptor Aristide Maillol. As the art critic and historian Robert Rosenblum explained, Post-Impressionists... felt the need to construct private pictorial worlds upon the foundations of Impressionism. For all intents and purposes, it is accurate to include the Fauves among the  Post-Impressionists. Fauvism, best described as a  movement-within-a-movement, was characterized by artists who used color, simplified forms and ordinary subject matter in their paintings. Eventually, Fauvism evolved into Expressionism. Reception As a group and individually, the Post-Impressionist artists pushed the ideas of the Impressionists in new directions. The word Post-Impressionism indicated both their link to the original Impressionist ideas and their departure from those ideas - a modernist journey from the past into the future. The Post-Impressionist movement was not a lengthy one. Most scholars place Post-Impressionism from the mid-to-late-1880s to the early 1900s. Frys exhibition and a follow-up which appeared in 1912 were received by the critics and public alike as nothing less than anarchy - but the outrage was brief. By 1924, the writer ​Virginia Woolf commented that the Post-Impressionists had changed human consciousness, forcing writers and painters into less certain, experimental efforts. The Key Characteristics of Post-Impressionism The Post-Impressionists were an eclectic bunch of individuals, so there were no broad, unifying characteristics. Each artist took an aspect of Impressionism and exaggerated it. For example, during the Post-Impressionist movement, Vincent van Gogh intensified Impressionisms already vibrant colors and painted them thickly on the canvas (a technique known as  impasto). Van Goghs energetic brushstrokes expressed emotional qualities. While it is difficult to characterize an artist as unique and unconventional as van Gogh, art historians generally view his earlier works as representative of Impressionism,  and his later works as examples of Expressionism (art loaded with charged emotional content). In other examples, Georges Seurat took the rapid, broken brushwork of Impressionism and developed it into the millions of colored dots that create Pointillism, while Paul Cà ©zanne elevated Impressionisms separation of colors into separations of whole planes of color.   Cezanne and Post-Impressionism It is important not to understate the role of Paul Cà ©zanne in both Post-Impressionism and his later influence on modernism. Cezannes paintings included many different subject matters, but all included his trademark color techniques. He painted landscapes of French towns including Provence, portraits that included The Card Players, but may be best known among modern art lovers for his still life paintings of fruit. Cezanne became a major influence on Modernists such as Pablo Picasso and Henri Matisse, both of whom revered the French master as a father.   The list below pairs the leading artists with their respective Post-Impressionist Movements. Best-Known Artists Vincent van Gogh - ExpressionismPaul Cà ©zanne - Constructive PictorialismPaul Gauguin - Symbolist, Cloisonnism, Pont-AvenGeorges Seurat - Pointillism (a.k.a. Divisionism or Neoimpressionism)Aristide Maillol - The NabisÉdouard Vuillard and Pierre Bonnard - IntimistAndrà © Derain, Maurice de Vlaminck and Othon Friesz - Fauvism Sources Nicolson B. 1951. Post-Impressionism and Roger Fry. The Burlington Magazine 93 (574):11-15.Quick JR. 1985. Virginia Woolf, Roger Fry . The Massachusetts Review 26(4):547-570.and Post-Impressionism

Work and education experience Personal Statement

Work and education experience - Personal Statement Example The skills learned in this office helped to shape my new mind toward business. As a sales assistant I was able to work and interact with many different varieties of people with different beliefs and personal values. There is much discussion today about how to manage people successfully with diversity being a regular theme. In a sales assistant position, the salesperson needs to understand how to work with clients of many backgrounds and understand some of the psychology about how they speak and act. Many of the trainings given as the sales assistant included customer service values and how to handle complicated customer situations with professionalism and respect. I believe these customer service and diversity values are some of the most important parts of business experience which makes for a better company leader. Education includes Mayflower Junior School in Nigeria from September 1988 to June 1993 with what is referred to in that area as a first leaving certificate. This certificate acts as proof of successful completion of the early program. Olivet Baptist School was the secondary school which I attended from September 1993 to June 1998. After completing the traditional schooling, I then studied at Cumprint Computer College in 2000. Here I learned many technologies and software packages and how to manage data using spreadsheets and other programs like Microsoft Powerpoint. These skills have been very important because they give me better tools for managing business and keeping track of important customer information. The Carlton Institute of Beauty is my final education experience which is liked to my long-term goals and business ambitions. Here I learn the many skills necessary to provide good customer service and also the tools for making the world a more beautiful place. STUDY SKILLS TECHNIQUES I discovered that beauty is the area of business which most interests me out of many other possible decisions I could have made regarding my education. Because of this I am always focused on the speaker in the lecture room and dedicated to learning. I also would believe that the lecturer would be very motivated to give a great lecture if they know that the students are interested. There is a kind of dual respect in the classroom which is necessary, so I think that respect and attention is one great study skill. I have even made flash cards for myself in areas where my knowledge is weakest. I try to understand which topics are most difficult for me to remember and then figure out interesting ways to link a concept. I think the key is to understand personal weaknesses in studying and then come up with a new and interesting way to make learning easier. Taking notes is also a technique that I use because it helps me to log information as it is learned in real time. If there is something that I believe will be of the highest importance for a future exam or test, I make sure to write it down. Afterward, I look over the information and try to remember why I found it important enough to write down. This keeps me always in focus and always thinking about classroom information so that I am not distracted to other situations. I think taking notes for me is about self-discipline. ACADEMIC SKILLS PROFILE My reading and writing have improved greatly. Using the skills that I learned at the Cumprint Computer College, I am able to

Case study Example | Topics and Well Written Essays - 250 words - 106

Case Study Example The Swiss chocolate ice cream cake roll has to be sourced from another vendor in the supplier’s list immediately. The situation analysis needs to begin with the communication breakdown. It is important to assess the communication between the sales department and the conference organizer who was supposed to ensure that the guests did not bring along their pets. The reservationist failed to inquire if the guests were dog or cat owners, which would have helped to avoid the two pets from creating a commotion at the Times hotel. The events demonstrated failure among the reservations personnel. There is need to ask them to explain why the mess occurred. The reason for two room attendants not to report to work during such chaos is questionable and needs an explanation. The switchboard operator failed to relay calls with important information to the chef and the reasons need to be known. The air conditioner was faulty and the front office manager did not get this information as calls from the executive engineer went unanswered. The switch board operator plays a significant role in the hotel’s co mmunication network and should not fail in his/her duty. The significance of effective communication between the front office and other departments cannot be overemphasized. It is important for the front office manager to develop an analytical perspective of the communication system. Active participation by front the office manager in routine communication is important for the effective management of other departments. Employees need to be trained on how to deal with colleagues within their department as well as in other departments to enhance professionalism in communication and service delivery. The function board needs to be reviewed with every employee on respective shifts to ensure professional initial guest contact. The front office manager needs to help the employees to concentrate on every day’s

Law problem scenario Essay Example | Topics and Well Written Essays - 3000 words

Law problem scenario - Essay Example As a result, Brian has sought a conveyance and with an alleged approval of Derek, sells off the property to Eric without the knowledge of Chloe, who also owns the property. Albert is no more, and therefore, he cannot be called up to elaborate on any unclear issues in relation with the will, such as the sharing mechanisms of the house. The acquisition and or the act of ceding ownership of the property by any of the three new owners of Acacia Garden, on condition of its being commingled with each others claim on the same attracts ‘confusion.’ Notably, in confusion, any of the three new owners of the property are commingled, and as such it cannot be split and reverted back to its original condition, before Albert had written the will. In light of this, the property is expected to retain its features as envisaged in the will, and as such the will binds the three regarding the management and use of the property. Through the will, the three of Albert’s grandchildren hav e legal and equitable ownership of the house (Proffatt, 1989, p.31). Legal concept and equitable ownership Chloe like her co-owners of the property have the legal and equitable ownership rights on Acacia Garden, subject to the will. Therefore, she should be entitled to any returns that may arise from the sale or use of the property. The idea of beneficial ownership, as a deviation from the precise legal ownership forms an imperative part of the English legal tradition. In Medieval times, an aggrieved party could only gain legal redress if they supported their petition with an existing legal document. Such documents were usually few and rigid and rarely served justice. In such scenarios, plaintiffs served the Chancellor with their petitions, complaining that the prevailing conditions fell beyond the scope of the general systems. In response, the Chancellor then opted to issue or retain remedy to the plaintiff depending on his judicious evaluation of the case. These verdicts eventuall y evolved into a structure of law referred to as equity (Ayotte, & Bolton, 2011, p. 3401). Equity is a distinct body of laws that is different from the prevailing common law. From this legal concept, the current English law separates equity from legal ownership, in which case, equity permits the exploitation and gain from the property to be looked at in a different way from the legal possession of the same. Whereas Chloe and Derek retain ownership of the property, Brian would manage it and share whatever returns it yields with his concurrent owners. But despite the fact that Acacia Garden is a concurrent estate, he has refused to honour the interests of the others. According to Craig, and de Burca, (2011, p.120), the property is possessed by three persons simultaneously and as such the parties have equitable rights to it including its sale. Chloe should emphasize her role by citing the joint tenancy rule, which refers to a concurrent relationship whereby a property is owned by two o r more parties simultaneously and under the same legal document. In this case the will written by decedent Albert serves as the binding legal document that should serve its purpose of ensuring the fiduciary duty plays out in the management and or sale of the property. Regardless of the sanctity of the will, Brian opts to violate and sell the property without following the due process of the law. Brian’s blatant disregard for common law presents legal challenges which may not be easily solved, especially now that he cannot be traced. Derek also claims ignorance of the

Effects Of Concentration On The Absorbance Values

Effects Of Concentration On The Absorbance Values Abstract: A 0.2100 M stock solution of cobalt (II) chloride hexahydrate was analyzed using UV-Vis spectroscopy. A series of dilutions of the stock solution were made to analyze the effects of concentration on the absorbance values of cobalt (II) chloride hexahydrate using the UV-Vis spectrophotometer. The copper (II) chloride hexahydrate was found to have the highest absorbance value at an average wavelength of 511.02 nm. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 4.5172. Spectroscopic analyses of dilutions of the stock solution were used to create a calibration curve of absorbance versus concentration of the cobalt chloride hexahydrate solution. A solution of unknown concentration was analyzed using the UV-Vis spectrophotometer. The calibration curve was used to determine that the unknown had a concentration of 0.1250 M. Introduction: Ultraviolet/Visible (UV-Vis) spectroscopy analyzes electronic transitions between atoms and molecules. Spectra are produced when electrons in molecules or atoms move from one electronic energy level to another of higher energy. In doing so, the absorbed energy is equal to the difference between to the two levels. Compounds that absorb light in the visible region are colored. Compounds that absorb light only in the ultraviolet region are colorless. Inside a UV-Vis spectrophotometer there are usually two light sources, a tungsten lamp for the visible region (380-800 nm) and a deuterium lamp for the ultraviolet region (10-380 nm). The light source produces a white light ray which contains all wavelengths (all colors). The light ray directed to a monochromator by a mirror. The monochromator is used to separate light into specific wavelengths. Each wavelength corresponds to a different color. The instrument scans through the UV-Vis spectrum, sending different wavelengths of light through the sample. A single wavelength passes into the modulator, which consist of a rotor with mirrors that splits the light into two beams. One beam passes through the sample cell, while the other passes through the reference cell. Both sample and reference beams are redirected by mirrors into a detector. The detector compares their intensities of the two beams and sends a signal to the computer that controls the instrument. The signal is defined as abs orbance, which is a measurement of how much light is being absorbed by the sample at that particular wavelength. The Beer-Lambert law states that absorbance (A) is proportional to concentration of the absorbing species and path length of the medium over a certain time: In equation 1, is the molar extinction coefficient and has units of, the path length of the medium or L, is reassured in centimeters or cm and the concentration of the absorbing species has units of molarity or M. In this experiment a solution of cobalt (II) chloride hexahydrate was analyzed using UV-Vis absorption spectroscopy. The purpose of this experiment is to create a calibration curve of absorbance versus concentration by making series of dilutions of cobalt (II) chloride hexahydrate. The calibration curve will then be used to determine the concentration of an unknown sample. The molar extinction coefficient for cobalt (II) chloride hexahydrate will also be determined using the absorption at the concentrations of each dilution. Experimental Procedure: Using the analytical balance, 2.5072 g of cobalt (II) chloride hexahydrate were weighed and placed into a 50 mL beaker. The purple solid was dissolved inside the beaker using 15 mL of distilled water. The purple liquid was then transferred to a 50 mL volumetric flask with the aid of a funnel. The beaker was then rinsed with another 15 mL portion of distilled water to collect any remaining cobalt (II) chloride hexahydrate left behind and then was transferred to the 50 mL volumetric flask using the same funnel. Additional 20 mL of distilled water were added to the 50 mL volumetric flask to create the stock solution of cobalt (II) chloride hexahydrate. Dilutions of the stock solution were made by transferring 2, 4, 6 and 8 mL of the stock solutions to four labeled 10 mL volumetric flasks. Distilled water was added to fill each flask to the line. The absorbance for each solution was calculated using spectrophotometer. Before any samples were analyzed, a sample containing just water was used to blank the instrument. A quartz cuvette was filled with distilled water and covered. The blank sample was placed in the sample holder in the back of the spectrophotometer. Using the program, the spectrophotometer parameters were set to scan the sample from 650 nm to3 90 nm. The program was also designed to automatically let the user know which sample to place next into the sample holder. After the blank sample was analyzed, the cuvette was rinsed with distilled water first and then with a small portion of the stock solution. The cuvette was then filled with a portion of the stock solution, covered and analyzed using the spectrophotometer. This procedure was repeated for all dilutions. After each analysis, the cuvette was first rinsed with distilled water and then rinsed with a small portion of the following sample. Results: In order to analyze the sample using the spectrophotometer, the compound needs to be present in the aqueous form. The copper (II) chloride hexahydrate appeared purple as a solid. After the 2.507 grams of copper (II) chloride hexahydrate were dissolved in 50 mL of distilled water, the compounds color changed from a dark purple to a pink colored solution. The concentration of the copper (II) chloride hexahydrate stock solution was found using the molecular weight of the compound, the amount of compound used and the amount of distilled water used to dissolve it. Table #1 shows the how the concentration of the copper (II) chloride hexahydrate stock solution was found. When the dilutions were made by taking 8, 6, 4 and 2 mL of the stock solution, the concentration of each dilution decreased proportionally to the amount of stock being added. The intensity of the pink color of each dilution also decreased as the amount of milliliters of distilled water increased. Table # 2 shows how the concentration for each dilution of the stock solution was calculated. The software was programmed to analyze the solutions in the following order, the blank sample, the stock solution (0.2100 M), the 0.1680 M dilution, the 0.1260 M dilution, the 0.0840 M dilution and 0.0420 M dilution. All samples were analyzed in the spectrophotometer, by using quartz cuvettes. The blank sample had no visual results as expected. When the 0.2100 M stock solution was analyzed by the spectrophotometer, the computers monitor displayed the formation of a graph starting at 650.00 nm on the x-axis and 0.00 Absorbance on the y-axis. After the graph passed 580.00 nm, the graphs absorbance values started to increase exponentially. The maximum absorbance value was recorded at 0.9993 and it occurred at maximum wavelength of 511.34 nm. After the was passed, the graphs absorbance values started to exponentially decreased until the graph reached 420.00 nm, after 420.00 nm the graphs absorbance values displayed a slightly constant pattern until the end of the graph at 380.00 nm. Similar results were observed for all the dilutions. The 0.16800 M dilution analysis showed a maximum wavelength of 510.92 nm and a maximum absorbance value of 0.7266. The 0.12600 M dilution analysis showed a maximum wavelength of 511.11 nm and a maximum absorbance value of 0.5703. The 0.0840 M dilution analysis showed a maximum wavelength of 510.98 nm and a maximum absorbance value of 0.4024. The 0.0420 M dilution analysis showed a maximum wavelength 510.75 nm and a maximum absorbance value of 0.1758. Table # 3 summarizes all the maximum wavelengths and absorbance values for the stock solutions and all its dilutions. Figure # 1 (appendix-pg 14) illustrates the graph for each solution. Using the data from table # 3, a calibration curve of absorbance versus concentration can be created. Figure # 2, the calibration curve can be found in the appendix section, page 13. The molar extinction coefficient for copper (II) chloride hexahydrate can be found using data found in Table # 3 and the Beer-Lambert law. By algebraically manipulating the Beer-Lambert equation (A = ÃŽ µ * L *c), the molar extinction coefficient (ÃŽ µ) for copper (II) chloride hexahydrate can be determined by: ÃŽ µ = A / L*c. The molar extinction coefficient for all the solutions can be found in Table # 4. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 30445. A solution of unknown concentration was analyzed using the spectrophotometer following the same procedure as all other solutions. The solution of unknown concentration was found to have a maximum wavelength of 511.49 nm and a maximum absorbance value of 0.5715. The concentration of the unknown sample was determined using the equation of the line found on the calibration curve (page 13-Appendix). The unknowns absorbance value of 0.5715 was used as the y-value and the equation was solved for its correspondent x-value or concentration. The unknowns concentration was found to be 0.80 M. Table # 5 shows how the equation of the line from the calibration curve was used to determine the concentration of the unknown. Figure # 3 in the appendix section-pg 14, is a graph of all the solutions tested. In figure # 3, the unknown is easier to identify because the graph is in a landscape format and the x-axis increases by a factor of 20 nm as opposed to a factor of 50 nm in Figure # 1. Conclusion: The spectroscopic analysis of copper (II) chloride hexahydrate made the students familiar with operating a spectrophotometer. Dilutions to a stock solution of copper (II) chloride hexahydrate were made to examine how different concentrations of the compound affected the absorbance values of each sample. The copper (II) chloride hexahydrate was found to have the highest absorbance value at an average wavelength of 511.02 nm. A calibration curve for the concentration versus absorbance of copper (II) chloride hexahydrate was created using the data obtained from stock solution and dilutions using the spectrophotometer. A unknown sample was found to have a concentration of 0.1250 M. The concentration of the unknown was determined by using the calibration curve along with the data obtained from the spectrophotometer. The average molar extinction coefficient for copper (II) chloride hexahydrate was found to be 4.5172. The value for the molar extinction coefficient was determined using the t heory behind Beer-Lambert law and maximum absorbance values from the spectrophotometer. Discussion A different approach to determine the concentration of the unknown involves using the average molar extinction coefficient for copper (II) chloride hexahydrate found in table # 4. By algebraically manipulating the Beer-Lambert equation a formula for concentration can be derived: c = http://www.800mainstreet.com/elsp/Elsp.html

Prohibition Essay example -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English III Honors P. 1 Mrs. Robinson 4 May 2004 â€Å"Prohibition: The Noble Experiment†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Prohibition, sometimes referred to as the noble experiment, did not achieve its goals. It did the exact opposite by adding to the problems that it was intended to solve† (Thorton). It is also considered to be the thirteen years that damaged America. On January 16, 1920 one of the most disobeyed laws was put into effect. The 18th amendment, also known as Prohibition, was ineffective and caused more corruption in America with the rise of organized crime and the increase in alcohol consumption.   Ã‚  Ã‚  Ã‚  Ã‚  Prohibition had many different purposes; one was to reduce the consumption of alcohol by Americans. This was going to fail no matter what because if you are told not to do something only going to want to do it more. That is just human nature. It also focused on reducing crime, corruption, poverty, death rates, solve social problems, reduce the tax burden created by prisons and poorhouses, and improve health and hygiene in America (Thorton). Not only did it not accomplish this but it did the exact opposite. And lastly it focused to improve the economy and the quality of life.   Ã‚  Ã‚  Ã‚  Ã‚  Theoretically Prohibition was feasible, but in reality it had too many flaws. For one it was unenforceable. This is defiantly the biggest problem. What good is law if you can not enforce it? Fiorella H. LaGuardia was a prominent New York City politician who served several terms in the House of Representatives. He said, â€Å"It is impossible to tell whether Prohibition is a good thing or a bad thing. It has never been enforced in this country.† Even he was a realist that could see that this experiment was going to fail.   Ã‚  Ã‚  Ã‚  Ã‚  Prohibition was not a new concept for Americans in the 1920’s. In fact, it was part of society since the 1600’s. The feminist movement originated early in the 1800's. Until the 1870's, however, feminine involvement in the temperance effort was largely peripheral. The Women's Crusade of 1873 and the organization of the Women's Christian Temperance Union in 1874 marked the formal... ...ed 1.  Ã‚  Ã‚  Ã‚  Ã‚  Behr, Edward. Prohibition: Thirteen Years That Changed America. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Arcade Publishing, 1996. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Bowen, Ezra, Ed. This Fabulous Century: Vol. 6. New York: Time Life Books,   Ã‚  Ã‚  Ã‚  Ã‚  1969 3. Dostoevsky, Fyodor. Crime and Punishment. Trans. Constance Garnett.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  New York: Bantam, 1981. 4. McGrew, Lang. â€Å"History of Alcohol Prohibition.† Online. 13 April 2004.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  http://www.druglibrary.org./schaffer/LIBRARY/studies/nc/nc2a.htm. 5. McWilliams, Peter. â€Å"Prohibition: A Lesson In The Futility (and danger) Of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Prohibition.† Online. 13 April 2004. http://www.mcwilliams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  com/books/aint/402.htm 6. Thorton, Mark. â€Å"Policy Analysis: Alcohol Prohibition Was A Failure.† Online. 17 July 1991. http://www.cato.org/pubs/pas/pa-157.html Prohibition Essay example -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   English III Honors P. 1 Mrs. Robinson 4 May 2004 â€Å"Prohibition: The Noble Experiment†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Prohibition, sometimes referred to as the noble experiment, did not achieve its goals. It did the exact opposite by adding to the problems that it was intended to solve† (Thorton). It is also considered to be the thirteen years that damaged America. On January 16, 1920 one of the most disobeyed laws was put into effect. The 18th amendment, also known as Prohibition, was ineffective and caused more corruption in America with the rise of organized crime and the increase in alcohol consumption.   Ã‚  Ã‚  Ã‚  Ã‚  Prohibition had many different purposes; one was to reduce the consumption of alcohol by Americans. This was going to fail no matter what because if you are told not to do something only going to want to do it more. That is just human nature. It also focused on reducing crime, corruption, poverty, death rates, solve social problems, reduce the tax burden created by prisons and poorhouses, and improve health and hygiene in America (Thorton). Not only did it not accomplish this but it did the exact opposite. And lastly it focused to improve the economy and the quality of life.   Ã‚  Ã‚  Ã‚  Ã‚  Theoretically Prohibition was feasible, but in reality it had too many flaws. For one it was unenforceable. This is defiantly the biggest problem. What good is law if you can not enforce it? Fiorella H. LaGuardia was a prominent New York City politician who served several terms in the House of Representatives. He said, â€Å"It is impossible to tell whether Prohibition is a good thing or a bad thing. It has never been enforced in this country.† Even he was a realist that could see that this experiment was going to fail.   Ã‚  Ã‚  Ã‚  Ã‚  Prohibition was not a new concept for Americans in the 1920’s. In fact, it was part of society since the 1600’s. The feminist movement originated early in the 1800's. Until the 1870's, however, feminine involvement in the temperance effort was largely peripheral. The Women's Crusade of 1873 and the organization of the Women's Christian Temperance Union in 1874 marked the formal... ...ed 1.  Ã‚  Ã‚  Ã‚  Ã‚  Behr, Edward. Prohibition: Thirteen Years That Changed America. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Arcade Publishing, 1996. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Bowen, Ezra, Ed. This Fabulous Century: Vol. 6. New York: Time Life Books,   Ã‚  Ã‚  Ã‚  Ã‚  1969 3. Dostoevsky, Fyodor. Crime and Punishment. Trans. Constance Garnett.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  New York: Bantam, 1981. 4. McGrew, Lang. â€Å"History of Alcohol Prohibition.† Online. 13 April 2004.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  http://www.druglibrary.org./schaffer/LIBRARY/studies/nc/nc2a.htm. 5. McWilliams, Peter. â€Å"Prohibition: A Lesson In The Futility (and danger) Of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Prohibition.† Online. 13 April 2004. http://www.mcwilliams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  com/books/aint/402.htm 6. Thorton, Mark. â€Å"Policy Analysis: Alcohol Prohibition Was A Failure.† Online. 17 July 1991. http://www.cato.org/pubs/pas/pa-157.html

Deviance And The Factors That Influence Deviant Conduct

â€Å"Deviance is a wide-ranging term used by sociologists to refer to behavior that varies, in some way, from a social norm† (C. Livesey). Based on this definition, we can clearly draw out that deviance would mean a behavior that comes in the form of rule-breaking.Deviance is the recognized violation of cultural norms (geocites. com). Deviance therefore encompasses breaking of rules that are maybe criminal, social, formal and informal rules that have already been established in a certain locality or in a given situation.Thus, deviance is determined and measured against established standards. Such standards are therefore the point of reference for the evaluation of conduct or behavior. When it conforms, then it necessarily means it is not deviant. Otherwise, such is considered deviant.For example, the used of alcoholic drinks is not generally prohibited by law and thus by the basis of law is not deviant. As a social norm, some societies, especially those that are strict to rel igious norms, drinking alcohol is undesirable and is deviant.As a social norm, wearing of improper attire in certain occasions is deviant but under the law, such behavior is not at all deviant because there no law or rule that governs such conduct. Therefore, we can say that deviance is dependent on the established norms and laws in a certain society. Deviance encompasses a wide range of other acts of nonconformity, from variations in hair styles to murder.TYPES OF DEVIANCESocietal Deviance includes those conduct or behaviors that do not conform to the categories or standards that are generally accepted by a certain society.For example, to exhibit dirty finger to your teacher is socially unacceptable, and thus is socially deviant. The judge of one’s conduct is therefore the people in general and they based their judgment on what are the established social norms that they used to live with. Situational Deviance, as compared to societal deviance is said to be more localized, th at is, determining whether an act in deviant or not depends on a single situation. For example, in cases of cops and soldiers on field or in a battle situation are faced with situational deviance.These people need, by demand of duty, to kill their enemies. Killing is by religious and criminal norms not allowed, and therefore deviant. Criminal Deviance is by simple definition a deviance from juridically established norms. When we say, juridical, it has something to do with laws and legality.Any act that deviates or does not conform to and violates established laws are criminally deviant. For example, to be impulsive is not criminally deviant but impulsiveness that lead to inflicting physical injury to others or that of murder is criminally deviant because it violates established laws.Psycho-pathological Deviance implies a shifting from normality (S. Di Nuovo). Abnormal modes of behavior are not crimes but require sanctions as compulsory psychiatric treatments. Antisocial personality disorder which includes inability to conform to legal or social rules, dishonest behavior, being impulsive and aggressive and irresponsibility are deviant conducts that are considered psycho-pathological. Note that these deviant behaviors do not necessarily criminally deviant but these deviant conducts may lead to criminal conduct such as being impulsive may lead to fighting then to murder.Primary Deviance relating to activity that is initially defined as deviant (Edwin Lamert) Secondary Deviance corresponds to a person who accepts the label of deviant. Secondary deviance according to Erving Goffman begins when a person acquires a stigma. Stigma, according to Goffman, is a powerfully negative label that radically changes a person's self-concept and social identity.FACTORS THAT INFLUENCE DEVIANT BEHAVIORS BIOLOGICAL FACTORSGenetics has found out that there is somehow a biological factor that influences an individual’s deviant behavior.The connection between a specific pattern of chromosomes has been shown to be related to deviant behavior; however, there are still not enough studies that will prove that this statement is true. But there are disorders in children that directly influence a deviant behavior.Attention Deficit Hyperactivity Disorder is a very strong indicator for future conduct disorders. Vaxa. com has provided a medical definition of ADHD as a â€Å"family of related chronic neurobiological disorders that interfere with an individual's capacity to regulate activity level and contributes to impulsivity, inattention and distractibility.† It is specifically a dysfunction of the Central Nervous System (CNS), most specifically the Reticular Activating System, which results in difficulties of maintaining attention and concentration, learning and memory, as well as involving an inability to process and sort out incoming information or stimulus from both an individual's inner (subjective) and outer (objective) worlds.This disorder therefore r esults to the child’s misbehavior such as being hyperactive and impulsive, which are behaviors that are far different from how he is suppose to act and apart from what is considered to be normal, and thus considered deviant.Another disorder called Oppositional Defiant Disorder medically defined as â€Å"a pattern of negativistic (skepticism), uncooperative, defiant, disobedient, and hostile behavior toward authority figures that continues for a minimum of 6 months† (axa. com). Deviant behaviors exhibited by individuals with this disorder include willful disobedience, defying instructions and requests and arguing with adults.PSYCHOLOGICAL FACTORSPsychological explanations of deviance concentrate on individual abnormalities involving personality. However, subsequent studies found flaws on the psychological correlation of deviant behavior.Geocites. com enumerated three basic reasons why psychological factors should be ignored. First, most serious crime is committed by peo ple who are psychologically normal. Second, cross-cultural differences in what is deemed normal and abnormal tend to be ignored. And third, the fact that people with similar psychological qualities are not equally as likely to be labeled deviant is not considered.SOCIAL FACTORSAs has been stated earlier, deviance does not necessarily be criminal deviance because there are established social norms that measure an individual’s behavior as deviant or non-deviant.It is therefore but fair to conclude that both conformity and deviance are defined by society. The degree of deviance is determined by the society according to socially accepted behaviors existing in a certain society. The society therefore somehow dictates how an individual should behave.For example, in a religious community, smoking and drinking alcohol are deviant acts as these directly opposed by, in example, the Christian religion. So an individual who mingles with the Christian community will try to behave in confo rmity with the existing norm.On the other hand, communities which view smoking and alcohol drinking as an indicator of social status, as with the elites, consider these behaviors as non-deviant, and thus are normal actions.CIVIL DISOBEDIENCE AND CRIMINAL DEVIANCECivil disobedience is a form of protest in which protestors deliberately violate a law (P. Suber). Originally, the main purpose of civil disobedience is to appeal to the public about certain issues through protests or public demonstrations. On most occasions, issues that drives civil disobedience concerns political and moral issues.For example, laws that legalize euthanasia and death penalty have brought about many protests and public demonstrations. In such instances, participants usually violate traffic rules and trespassing.Their violations therefore are covered by civil laws. On the other hand, criminal deviance is covered by criminal laws. Murder and the use of prohibited drugs are criminal violations and therefore are criminal deviance. Although both deviance and violations are punishable, they are distinguished as to what laws cover such deviance.Deviant behaviors are measured and defined by established rules in a certain community, whether they be formal or informal rules. These behaviors are influenced by biological, psychological and social factors to certain degrees.Deviance does not necessarily violates legally or juridically established rules leading to the conclusion that criminal deviance is inherently behavioral deviance but not all deviant behaviors are criminal deviance. Civil disobedience and criminal deviance are distinguished by the laws that govern such violations.

Europe Essays - Development Studies, Food And Drink, Modernity

Europe Essays - Development Studies, Food And Drink, Modernity Europe After 1500 there were many signs that a new age of world history was beginning, for example the discovery of America and the first European enterprises in Asia. This new age was dominated by the astonishing success of one civilization among many, that of Europe. There was more and more continuous interconnection between events in all countries, but it is to be explained by European efforts. Europeans eventually became masters of the globe and they used their mastery to make the world one. That resulted in a unity of world history that can be detected until today. Politics, empire-building, and military expansion were only a tiny part of what was going on. Besides the economic integration of the globe there was a much more important process going on: The spreading of assumptions and ideas. The result was to be One World. The age of independent civilizations has come to a close. The history of the centuries since 1500 can be described as a series of wars and violent struggles. Obviousl y men in different countries did not like another much more than their predecessors did. However, they were much more alike than their ancestors were, which was an outcome of what we now call modernization. One could also say that the world was Europeanized, for modernization was a matter of ideas and techniques which have an European origin. It was with the modernization of Europe that the unification of world history began. A great change in Europe was the starting-point of modern history. There was a continuing economic predominance of agriculture. Agricultural progress increasingly took two main forms: Orientation towards the market, and technical innovation. They were interconnected. A large population in the neighborhood meant a market and therefore an incentive. Even in the fifteenth century the inhabitants of so called low countries were already leaders in the techniques of intensive cultivation. Better drainage opened the way to better pasture and to a larger animal populat ion. Agricultural improvement favored the reorganization of land in bigger farms, the reduction of the number of small holders, the employment of wage labor, and high capital investment in buildings, drainage and machinery. In the late sixteenth century one response to the pressure of expanding population upon slowly growing

Lost in the barrens journal 1 essays

Lost in the barrens journal 1 essays While reading the beginning of the Lost In The Barrens and getting to know major characters of the story, I have pointed out characteristics for each one of them. The relationship between two boys, Jamie and Awasin, was very much like it would be between a puppy and a mother dog. Jamie wanted to be in adventures ever since he left Toronto. Up in North Manitoba Jamie met his friend Awasin who was a native Indian with great knowledge about the survival in the wilderness. Jamie is the kind of person who will not be satisfied until something is done or something that he wants to do is accomplished. Awasin was responsible for Jamie during that summer and because of Jamies curiosity and impatience they had to struggle through the wild and dangerous Northern Manitoba. This kind of relationship reminded me of many movies where two or more kids, teenagers, or adults are forced to go through hard time because of someone who is very curious. One of these movies is The Good Son where one child w as doing things that would make his friend try to stop them but make it look like he was doing them. As I read through deeper in the book the tension increased almost to the climax of the story. At that point in the book, the main conflicts were already shown to the reader. Man vs. Man and Man vs. Nature are the main conflicts in this novel. Jamie and Awasin were forced to kill animals for food, shelter, and clothes. Also the traveling from camp to camp was extremely dangerous, one time they lost their canoe and severely injured themselves. Their fear of the Eskimos grew larger as they traveled around the area where Eskimos would hunt and camp because for decades the Indians and Eskimos were fighting over the area where they settled. The great novel and an excellent movie Lord of the Flies have similar conflicts along the story. Grade four class was trapped on the island and without adul ...

Customer Service Essay Example | Topics and Well Written Essays - 250 words - 2

Customer Service - Essay Example Having being ranked position one by business week magazines on March 2, 2009 on customer satisfaction that saw its sales surge by 18%, amazon customer service representative has to manage personal stress. They have experience working under pressure in a high-volume processing conditions while maintaining standards of consistency in both quality and productivity. Being able to manage stress is essential here since it helps deliver tactics, strategies and techniques to handle personal stress and burnout. It aids while dealing with pressures, frustrations and stress associated with work thus reducing the likelihood of burnout. To relieve stress, the customer service representatives should; think positively b avoiding over analyzing what customers and coworkers say as this may distort their perception. Developing new skills through training and working on communication skills as well as confronting a difficult customer or situation is important. Learning relaxation styles that are; deep breathing, meditation, taking break and involvement in humor helps in relieving stress. What to accomplish based on experience is to check the credibility of the claim and bring to notice to the customer the terms and conditions under which the company operates. It would help the client see whether the crutches would be refunded, repaired or exchanged for new ones. On my opinion since the guarantee period was over, the customer should be pay for new crutches. Failure to keep the receipt should also prevent even the replacement of the crutches if it were to be

Decriminalization or Legalization of Marijuana in Canada Essay

Decriminalization or Legalization of Marijuana in Canada - Essay Example When used in moderation marijuana is undeniably less detrimental compared to alcohol and tobacco (Joffe and Yancy 636). The detriment allied with other drugs to a user stems from its worldwide handiness, usage and acceptability in most countries. Therefore, regulating the consumption of a drug by decreasing its obtainability and use can minimize the effect associated with its abuse. There are various health effects associated with abusing drugs. According to research, most doctors agree that marijuana is less addictive than tobacco and alcohol. Therefore, the government should consider legalizing marijuana by get rid of the authorized ban connected with cannabis (Caulkins, Hawken, Kilmer and Kleiman 56). Efforts geared towards legalizing marijuana should not only center on adults but also pay attention on its outcome to the youth. The legalization of marijuana will absolutely result to advertisements which could reassure teenagers to use the drug. Therefore, when considering authorization of marijuana, regulatory measures should be established to prevent promotion of the drug to adolescents. Decriminalization of marijuana in Canada might encourage the youth into abusing the drug since the consequences associated with its possession will be decreased (Joffe and Yancy 636). Canada’s legal framework is in line with the society’s values. Statistics confirm that a greater portion of youth use marijuana as compared to adults in Canada. Furthermore, approximately 600,000 Canadian citizens use marijuana (24% of this number are youths aged 12-17 years). Approximately 30,000 arrests are made yearly translating to $500 million in expenditure used by the government in enforcing drug laws. Leaders such as Stephen Harper who is the Canadian Prime Minister has been involved continuously in pushing reforms to intensify marijuana’s prescription since its criminalization is expensive (Raaflaub 334). The Canadian economy can be significantly