Dare to Be Bold

Dare to Be Bold For the last couple of months, Ive been very bold. I finally managed to shut down the part of my brain that says, Who do you think you are? and allowed myself to ask for the work I wanted and the money I deserved. Heres what I did: First, I changed the way I communicate with magazine and book editors. Up to now, I had dealt with silence from my pitches I also sent out 20 letters of introductions to various toy companies in the US and Canada to offer them content writing and translating. I underlined my expertise and strengths then tweaked my letter to match each companys style. After receiving several enthusiastic well-keep-your-name-on-file, I finally found a taker. The one major difference between the taker and the maybes? I pinpointed exactly how I could help them. Looking over their website, I noticed flaws in the content and brought it to their attention. Voil- instant interest! When asked for my rates, all of my self-doubts resurfaced, cautioning me to ask for less. I knew from past experience that if I asked for my regular rate, I risked being turned down. Then again, did I really want to cheapen myself and my work? I finally chose to keep my regular rate and replied with For this type of work, Im usually paid $X. which I felt opened the door for negotiation. It worked so well that they accepted my price. While I was busy churning out LOIs and sending out pitches and follow-ups, I unexpectedly received an offer through a former colleague to do content revision and translation for a childrens book publisher in France. This time I was offered a flat fee. Although I was extremely flattered and the project really appealed to me, the fee was quite low. After mulling it over, I took my courage in both hands and sent back a message saying that Id love to work on the project but the fee seemed a bit on the low side. Would they consider raising it? And they did! All of this might not have been possible had I not believed deep down that I possessed the qualifications and ability to do the work. In her book, Making a Living Without a Job: Winning Ways for Creating Work That You Love, Barbara J. Winter stresses the importance of working on raising our self-esteem. As she says, The link between self-esteem and successful self-bossing is so strong that it deserves to be a top priority for anyone who aspires to be joyfully jobless. Low self-esteem can affect anyone, but perhaps part-time writers even more so, especially if you introduce what you do So be bold. Go after the writing you want, keep yourself at the forefront of editors minds, ask for fair compensation, and see what happens!

How the Mongols Took Over Baghdad in 1258

How the Mongols Took Over Baghdad in 1258 It took just thirteen days for the Ilkhanate Mongols and their allies to bring the Golden Age of Islam crashing down.  Eye-witnesses reported that the mighty Tigris River ran black with ink from the precious books and documents destroyed along with the Grand Library of Baghdad, or Bayt al-Hikmah.  Nobody knows for sure how many citizens of the Abbasid Empire died; estimates range from 90,000 to 200,000 up to 1,000,000.  In two short weeks, the seat of learning and culture for the entire Muslim world was conquered and ruined. Baghdad had been a sleepy fishing village on the Tigris before it was promoted to the status of the capital city by the great Abbasid caliph al-Mansur in 762.  His grandson, Harun al-Rashid, subsidized scientists, religious scholars, poets, and artists, who flocked to the city and made it an academic jewel of the medieval world.  The scholars and writers produced countless manuscripts and books between the late 8th century and 1258.  These books were written on a new technology imported from China after the Battle of Talas River, a technology called paper.  Soon, most of the people of Baghdad were literate and well-read. Mongols Unite Far to the east of Baghdad, meanwhile, a young warrior called Temujin managed to unite the Mongols and took the title Genghis Khan.  It would be his grandson, Hulagu, who would push the boundaries of the Mongol Empire into what is now Iraq and Syria.  Hulagus primary purpose was to solidify his grip on the heartland of the Ilkhanate in Persia.  He first completely annihilated the fanatical Shiite group known as the Assassins, destroying their mountain-top stronghold in Persia, and then marched south to demand that the Abbasids capitulate. The Caliph Mustasim heard rumors of the Mongols advance but was confident that the entire Muslim world would rise up to defend its ruler if need be.  However, the Sunni caliph had recently insulted his Shiite subjects, and his own Shiite grand vizier, al-Alkamzi, may have even invited the Mongols to attack the poorly-led caliphate. Late in 1257, Hulagu sent a message to Mustasim demanding that he open the gates of Baghdad to the Mongols and their Christian allies from Georgia.  Mustasim replied that the Mongol leader should return to where he came from.  Hulagus mighty army marched on, surrounding the Abbasid capital, and slaughtering the caliphs army that sallied out to meet them.   The Mongols Attack Baghdad held out for twelve more days, but it could not withstand the Mongols.  Once the citys walls fell, the hordes rushed in and collected mountains of silver, gold, and jewels.  Hundreds of thousands of Baghdadis died, slaughtered by Hulagus troops or their Georgian allies.  Books from the Bayt al-Hikmah, or House of Wisdom, were thrown into the Tigris, supposedly, so many that a horse could have walked across the river on them. The caliphs beautiful palace of exotic woods was burned to the ground, and the caliph himself was executed.  The Mongols believed that spilling royal blood could cause natural disasters like earthquakes.  Just to be safe, they wrapped Mustasim in a carpet and rode their horses over him, trampling him to death. The fall of Baghdad signaled the end of the Abbasid Caliphate.  It was also the high point of Mongol conquest in the Middle East.  Distracted by their own dynastic politics, the Mongols made a half-hearted attempt to conquer Egypt but were defeated at the Battle of Ayn Jalut in 1280.  The Mongol Empire would grow no further in the Middle East.

Poetry Essay Example | Topics and Well Written Essays - 1000 words - 1

Poetry - Essay Example This includes the season which is just as night starts in autumn, which is when the season of death, winter, starts. The short lines also make it seem as if there is not much left to waiting. The longest line is the first one, but its broken by the hard ‘b’ sounds. The other lines are very short, only three syllables each, and the last line is only two words. This makes it look like it’s coming to an end. 3(a) I think the meaning of the poem is that death waits for us all. A bird that usually symbolizes death is seen on a bare branch at the end of the living seasons and at the end of the day. I think this is how most people would interpret the poem. 3(b) The meaning of this poem is brought out through the poet’s use of literary devices such as alliteration, imagery and meter. Alliteration conveys the idea that something is about to stop and something else is about to happen. In the first line, the alliteration works on the repeated sound of the letter ‘b’ as in â€Å"bare branch.† This sound makes us come to a hard stop at the beginning of each word and makes us think of endings. This is reinforced by the imagery of the bare branch itself, which indicates life has stopped because all the leaves are gone. It is also reinforced by the meter of the poem because the line is so short. Alliteration is used in the second line to indicate that motion is about to start again with its rolling ‘r’ sounds as in â€Å"rook roosts.† Although the imagery includes a small bird finding a place to rest for the night, it also introduces a living animal into the scene which introduces motion, even if it is just the motion of breathing. This works with the meter to suggest the type of motion to be expected. The line is a full word and a syllable shorter than the first line, suggesting things slowing down. The bird roosts, which is to say that he is doing something. The bird is beginning to

Critical evaluation of the business strategy adopted by Ryanair Essay

Critical evaluation of the business strategy adopted by Ryanair - Essay Example During the last few years the low cost airline industry has notices a variety of landmark deals including those high profile acquisitions and mergers. The Ryanair airline has increasingly been becoming disconcerted about the growing threat from number of low cost no-frills airlines including Easy Jet, BMIbaby, Aer Lingus, DFDS Seaways. Against this backdrop of ever increasing competition, it’s imperative for Ryanair to initiate some far reaching changes in its HRM sphere (Simon, 2002). Cutting into existing niche market segments in the European Union has become too fashionable today because many of those airlines that venture into new market segments do so without paying much attention to the consequences of the unfolding scenario of competition. While Ryanair is not alone in the budget airline market segment in Europe, there are formidable constraints faced by its rivals in the evolving strategic regulatory and competitive environments. For instance Ryanair’s own formidable marketing machine has not been able to overcome some of the very difficult issues such as the market/customer orientation strategy of rivals. Above all the competitor orientation strategy of rivals has forced Ryanair to bring down prices below a certain minimum. The current market-centric performance of the Ryanair is determined by their internal and external environments. Thus Ryanair being an Irish low cost airline just focused on serving a niche market segment in Europe could have done still better to manage its HR function in the light of its strategically advantageous position. HRM involves such tasks as recruitment, training & development (T&D) of skills, employee relations, retention and motivation strategies, workplace culture and delegation of power, authority and responsibility. Effective HRM practices must be aligned with organizational outcomes such as internal value chain

Cross Cultural Leadership Essay Example for Free

Cross Cultural Leadership Essay Leadership is the process of getting work done through others. A leader encourages and motivates others towards accomplishment of certain pre-defined organizational goals. The management maintains the status quo whereas the leadership is responsible for predicting fresh solutions and methodologies. The leadership is responsible for motivating people to bring out their best. The modern leader must be multicultural because corporate success, profit, and growth depend increasingly on the management of a diverse work force. Cross-cultural leadership is a term that identify the diversity of work culture, the fact that the leader (or leaders) may come from social, linguistic, ethnic, or cultural groups but work would be remain same for all. Working with people from different countries, conducting meeting, dealing with clients, entertaining, negotiating and corresponding with colleagues or clients can be a beneficial to the employee to understand the intercultural differences. Understanding intercultural difference ultimately breaks down the barrier and helps to build trust and increase good relationship which yields concrete results in terms of business success. Few key components of cross cultural leadership skill are: Attitudes towards time, Commitments, Success Status Authority Accountability Planning Negotiation Rewards Teamwork Personal boundaries and social interactions Effectively managing a multicultural business requires at least a basic knowledge of employee’s culture and traditions. Familiarity with both is essential because each has a bearing on an employees every day behavior. Whether we realize it or not, culture and tradition are powerful principles we always carry with us. Culture is always with people even though people are unaware of it.

Revenge in Hamlet and The Revengers Tragedy Essay -- Elizabethan Reve

  Ã‚  Ã‚   In this study of revenge and revengers in two Elizabethan revenge tragedies the two plays I shall look at are Hamlet, by William Shakespeare, and The Revenger's Tragedy, by Thomas Middleton. I shall look first at the playwrights' handling of the characters of the revengers, and then at the treatment of the revengers by other characters in the plays. Although having similarities in their underlying themes, and in their adherence to conventions, these two plays present contrasting pictures of the figure of the revenger; Hamlet offering a far more complex treatment of its main character, and The Revenger's Tragedy appearing, in comparison, limited by the author's social message, and lacking in realistic characterisation. Hamlet and Vindice, the two revengers, have in common their tasks as revengers, but they have very different methods of dealing with situations, modes of thought, and instinctual behaviour. Middleton's Vindice is largely an allegorical character; his name and the names of other characters in The Revenger's Tragedy (e.g. Spurio, Ambitioso) are derived from Medieval morality plays; names which suggest the quality of near-farcical exaggeration which is a feature of The Revenger's Tragedy from the opening scene's remarkable similarity to a procession of the Seven Deadly Sins, to Vindice's simplistic association of lust with Judas and the Devil. Hamlet, in contrast, is an individual with depth, who suffers from insecurity, and a sense of absurdity. As we see him at the beginning of the play he is suffering from melancholy, not only from the death of his father, but also from "the moral shock of the sudden ghostly disclosure of his mother's true nature" (Bradley). Hamlet is psychologically real, and in my view... ...tentions in the face of a whimsical providence. Works Cited Bradley, A. C., John Russell. Brown, and A. C. Bradley. A.C. Bradley on Shakespeare's Tragedies: A Concise Edition and Reassessment. Basingstoke: Palgrave Macmillan, 2007. Print. Garber, Marjorie B. Profiling Shakespeare. New York: Routledge, 2008. Print. Nietzsche, Friedrich Wilhelm, and Ian Johnston. On the Use and Abuse of History for Life. Arlington, VA: Richer Resources Publications, 2010. Print. Erlich, Avi. Hamlet's Absent Father. Princeton, NJ: Princeton UP, 1977. Print. Middleton, Thomas. â€Å"The Revenger’s Tragedy.† 1607. Five Revenge Tragedies. Ed. Emma Smith. London: Penguin Classics, 2012. Print. Shakespeare, William. Hamlet. New York: Bedford Books of St. Martin's Press, 1994. Wilson, J. Dover "What Happens in Hamlet" New York: Cambridge University Press, 1959 Revenge in Hamlet and The Revenger's Tragedy Essay -- Elizabethan Reve   Ã‚  Ã‚   In this study of revenge and revengers in two Elizabethan revenge tragedies the two plays I shall look at are Hamlet, by William Shakespeare, and The Revenger's Tragedy, by Thomas Middleton. I shall look first at the playwrights' handling of the characters of the revengers, and then at the treatment of the revengers by other characters in the plays. Although having similarities in their underlying themes, and in their adherence to conventions, these two plays present contrasting pictures of the figure of the revenger; Hamlet offering a far more complex treatment of its main character, and The Revenger's Tragedy appearing, in comparison, limited by the author's social message, and lacking in realistic characterisation. Hamlet and Vindice, the two revengers, have in common their tasks as revengers, but they have very different methods of dealing with situations, modes of thought, and instinctual behaviour. Middleton's Vindice is largely an allegorical character; his name and the names of other characters in The Revenger's Tragedy (e.g. Spurio, Ambitioso) are derived from Medieval morality plays; names which suggest the quality of near-farcical exaggeration which is a feature of The Revenger's Tragedy from the opening scene's remarkable similarity to a procession of the Seven Deadly Sins, to Vindice's simplistic association of lust with Judas and the Devil. Hamlet, in contrast, is an individual with depth, who suffers from insecurity, and a sense of absurdity. As we see him at the beginning of the play he is suffering from melancholy, not only from the death of his father, but also from "the moral shock of the sudden ghostly disclosure of his mother's true nature" (Bradley). Hamlet is psychologically real, and in my view... ...tentions in the face of a whimsical providence. Works Cited Bradley, A. C., John Russell. Brown, and A. C. Bradley. A.C. Bradley on Shakespeare's Tragedies: A Concise Edition and Reassessment. Basingstoke: Palgrave Macmillan, 2007. Print. Garber, Marjorie B. Profiling Shakespeare. New York: Routledge, 2008. Print. Nietzsche, Friedrich Wilhelm, and Ian Johnston. On the Use and Abuse of History for Life. Arlington, VA: Richer Resources Publications, 2010. Print. Erlich, Avi. Hamlet's Absent Father. Princeton, NJ: Princeton UP, 1977. Print. Middleton, Thomas. â€Å"The Revenger’s Tragedy.† 1607. Five Revenge Tragedies. Ed. Emma Smith. London: Penguin Classics, 2012. Print. Shakespeare, William. Hamlet. New York: Bedford Books of St. Martin's Press, 1994. Wilson, J. Dover "What Happens in Hamlet" New York: Cambridge University Press, 1959

Maria Montessori

On August 31st 1870, Maria Montessori was born in Chiaravalle in the province of Alcona, Italy to father Alessandro Montessori and mother Renilde Stoppani Montessori. Her father, being a soldier, had old-fashioned ideas, conservative manners and apparent military habits. Her mother, Renilde Stoppani, was a bright well-educated woman. Being a well-read person, she also encouraged Maria to do the same. For Renilde it was important for girls to have a good education. With Renilde’s influence, Maria started to enjoy her studies and showed interest in mathematics.Renilde was always a friend and confidante who understood her daughter’s passion for education. She always supported her decisions and ambition. Between them was a special relationship, until her death in 1912. By the time Maria was twelve, her family moved to Rome for better education than what was offered in Ancona. Soon, she would be graduating from primary school and she was thinking more and more about her futu re. For most girls in Italy in the 1800’s primary school was as far as their education went, but Maria wanted to continue her studies.She entered a technical school for boys with the intention of becoming an engineer. This was unusual at the time as most girls who pursued secondary education studied the classics rather than going to technical school. Maria’s plans were always rejected by her father, being a conservative man who followed the norms of the society at that time. After a while, Maria had some change of heart regarding her studies and finally decided to become a doctor instead. She believed that her calling was medicine.Alessandro was appalled and confused by his daughter’s decision. He wanted Maria to be a teacher just like the other young women. At that time, a woman doctor was shocking and unheard of in society. Strong-willed as she was, she opposed the decision of her parents and joined the University of Rome. Once again, Renilde sided with Maria. Although Alessandro did not forbid Maria to study medicine, he never approved of it. Maria defied her father and the conservative Italian society and studied science. She knew she would be facing the biggest challenge of her life.Being the only woman in school, earning the respect of the other students was difficult but she was not about to let these men get in her way. One winter, she braved the snowstorm to attend a lecture only to find out that she was the only student there. The professor, impressed by her determination, gave the lecture anyway. Once, another student behind her kept on kicking the back of her chair, Maria gave him an angry look and said, â€Å"I must be immortal or a look like that would have killed me. † Maria was motivated most of the time but there were times when she felt discouraged by the taunting and teasing, among other things.She faced many obstacles that sometimes she wondered if it was worth it. Maria’s ordeal of dissecting human bodies made it worse for her when she had to do it alone at night. It was improper back then for a woman to study a body and it’s organs in the company of men. In 1896, after six years at the university, Maria was nearing the end of her studies. Like all medical students, Maria delivered her lecture and at the end was applauded by the entire senior class. This was the day Maria would not forget as she saw her father who stood in the audience, clapping with them.At the age of 25, Maria earned her medical degree and the title of ‘dottoressa ‘ at the University of Rome. She was the first female doctor in Italy. Dr. Maria Montessori's first appointment was as an assistant doctor in the psychiatric clinic of the University of Rome, where she worked with mentally challenged children. Dr. Montessori, with her kind heart and pity for these children, became very much involved with them. During one visit to the asylums, Maria saw that children would crawl around the floor looking for crumbs of food that had fallen there.She observed the bare walls and carefully watched the children. She came up with the thought that the children are not really looking food because they were still hungry but because they wanted something to touch or look at. Her observation and regular contact with the unfortunate children convinced her that the problem of handling these so-called defectives was as much one of instructional method as of medical treatment. She was convinced that the children in the asylum could be helped. They were educable despite of their condition.Dr. Montessori ended up educating herself to the works of two Frenchmen, Jean Itard and Edouard Seguin who believed that even the mentally challenged people could be educated. In 1898, she was appointed director of the State Orthophrenic School in Rome. Throughout this year, she continued to give lectures and wrote articles on idiocy. She continued her research and studies to help deficient children and her work paid off. The children made tremendous progress, and even passed state examinations to the surprise of all. While hese children enjoyed great success, Maria was concerned at the lack of progress of many normal children. She thought that if children with these problems had attained such a level, she felt that many normal children should be reaching higher levels. This drove her to a deeper research into the matter and she went back the University of Rome pursuing her study on psychology and philosophy. In 1904, she was appointed as professor of anthropology at the university. She was eager to try out her teaching methods on children of normal intelligence, and in 1906 she got the chance. The Italian government put Dr.Montessori in charge of a slum school in the San Lorenzo quarter of Rome which had children aged three to six from poverty-stricken families. The children were scribbling on walls in corridors and causing mischief while their parents were at work and their older siblings were at school. They needed someone to keep the children occupied and out of mischief. Maria readily gave up her job at the university and established a school on the 6th of January, 1907 and named it ‘Casa dei Bambini' meaning Children's house. She put many different activities and other materials into the children’s environment.To be able to do her other duties, Dr. Montessori hired someone to take charge of the classroom. She had carpenters build child sized school chairs and desks to make them comfortable for learning. In the room, everything was adapted to the children’s size and perspectives. She had low sinks put in so they could wash themselves. She replaced the locked cupboards with open shelves low enough for the children to reach. Dr. Montessori observed that if children have an orderly place to work and learn they take great pride in it and care well for the learning tools.They are able to sit quietly and learn for long periods of time- far longer th an in normal everyday settings. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. Dr. Montessori’s new approach drew the whole world’s attention to Casa Dei Bambini and visitors arrived to see for themselves how she was achieving such results. The result of her work was being heard of and written in papers, first in Italy then in other countries. One of them was in the McClures Magazine in the Unites States.The millionaire, McClure even offered to put up an institution solely for Dr. Montessori’s use, but was only declined by the latter. She did not want to compromise what she had started in Italy and be tied down to other international undertakings. A conflict between Dr. Montessori and Eduardo Talamo (the director/engineer of the housing project) resulted to the former leaving the tenement which Talamo managed. Dr. Montessori got her own apartment and built two rooms for the children. She established M ontessori classrooms in her own residence. By 1909, there were five Casa dei Bambini operating.In the same year, Dr. Montessori gave her first training courses. Her notes from this period developed into The Montessori Method. In 1912, after the death Renilde, Dr. Montessori was reunited with her fifteen year-old son, Mario, who was born out of wedlock and had to be sent away at a young age. Being an unmarried mother at that time was an scandalous thing and would have ruined Dr. Montessori’s public image and career forever. From that day on, Mario went with her on most of her travels. There was a period where Dr. Montessori was occupied with travelling, public speaking and giving lectures.At this point in time, she was rubbing elbows with quite influential people in the society. In the United States she delivered twelve speeches, one of which was at Carnegie Hall. In 1915, the year of the San Francisco World Exhibition was an opportunity for Dr. Montessori to present her metho d and be well-known. A Montessori class was conducted in a room called ‘glass room’ which was specially constructed for people who wanted to view how Dr. Montessori worked with the children. Her training course for teachers in California was well attended. She was not alone.A small group of women of uncommon devotion lived with Dr. Montessori. Among them, Anna Maccheroni and Adelia Pyle were instrumental in spreading and implementing Dr. Montessori’s ideas. On the same year, the first Montessori school in Spain was established. Following the success of her first international training course, she travelled the world lecturing and training more teachers. Mario was always there to accompany her even after he married and had children. In 1929, the Association Montessori Internationale (AMI) was founded to oversee the training of teachers. Dr.Montessori and Mario embarked for India in 1939 to give a training course. They were not to return for seven years. India beca me their home until after the war ended in 1946. With the outbreak of war, as Italian citizens, Mario was detained as a prisoner and Maria was held on house arrest. Dr. Montessori’s stay in India gave birth to the idea of ‘cosmic education’ – an approach to children in the second plane of development. On her 70th birthday she requested to the Indian government that her son Mario be released and to rejoin her. This wish was granted and they were given permission to travel around India.Together they trained more teachers in India before they returned to Holland and to the grandchildren (Mario, Jr. , Renilde and Marlena) who had spent the years in the care of Ada Pierson. Ada was a special person in Mario’s life whom he had met in London in 1936. Even in her later years, Dr. Montessori continued travelling around the world writing and teaching her method with the same enthusiasm and energy, with Mario as her constant companion. What followed was a succ ession of international accomplishments: 1946 – gave courses in London and Scotland -â€Å"Education for a New World† was published 947 – Operation Montessori was established in Italy – 40th Anniversary of Casa dei Bambini was celebrated – Montessori Center was established in London – She returns to India 1948 – Publication of â€Å"Discovery of the Child†, â€Å"To Educate Human Potential† and â€Å"What You Should Know About Your Child† 1949- Dr. Montessori receives Cross of Legion of Honor in France -International Congress was held in San Remo -â€Å"Absorbent Mind† was published 1950- Dr. Montessori was nominated for Nobel Peace Prize -â€Å"Formation of Man† was published 1951- International Montessori Congress held in LondonShe died in Noordwijk-on-Sea in Holland on May 6th 1952 at the age of eighty-one. Even after her death, Mario continued what Dr. Montessori had begun. He continued conductin g the training courses. And today, schools everywhere have been influenced in some way by Dr. Maria Montessori's work. Her legacy lives on. Bibliography: †¢AMI Training Handouts †¢AMI Training Lecture 2010, MTTC of NC †¢Ã¢â‚¬Å"Education: Return of Montessori,† Time Magazine, 3 February 1930, 2 October 2010 http://www. time. com/time/magazine/article/0,9171,738569-2,00. html. †¢Standing, E. M.. Maria Montessori, Her Life and Work. New York: Penguin Group, 1998. Maria Montessori I choose Maria Montessori’s theories on education because I believe that her ideas make the most sense when it involves children learning in the classroom and at home. Her theories of observation and hands on learning were given much recognition in the twentieth century. She was recognized as one of the pioneers of early childhood education. (Kramer, Rita Marie. 1988. Maria Montessori: A Biography. Reading, MA: Addison-Wesley). Most schools today are still using several of Montessori’s theories and ideas on their younger students; especially kindergarteners.I want to be able to use many of Maria Montessori’s ideas in my kindergarten class because I believe they work. I believe it is a key element to observe small children during their play time, learning time, and when they are being interactive. Observing children gives a teacher a chance to see the child’s strong learning abilities and their weak ones. This also goes for the hands-on theory, most childre n learn much quicker when they are allowed to touch and play with objects and interact with toys and tools used in class rooms for learning.I also will be the type of teacher that does not discriminate between race, origin, religion, or disabilities, just like Maria Montessori. She did a lot of special work with the disabled children in her teachings and I plan to do the same. As did Montessori I will also make sure that the parents of my students are as involved with their child’s education as they possibly can be. Reference: 1). Kramer,Rita Marie. 1988 Maria Montessori:A Biography. Reading,MA:Addison-Wesley. Maria Montessori The Montessori method of teaching aims for the fullest possible development of the whole child, ultimately preparing him for life's many rich experiences. Complemented by her training in medicine, psychology and anthropology, Dr. Maria Montessori (1870 – 1952) developed her philosophy of education based upon actual observations of children. Children pass through sensitive periods of development early in life. Dr. Montessori described the child's mind between the time of birth and six years of age as the â€Å"absorbent mind†. It is during this stage that a child has a tremendous ability to learn and assimilate from the world around him, without conscious effort. During this time, children are particularly receptive to certain external stimuli. A Montessori teacher recognizes and takes advantage of these highly perceptive stages through the introduction of materials and activities which are specially designed to stimulate the intellect. Encouraged to focus her attention on one particular quality, the child works at her own optimum level – in an environment where beauty and orderliness are emphasized and appreciated. A spontaneous love of â€Å"work† is revealed as the child is given the freedom (within boundaries) to make her own choices. Montessori teachers are trained facilitators in the classroom, always ready to assist and direct. Their purpose is to stimulate the child's enthusiasm for learning and to guide it, without interfering with the child's natural desire to teach himself and become independent. Each child works through his individual cycle of activities, and learns to truly understand according to his own unique needs and capabilities. Everything in a Montessori classroom has a specific use or purpose. There is nothing in the prepared environment that the child cannot see or touch. All of the furniture and equipment is scaled down to the child's size and is within easy reach. A quality Montessori classroom has a busy, productive atmosphere where joy and respect abound. Within such an enriched environment, freedom, responsibility, and social and intellectual development spontaneously flourish! Interested in becoming a Montessori teacher? Find out how you can earn your Montessori diploma now without missing a minute of work. Request an Information Package Today! Maria Montessori Born Maria Montessori Chiaraville, Italy on May thirty-first eighteen seventy. She came into a very well educated Catholic family. Her mother was also very educated along with her father who was once a in the military but found his calling as a financial advisor in the tobacco company. Maria's father was to be seen as a very traditional but firm peremptory man, while her mother had her own down to earth ideas when she was part of liberating Italy. It as Maria's mother that supported her in all here endeavors. Her family moved to Rome so Maria could better her education and her father could follow his company. She attended a mostly all boy technical school. Where she got her degree to be in engineering, spite what her father wanted. But after attending high school she studied to become a engineer but veered from that into the medical field. But due to her father disliking her university studies could be seen as a bit strained. But Maria was strong and overcome difficulties to even study about the human body. At times she had to have special sessions to perform autopsies because it was frowned down on that women were not to study or perform autopsies in front of men. But Maria held onto her dream and became the first female physician in 1896 (Hainstock,1997). Maria first came in contact with children when she had to attend a school for special needs children. As she studied these children she convinced herself into realizing that the kids issues were not medical but educational: by that she could see that if the children were made more stimulated the children were more acceptable to the learning process. Maria wanted more education so went back to school to study anthropology, psychology. So in 1904 Maria gained the position of Lecturer in Pedagogical Anthropology. While studying Maria fell in love with a colleague that she worked with, she had one child a son. She sent her son to live with a foster family, so she would not be shunned at because she was a unwed and single parent at that time. Even after her death her son new his mother well and knew that he was in safe family ways and that she did what she had to do at that time, and provide her son with a great life. Dr. Maria Montessori became a pivotal standard when it came to early childhood education. Her theory that all children are highly motivated to learn. They are like sponges the more information they receive the more they will take what is said and learn from it easily and naturally. Maria felt that formation of life begins at birth and until young adulthood. She felt that as a human infant we are born incomplete person and it is up to the child to complete the transformation (Lillard & Jessen 2003). Montessori studied at the children asylums she learned that a child's development was developed through the senses or â€Å"sensorial exploration† and hand to brain coordination (Lillard,1996 Lillard & Jessen, 2003). She felt that children needed to learn from their senses of touch, feel, smell, and seeing and hearing. Montessori used stages to help children guide themselves through adulthood: the first stage was the Period of Transformation. This usually started from age zero to age six years. In the stage children we somewhat self centered to eve a bit egotistical at time s that lead these children to know the ways of nature which gave them children the drive and the core of self development. This is also where the sponge or absorption of language, walking and talking came it into self development (Lillard &, 2003). These sessions were referred to as the Sensitive Period. At this time it shows that children work on only one area of education while ignoring the other areas. At the age of zero to three a child has a secondary division of the Unconscious Absorbent Mind, at this stage the child is absorbing all he or she can with the environment around him/her, using what they learn to gain a grasp on the their future. (Standing,1957). The second sub division is when the Conscious Absorbent Mind this is between the ages of three to six year olds. This stage is used from taking what the child leaned from the Unconscious Absorbent Mind and using it to understand and placing what he/she learned into categories that well be used later in the learning process. The Sensitive Period and Absorbent mind work together to mold a child's personality. This shows the â€Å"sensorial explorers† so it comes the focus to become oneself. Montessori called these the beginnings years for a child first recollection into a child development. Maria believed that a child's environment was built around a child's needs and wants in order for the child to be able to pass through each stage comfortably. Montessori used Auto Education along with didactic material, individual or on one on one teaching to give the child individualism in teaching in a prepared environment. Within the Montessori Auto-Education she built this theory on that a child learn though what they experience throughout the environment . This can be seen though the sensory, education and muscular coordination using Montessori didactic materials. These supped the use of one's language development(Orem, 1971). This also gave the child the development of right and wrong. This was taught by showing the child two different materials that is not in any way represented of each other, giving the child a connection to the right and wrong. Montessori control of error gave children a constant time of playing while the child had to keep his or her pace not being designated into a certain time to quit the activity so the child could learn at his or her on speed. This showed teachers that a child could learn and do things on their own pace without being told what to do, they took it upon themselves to teach themselves. The next concept was Individual Education, giving the child his or her own space and interests, giving the children the drive to always want more. But learn with space and freedom, individualism while still giving the respect and consideration to the other kids. So not engaging or interfering in other children's work. Giving a child the space and opportunity to learn about the environment around then with hands on techniques or through movement. This gives the child the use of hand eye coordination along with motor skills development. Montessori believes that children learn from experiences through learning when it is their choice other than being forced into learning (Orem, 1971). One more of Montessori's concepts was the one on Independence and Prepared Environment. This was where individuals worked in a block of time without being interrupted . It gave the child the since of peace and accomplishment. But always knowing that others were around to help out. The individual time that child worked alone was his or hers, so that whatever that child or individual was doing was still being observed to a degree but also left alone to tend to the matter at hand. Montessori also felt that breaking children up into groups or sections gave a more one on one chance the teacher and other kids. Plus it gave them the chance to come into contact or meshing with the older students and together they could learn from each other. This gave the prestige of mentoring the younger kids with a older child. The older child got to learn patients, cooperation and mentoring which was great for both kids. Maria Montessori theory brought her great strides to the education of many children from yesteryear to today, but it was also criticized by other too. Some researchers look at the way Montessori teaches and says that there is way too much leniency, in the supervision of the children in the classroom, which in return can turn the children into egomaniacs. Her teaching credentials with researchers saying that her books were expensive and not within reach for the everyday family to teach their child (Faryadi, 2007). Some see her methods and theory are geared only towards lower class families, or for families that had a lower economic status. They also felt that the kids are being put into a hostile and not caring environment where they is not structure of adult supervision. Montessori most well known critic was William Head Kilpatrick. A teacher in his own time, his approach to teaching became the Project Method of Education. This method closely resembled Montessori's ways too. This was where the children learned without the use of a teacher yes, no teacher. He looked at teaching education is like to creating a group of children to take control of work with each other without the confrontations, which could have the children become more independently driven as a single learners. Kilpatrick went back to school and once he did that he had a different approach to education and more progressive outlook. When Montessori's popularity hit the United States, Kilpatrick hired lectures to critique that teaching of Montessori. HE saw her way of teaching was becoming way to lax in the way of play too (Shortridge, 2007). He shunned her for the lack her for the lack of discipline, her theories were way to narrow and the way she ran her school was ways to lenient to his liking. With all this Montessori credibility was diminished. Montessori was becoming more criticized by American schools and some even stopped teaching the Montessori way. But to this day there are still schools that practice or teach the Montessori method and with the theory Maria Montessori lives by to this day. * I am proud to say that I was welcomed into one of the Montessori schools here in my town. I got to observe the methods and teaching for a day. I was so humbled and honored to be in the presents of such wonderful little kids. got to play and talk to them about their school, one little girl Jenny said † I love my school and I learn allot each day†. Jenny was so courteous and so sweet. She showed me around the classroom and the different stations too. It was so rewarding to see this little girl guide me through her classroom not her teacher. Even though her teacher was there it was just a great day spent observing a Maria Montessori class in my town. I relate to Montessori theory, because I feel that children deserve to learn in a classroom that envelops the well being and knowledge that the kids provide along with what I can teach them as the year goes on. My overall teaching would abide by the standards that my state has and make my classroom not only my classroom but the kids that I teach also. Everyone would be welcomed and I would always want to learn from my kids and become not only their teacher but a friend to them. My life and career will revolve around not only my kids but also the kids that I hold dear to me as my class. Each day that passes will bring new horizons for all of us. I will look back on what Maria Montessori has tough me through all the ligature that I have read over the last free weeks. There were many great theorists in the field of Early Childhood Education but I think I have found a new profound outlook on the whole process of teaching and learning. Thanks to a woman like Maria Montessori that started out as a physician and then turned her ideas and teaching into a theory that to this day some schools hold dear. In my future class I would make everyday a learning experience with a standard to the highest, along with the drive and determination to always want to come back and learn more as the days and months pass on.

Emotional Turmole in Frankenstein Essay

Emotions are the energy that undermines people’s actions; while their mind is irrational and lucid, everyone is subjected to emotions. In Mary Wollstonecraft’s novel Frankenstein, she displays how Dr. Victor Frankenstein and the Monster experience a variety of emotions , feelings of Shame, Happiness, and Pain are all felt by the two main characters as they venture throughout the story. Victor Frankenstein and the monster both experience shame. For example when Victor illustrates shame is when he decides to create an animated monster but was cared of his own creation, once his monster sprung to life. Victor saw the monsters pale yellow skin and monstrous eight feet high and was disgusted by it and was shamed of what he created. He abandoned his creation hoping it would disappear. Another example of when Victor shows shame was when Victor’s life was threatened by the monster because the monster wanted a female friend and forced Victor to create another monster. Victor starts to build on the monster in a remote island in Scotland but is ashamed his own selfishness; building another monster to save imself when the monster could case destruction and death on other humans Just like how his original creation killed his brother, William Frankenstein died. In anger at himself he tears up his half created monster. The monster also shows shame. The monster shows shame when he looks into the water of the pond and sees his own reflection and exclaims in agony â€Å"Why did you form a monster so hideous† (93). The monster realizes that he is hideous and is ashamed of himself. He is then struck with anger and seeks revenge on Victor for giving him a repulsive face. Another example when he demonstrates shame was when he passed by the town and the people would shriek and hit him. Learning from that experience he did not go into town again and became ashamed of himself so he hid in the forest, sheltering himself in the dirt hovel that was next to the cottage of the DeLacey family. Victor and the monster also experienced happiness but it doesn’t last long. The first time Victor was ever truly happy was when he was a child and he was also content when he was with his girlfriend and soon to be wife, Elizabeth Lavenza. Another moment of happiness for Victor was when he finished his creation that he has been working on for two years. He describes it as â€Å"Beautiful! -Great God!†¦ his teeth of pearly whiteness†¦ † (35). The monster shows happiness too when he is around nature, he appreciates and is happy with nature because nature is the only thing that doesn’t make insult him for his looks. His was also blissful when he demanded Victor to make him a mate and Victor agreed. Victor and the monster additionally feel pain; emotionally and physically. Victor first feels emotional pain when his mom and his best friend Henry died. Victor undergoes emotional pain when Justine was executed and Victor becomes increasingly melancholy. He considers suicide but restrains himself by thinking of Elizabeth and his father. Another example is when Felix DeLacey hits the monster Molently with a stick† (97) in fear that the monster will harm his family . The monster suffers pain when he is like a newborn, still clue less to the new world he is in and decides to touch he tire that is warm and soothing. He soon discovers the tlames could burn his hands. The monster also goes through emotional pain when Victor Frankenstein dies and the monster cries for him because the monster has no purpose in life and is emotionally frustrated. Both characters experience a series of emotions and have each changed emotions in comparison this are very similar yet they are very different. As both characters experienced pain, happiness, and shame it greatly affected their lives and how they behaved to each other.

Free Essays on South Sister

SOUTH SISTER Redmond Oregon is where my brother lives. The town is located near the Oregon’s cascade range where there are several large snow covered volcanoes. I well be focusing on the south sister, which is the youngest and highest of a trio of closely grouped volcanoes called the three sisters. The south sister could be a threat to my brother because he lives only a few miles away, and according to sources the volcano may be coming to life. South sister is a composite volcano 10,358 feet high, it cone is comprised of adesite, dacite and rhyodacite, and is relatively young compared to its neighboring volcanoes. The latest eruptions on south sister occurred in two closely spaced episodes about 200 years ago. The eruption was a modest eruption producing small pyroclastic flows and tephra. But preceding that, similar style eruptions up to ten times larger occurred during and just before the last ice age 30,000-15,000 years ago. These larger eruptions produced pyroclastic flows that covered over a very large area from sisters to bend(see map) and tephra fallout deposits as thick as 42 feet. Such an eruption would be catastrophic today due to the mass population located near the base of the volcano. The wilderness around the volcano is becoming increasingly populated. Some 110,000 people live in areas that were criss-crossed by rivers of hot ash and rubble in previous Sister eruptions. According to (Ann Carns, 2002) the south sister volcano is beginning to show signs of activity after several thousand years of slumber. About a year ago scientist at the (USGS) detected a bulge in the earths crust near the base of the south sister. Using radar data they found that the ground of the south sister swelled about 4 in since 1996. This swelling has continued at a rate of about 1 in per year. In addition to the swelling small amounts of gas (chloride and sulfate) from molten rock are showing up in some spring waters around the bulge... Free Essays on South Sister Free Essays on South Sister SOUTH SISTER Redmond Oregon is where my brother lives. The town is located near the Oregon’s cascade range where there are several large snow covered volcanoes. I well be focusing on the south sister, which is the youngest and highest of a trio of closely grouped volcanoes called the three sisters. The south sister could be a threat to my brother because he lives only a few miles away, and according to sources the volcano may be coming to life. South sister is a composite volcano 10,358 feet high, it cone is comprised of adesite, dacite and rhyodacite, and is relatively young compared to its neighboring volcanoes. The latest eruptions on south sister occurred in two closely spaced episodes about 200 years ago. The eruption was a modest eruption producing small pyroclastic flows and tephra. But preceding that, similar style eruptions up to ten times larger occurred during and just before the last ice age 30,000-15,000 years ago. These larger eruptions produced pyroclastic flows that covered over a very large area from sisters to bend(see map) and tephra fallout deposits as thick as 42 feet. Such an eruption would be catastrophic today due to the mass population located near the base of the volcano. The wilderness around the volcano is becoming increasingly populated. Some 110,000 people live in areas that were criss-crossed by rivers of hot ash and rubble in previous Sister eruptions. According to (Ann Carns, 2002) the south sister volcano is beginning to show signs of activity after several thousand years of slumber. About a year ago scientist at the (USGS) detected a bulge in the earths crust near the base of the south sister. Using radar data they found that the ground of the south sister swelled about 4 in since 1996. This swelling has continued at a rate of about 1 in per year. In addition to the swelling small amounts of gas (chloride and sulfate) from molten rock are showing up in some spring waters around the bulge...

How to Conjugate Rêver (to Dream) in French

How to Conjugate Rà ªver (to Dream) in French When you want to say she is dreaming or we dreamed in French, youll use the verb  rà ªver. Its a simple word to commit to memory, though youll also need to know its conjugations in order to place it into the present or past tense. A quick lesson will introduce you to the essential forms of  rà ªver  youll need. The Basic Conjugations of  Rà ªver Rà ªver is a regular -er verb, which means that its among the easiest French verb conjugations youll find. This group contains the majority of the languages verbs and applies the same endings to each verb stem. That makes each new word you study just a little easier than the previous one. The stem (or radical) of  rà ªver  is  rà ªv-. Knowing that, you can then use the chart to learn which ending needs to be applied to fit both the subject pronoun and the tense of your sentence. As an example,  je rà ªve  means I am dreaming and  nous rà ªverons  means we will dream. Present Future Imperfect je rve rverai rvais tu rves rveras rvais il rve rvera rvait nous rvons rverons rvions vous rvez rverez rviez ils rvent rveront rvaient The Present Participle of  Rà ªver Like all regular verbs, rà ªvers  present participle  is formed with an -ant  ending. This produces the word  rà ªvant, which may also become a noun or adjective in some situations. Rà ªver  in the Compound Past Tense The  passà © composà ©Ã‚  is a common compound past tense that uses the  past participle  rà ªvà ©Ã‚  to indicate that the act of dreaming has already happened. To form it, you will also need the  auxiliary verb avoir, which needs to be conjugated into the subjects present tense. This will result in short phrases such as  jai rà ªvà ©Ã‚  for I dreamt and  nous avons rà ªvà ©Ã‚  for we dreamt. More Simple Conjugations of  Rà ªver Among the other simple conjugations youll want to memorize for rà ªver are the subjunctive and the conditional. The former says the dreaming may or may not happen while the latter says its dependent on something else. If you do much reading or writing in French,  the passà © simple  and  the imperfect subjunctive  are definitely good to know. These are formal literary tenses that youll want to at least be able to recognize. Subjunctive Conditional Pass Simple Imperfect Subjunctive je rve rverais rvai rvasse tu rves rverais rvas rvasses il rve rverait rva rvt nous rvions rverions rvmes rvassions vous rviez rveriez rvtes rvassiez ils rvent rveraient rvrent rvassent The French imperative  is where all formality is dropped because its for quick and direct expressions. You also get to drop the subject pronoun when using it. Instead of  tu rà ªve, you can simplify it to  rà ªve. Imperative (tu) rve (nous) rvons (vous) rvez

Summary and analyse the movie Downton Abbey Essay

Summary and analyse the movie Downton Abbey - Essay Example The second wave in the mid-20th century advocated other areas in regard to the social life of the women. The third wave in late 20th century sought to address geopolitical differences as speared by queer and masculinity studies. However, these waves were viewed as being less important thus standardizing feminine thought. Some groups in the UK enjoyed more advantages in regard to feminism relative to other groups. The male gaze appeared to be unavailable for black women because they were unworthy of the male gaze, triggered even more activism. Anglo-political feminism was more advantage relative to geopolitical contexts. Women were significantly underrepresented in media production. For instance, Women directors, writers, producers and editors only assumed less than a quarter of the employed media production people. Media is highly gendered with men taking the role of active pleasure looker apart from being media maker while women take up roles in consumer media and acting the role of passive pleasure looker. The woman takes the role of an object for men flattery. Other statistic shows that women make only 30% of speaking characters and that they are dependent on males, and their roles are household functionalities. Comics, romantic books and video games contort women by hypersexualizing their roles. The design assumes that the audience is male, and thus the foundation for erotic spectacles. Advertisements present women as objects for a price. The question that gaze is only credible for men brought even more compromise for Mulveys

Potential Computer Application Essay Example | Topics and Well Written Essays - 750 words

Potential Computer Application - Essay Example Amazon.com, e-bay are few of the notable sites that deal in such businesses and are world renowned (Dave, 2008). Many a times, it is being said that the threats arise at the end nodes; however the threats are still equally potent even if they do not penetrate the system across the medium. The e-commerce setup largely consists of three components, the server, the I.P section and the client section. Clients are usually the soft targets for the hackers. Security breaches have taken place in history of e-commerce in case of Yahoo and E-bay.com trading and have resulted in large amount of financial damages as well as loss of trust of customers. Code Red Warm, The NIMDA, are few of the threats and experienced by Microsoft in recent past where private data was at direct threat (Whitman & Mattord, 2007). Various other threats include viruses and Trojan horses. Denial of service (D.O.S) is a common term in the world of e commerce and is another menace towards the smooth and reliable operation s in the world of online businesses. The need is to install vendor patches in order to minimize the impact of denial of service intrusions. This along with providing the customers more security n form of protecting their SSN numbers, and most importantly enable encryption mechanism on the transactions performed by the customers (Marchany & Tront, 2002). Installation of firewalls can minimize the entry of undesired elements, and would limit the interaction to only authenticated customers and the parent companies. Encryption in shape of digital signatures and secret keys are small efforts that can make a large difference. Privacy issues about RFID have received extensive attention. Discuss how to protect privacy in electronic society. RFID, acronym for radio frequency identification technique, is largely in use nearly all business centers and malls as well as industries. Their use is not just limited to the commercial applications; rather it is being used in military equipments as wel l. It has reduced the manual work and through the computerized data storing, has added large value to various components of the system. However, of late numbers of issues have popped up during its use. The issues come in various forms and they are believed to be able to trace the customer even after they have left the premises of the mall just because of the tag that is embalmed on the product (Dempsey, 2010) .Other issues concerning this technology include the compatibility in terms of universal handling and the factor of various proprietary bodies that have created further obstacles by restricting its use. With efforts in place for globalization of RFID based on unique numbers, it could further hamper the security factor since the standardization may lead to tracing of other important numbers like credit card and social security numbers. In terms of the supply chain and various industries, it is being believed that the RFID tags can enable getting the information about the interna l components of the supply chain which is otherwise strongly held from other organizations and competitors. On the application front, the possibility of jamming of the particular frequency at which RFID operates, can result in halting of entire system which can be least afforded in the field of medical and military