Is the solution to having it allfor parents just to have one child Essay

Is the answer for having it allfor guardians just to have one kid - Essay Example One kid hypothesis has been supported by ladies because of its judiciousness and quantifiable results. As indicated by her hypothesis, issue of bungle begins happening when ladies in noteworthy positions (experts) decide on more than one youngster and end up in losing their wellbeing, riches, delight, mental stability and money related dependability because of diverted nearness (at home and work). 10 years back, when â€Å"Stay-at-home-mom† upheaval flooded then Linda Hirshman (women's activist essayist) prompted these ladies to not stop their profession totally for childhood of their kids, however rather adjust one youngster strategy to adjust both. In any case, the transformation convinced them to a degree that they relinquished their positions for family life. Following 10 years, â€Å"Stay-at-home-mom† insurgency is totally out of picture and ladies, who left proficient life for family life, were met to share their encounters of progress or misfortune. These ladies who yielded their lives for kid raising, almost following 10 years face squeezing issues like separation, single child rearing, sole administration, budgetary precariousness and low proficient scores on their resume because of employment hole. Kali Goff the writer of the article â€Å"Is Having Only One Child The Key To Gender Equality?† likewise underpins Lind Hirshman position on one youngster hypothesis as it makes sure about the situation of a lady, when she is confronted with issues like partition, separate, single child rearing or kid guardianship. In addition, she recommends that with different kids reliance of a lady increments on his mate. Furthermore, this reliance is negative advancement for lady, as they will in general involve terrible/oppressive conduct of their companion for their kids. Hence, budgetary soundness of a lady is a huge issue in all occasions and to keep up this security, ladies need to grasp a procedure, which empowers them to be fruitful as a parent and expert also. Shuffling with prominent profession and family

The My Lai Massacre Essay Example | Topics and Well Written Essays - 1000 words

The My Lai Massacre - Essay Example At long last individuals, offices and foundations flew fault from right, left and focus with only a bunch of individuals bearing the weight of arraignment in spite of it being very certain that a lot more had been included. The force structure at the time really did well to dodge hurt from the episode not thinking about that it was the wellspring of the primary issue that architected the slaughter as well as attempted to gloss over it for the sake of a greater and supported war in Vietnam that was as far as anyone knows being sought after to secure American interests abroad. As indicated by Olson and Roberts, a couple of days before the My Lai slaughter, there were expanding number of substantial misfortunes and setbacks in favor of American officers (13). These were brought about by expert sharpshooters, booby traps and mines. SGT George Cox is one of the striking officers who kicked the bucket from a booby trap while on the lookout only two days before the slaughter. The individual s who kicked the bucket or endured wounds were for the most part on the lookout and the vast majority of these occurred close to My Lai village. These occurrences had gradually sabotaged American forces’ quality and capacity to kill the Vietcong working for the most part from My Lai village. These Vietcong units had figured out how to stay unblemished attributable to their ceaseless execution of little scope tasks (14). The slaughter itself took four hours where in excess of 400 regular citizens were killed by American powers from 0730hrs. The activity in My Lai village began by random shooting around the chose fighters landing spot and it continued for around three minutes. This was done not to murder anybody specifically yet to dispense any adversary inside that nearness in order to facilitate the entrance towards the village. This anyway came about to far reaching alarm from those possessing the villa that morning. Fighters for the following 30 minutes edged towards the vi lla stacked fundamentally with guns and M-16s on full programmed. The officers split up at around 0800hrs and started an intensive quest for Vietcong and their weaponry. In this occurrence absence of coordination began and brought about aimless new development. Dissatisfaction creped in and troopers began taking shots at anything that moved. â€Å"Soldiers shot elderly people men sitting outside their homes, ladies conveying water, youngsters looking for spots to cover up. †¦women were assaulted at gunpoint†¦Ã¢â‚¬  (22). 1LT Calley is an eminent figure and was to be faulted for an extraordinary arrangement that happened that morning. Be that as it may, Charlie Company grouped Vietnamese so as to monitor them and not to murder. Calley vouched for have clearly requested his troopers to murder the Vietnamese whether furnished or in any case where the last went to be the total situation. This brought about many unarmed regular citizens assembled up and shot without a second thought while Calley himself was engaged with most episodes. Now a military picture taker, Ronald Haeberle was making all the move as it occurred. It is essential to take note of that solitary a couple of warriors in the Charlie Company drew in their arms toward the beginning of the day butcher. Another was Hugh Thomson Jr. who was a pilot at that point and who attempted to mediate and prevent a gathering of fighters from executing a gathering of Vietnamese. What had happened throughout the morning was out and out a slaughter against the individuals of My Lai. The entire activity came about to recuperation of just three weapons. Announced authority figure around then was the slaughtering of 128 adversaries. This promptly followed endeavors of conceal beginning with Captain Medina. The military was made profoundly mindful of the episode on 29 March 1969 through a letter by Ronald Ridenhour. This prompted further examinations which uncovered a

The scope and application of jus cogens Dissertation

The degree and use of jus cogens - Dissertation Example It is the target of jus cogens and erga omnes to advance and safeguard the basic interests of countries to an a lot more prominent degree than the global law. These precepts comprise sacred principles that portray the essential highlights of the universal legitimate framework. They are likewise very persuasive in deciding the way, in which worldwide law is created, safeguarded and altered. Also, these standards ensure common freedoms and human rights that are integral to the distinction of the worldwide legitimate framework. A standard is viewed as jus cogens after being acknowledged by the nations of the world, completely. In any case, this doesn't require consistent acknowledgment. Critically, a couple of subjects of worldwide law, acting in disconnection or in relationship with different subjects, don't result in jus cogens; nor would they be able to veto a choice of most of countries. This examination work demonstrates that the standard of jus cogens is procedurally ineffectual regarding the worldwide standards forbidding torment. The most ideal approach to address this issue is for the ICJ to turn out to be progressively proactive and explain, by means of its decisions, the intrinsic equivocalness. Furthermore, a show ought to be surrounded that executes the authoritative standards in a predictable way. Jus Cogens Introduction Jus cogens or authoritative standards are interestingly arranged in the chain of command of global law. These standards have a coupling impact upon each country, which is a significant contrast among them and customary arrangement and worldwide laws. Moreover, this coupling impact is free of the readiness of a country to be limited by these norms.1 As such, Jus cogens can be viewed as a collection of rules, when certain central all inclusive rules that have a coupling impact upon all the States are made. Moreover, these guidelines ought to end up being urgently significant for the whole worldwide network. As there is no settled global authoritative force, executing skillful universal au thoritative standards has its own impossible to miss necessity.2 Article 53 of the Vienna Convention on the Law of Treaties, empowered State Parties to actualize the idea of jus cogens in positive worldwide law; starting the usage of this thought. In particular, jus cogens shields abrogating interests and estimations of the comity of countries, and turns away their disintegration and specific alteration. 3 Jus cogens, in the contemporary milieu, discovers general acknowledgment by State practice, when in doubt of the customary global law. This examination work contains five segments. The first of these identifies with the verifiable improvement of jus cogens. The subsequent area depicts the strategies for recognizing

The Popularity of Teachers Essay Example for Free

The Popularity of Teachers Essay Educator instruction is a generally contemplated indicator of value in youth study halls and it has been reliably connected with instructor viability in youth homerooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Educators can be mainstream since they are neighborly and supportive, however to be genuinely proficient and powerful they need different characteristics. Understudies will most likely be unable to place exactly why one instructor is more compelling than another yet we should have the option to distinguish the abilities and conduct we require in a genuine expert. Instructors can be well known on the grounds that they are agreeable and supportive, however to be really proficient and viable they need different characteristics. Understudies will most likely be unable to place exactly why one instructor is more compelling than another yet we should have the option to distinguish the abilities and conduct we require in a genuine expert. Appropriate arrangement is another vital necessity of polished skill. At the point when the instructor enters the study hall s/he ought to have all the necessary materials and the exercise plan prepared. Nothing is sloppier than poor readiness. Cooperation with the gathering needs proficient measures of conduct: affable, firm and reasonable pretty much summarize it. What's more, in arranging the class the instructor must allow everybody to contribute and should be adaptable enough to change exercises in the event that they are clearly not going to design. Without a doubt a fall-back position is a piece of good arranging. It makes sense additionally that instructor must watch timeliness and suitable orderliness and dress: it is absurd to expect to request such conduct from understudies if the educator doesn’t set the guidelines. Surely I can recollect events on which understudies have grumbled to me about â€Å"scruffy† instructors. Since the 1920s, the issue of teachers’ capabilities, which can ensure their adequacy, has been of worry for the study of Pedagogy, yet in addition for those responsible for setting up schools with qualified experts. As respects this issue, present day contemplates have uncovered that the manner by which an educator does his work is dictated by the association ofâ his character characteristics and procured information. A â€Å"good teacher† ought to have a wide scope of capabilities, which could, schematically, be named follows: ÃŽâ„¢. Character qualities, mentalities and convictions These incorporate character qualities identified with the expert job of an instructor, which can be sustained and created through beginning training and constant preparing (Whitty 1996: 89-90). In particular, considers have indicated that qualities, for example, adaptability as far as the presence of understudies, a comical inclination, a feeling of reasonableness, persistence, excitement, imagination, care and enthusiasm for the understudies, all add to the adequacy of instructors (Malikow 2005, Harslett et al. 2000). These likewise incorporate a teacher’s perspectives and convictions on instructing, learning, his job, all of which influence the manner in which he picks, assesses and appreciates the information procured, just as the manner in which he profits by this information by and by, as this very practice is molded by that information (Feiman-Nemser 1990, Schã ¶n 1983, Zeichner Liston 1996). The mentalities of instructors influence their level of promise to their obligations, the manner in which they educate and treat their understudies, just as how they see their expert development (Chen Rovegno 2000, DarlingHammond 2000). In particular, instructors that have exclusive requirements for their understudies and demand advancing learning for all understudies will in general be increasingly viable ( Malikow 2005, McBer 2000). Another factor which adds to the adequacy of instructors is an inclination of duty to the current task (Coladarsi 2002) and enthusiasm for the individual existence of understudies and their families (Harslett et al. 2000). Finally, â€Å"knowledge of self† and consideration merit referencing, in that they surmise basic and cautious reflection, with respect to the instructor, on his activities and self (Turner-Bisset 2001: 110-112). McBer (2000), from a progression of meetings with educators, recognized 16 â€Å"professional characteristics†, including character qualities and individual mentalities, which she at that point ordered into five gatherings: a) Professionalism: duty, certainty, dependability, regard;. b) Thinking: investigative and calculated reasoning; c) Expectations: removal of accomplishment of high targets, removal for perpetual perception of the real world (for example the understudies, the request), and undertaking of activities; d) Leadership: adaptability, responsibility, energy for learning; e) Relations with other:â fertile collaboration with engaged with the instructive procedure, aptitudes of basic work, appreciation. Ιî™. Educational Skills and Knowledge Instructional and educational aptitudes are not just comprehended as acclimation with procedures that are then utilized precisely, yet in addition as the obtaining of schedules which, point of fact, each instructor needs so as to spare time and vitality for the more huge parts of his work; simultaneously, they allude to a lot of hypothetical standards and research information that lead to an assortment of methods and methodologies which an educator picks and shapes, contingent upon the conditions (for the conversation on educator abilities as a component of expert competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plenty of related examinations shows explicit activities by instructors which can be viewed as components for their adequacy. As to the showing approach, it appears that the more successful instructors (McBer 2000, Jasman 2002, Anderson 2004): set sensible destinations, attempt and offer motivating forces to understudies for learning, apply different showing techniques, select participative types of educating, test and make educational material, present data in a reasonable way, consolidate words with pictures, utilize different showing helps, boost showing time through precise measures (for example arranging, diminished unsettling influences in the homeroom), allot work that will mix the interests of the understudies, screen and assess the advancement of understudies, set assessment measures for understudies and illuminate the understudies about them, and give criticism to the understudies. Another definitive factor in adequacy is a teacher’s capacity to perceive the decent variety of understudies, to pick the most ideal strategy for every understudy, and to make motivating forces for understudies (Harslett et al.2000). One more significant factor is teachers’ participation with the understudies, yet in addition with the guardians of the understudies, their associates and the network everywhere (Jasman 2002). In conclusion, viability, as it were, relies upon the path issues in the study hall are overseen. Research shows that increasingly successful instructors keep all happenings in the study hall under tight restraints, that they are continually on alert, that they quickly manage any difficult that may emerge and that they receive different methods of working with understudies (Everston and Randolph 1999, Wang et al. 1999). An essential capability, whatever the case, is the obtaining of an all-encompassing body ofâ knowledge which adds to the manner in which the educator acts practically speaking (Birman et al. 2000, Hawley Valli 1999). By and large, a teacher’s preparing is characterized into three fields: subject information, instructive and educational investigations, and educating practice. Be that as it may, what despite everything should be characterized is the thing that ought to be instructed in these instructive fields, particularly in academic investigations. An approach to characterize the substance of â€Å"professional knowledge† is to give answers to the accompanying inquiries: â€Å"What makes up the educational and pedantic work of a teacher?† and â€Å"What information type and capabilities are required for an instructor to cope?†According to Shulman, academic idea and activity experience the accompanying stages: an) understanding/observation; b) alteration/change; c) instructing; d) assessment; e) criticism; f) reflection. For an instructor to adapt to the abovementioned, â€Å"professional studies† are required, that is: an) academic substance information and b) educational program considers (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset recommends a course that would impart the fundamental capabilities and spotlight on the accompanying fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, convictions about the subject, information on educational program, information on settings, information on self, instructive preparing, information on students, information on targets and learning results, general academic information, academic pedantic amalgam and learning subject. This collection of information, that can ensure a teacher’s aptitude, is controlled by existing conditions and settings, just as the individual encounters, convictions and requirements of every instructor, a reality that renders an earlier meaning of this information very troublesome. All things considered, there are information handle that establish an important essential for each educator, or if nothing else for an enormous piece of them, (Meijer et al. 1999, Meijer et al. 2001), and which structure the essential piece of â€Å"professional knowledge†. These include: a) Subject information: the instructing subject doesn't agree with the relating science; notwithstanding, encouraging a specific subject requires acquaintance with logical information. The manner in which each logical field is drawn closer and contemplated is emphatically characterized by the activity and obligations characterized part of the set of working responsibilities. For such a particular appreciation of logical information as a method of instructing, acclimation with the science and its measurements is important. A characterization of the components of logical information is the accompanying (Kennedy 1990): i)â science content (assessments, maxims, realities, and so on.). It identifies with the

Dialogue Between Plato and Nietzsche Essay

Plato and Nietzsche are sitting in a recreation center getting a charge out of a light cookout lunch. Out of nowhere a man wearing dark, wearing a balaclava run’s past and takes Nietzsche’s Turkey sandwich. Nietzsche:This is outrageous! That improper man has quite recently taken my last turkey sandwich! This is a repulsive situation to be in! Plato:What do you mean Nietzsche? It is safe to say that you are stating that you are in a more awful situation than the hoodlum that took your sandwich? Nietzsche:Yes that is actually what I am stating. He isn’t the person who will starve to death currently right? Plato:Oh Nietzsche don’t be senseless, you’re taking a gander at this in the incorrect manner. It is you who is in the better situation since it is more disgraceful to exact wrong than to endure wrong. Abhorrent gets from improper activities, those which essentially include disgrace as well as agony. Also, robbery is an extremely dishonorable act is it not? Nietzsche: Yes, being a criminal is a dishonorable method to live, as he is driven by his wants. He should have no poise what so ever. Without self limitation how might anybody have a decent existence? For it is just through our will to control, severe compliance and restriction over some stretch of time can incredible reasoning, craftsmanship and ideals happen. Plato:I concur. The order to act evenhandedly, control and request one’s body and psyche, not need anything and to live temperately is simply the main route for genuine satisfaction. The individuals who redundantly fulfill their wants don't gangs genuine control over one’s self since this delight further animates, as opposed to disposes of, ones longing for want. An individual who is continually satisfying want is in consistent requirement for additional fulfillment, and accordingly gains no evident control over themselves as they are continually constrained by their desires. Nietzsche:Not just does one need self-restraint and dutifulness, similar to you stated, yet they likewise should be liberated from external limitations, for example, the â€Å"herd mentality† which obliges them from turning into a genuine pioneer. Who is to state that this criminal doesn't need to characteristics to run the show? He has been prepared that consistence and acquiescence toward his crowd is ideal. This crowd mindset powers its devotees to quell their characteristic yearning to become pioneers, it unselfs skilled people and normal pioneers. Characteristics, for example, consideration, unobtrusiveness and pity are educated by the crowd to be prudent, when truly it is the innovative, brave, inventive and gallant who are the ethical ones, whom should transcend the group since they are the regular heads. The individuals who need to will to control (drive to do as such) can live their lives the fullest and along these lines at last become the ubermensch. Plato:Here is the place we contrast Nietzsche, as far as I can tell is that network or crowd isn't such an awful thing, pioneers then again are. More fragile individuals ought not be dependent upon more grounded individuals. Much the same as enormous nations ought not assault the little ones, on the grounds of that they are more grounded and hence unrivaled. Governments and networks help to control the individuals who can't limit themselves and in this way directing them into driving a progressively highminded life. Pioneers, such a lawmakers, then again just try to delight and satisfy as opposed to improve the spirit. At the point when ethical quality is applied in the majority it is correct and common Nietzsche:But Plato, the hypothesis of development has demonstrated that God is dead and is no longer need to clarify out presence implying that customary profound quality is immaterial. Hence we should make our own ethical quality which isn't otherworldly or supreme. Plato:Wrong again Nietzsche. Because there is verification that God may not exist, it doesn’t imply that man makes his own profound quality or whatever else so far as that is concerned. In this universe there are two distinct universes, the material world and the mystical world. We experience the material world with our faculties. We can see it, believe it, taste it and contact it. Though the Metaphysical (world f the structures) exists past the faculties. The Metaphysical world contains ideal instances of characteristics and ideas that exist in the material world. We can perceive these ideas (magnificence, equity, great and so on) and characteristics (shading, shape) since we have encountered them in the Metaphysical world. Our spirit/mind encounters the Metaphysical world before birth, yet the injury of birth causes us to overlook this world and we should relearn it exhaustive way of thinking. In this way, in light of the fact that there is an ideal instances of everything in the Metaphysical world that there is here in the Material world, there must be an ideal type of profound quality. This implies there is an outright profound quality for humanity to live by.

How to email an admissions officer

How to Email an Admissions Officer Typically, there are two reasons that a prospective college student would want to email a college admissions officer: 1) They have a legitimate question that they are genuinely not able to find the answer to online, or 2) they are â€Å"playing the game† by demonstrating interest, an increasingly important factor in college admissions decisions. Ideally, the email that you construct will serve both purposes—the applicant will emerge with enhanced knowledge of the school and the admissions officer will emerge knowing that you are serious about attending their college.We are frequently asked what to do and not do when emailing an admissions officer. The following rules should get you headed down the right path.1) Write in your real voice Whether you are writing an admissions officer at Columbia University with its 5.5% acceptance rate or someone at Columbia College in South Carolina with its 87% acceptance rate, you want to come across like a nice and respectful young per son. This means not addressing the admissions professional in the same manner in which you would text your best friend.Hey Paul, I was wondering if ur engineering school lets you double major. LMK. First names, slapped together thoughts, and text-speak are definitely on the list of things not to do. On the other hand, you also don’t want to try overly hard to impress an admissions rep with your expansive vocabulary and mature style of composition that you end up sounding like a pretentious octogenarian:â€Å"It is my asservation that this correspondence will not leave you in a state of sheer lassitude†¦Ã¢â‚¬ An admissions officer receiving that message might mistakenly conclude that they were somehow receiving spam email from a British officer in the Crimean War.Aim to be a slightly-polished version of yourself. Your email should sound like it comes from a teenager who is interested in a particular university because, well, that’s what it actually is!2) Don†™t forget to proofread While a single typo won’t cause your future chances of acceptance to instantaneously combust into ash, it’s still worth spending the extra minute that it will take to quickly scan your email for glaring errors. Just as you wouldn’t come to a job interview donning a suit covered in coffee stains, you shouldn’t press send on the email equivalent riddled with grammatical errors.3) Keep it about the school, not youSome students attempt to use their email as a chance to make an elevator speech about how awesome they are. Unfortunately, this really isn’t the appropriate venue in which to chronicle your accomplishments.You’ll have ample opportunity to impress the admissions office with your GPA, SAT scores, and extracurricular achievements during the application phase. When writing the admissions office, keep the focus on the school, not on yourself.4) Avoid form emails If you are emailing a dozen schools, it may tempting t o generate a Mad Libs-style template.I am very interested in _____________ University because of your excellent ____________ program. As tempting as this practice may be, cutting corners is not a good idea when you are trying to make a positive first impression. If your email has a generic stench to it, the recipient is likely going to catch a whiff and end up unimpressed.5) Don’t ask questions that can be easily found online Before you commit your query to email, take a moment to flip through a college guidebook or at least google your question. Even your tech-challenged Great Uncle Willie could probably find the answer to questions like:What majors do you offer?How many students attend your school?Do you have intramural sports?What is the student-faculty ratio?Do most freshmen live in dorms?Instead, ask questions that will actually give you a greater understanding of whether or not a given school is the right fit for you. For example:I’m interested in majoring in acc ounting. Do any major accounting firms recruit on campus?What percentage of students participate in undergraduate research?I would like to double major in mechanical engineering and German. Is this possible to complete in four years?6) Don’t write every single daySo you do want to demonstrate interest in a college but you do not want to come across like Robin Williams in One Hour Photo or Jennifer Jason Leigh in Single White Female. There’s a big difference between sending periodic friendly emails and getting the same haircut as a Yale admissions officer and then eating at her favorite restaurant every morning in the next booth. For those not up on mediocre film references, just try not to seem like a creepy stalker. An occasional email expressing interest or asking a legitimate question is the way to go.7) Ensure that your email address/social media accounts are appropriate This seems obvious enough, but you’d be surprised how often students slip up here. The s econd that you send that email, you are officially on the college’s radar. First and foremost, you want to make sure that your email address itself is appropriate. Hopefully, addresses that reference drugs, alcohol, or end in â€Å"69† (that seemed hilarious when you were 13) have been retired, or never even existed in the first place. Email addresses that are just plain weird should be avoided too. Admittedly, when I was a teenager I grossly violated this rule; however, in my defense, DoctorMonster@hotmail.com made me (and only me) laugh every time I logged in.Further, you want to make sure that all of your social media accounts contain only appropriate material or are at least set to private. The best email in the world isn’t going to mean anything if the first search result under your name is an Instagram pic of you chugging a bottle of Boone’s Farm and flipping off the camera.Key TakeawaysWrite in your normal voice and edit before sending.Don’t overshare or brag about accomplishment—this isn’t the right time.If emailing multiple schools, resist the urge to use a template.Avoid asking questions that your cat could find on google in three seconds.Don’t pester the admissions officer.Ensure that your email/social media accounts are appropriate before you hit send.

Essay Samples For Field Trip to Museum

Essay Samples For Field Trip to MuseumIf you have a child who has an affinity for science, a favorite museum, or knows a lot about dinosaurs, you can take a field trip to the museum and write a personal essay about a subject that relates to your child's interests. You will want to consider essay samples for field trip to the museum.If you do not want to research the topic, you can hire an essay samples for field trip to the museum to write one for you. If you are already writing a book or essay, you can use your more basic writing skills to write an essay samples for field trip to the museum.Each of the essay samples for field trip to the museum is designed to prepare you for writing a specific subject. Some examples are: Introducing the faculty of the museum, Researching the history of the museum, and Reading a museum brochure. You can write an essay samples for field trip to the museum with your elementary school children to prepare them for various topics.The essays that are inclu ded in the essay samples for field trip to the museum are given to you in a book. You can take the book home to read the examples in order to plan the subject and write the essay sample for field trip to the museum.You can practice essay samples for field trip to a museum with an example from the book so that you can compare your writing with an example. You will also find that practice writing will help you to write an essay sample for field trip to the museum quickly.If you are unsure how to write an essay samples for field trip to a museum, then you can consider group projects with your child. For example, you can prepare them to write a newspaper essay and work together with your child to make sure that they write the essay sample for field trip to the museum.Write a group project with your child to prepare them for the practice writing and essay samples for field trip to the museum. You will enjoy the support and encouragement that your child can provide to help you improve you r writing.

Cybercrime A Broad Spectrum Of Criminal Activities

With all the information stored in the cloud, online data storage, which can be accessed through the internet, it does not take long for the criminals to figure out how they can steal your information. Cybercrime can cover a broad spectrum of criminal activities using a computer. Many of these activities include cyber bullying, financial fraud, and identity theft. Since most of our information is stored online, whether it is through social media or even your hospital records, with the right set of skill and a little bit of luck criminal can get their hands on just about anything. Anything you post on the internet will stay there and there is no way to erase it because the internet has become a place where nobody is safe. Every country is concerned about the cybercrime, not even the government agencies like The Federal Bureau of Investigation or The Central Intelligence Agency is safe as criminal’s have hacked their website and released data from those agencies. In their articl e, Marc and Susan Brenner stated that, â€Å"A 19-year old Russian student using the name `Maxim stole 300,000 credit card numbers from the computer server of CD Universe. Maxim extorted CD Universe by agreeing to destroy the customer data he had stolen in exchange for $100,000 cash. CD Universe did not pay the thief quickly enough for his liking, and Maxim published the credit card and customer data of 25,000 victims online† (3). This goes to show that every cybercriminal has their own motivation, in thisShow MoreRelatedCyber Criminology: The Prevalence of Cyberstalking, Online Harrassment and Bullying2020 Words   |  9 Pagesa term that is interchangeable with cyberbullying and cyberharassment (Jameson, 2008, p.236). This wide array of internet criminal activity is defined along a continuum of cybercrime extending from purely in the physical world to purely in cyberspace (Gordon and Ford, 2006, p.15). 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Each of these four requirement categories may be further separated into subcategories each addressing a smaller task. As its name states, the general requirements are broad in its spectrum and address overall agency stance in its resources information security. Under this category agencies are required to create a security policy, provide policy integration process, conduct annual reporting, and train its personnel. First andRead MoreCloud Computing5889 Words   |  24 Pagesbusiness-critical computations, today’s cloud computing appears inadvisable due to issues such as service availability, data conï ¬ dentiality, reputation fatesharing, and others. To add to the confusion, some have critized the term â€Å"cloud computing† as too broad [21]. Indeed, cloud computing does include established business models such as Software as a Service, and the underlying concept of on-demand computing utilities goes back as far as early time-sharing systems [17]. At the same time, the lack of consistentRead MoreProject on Risk Management46558 Words   |  187 Pagesrisk management purposes rathe r than to alter their holdings of loans – hold less capital than other banks; they also make more risky loans (loans to businesses) as a percentage of total assets than other banks. Holding size, leverage and lending activities constant, banks active in the loan sales market have lower risk and higher profits than other banks. Our results suggest that banks that improve their ability to manage credit risk may operate with greater leverage and may lend more of their assets

Chrysler LLC Business Failure Free Essay Example, 750 words

ï » ¿Chrysler LLC: Business Failure Introduction The Chrysler Group LLC is a corporation, which was established after the merger between Daimler and Chrysler in the year 1998. In the year 2007, Daimler sold Chrysler to renown Cerbus Capital Management. In the year 2009, after filing for bankruptcy, Chrysler Group LLC in its aim of establishing a global or a worldwide tactical alliance with Fiat S. p.A, which produces the following products; Fiat vehicles and products, SRT, Mopar, Ram, Dodge and Chrysler. Because of the alliance, the company now has resources, technology and a global distribution from the culture of advancement of Chrysler Group, which was laid down by Walter P. Chrysler in the year 1925, and the harmonized technology of Fiat, which can be dated to 1899. The following is a description of how organizational behavior theory, leadership, management and the group’s organizational structures contributed to the failure and how they would have been used to predict and explain the company’s failure. Reasons f or failure A partnership has been defined as a mutually beneficial and continual relationship between a seller and a buyer (Scott, 2007). We will write a custom essay sample on Chrysler LLC: Business Failure or any topic specifically for you Only $17.96 $11.86/pageorder now Scholars argue that partners would rather have a dependent relationship with each other rather than behave like enemies. Partnership develops in various forms such as mergers, joint ventures and the acquisitions. A company undergoing problems may utilize any of the above forms to gain organizational growth and enjoy a global presence (Hatch, 2006). The reason behind Chrysler failure was that its partnerships were formed solely on the basis of financial and economic information. It was not taken into account on the organizational cultures of each organization and how these cultures would operate as a cohesive organization. The organizational leadership, management and the organizational structures of each of companies should have been considered and aligned to ensure a cohesive unit/company (Stephen, 2004). According to Hatch (2006), organizational behavior involves, â€Å"the analyses of the impact of persons, structures and groups upon the behavio r in an organization. † Organizations are always undergoing revolutionary and unprecedented change. There is a speed in making decisions, technological and global competitiveness, mergers and the acquisitions, rethinking business processes and alliances among others. The reasons behind the failure of the company were a result of a complex combination of organizational, managerial and leadership factors.

Women s Rights Of Women - 1826 Words

Through out American history there has been an endless struggle for women. Traditionally, women were to stay at home, which was respectable at the time: clean the house, make the meals, and watch the children. However, as women began to venture out of the house, they discovered that they were being neglected of what men had. This included the right to vote, a variety of jobs, the social stature, and the moral freedom that many men experienced. Although there were some women who had already developed themselves outside of the house, such as some women writers and the even more rare ones who had gone to college, the majority of women were heavily reliant on their husbands and had easily felt the discrimination. From the 1800’s to the 1920’s, some of the first women’s right activist groups made themselves known, and had even accomplished in some of their endeavours. However, it was not until the 1920’s that the U.S truly began to see the changes in society du e to women’s rights activists. The 1920’s was a defining time for women’s rights, one in which women became more independent ultimately changing their role in society. The first major change in women’s role was the right to vote. Decades had passed in which men had ruled the government and made all of the decisions. The first gathering devoted to the women’s right was in Seneca Falls, New York in 1848 (1920s - Women of the Century). Obviously this can show how long women struggled with their rights until 1920, when theyShow MoreRelatedWomen s Rights Of Women Essay1455 Words   |  6 Pagesa myriad of women have expressed through outlets such as public assemblies, literature, and speeches. There have been three waves of the women’s movement, each targeting a variety of issues within each era. The third wave was in 1995, where Hillary Clinton spoke in Beijing, China, claiming that women’s rights were the same as human rights, that ever y aspiring girl deserved the civil liberties that every man was given around the world. Moreover, the movement had shifted towards women in developingRead MoreWomen s Rights Of Women1265 Words   |  6 Pagesstands in the way of women being equal to men? Journalist Carlin Flora suggests the following, â€Å"While not all claims to humanity are universal and no one context, culture or continent can truly represent all peoples, the following three examples from very different contexts, cultures and continents show that some violations of women’s human rights are universal. 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The women that fought for their rights in the 1920s completely changed how women live their livesRead MoreWomen s Rights Of Women1230 Words   |  5 PagesWomen’s suffrage has stretched from the 1800’s to present day, as women have struggled to have the same civil and constitutional rights as men in politics and be appreciated as equals in the workforce. Groups of women known as suffragists questioned the customary views of women’s roles. Eventually our nation has evolved and realized that male-controlled societies suppress women’s rights. From the beginning steps taken in 1850 to 2013 with women earning combat roles in the military, women’s rolesRead MoreWomen s Rights Of Women1206 Words   |  5 Pagesto speak of women and the role of women in this election, the subject of women is tiresome but necessary in a world where gender is still existent as an obstacle for most. I cannot identify what woman is. I am basing my definition from our modern understanding of woman, our general view, and the popular experience. People are using younger women voting for Bernie Sanders as proof of gender’s irrelevant in this election, that women have achieved their rights. Even if women ‘have rights now’ it doesRead MoreWomen s Rights Of Women1393 Words   |  6 Pages Women all over the world are being treated different than men. Iran is one of the places that women are being treated the worst. From restrictions to punishments, women in Iran are being treated with no respect, and that is not okay. Women’s rights activists have tried to get it to change, and have traveled to many places to try and get more people to join their movement. There are many issues with women not having the same rights as men. One of the main problems is that they are treated lessRead MoreWomen s Rights Of Women1272 Words   |  6 PagesThroughout history, women have fought a strenuous battle for equal rights. Many men, and even some women, all over the world believe that women do not share the same value and importance to society as men do. On September 5, 1995, Hillary Clinton spoke at the 4th World Conference on Women, on behalf of women all over the world. Clinton raised awareness on how women s rights are being violated and why it is important to recognize women s rights as equal to everyone else’s rights. Even today, in 2016Read MoreWomen s Rights Of Women1052 Words   |  5 PagesThe family has traditionally been the basic unit of Chinese society where women have long been charged with upholding society s values in their roles as wives and mothers. Especially in the Qing Dynasty, women were required to balance society s i deals with the reality of raising a family and maintaining a household. Throughout the imperial period and into the beginning of the twentieth century, the relationship among family members was prescribed by Confucian teachings. The revered philosopher

Essay on Is Frankenstein a reality - 1954 Words

Mary Shelley’s 1818 book, Frankenstein, started a popular trend with authors and movie screen writers of science fiction and horror. For over a century now, movies have been produced replicating the Frankenstein novel and the mysteries revolving around creating life from scratch. Numerous films show humans creating creatures or monsters, with good intentions, only for something to go wrong and the creation creates havoc on everyone involved. Viewers will find every variation of creation from cloning to mixing chemicals. In Frankenstein body parts were stitched together like patchwork creating an odd monstrous looking figure. The moral of the movie gives the viewer the impression that we should never play god. Otherwise, we will need to†¦show more content†¦What was once a creation he was proud of quickly became a horrible mistake that he feared. Several movies have been created using Mary Shelley’s Frankenstein as a basis for their material. Screen writers are releasing vivid movies showing the possibilities of the future involving DNA creation, curing diseases, and bringing life back from the dead. Although, it seems that each movie brings grief to human kind and must be destroyed in the end, confirming that the scientist are playing God. The Deep Blue Sea was a movie about a scientist that tries to cure Alzheimer’s Disease using shark DNA; the only problem is that the scientist makes the shark super intelligent, faster, and more dangerous. They have to destroy the sharks by the end of the movie. Return of the Living Dead: Living Dead Girl consists of a boy and girl who are in a deadly motorcycle accident. The boy had previously watched his father working in the government lab, bringing life back to a corpse. Although he had also witnessed that the corpses not only came back to life, they quickly turned into z ombies, he decided to bring his girlfriend back to life. She turned into a zombie and kills people in order to feed her addiction of eating brains. In the end, they both kill themselves. Species is a movie where scientist combined alien DNA and human DNA together to create a girl. She escapes and attempts to mate with several men during the movie. The scientists are afraidShow MoreRelatedMary Shelleys Frankenstein: A Gothic Novel1595 Words   |  7 Pages Mary Shelly’s Frankenstein is one of the greatest Gothic novels to come out during the Romantic Period. Frankenstein is a prime example of what a Gothic novel should present to its reader through the genre’s twisted themes. Even though it was written in the Romantic period, Mary Shelley still wrote Frankenstein to be a Gothic work of literature. Many characteristics of Gothic novel can be seen within this novel. Mary Shelley’s outstanding novel Frankenstein is a prime example of a Gothic novelRead MoreEssa y on The Historical Perspective in Mary Shelleys Frankenstein1040 Words   |  5 PagesPerspective in Mary Shelleys Frankenstein Mary Shelleys Frankenstein is an early product of the modern Western world. Written during the Romantic movement of the early 19th century, the book provides insight into issues that are pertinent today. Similar to Johann Wolfgang von Goethes Faust, Shelleys Frankenstein concerns individuals aspirations and what results when those aspirations are attained irresponsibly. While Mary Shelley (then Mary Godwin) wrote Frankenstein in 1816 she was livingRead MoreFrankenstein, By Mary Shelley Essay953 Words   |  4 Pagesbook, Frankenstein, illness represents an essential theme. Shelley predominately uses illness to portray the desperate attempts of the main character, Victor Frankenstein, to withdraw from the brutality of reality. During the novel the frequent appearance of illness insinuates an ambiguous implication. However, the role infirmity plays and the reasoning for Frankenstein s recurring illness remain open to the interpretation of the reader. Overall, the continual use of illness in Frankenstein allowsRead MoreFrankenstein, By Mary Shelley955 Words   |  4 PagesIn Mary Shelley’s novel, Frankenstein, dreams, nightmares, goals, and aspirations of the the scientist, Victor Frankenstein, and his creation, give insight to events that will occur later in the novel. The dreams and aspirations of Victor Frankenstein and the creature he cre ates contrast to the harsh realities that they are faced with. Frankenstein’s first dream foreshadows the death of his beloved wife and several others whom he is close to. His second dream foretells a potentially fatal encounterRead MorePsychoanalysis of Victor Frankenstein Frankenstein by Mary Shelley1246 Words   |  5 PagesShelley s Frankenstein, Victor Frankenstein creates a monster that murders several people, and then flees through Europe to the Arctic Circle. In the beginning of the story, it seems that Frankenstein is simply a scientist chasing a pipe dream of finding the key to eternal life, but closer analysis of the text reveals that Frankenstein is not sane, and possibly suffering from one of many psychology disorders, causing hallucinations and psychosis, it is my contention, that Victor Frankenstein is hisRead MoreFrankenstein: The Danger in Knowledge, Science and Playing God 1846 Words   |  7 Pagesdoes he reveal to us the dangers of playing God? Mary Sh elley’s Frankenstein uses Victor Frankenstein’s creation to expose the dangers of knowledge and playing God. Shelley exposes the readers to how in the pursuit of knowledge, man too often opens Pandora’s Box and unleashes unforeseen dangers unto the world. Shelley uses Victor Frankenstein and his creation to expose how knowledge and the pursuit of knowledge are explosive. Frankenstein is set during the Enlightenment Era. During the Age of EnlightenmentRead MoreEssay on Frankenstein is Not a Natural Philosopher1238 Words   |  5 PagesSmith’s article ‘Frankenstein and natural magic’ takes a literary approach to the analysis of ‘Frankenstein’ although this is supported by some background scientific knowledge. Through the article, Smith describes the impacts science has made on Frankenstein’s life . Smith plays close attention to Frankenstein’s childhood, where he discovered the ancient philosophers, and his Ingolstadt years. It is in these periods where Smith argues that Frankenstein is not a natural philosopher but a natural magicianRead MoreVictor Frankenstein Knowledge Analysis970 Words   |  4 Pagesthat lures him to evil ways† (Buddha). Frankenstein, by Mary Shelley, is a science fiction novel about knowledge. In the novel, Victor Frankenstein spends years creating a creature from dead bodi es. Upon the completion of his project, he immediately abandons the creature leaving him to discover humanity on his own. In Mary Shelleys novel, both Frankenstein and his creature are on a search for knowledge, though the quest is executed in opposite ways: Frankenstein wields his knowledge, while the creatureRead MoreAnalysis Of Mary Shelley s Frankenstein 1184 Words   |  5 PagesThroughout Frankenstein, Mary Shelley uses a ‘framed narrative using three different characters who tell their story at different times of the novel. In the beginning of the story, the audience receives Captain Walton s point of view, who primarily writes letters to his sister Margaret Saville, in England. Secondly, the audience comes hand in hand with Victor Frankenstein s point of view and within his narrative, they receive the indomitable Creature s point of view. The major theme portrayedRead MoreThe Historical Events Of The Great Gatsby By F. Scott Fitzgerald1595 Words   |  7 Pagescomm unism and totalitarian governments, The Great Gatsby by F. Scott Fitzgerald influenced by the roaring 1920s, and Harper Lee’s To Kill a Mockingbird influenced by the racial inequalities prevalent in America. Mary Shelley’s Frankenstein can be added to this list as well. Frankenstein was influenced by the search for knowledge, loss of innocence, and romantic heroes both in history and literature of the Romantic period of 1798 through 1832; these same topics that influenced Shelley and other Romantic

Sikhism and Christian Worldviews for Universe - myassignmenthelp

Question: Discuss about theSikhism and Christian Worldviews for Universe. Answer: Introduction Different worldviews explain the relationship between God and all the creations. Each worldview forms the foundation upon which believers base that belief and practices. Worldviews are integral because they define the relationship between God and His creation (Ryken, 2013). Each worldview stresses on pertinent issues that must be adhered to by the adherents. The World over, some beliefs are expressed by both non-Christians and Christians. Sikhism is a worldview that gained recognition in the Asian continent (Grenz, 1998). The essence of developing Sikhism was to ensure that mankind had a rational reform that targeted the traditional religious doctrines (Ryken, 2013). In this corpus, the comparison and contrast between Sikhism and Christianity will be delineated. The Origin, Nature of the Universe, and the Sense of the Ultimate In this corpus, the comparison and contrasting of Sikhism and Christianity will be based on the above. The understanding of these concepts varies across the worldviews. These world views are influenced by the specific teachings and doctrines. Comparison In Sikhism, there is an emphasis on the natural revelation of God. This means that Deist believe that God is always revealed in nature. The Sikhs believe that God created the world and as such His presence can be felt through the same nature. Similarly, in Christianity, there is the belief that God manifests himself through the natural phenomena (Ryken, 2013). An example how God manifests Himself through nature was the encounter with Moses. God appeared to Moses in the form of fire. During the baptism of Jesus Christ by John the Baptist, a white dove appeared and landed on the shoulder of Jesus Christ. A voice from heaven indicated that Jesus Christ is the His Son with whom he is Pleased (Ryken, 2013). It is a confirmation that has created everything; God has the power to use His creations to communicate messages to his people. It suffices to point out that Sikhism stresses on the application of reason in matters pertaining religious belief. Sikhs strongly believe in objective truth through systematic inquiry. According, acquiring and applying knowledge in religious beliefs is crucial (Ryken, 2013). Similarly, Christianity stresses that believers should seek for the truth in their relationships with God. In fact, Christians pray for wisdom from God so that they can know what is right and wrong. Indeed, Christians believe that the ultimate knowledge is possessed by God. Further, Sikhism teaches that God created the universe (Ryken, 2013). This assertion is similar to the belief of Christians. In the Bible, Christians believe that God created the universe and placed everything in it. In the book of Genesis, it is written that God created the heavens and the earth. The world was formless, and the commands from God made it what it is. As a matter of fact, people should confess their sins directly to God who has the ability to forgive. Sikhs further believe that God is always aware of our sins (Rutledge, 2013). This view is similar to that of Christians who opine that we believers should seek Gods face for redemption. Further, Sikhism teaches that God is the created of the world and He is actively involved in it (Oliphant, 2011). In Sikhism, there is the belief God has supernatural intervention on what goes on the world. It suffices to point out that according to Sikhism the world do not operate by itself. The operations are guided by the laws that were designed by the creator (Rutledge, 2013). Also, Sikhs believe that God is indeed beyond the world, but this does not mean that He is active in it in anyway (Ryken, 2013). Christians also believe that God created the universe and everything that is in it. They agree with Sikhs in that they believe that God s omnipresent. According to Christians, God is present everywhere and that He is capable of seeing everything that we are doing. Christianity teaches that God controls everything in the world according to His wishes. Christians believe that the God is the creator of the heavens and the earth as explained in Genesis 1-3 (McFarland, 2014). In effect , according to Christians, the physical world as created by God is essentially good, real, and was created out of nothing. By faith, Christians believe that the world was created by Gods command. Contrasting On the issue of the death of Jesus Christ, Sikhs do not believe in it. According to their worldview, Jesus Christ never existed (Jawandha, 2010). On the other hand, Christianity believes that Jesus Christ died by way of crucifixion. He later rose from the dead and ascended to heaven. In Christianity, it is a common belief that the objective truth is found in God (Ryken, 2013). The objective truth is as a result of Gods revelations. In this case, Christians believe that humility is critical in understanding God and acquiring the knowledge about the natural phenomena (McFarland, 2014). The founder of Sikhism is Guru Nanak (Oliphant, 2011). Sikhs strongly believe that the founder of their religion was Guru Nanak. On the other hand, Christians believe that Jesus Christ was its founder. In Christianity, Jesus Christ is the Son of God. Sikhs do not believe in Jesus Christ. Christians believe that God sent His only begotten son that whoever believed in him would have eternal life. Among the Sikhs, there is the belief in one god who ought to be worshipped by means of prayers and devotion (Rutledge, 2013). Further, the Sikhs are expected to engage in meditation by focusing on god. The meditation is meant to erase any evils from their minds including the elimination of the five evils. On the other hand, Christianity believes that God created human beings but they sinned against Him (Oliphant, 2011). The act of sinning made human beings to fall short of his glory. Every person is expected to adhere to the word of God. Additionally, there are differences in terms of practices between Sikhism and Christians. In Sikhism, the dominant practice is prayers. The believers are required to pray daily to God for redemption (Oliphant, 2011). In Christianity, other than prayers, believers are often offered sacraments, tithing, and studying the Bible among other practices. In addition, Christianity attaches a lot of emphasis on miracles in their lives (Rutledge, 2013). In the Bible, there are instances where Jesus Christ performed miracles. Some of these miracles include turning water into wine, raising the dead, healing the blind, and feeding over five thousand people with only two loaves of bread and five fishes. In fact, miracles form a great deal of Christian teachings and beliefs. Furthermore, Sikhs believes in the Unitarian concept of God (Jawandha, 2010). By this, it means that Sikhs don not believe in the doctrines of Trinity. According to the Sikhs, there is only one God who is indivisible. The doctrine of Trinity opines that God the Father, God the Son, and God the Holy Spirit exists (Oliphant, 2011). The Sikhs do not believe that God exist in three forms as portrayed in the Holy Trinity. It is worth noting that Sikhs do not believe in Jesus Chris. The Deists do not recognize the Jesus Christ lives (McFarland, 2014). This belief is in disagreement with the popular beliefs of Christians. As a matter of fact, Christians believe in the doctrine of the Holy Trinity. In Christianity, the Holy Trinity is essential in forging a good relationship between the believers and. Christians firmly believe in Jesus Christ as their personal savior (Rutledge, 2013). Accordingly, Jesus Christ is Gods only begotten son who died for the sake of Christians. His death on the cr oss redeemed Christians from their sins and the attainment of eternal life (McFarland, 2014). Another important difference between Sikhism and Christianity is life after death (Singh, 2014). In Sikhsm, there is the argument against life after death on the basis that there is no empirical evidence that supports the claims. It is imperative to note that Sikhs roots for objective truth but not just blind faith (Rutledge, 2013). On the other hand, Christians believe that there is eternal life. According to Christianity, Jesus Christ will come back to collect the righteous people. These people will enjoy the eternal life brought forth by the death of Christ. In Christianity, there is the belief that in the world there is a parallel and unseen spiritual reality that is not limited to the physical reality. It means that human beings possess a spiritual aspect to their nature (Ryken, 2013). Christianity teaches that God who is invisible created the world. In effect, it means that there exists a non-physical reality that is greater than the physical. Jesus Christ teaches Christians that God is Spirit and worshipping Him ought to be in spirit too. God created human beings in His image (Rutledge, 2013). This means that human beings have a soul and spirit. On the other hand, Sikhs does not believe in the existence of spirits. They believe in God only. It is also imperative to note that Sikhs the Bible is not recognized (Jawandha, 2010). They question the trustworthiness of the Bible. The Holy book among the Sikhs is Sahib Sri Guru Granthi (Singh, 2006). According to them, the entire Bible accounts cannot be trusted and taken to be true because they cannot be verified. The Sikhs believe in one god who should be worshipped through teaching the Sikhs gurus. Christians believe that the Bible is the supreme word of God. Consequently, among Christians, communication with God is through prayers and reading and understanding the Bible (Rutledge, 2013). Conclusion There are divergent worldviews as espoused by different beliefs. In this corpus, the worldviews of both Sikhs and Christianity has been delineated. It suffices to point out that the two worldviews have similarities and differences. As a matter of fact, these similarities and differences are pegged on ideologies rather than any substantive and objective standing. In a nutshell, the various worldviews should not be a source of conflict but rather a source of motivation to seek for the truth and use the ideas complimentarily. References Grenz, S. J. (1998). Created for Community. Michigan: Baker Academic. Jawandha, M. N. (2010). Glimpses of Sikhism. Sanbun Publishers. McFarland, A. (2014). Worldviews Comparison. Rose Publishing Inc. Oliphant, J. (2011). AQA Religious Ethics for AS and A2. 2011. Rutledge, D. S. (2013). An analysis of the correlation between the Christian education context of the local church and the biblical worldview of high school students. Liberty University. Ryken, P. G. (2013). Christian Worldview: A Student's Guide. Crossway. Singh, D. A. (March 2014). The Ideal of Service to Humanity in Sikhism. International Journal of Research, 84-86. Singh, H. S. (2006). Sikh Leadership: Established Ideals and Diasporic Reality. Teaching Theology and Religion, 9 no. 2, pp, 133-138.

Marketing for Hospitality and Tourism - Free Samples to Students

Question: Discuss about the Marketing for Hospitality and Tourism. Answer: Introduction As time progresses, the economy, the communities and environment experience dynamic changes. These modifications affect not only the industries but also the welfare of the people within a region. As the times change, communities seek to adapt to these conditions by revitalizing their local economies. For towns and cities that are economically resilient, they result in using their resources to boost the domestic community. However, small towns that are rural and remote lack the access to such resources. Besides, unlike the developed towns, the rural areas require building from scratch. It also means that the people liable for initiating this development must be resilient in how they allocate their scarce resources. This is particularly so for Clipper bay, whereas the appointed Chief planner the budget allocated is fifty million dollars. This budget is to be allocated to initiate the tourism industry in the community and ensure that the industry is sustainable in the future, as well as , boost its economy. This paper will explore the strategies that will be employed to achieve this objective taking into account the environmental and social-cultural element of the area. It will employ the reflexive approach to tourism as it is the industry that Clipper Bay is suited. It will also explore different aspects of Clippers Bay the give comparative advantages. Clipper Bay is a small region that is situated at a peninsula. This area has a population of approximately five thousand people. Like many remote regions, the economic situation at Clipper Bay is limited to business activities such as fishing and its related enterprises. However, these businesses are inadequate to propel the economy of the area. Whats more, since the region is remote, it faces some shortcomings. For instance, the infrastructure in the region is backdated. Roads and other means of transportation have not been developed to meet the standards of resilient regions. Nonetheless, all hope is not lost as Clipper Bays strategic positioning makes its viable for the tourism industry (Poon, 2007). Introducing this commerce in the region will not only revitalize its economy but also open it up for other business opportunities thus improving the welfare of the community. Taking a look at Clipper Bays strategic positioning, two factors make it eligible for tourism. First, its geographic characteristics. Clipper Bay located by the sea where there is access to a beautiful beach. Along its seashores, the beach has unique caves made from limestone and pool formations within them. These physical elements build the foundation of tourism in Clipper Bay as they are natural attraction sites (Goeldner, Ritchie, 2006). On the other hand, the region is bordered by two hills making the area secluded and quiet for tourism. Most people prefer to travel on vacations. Besides, they want a region that is quiet and secluded from the outside world, two of Clipper Bays best advantages (Gisolf, 2011). The geographic land on Clipper Bay is plain. These even characteristics make it easier for development of infrastructures such hotels. However, since Clipper Bay is a remote region, it only has two roads that serve the area. Recent developments have included the building of a highway to improve the accessibility of the region. Whats more, the small population of Clipper Bay occupies has settled on a small area along the beach. This means with the opportunity of developing tourism, issues such as resettling people may not be a challenge (Gisolf, 2011). The second factor is its human geography. Though the population in Clipper Bay is small, it is evenly distributed with the youth generation constituting largest percentage. Beginning the tourism trade requires labor. This population provides human resources for the industry. However, some limitations exist. First, since Clipper Bay is remote, the people lack skilled labor to operate the tourism industry. This denotes that skilled labors will have to be imported. Secondly, as this development aims to improve the welfare of the community, training programs will have to be introduced to impact the required skills to the people. Nonetheless, the human culture in Clipper Bay comprises of heritage and customary links to religion and cultural rites. Like the Hawaiian culture, the tourism industry could use Clipper Bays human culture as an additional foundation (Poon, 2007). Following these comparative advantages of Clipper Bay, as the chief planner, the objective is to revitalize its economy through tourism. Tourism is the term used to denote activities such as attracting, entertaining and accommodating domestic and foreign tourists. Tourism may also refer to travelling for business or pleasure. It involves the management of tours and hospitality businesses. Tourism has two aspects, first, attracting people and secondly business management. For Clipper Bay, introducing industry will involve the development of facilities such as comprehensive hotels and travelling agencies (Kotler, et al. 2006). Comprehensive hotels provide services and facilities for both pleasure and business for the target group. Secondly, due to its secluded nature, Clipper Bay will require a lot of advertising to the outside world especially. This will attract people from other regions who wish to explore the area and enjoy the services it seeks to offer. Consequently, this will revive Clipper Bays economy. Economic revitalization the process by which member of a society seeks to improve the economy of an area through the development of various enterprises (Burayidi, 2013). It aims at propelling growth and enhancing the living standards of the community. The people of Clipper Bay are highly skilled in fishing and weaving. However, these economic practices are not adequate to sustain a growing economy for the region. Tourism will act as a tool towards the economic revitalization of the region as its economy has stagnated for a long period (Fitzgerald, Leigh, 2002). Strategic Approach to Economic Revitalization Clipper Bay require some economic revival. The region is remote and has a minimal infrastructure. To attain the goal of economic revitalization, as a chief planner some strategies will be implemented. These tactics involve building on the existing resources, engaging various members of the society, as well as, attracting foreign investors to aid in the process (Perdue, Long, Allen, 2010). These among other strategies will be employed to capitalize on Clipper Bays comparative advantages. First, Clipper Bay is served by two roads and a highway is still under construction. The natural sceneries in the area such as natural pools and limestone caves in addition to the human heritage are some of the assets that Clipper Bay has. These assets provide the opportunities for developing tourism in the area (Johnson, Kackar, Kramer, 2015). The plan is to capitalize on these assets to form the foundation of tourism in the region. Besides, its terrain eliminates construction challenges as it mainly a plain. The natural beauty of the area, the beach, caves, and pools are attractive sites that require maintenance without any renovations. The cultural practices and heritage act as the theme of tourism and contribute to its marketing. The second strategy is to engage the members of the society in planning for the future of Clipper Bay. The region lacks prominent business activities as most people engage in fishing and weaving. However, members such as community leaders and the administration of Clipper Bay should be involved in the planning process. These individuals will provide insight into the social needs that should be addressed during the transformation (Johnson, Kackar, Kramer, 2015). Clipper Bay is a remote area with little access to the outside world. Introducing tourism in the territory may instigate some level of resistance. Engaging community leaders and the governing body will help in generating public support for the changes and creating a momentum for executing the changes (Ewalt, Freeman, Poole, 2008). Thirdly, the provided budget may not be adequate to implement the intended plans. It is necessary to attract domestic and outside investors who may wish to take advantage of the opportunities that Clipper Bay presents. This will enhance local and foreign interest, community commitment and entice private investment. It will also provide additional funding. Nevertheless, tourism is an industry that has been associated with environmental degradation. It is apparent that most of Clipper Bay terrain will be affected by the new changes. Some land will be set aside for the construction of hospitality facilities and construction of roads that enable accessibility. This will require restructuring the plain lands of Clipper Bay. Additionally, with the proposed tourism plans, new investors in other fields may seek to develop businesses in the region. This will result in environmental pollution affecting the ecological systems and marine life. As such, strategies that support a healthy and clean environment will be implemented (Weaver, Lawton, De Lacy, 2009). First, natural resources should be protected by providing finances for their maintenance, for instance, the pools. Secondly, developing a drainage system that limits the pollution of the sea and its effect on the marine life. The aim is to minimize environmental contamination and utilize th e available resources productively (Johnson, Kackar, Kramer, 2015). These strategies will be utilized in destination management. Engaging community leaders and the government provide additional insights and collaborative planning to ensure that the needs of the society are incorporated (World Tourism Organization UNWTO. 2017). Secondly, information and evidence should be gathered to ensure that the proposed plans are viable. The apart from the natural resources, land surveys will be conducted to enable the construction of buildings. Thirdly, goals, directions, and actions required to actualize the plans will be determined. With the cooperation of the public and the administration, tourism in the area could be achieved through the productive use of available resources and the protection of the environment. Besides, the society will provide human capital for unskilled tasks will experts will be imported to facilitate the implementation of the plans (Developing your destination management plan. 2017). Resorts and restaurants are the products of tourism that would revive the economy of Clipper Bay. This is because the territory has plain grounds that enable easy construction of buildings and roads. Secondly, the natural resources in Clipper Bay provide attractive sites for tourists who wish to visit the region. The beach provides opportunities for activities such as swimming, water skiing among other activities. Lastly, the secluded nature of the area provides vacation destination for many people. These comparative advantages will apply while sourcing investors (Johnson, Kackar, Kramer, 2015). Besides, with the possibility of development, other stakeholders will cooperate in the plans of introducing tourism as it will revive the economy of Clipper Bay. Economic analysis The immediate benefit that tourism provides in an area is economic growth. However, as the economy develops, positive and adverse effects are incurred. This will be a similar case for Clipper Bay. The tourism industry in Clipper Bay will generate employment opportunities for the community in the region as well as to skilled candidates from outside the area (Streimikiene, and Bilan, 2015). To the people of Clipper Bay, their economic activities will diversify. As a remote area, individuals have unskilled labor. Importing experts and training the local laborers will enable the transfer of knowledge and skills to the people of Clipper Bay. They will not only earn income from employment but also gain the experience to run various businesses. This will eventually result in the growth of their economy. Apart from fishing and related business, Clipper Bay lacks real development. The introduction of the tourism industry will diversify the economy and make it attractive to tourists and investors. Additionally, tourism will contribute in capital inflow in the region, as well as, the payment of taxes. An increase in government revenue and funding from outside investors will improve the infrastructure of the region. So far, Clipper Bay is served by two roads with another under construction. However, an increase in activities and stakeholders will influence the development of infrastructure in the area. This will not only open up Clipper Bay but also contribute to the growth of its economy (Allen, et al. 2008). Additionally, tourism will improve the welfare of the people by providing higher incomes and training them how to operate various business thus increasing self-sufficiency. This will work towards the eradication of poverty. The administration will also gain taxes from tourism thus have revenues to meet the needs of the society. Conversely, the region will experience some negative impacts. As tourism develops the area and the economy is revitalized, the region will experience a rise in the general prices of goods. Most tourist destinations have high price levels to take advantage of tourists. This will also apply to the local people. Secondly, since outside sources will also generate funding, there will be leakages in terms of capital outflows. Besides, tourism is an industry with cyclic seasons of boom and recession. This will translate to Clipper Bay economy and affect the employment of people. On the other hand, enclave tourism limits the growth of local businesses (Allen, et al. 2008). Socio-Cultural and Environmental analysis Alternatively, the socio-cultural and environmental aspects of Clipper Bay will be affected. For the environment, most of the impact will be negative. Introducing tourism in Clipper Bay will result in the pollution of its environment. First, waste management is always an issue for urban areas. The generation of waste exceeds the ability of the local government to dispose of effectively (Cohen, 2012). Being a region that is close to the sea that has marine life, this waste will affect the life of this ecosystem. Secondly, construction of facilities degrades the environment as organizations will exhaust Clipper Bay natural resource. Besides, without the interference of people, natural sites retain their beauty. Nonetheless, the strategies to maintain a healthy environment are to be implemented to ensure that Clipper Bay retains its natural beauty and environmental contamination is removed. On the other, the social and cultural lives of the people will have mixed impacts. With tourism in the area, the people of Clipper Bay will have more opportunities of employment thus alleviating the level of poverty. Individuals in the area will gain various skills enabling them to operate other businesses. Besides, their culture will be transferred to tourists who visit the area (Davenport, Davenport, 2006). However, tourism brings together people from various regions who have different customs and beliefs. This could be transferred to the local people leading to the attenuation of Clipper Bay culture. Besides, social evils such as prostitution, theft and other underground economy activities may be transferred to the area (Allen, et al. 2008). Conclusion Economic revitalization is the process of reviving the economy of a region. Clipper Bay a remote area where fishing and other trades such as weaving are the main economic activities in the region. However, Clipper Bay has comparative advantages such as a beautiful beach and natural pools and caves make it suitable for tourism. Its lack of infrastructure may inhibit the success of tourism in the area. As a chief planner, strategies to attract tourists and investors could help change the situation. Cooperation with local leaders and the government will enable the planning and implementation of tourism plans. One of the important plans is protecting the environment of Clipper Bay. The introduction tourism has mixed effects on the area. Employment will escalation and the economy will develop. On the contrary, inflation, environmental degradation and the spread of social evils will be the negative effects of tourism in Clipper Bay. References Allen, L. R., Long, P. T., Perdue, R. R., Kieselbach, S. (2008). The impact of tourism development on residents' perceptions of community life. Journal of travel research, 27(1), 16-21. Burayidi, M. A. (2013). Downtowns: revitalizing the centers of small urban communities. Routledge. Cohen, E. (2012). The impact of tourism on the physical environment. Annals of tourism research, 5(2), 215-237. Davenport, J., Davenport, J. L. (2006). The impact of tourism and personal leisure transport on coastal environments: a review. Estuarine, Coastal and Shelf Science, 67(1), 280-292. Destination Management Organizations | World Tourism Organization UNWTO. (2017). Www2.unwto.org. Retrieved 22 September 2017, from https://www2.unwto.org/category/technical-product-target/destination-management-organizations Developing your destination management plan. (2017). VisitBritain. Retrieved 22 September 2017, from https://www.visitbritain.org/developing-your-destination-management-plan Ewalt, P. L., Freeman, E. M., Poole, D. L. (Eds.). (2008). Community building: Renewal, well-being, and shared responsibility. Nasw Press. Fitzgerald, J., Leigh, N. G. (2002). Economic revitalization: Cases and strategies for city and suburb. Sage. Gisolf, M. (2011). Sustainable development tourism, Tourist sustainability. Tourism sustainability. Tourismtheories.org. Retrieved 22 September 2017, from https://www.tourismtheories.org/?page_id=24 Goeldner, C. R., Ritchie, J. B. (2006). Tourism: Principles, practices, philosophies. John Wiley Sons. Johnson, N., Kackar, A., Kramer, M. (2015). How small towns and cities can use local assets to rebuild their economies: lessons from successful places (p. 4). U.S. Environmental Protection Agency. Retrieved from https://www.epa.gov/sites/production/files/2015-05/documents/competitive_advantage_051215_508_final.pdf Kotler, P., Bowen, J. T., Makens, J. C., Baloglu, S. (2006). Marketing for hospitality and tourism (Vol. 893). Upper Saddle River, NJ: Prentice hall. Perdue, R. R., Long, P. T., Allen, L. (2010). Resident support for tourism development. Annals of tourism Research, 17(4), 586-599. Poon, A. (2007). Tourism, technology and competitive strategies. CAB international. Streimikiene, D., Bilan, Y. (2015). Review of Rural Tourism development Theories, Transformations in Business Economics,Vol. 14, No 2 (35), pp.21-34. Weaver, D., Lawton, L., De Lacy, T., (2009). Sustainable tourism: A critical analysis.

Sample Evidence Exam Essay Answers - Writing A Great One

Sample Evidence Exam Essay Answers - Writing A Great OneWriting a sample exam essay is an important part of the process in preparing for your law school requirement. The best way to achieve this is to have a set of sample evidence questions available to you when it comes time to write the essay.You should always have samples of your sample evidence exam essay answers written out for you. This will help you ensure that your writing remains as professional and sharp as possible.The law school admissions committee will certainly want to see your writing samples, so making sure that they are available to you ahead of time will really help. Keep in mind that the law school essay is one of the most important parts of your entire application.The first thing that you need to do when writing a college admissions exam is to plan out all of the research that you need to do. You need to spend a lot of time preparing for your writing and even more time reading all of the material about your appli cation.It's also a good idea to prepare a letter of recommendation. This should be written by someone who knows your personality and background. This will help to ensure that your final admission decision comes from a reputable source.Once it's time to start writing the sample, try to come up with a few different questions to use for your essay. When you're writing your essay, keep in mind that it is your goal to make it interesting. This means that you must ensure that you are presenting interesting information to your readers.Also, your essay should be directly related to the subject matter of your law school. For example, if you are applying to a school that specializes in criminal law, you should have several sample questions that pertain directly to this area of expertise.As you can see, it is important to prepare for your essay prior to actually writing it, because this is one of the most important parts of your application. By using sample exam essay answers as a guide, you w ill be able to put all of the information that you want to include into one essay.

Discuss What Relevance the Early Exercises with Golden Beads Essay Example

Discuss What Relevance the Early Exercises with Golden Beads Paper Montessori way of teaching mathematic is truly a wonderful and interesting way to learn the concepts of mathematics. Mathematic is very important for our daily life. Mathematic relates to numbers and numbers are around us all the time, so it is very important to introduce numbers to the child at very early age, but before you introduce numbers it is important to lay a strong foundation of practical life activities and sensorial training to the child. Practical life activities allows the child to gain precision in movements and strength of hand as well as the ability to focus on the work, it also helps in development of sense of order and logical and sequential thought pattern that indirectly prepare the child for mathematic . It also provides an opportunity for the child to develop the social skills to work well with others. On the other hand sensorial training helps in child’s development of the senses that allows the child to better investigate the world around him. Sensorial training also helps the child to learn mathematics when exploring dimensions with the red rod, pink tower, he experiences exactness perception through cylinder block, sense of weight through baric tablet and so on. It also sets the ground work for geometry and algebra with the geometric cabinet and triangle boxes and binomial and trinomial cubes. The exercises in this area assist the child in building up their Mathematical mind. We will write a custom essay sample on Discuss What Relevance the Early Exercises with Golden Beads specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Discuss What Relevance the Early Exercises with Golden Beads specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Discuss What Relevance the Early Exercises with Golden Beads specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Montessori looked at the Mathematical Mind as that of a mind that works with precision taking precise observations and working the new information into their existing framework of knowledge. Work with the Sensorial materials builds up this precise mind by sharpening the observational skills of all the senses. â€Å"And if we look now at the sensorial apparatus which is able to evoke such a deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but to development of the mathematical mind. (Absorbent mind, Ch 17, 186)Activities in both the areas help the child to move with precision and to work exactness of movement and thoughts. Although number are around a child when he does not understand math at all, the child come around questions such how old are you? how many eyes do you have But Maria Montessori believed that the sensitive period to mathematic in a child is in between 3 to 5 ? year of age, at that age it is easier to him to be introduced to the concepts of numerals, decimal system, place value, linear counting and so on†¦hence it is very important that the child gets correct nvironment and appropriate material necessary to enhance his mathematical skill and in-order to cater to this need of the child Montessori organized the Montessori mathematics into 6 groups, Introduction of numbers, decimal systems, teen board, operations, arithmetic tables and recording and abstractions. Montessori strongly believed that mathematic is a reality based where the concrete material is used to present abstract ideas for child’s better understanding, hence she designed the material in this area on the same approach. The activities designed proceeded from concrete to abstract. Again with in each group the exercise moves from concrete to abstract. Maria Montessori initially introduced activities like number rods, sandpaper numeral, spindle box, cards and counter to the child, where he grasp the order from one to ten, he understands the value of each number, understand odd even and is able to recognize the relationship of numbers and quantities, she then introduced decimal system to the child, child prior experience with the sensorial training makes these activities more interesting and acts as a bridge in his better understanding. The child is introduced decimal system using golden bead material to teach the names of the quantities one, ten, hundred, thousand through three period naming lesson. â€Å"Upon a thorough knowledge of units is achieved, the material is limited to ten. Once the units have been mastered, the whole decimal system is introduced. † (course manual) The golden bead material consists of individual bead to represent unit, ten beads stuck together to make ten making line, a hundred square and three dimensional cube for thousand. She designed this kind of material because she believed that the child cannot normally conceive the size of hundred or thousand. This give the child the idea thousand is equal to ten hundred or one hundred ten bars. Also the material helps the child to know that unit, ten, hundred and a cube completes one whole cycle of decimal hierarchy. As quoted by Montessori in her book, â€Å"Thus when the ten is repeated ten times, it formed a square of ten rows containing a hundred beads. Finally, ten square placed over each other and tied together formed a cube. The cube of ten is thus one thousand† (The Discover of the child, Ch 19, pg 276). Once the child is familiar with the names of the quantities and since the child by now he already knows number from one to ten and has the ability to count, he is introduced with counting though activity where by he is given lesson to illustrate that in order to go beyond nine in any one category, it is necessary to go to the next higher category. Upon the child’s familiarity with the tangible version, he is introduced to more abstract version in form of numbers cards. The number cards consist of four sets of cards representing the hierarchy of numbers in the base ten system, one to nine in green, ten to ninety in blue, hundred to nine hundred in red, and thousand to nine thousand in green. These written symbols help the child to relate how the quantities are written. The same activities are repeated with theses number cards to now teach the child the names of power of ten of the written symbols and to reinforce the cycle of decimal hierarchy through counting through activities. The child is then graduated to association of quantities to their written symbols. Once the child has a understood the full concept, the child is then able to compose numbers by combing number cards and able to relate to its corresponding quantity or vise verse where the child is given the quantity of one or more category and he locates the appropriate number card. Examples if the child is given the quantity four thousand, three, hundred, twenty two, the child is expected to bring the number cards of corresponding quantity, hence this activity not only helps in child’s power to familiarize the formation of complex numbers and match to its relevant quantity but also form an impression of the hierarchy of numbers, place value role of zero in the place value. Once the child is clear with the concepts of decimal system, he is then introduced the next category of linear counting, Linear counting is counting objects in line or sequence. This is introduced to the child with the activity forming a stair pattern with colored short beads to reinforce the number 1-10, followed by the next activity where by the child is introduced to the concept that when tens are added to units, they make teens. This is done through the activity where the child is given ten bars and shorts beads to connect and form teens. This concept is further reinforced by sequin board, which is also called the ‘ten board’ along with wooden number cards. The board has number ten running down. The number cards can be slipped into the slots to form teen. The main purpose to do this activity is to show how the teens are formed and how they are written. The sequence of activities in this area is same as the decimal system, first the child to taught the name of the quantities and then shown the child how they are written, once the child gains proficiency in the number from 11-19, the child is then introduced to names of ten’s and sequin board b though naming lesson and are given activities to further practice the numbers in sequence from 11-99 using sequin board with numbers. Colored bead chain gives a further good practice in linear counting to the child, in this activity the child is expected to mark a label after counting every 10 beads, He applies all his understanding and is able counts the beads up to 1000, This activity is also an indirectly prepares the child for addition, subtraction, multiplication, though children needs concrete material to understand and grasp the concepts of mathematics. Gaining his confidence over simple counting, sequencing of numbers and understanding a place value of the numbers, the child is then moved on to decimal system operations. Maria Montessori divided operations into four categories, addition, multiplication, subtraction and division. She designed a variety of activities in each area with increasing complexity. Montessori’s hand on material makes abstract concepts clear and concrete to the child. The first activity in this area is addition operation. The activity requires 1 set of large number cards and 2 set of small numbers cards, and mat that that defines column for thousand, hundred, tens and unit and golden bead material bank. The child is given a two complex four digit number made with small numbers as the addends to be combined for the addition operation. The child is required to get the corresponding quantity for both the addends from the golden bead bank and place them on the mat in their respective column, the two addends combine in the process of addition, beginning with the units, the child counts the combined quantity and determine the result by adding the two together, then the child brings the large number cards that represents result, the child visually see the concrete form, he also understand from this operation that two small quantities combine together to form a large quantity. Once the child completely has understood the concept of addition, he moves to little complex activity. In the next presentation the procedure remains the only difference is if the addition has resulted in the quantity of ten or more, the child stops at count of ten and exchanges ten unit beads for one ten bar, this teaches the child the concept of carry forward or changing. It is very important that the child understands the concept of carry forward clearly as all the operations having carry forward are based on the same formula. The child then moves to multiplication, multiplication is an extension of addition but here the child must understand that the term multiplication means the merging of several smaller quantities to make a large quantity. The child is provided with the same dividend two times or three times and following the same procedure as for the addition. First the child does the operation without change and then with child, then the child learns subtraction with and without change using the same material, but here the concept is not combining the quantities but taking away small quantity from the big quantity. In this area the child learns to borrow the quantity from the succeeding hierarchy and finally to division where the child understands division means sharing the quantity, he also leans that if a quantity cannot be shared, there is a reminder. This way of teaching decimal operation to the child develop a strong understanding in mathematic, whereby his abstract form of mathematic becomes concrete to the child. The satisfaction of discovery leads to an enthusiastic interest in numbers when the child is able to demonstrate the fundamental mathematical operations, rather than simple being told seemingly dull and meaningless facts. He physically holds the quantities that he sees represented by written symbols. he combines the materials, counts, separates and compares them while visually graspng and reinforcing the ideas in a way that is concrete, rather than abstract. . ( http://www. montessori-book. com/Math. html) After the child has developed the concept of the four basic operation addition multiplications, subtraction, and division the child is slowly transitioned toward abstraction. In the next activity, the child still works with concrete material using the small number rods but gradually makes a passage to paper and pencil. This activity further reinforces addition and subtraction. The first activity the child does in this area is addition using small number rods to compose ten, the aim of the activity is to make the child understand how different numbers combine to get the same result, the child learns to form simple equation like 6+4=10 using small number rods on the mat and records the same on the paper. This is then followed by the next activity where his understanding is revived by asking the child ‘how many more he needs to compose 10’, in the process the child is also introduced to plus, minus and equal sign through three period naming lesson. The composition and decomposition activities also help the child understand the meaning of these symbols. Snake game enhances this concept visually. The complexity further increases with the next activity as the child now start to do addition using series cards, the child by now understand the formation of a sum, he reads the sum on the series card, combines the quantity and records the answers. He learns to do subtraction and multiplication with the same principle. These activities further helps child’s gives practice in addition, subtraction and multiplication but with more abstraction. The child then moves a step ahead toward abstraction where the child is introduced to addition strip board and red and blue rulers, and here the child is given table sums which lead the child through all possible combination in addition. None exist beyond combination nine plus nine, It also helps the child learn addition tables. Using the same technique, he then proceed to learn subtraction tables and multiplication tables with the introduction of subtraction strip board and multiplication board, In the strip board activities, the child has no quantity to relate to, he works with the written symbols and does sums and records the answers. Group 6 is a transition to abstraction, helping the child internalize the function of arithmetic and gradually discrete the physical manipulation of material (Basic Montessori, Ch 5, pg 161) Once the child has full understanding of addition, multiplication, subtraction and division, he is ready to do complex four digit sums with all four categories, by now the child completely understands the decimal hierarchy and place value of the number. The child is introduced with individual sums. Individual sums are four digit sums having all four hierarchy of decimal system namely thousand, hundred, tens and units. Each hierarchy is color coded with the same colors as on the felt melt, the child is given the color pencil to record the answers with the same color. The procedure to do individual sums is same as decimal operation but in here the child records the answers on the individual sum cards. The repetition of these exercises not only solidified his foundation over understanding on decimal system operation but most leads to toward the most abstract form of mathematic for that age of a child, Upon his mastery over decimal system operation he is then introduced to stamp game which is the most abstract form, the child no more requires the aid of physical demonstration of its working. In the stamp game the child does the addition multiplication, subtraction and division in the same manner as in decimal system operations, only the â€Å"stamps† are used to represent the golden bead material. The material here is more symbolic, the stamps has written symbols of 1, 10, 100 1000 on them, The child now understand very well the function of each symbol and is able to conduct the addition, multiplication, subtraction and division operation using just the symbols and record his answers on the sum card with the appropriate color pencil with no intervinience of an adult. Teacher only correct the answers if required using the control card Laying a strong foundation of decimal system upon a child plays an important factor in his development for mathematic skills and metal development. This method of learning fosters deep understanding rather that memorizing. Child’s sensorial training and practical life activities acts as a bridge to enhance his aptitude towards his learning and the hand on material makes the abstract concepts clear and concrete, where the child can visually see the logical strategies and implement them in his understand mathematics in concrete Beginning with the sensorial foundations of mathematics, the exploration of order, sequence, and precision is viewed as a manifestation of the human tendencies. Problem solving, formula derivation, discovery approaches, the role of the materials, and the connections between arithmetic, geometry, and algebra will be viewed developmentally in response to the mathematical mind and its evolving needs from early childhood to adolescence. ity. This system in which a child is constantly moving objects with his hands and actively exercising his senses, also take into account a childs special aptitude for mathematics. When they leave the materials, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations. Maria Montessori, The Discovery of the Child, Chap 19. Group 6: Abstraction The beads frame is the last set of materials before the child goes into the passage of abstraction. The exercises in Group 6 help the child internalise the functions of arithmetic, and he The final group of exercises in the arly childhood Montessori math curriculum provide further experience with arithmetic and move the child closer to abstraction and symbolic representation. Three activities the stamp game, the dot board, and the small bead frame make up the area of work that leads the child to abstraction. While each of these materials is initially introduced using addition, they can also be used to perform subtraction and multiplication, and in the case of the stamp game, division. The stamp game is used by an individual child to do addition in the same manner as in the decimal system operations only â€Å"stamps† are used to represent the golden bead material in the following manner: (a) green stamps with 1 written on them represent units, (b) blue stamps with 10 printed on them stand for a ten bar, (c) red stamps with 100 written on them represent a hundred square, and (d) green stamps with 1,000 written on them stand for a thousand cube. The dot game is also representational and introduces the child to column addition and the decimal category of 10,000 using paper specifically prepared for this exercise. Rather than combining the quantities of two addends using the golden bead material or stamps, in this activity the child combines two amounts by placing different colored dots representing the decimal categories in the appropriate columns. Dynamic addition is carried out by crossing out any rows of ten found in a column and placing a one for each row in the next higher category. Rarely, however, can he count with certainty the fingers of one hand, and when he does succeed, in doing this, there is always the difficulty of knowing why, The extreme exactness and correctness of a childs mind need clear and precise help. When numerical rods are given to children, we see them even the smallest take a lively interest in counting. . The Discovery of the Child, pg 264. The satisfaction of discovery leads to an enthusiastic interest in numbers when the child is able to demonstrate the fundamental mathematical operations, rather than simple being told seemingly dull and meaningless facts. He physically holds the quantities that he sees represented by written symbols. e combines the materials, counts, separates and compares them while visually graspng and reinforcing the ideas in a way that is concrete, rather than abstract. .. Teaching Montessori at home. Abstract concepts become concrete as the student demonstrates his understanding of fractions. Maria Montessori often used color coding to help students solidify new concepts introduced. The color coding of the BarCulator halves, thirds, fourths, sixths, eighths, twelfths a nd twenty-fourths is thus very consistent with the Montessori method. By working with this manipulative the student is first introduced to comparing fractions. â€Å"That the mathematical mind is active from the first, becomes apparent not only from the attraction that exactitude exerts on every action the child performs, but we see it also in the fact that the little child’s need for order is one of the most powerful incentives to dominate his early life† (Montessori, 1967, 189,190). The short bead stair: The Short Bead Stair represents the quantities one through ten in easily recognized colors. A single red bead represents 1. A bar of two green beads represents 2. A bar of three pink beads represents 3, and so forth, with the bar of ten golden beads representing 10. If a child wishes to do the sum, 3+5, she places the bar of three pink beads beside the bar of five blue beads, counts the total number of beads and records her result: 3+5=8. Materials for futher practice: Parallel activities for addition and/or subtraction are always ready for the child who is eager to use different material. These include the Strip Boards, the Snake Game, the Dot Game and the Stamp Game. Various boards are also available for multiplication and factoring whenever the child is ready and interested. The child can do simple addition with this Strip Board which features red and blue rulers of graduated lengths representing the quantities 1 through 9. On the large square board, a child can place the numbers 1 through 100 in sequential order.