Minority Cultures in Mississippi Essay

The purpose of this paper is to develop a better understanding of African American and Mexican American cultures in my region and their importance to United States society, as well as relating their similarities and differences to each other and my own culture. This will be done in an effort to develop skills that assist me in providing my future students the opportunity to value diversity and overcome cultural barriers and biases. This paper covers various aspects of each culture, beginning with the beliefs and traditions of each culture. In addition to those areas, the facets of religion, holidays, and foods of great significance to each culture are explored. Finally, the most meaningful area in relation to my teaching success is analyzed. The area of education is considered, focusing on educational aspirations as well as the professions of members of these cultures due to their educational backgrounds. After examining all of the aspects, the cultures will be compared and contrasted in an effort to learn how to overcome cultural differences. African American Family Life Family life is one of the most important aspects in the African American culture. This belief stems from both their African roots and early slavery. Keeping family members close was important in both tribal Africa and among slaves. Your family is believed to give you strength and support; this belief is still widely practiced today. African American families frequently visit both immediate as well as extended family. In fact, neighborhood barbeques and parties are a common occurrence. African American families also hold family reunions yearly, which include several surnames of families who may be closely related or as distant as fourteenth cousins or more. Often times, non-relatives are also invited and treated as family. Many African American neighborhoods are close-knit communities who often spend much of their spare time socializing with one another. Because of this closeness, many non-relatives become known as â€Å"play† family. These â€Å"play† family members have become such good friends to the family that they are treated as members of the extended family. The elderly are regarded as the head of the family and are given the utmost respect. To the African American culture, living a long life means the person is very wise and is often the first source for advice. An elder is believed to have led a fulfilled life and the funeral, therefore, is often celebrated as a joyous occasion. To the African American culture, death is simply passing from one realm of life to another. They believe their loved one is leaving the evils of this world behind for a utopia, so there is often a party after the burial service. African American Hairstyles and Names Many African American beliefs and traditions can be traced back to their original African roots. Locks and braiding are two of these. They are widely practiced hairstyles among African Americans today. Both types of hairstyles were started by tribes in Africa. Locks, commonly called dread-locks, are common among the tribes of South Africa. Because water is scarce and dust is prevalent in that area, locks are popular due to their ease of maintenance. Braiding, on the other hand, is an aspect of worth among Western African tribes. Often, the men of tribes there receive a braided lock for achieving a substantial accomplishment. Both of these traditional African hairstyles made their way to the United States with the slaves and are still of great importance to African American culture today, as a method of displaying pride in their historical roots. Another aspect of African American culture with ties to Africa is naming children. Children are often given names with African roots. However, the members of the African American culture have also developed a set of names, which are uniquely African American. They often add the prefixes of La-, Le-, and Da- to their children’s names, which is exclusive only to their culture. African American Music African American culture has given United States society various styles of music in the form of religious hymns and spirituals, jazz, blues, and hip-hop. Spirituals began with slaves on the plantations. They were often used to send secret messages between each other because the plantation owners could not understand their meanings. These songs were religious folk songs based on African music styles and were improvisational. The spirituals used various musical aspects from smooth flowing styles, which led to the sensual sounds of jazz, to sadness and despair, which led to the blues, to spoken-word singsong, which eventually led to hip-hop. â€Å"Ethnomusicologists trace hip-hop’s roots to the dance, drum, and song of West African griots, or storytellers, its pairing of word and music, and the manifestation of the painful journey of slaves who survived the middle passage† (McBride, 2007, p. 102). African American Language The American English language was also greatly influenced by the African American culture, especially in the Southern United States. â€Å"African American Vernacular English (AAVE) is a variation of the American English language closely associated with the speech of African Americans† (Coulmas, 2005, p. 177). AAVE is considered by many as slang, and it is in prevalent use by African Americans, as well as other cultures, all over the United States today. African American Religion The Black Church has historically been a source of hope and strength for the African American community. Religion is an essential and integral part of their lives, with approximately 85 percent of African Americans belonging to a Protestant denomination. In the African American society, God is viewed as the source of both good health and serious illness. The most common method of treating illness in the African American culture is prayer. It is expected in most churches that an individual should present their best appearance for worship. African American women in particular are known for wearing vibrant dresses and suits. The Black Church is one of intense enthusiasm and high emotion. African American author W. E. B. DuBois perhaps captured the spirit of the Black Church best by stating, â€Å"Even in the midst of preaching, the worshipers carried on a dialogue with the preacher by shouting approvals or calling out remarks aimed at encouraging him to work harder to reach his point† (DuBois, 2005, pp. 184 – 185). It is not uncommon to hear an African American congregation shouting â€Å"Amen! † or â€Å"Preach it, Brother! † or â€Å"You tell ‘em, Reverend† in agreeance with their pastor or to hear the choir echoing â€Å"Well? † behind the pulpit to advance the pastor’s next words. The entire world could learn from the African American culture’s passion for Christ. African American Holidays The African American culture has several holidays which not only help its members connect to their historical roots but assist the rest of society in identifying the significant impact African Americans have had on shaping the United States. One way this is done is through Black History Month. Each February, television networks and schools throughout the United States celebrate the contributions of various African Americans to the world. One of the individuals focused on during Black History Month is Martin Luther King Jr. , whose quest for equality, peace, and civil rights was so powerful in shaping American society that his birthday is another important holiday in the African American culture. Now recognized as a national federal holiday, Martin Luther King Jr. Day is celebrated nationwide on January 15. Another significant holiday is Juneteenth. The news of the Emancipation Proclamation signing reached the slaves of the South on June 19, 1865, and the slaves responded by having a huge celebration. Today, Juneteenth allows African Americans the opportunity to celebrate freedom and is celebrated all over the United States with food, storytelling, games, music, and African American culture. â€Å"Each year, over thirteen million African Americans celebrate Kwanzaa† (Penn State College of Agricultural Sciences, 2003, p. 57). This holiday uses customs from the harvest celebrations of Africa and was developed to help African Americans celebrate their heritage. This holiday lasts seven days and focuses on seven principles of the Swahili people. Upon a unity mat sits a candleholder with seven candles, and one candle is lit each day to represent one of the principles. Christmas is another important holiday for African Americans because of the Black Nativity play performed in many churches. Originally written by Langston Hughes, it is a retelling of the classic nativity story, only with an entirely African American cast and gospel style Christmas carols. A major performance of this play is held yearly in Boston at Tremont Temple by The National Center of Afro-American Artists (NCAAA), who refer to Black Nativity as, â€Å"a legendary Christmas event and the Black community’s Christmas gift to the world† (NCAAA, 2008). African American Foods The foods of the African Americans also play an important role in most cultures of the United Stated. These foods, commonly referred to as soul food, have become widely popular throughout the United States. Many of these foods such as black-eyed peas, cornbread, greens, sweet potatoes, macaroni and cheese, and deep fried foods were originally eaten in Africa and made their way to the United States with the slaves. While others, such as chitlins, neck bones, and ham hocks, were created by the slaves out of necessity. During their time in captivity, they were only fed the scraps that their owners would not eat, ant they had to discover methods of cooking these items in such a way that they would be edible. African American Education and Employment African Americans in Mississippi unfortunately live in one of the poorest states in the country, and their education is influenced by that factor. The poor economic state of Mississippi greatly hinders the public school system here due to lack of funding. In the Mississippi Delta, where the population is almost entirely African American, â€Å"the economy is so depleted that obtaining a quality education is extremely difficult† (U. S. Commission on Civil Rights, 2001, p. 36). The lack of a quality education hinders Mississippi’s number of high school and college graduates, but for African Americans the number is extremely grave. Only 47. 3 percent of African American students in Mississippi will earn a high school diploma, and of that percentage, only 8. 8 percent of them will go on to earn a bachelor’s degree or higher† (U. S. Commission on Civil Rights, 2001, p. 36). It is a widely known fact that not graduating high school greatly influences a person’s financial and professional future. With less than half of the African American population of Mississippi graduating high school, the poverty level among these individuals is obviously high. The number of African American families living below poverty level is tremendous, especially in majority-black communities like one would find in the Mississippi Delta. â€Å"The percentage of black families with incomes below the poverty level runs from a low of 46. 4 percent in Washington County to a high of 68 percent in Tunica County, and most Mississippi counties are marked by double-digit unemployment rates† (U. S. Commission on Civil Rights, 2001, p. 1 – 2). The individuals who are employed are most likely employed in a position that pays the federal minimum wage rate, such as fast food or retail chains, due to the low high school graduation rate. Overall, the African American culture in Mississippi is at a great disadvantage when it comes to educational and professional success. Mexican American Family Life Family closeness is an important aspect of Mexican American culture, as well. Not only do the members of this culture spend a great deal of time with their families, but they often all live together under one roof. It is not uncommon for grandparents, parents, children, cousins, aunts, and uncles to all live in the same home. The entire family is involved in all aspects of each other’s lives, with the elders being the most respected and revered members of the family. Children are expected to honor their families no matter the circumstances. Their actions must never bring shame to their family, and traditional Mexican American families are very strict on their children in an effort to keep them from participating in dishonorable acts. These values of honor, respect, and family endearment are carried out in death as well. When a loved one passes away, they are dressed in special clothing and stay in the family home overnight. While in the family home, a wake is held, and friends and family bring food to serve at the wake. Only the family then accompanies the body to the grave. No service is held, but the family members sing religious Spanish hymns. â€Å"Most significant is the perspective on death held by many Mexican American Catholics that, rather than an end, death is seen as a new beginning† (Diaz-Stevens & Stevens Arroyo, 1998, p. 73). Because of this view, for years after the original wake, on the same date, those who attended it will reunite to celebrate the life and passing of their loved one. Mexican American Names and Language For the most part, Mexican Americans stay true to their original Mexican heritage and culture. While a few Mexican American families choose to name their children more traditional American names, the majority of parents choose names with Mexican ties and meanings, like Javier, Joaquin, Carmen, and Rosa. Another way, Mexican Americans stay connected to their heritage is through their language. Even fluent English speakers tend to speak Spanish with other members of their culture, as opposed to English. Mexican American parents who choose to teach their children to speak English teach them Spanish as well and most often speak to them in the Spanish language. Mexican Americans also choose to incorporate Spanish music and television into their daily lives. In fact, the interest is so high among Mexican Americans to have Spanish television in the United States that cable and satellite providers have special packages created especially for the Hispanic people, which include channels from Mexico such as Telemundo and Univision. Mexican American Quinces Another tradition of Mexican American families is a quince. â€Å"No matter how Americanized a Latina is, chances are she will look forward to her quince. No matter how economically tight her parents might be, they will maintain the tradition† (Figueredo, 2002, p. 152). A quince is the Mexican equivalent to a sweet sixteen party combined with a debutant ball. The quince takes place on a girl’s fifteenth birthday and is very formal. The birthday girl has several female maids and male escorts in her court. The court makes its grand entrance, and the birthday girl and her father begin to waltz. Soon, the entire court joins in, and once the waltz is complete, the party continues, as would an American sweet sixteen party. Mexican American Religion Religion and prayer are very important to the Mexican American culture. â€Å"Approximately 80 percent of the Mexican American population is of the Catholic faith† (Figueredo, 2002, p. 166). Mexican Americans are a very superstitious people, frequently wearing medallions or amulets for protection. The prevention of illness and unfortunate events is believed to be accomplished with prayer, wearing religious relics, and keeping religious charms in the home. Many homes have shrines for prayer in them; these shrines contain religious statues, pictures of various saints, and prayer candles. The family members gather at these shrines, light the prayer candles and rigorously pray. Mexican American Holidays Holidays are of great significance in the Mexican culture, and many of the holidays celebrated in Mexico are still celebrated by Mexican Americans in the United States. Semana Santa celebrates the Christian holiday of Easter and runs from Palm Sunday to Easter Sunday. The most essential aspect of this holiday is attending mass on both Good Friday and Easter Sunday. â€Å"Live representations of Jesus Christ’s crucifixion take place in many communities†¦people from the communities assume the roles of Jesus, Virgin Mary, St. Peter, St. John, and many other characters† (Michigan State University, 2008). Cinco de Mayo is celebrated yearly on May 5 and commemorates the defeat of the French army by the Mexicans at The Battle of Puebla in 1862. â€Å"This victory gave the Mexican people pride in their country and the spirit of freedom and is celebrated in various parts of Mexico and in U. S. cities with a significant Mexican American population† (Michigan State University, 2008). The Day of the Dead is a celebration that represents the unity between life and death. On October 31, relatives decorate the gravesite of their loved ones in preparation for the return of their loved one’s soul. They also decorate an altar at their home with photos of the loved one and some of the loved one’s favorite items. The Feast of Our Lady Guadalupe is a very important religious holiday among Mexican Americans. It is believed that a female appeared to an Indian, outside of Mexico City, and said she was the mother of God. She left an image of herself on his cactus-cloth. â€Å"It [the cloth] should have deteriorated in twenty years but shows no sign of decay 477 years later† (Michigan State University, 2008). She has become a prestigious religious figure for Mexican American Catholics, and her holiday is celebrated on December 12 each year by attending a special mass service. The Christmas holiday season for the Mexican American culture runs from December 16 through February 2 each year and is combined with traditional Christian aspects as well as special Mexican festivities. The first of these is Las Posadas, which is nine consecutive days of candlelight processions and parties. Neighborhood families gather to reenact the holy family’s night in Bethlehem. The breaking of the pinata is a very important aspect of this holiday. The second of these is Noche Buena, which is the peak of holiday festivities, with the celebration of a midnight mass on Christmas Eve. After the mass, the families enjoy a traditional Christmas supper, common to the United States, of turkey, ham, and other common Christmas dinner items. The family then opens gifts and celebrates with a pinata and sparklers. Christmas Day is traditionally set aside for rest. The final of these celebrations occurs on January 6 and is called Dia de Los Tres Reyes Magos. This day celebrates the arrival of the Wise Men in Bethlehem. Mexican American children wake up to toys and other gifts. Rosca de Reyes is served on this day, which is a crown-shaped sweet bread decorated with jewel-like candied fruits and a tiny plastic baby hidden inside. Whoever finds the baby in their piece is required to host a party before the Christmas holiday season ends on February 2. Mexican American Foods â€Å"Tex-Mex is a term used to describe a regional American cuisine that blends food products available in the United States and the culinary creations of Mexican Americans influenced by the cuisines of Mexico† (Barrios Trevino, 2002, p. 3). Many dishes such as chili, fajitas, salsa, quesadillas, burritos, and nachos are not true Mexican dishes but were invented in the United States by Mexican Americans. Even dishes cooked here that originated in Mexico, like tacos, are not prepared in the same manner they would be in Mexico. While Mexican American Tex-Mex dishes are cooked to be hot, topped with tons of cheese, and served in large portions, true Mexican dishes are exactly the opposite. Therefore, Mexican Americans coined their own style of cooking and created some of the United States most loved dishes. Mexican American Education and Employment Unfortunately, the graduation rates for Mexican Americans are very low. The language barrier between the Mexican American culture and the English speaking population of the United States combined with the obligation on many Mexican Americans to work to help support family in Mexico no doubt contribute to this. â€Å"Only about half, 48. 7 percent, of the Mexican American population complete their high school education, and a mere 15. 4 percent of those students earn at least a bachelor’s degree† (U. S. Dept of Commerce Bureau of the Census, 2003 p. 5). The majority of Mexican Americans gain employment at blue-collar jobs such as construction or in the restaurant industry. Many Mexican Americans come to the United States illegally, which causes them to look for employment with employers who will look past their status. Being here illegally or working a blue-collar job means that most Mexican Americans must settle for low wages of minimum wage or slightly higher. Similarities Between the Two Cultures Conducting this research led to the surprising discovery of several similarities. Both cultures desire to remain close to their families, both immediate and extended, by not only seeing each other often but also buy having parties and get-togethers. Both cultures rely greatly on the elderly members of their culture for their knowledge and advice and treat them with the utmost respect and endearment. While the actual proceedings of the funeral are quite different, the cultures are the same in that they see death as a new beginning and, therefore, a cause for celebration. Both cultures are also proud of their heritage. This can be seen in everything from their celebratory traditions during certain holidays to giving their children names, which are unique to their culture. Another similarity is the strong part religion and prayer play in the lives of the members of each culture. In both cultures, prayer is believed to provide comfort and protection. Finally, the most disheartening theme which is common among both cultures is the high dropout rate among high school students and the fact that most members of each culture are employed in low paying positions either due to a lack of education or opportunity. Differences Among the Two Cultures As suspected, the research also led to the discovery of many differences among the cultures as well. As previously mentioned, the burial process of a loved one is quite different among the cultures. African Americans tend to have elaborate, celebratory services honoring the life of their loved one and invite all friends and family members to the burial service. The body is usually sent to a funeral home for preparation and burial. Mexican Americans, on the other hand, keep the body in their home and invite friends and family to pay their respects during a wake. The body is initially prepared by the family for the wake, and only family members attend the actual burial. Although African American families work hard to keep their families close, only their immediate family lives in the home with them unless circumstances cause otherwise, while Mexican Americans quite often live in a home with many relatives of both their immediate and extended family. Their religions and religious practices are also very different. Most all African Americans are of a Protestant denomination, while most all Mexican Americans are Catholic. The Catholic services of Mexican Americans tend to be very quiet and solemn, while African American services are very loud, emotional affairs, with frequent shouts of praise and singing. Shrines are also very important to Mexican American prayer, while African Americans choose to pray almost anywhere. They do not feel the need to pray at a particular place or around particular items. Another major difference is in the types of foods each culture consumes. African Americans tend to eat a lot of vegetables and fried foods, heavy in salt. Mexican Americans, however, eat meals, which include a lot of meat and tortillas with very few vegetables, which include tomatoes, onions, and hot peppers. Applying the Project to the Classroom Recognizing the characteristics of each culture, along with the similarities and differences in each culture, will assist one in overcoming cultural barriers and biases. The information in this project will prove to be very useful inside a classroom. It could be used in several ways, the first being to teach students about each culture. The second way would be to teach students how the cultures are alike or different. The final way would help students compare the cultures to their own. One way this information could be applied is by teaching students about a holiday unique to one of the cultures. For example, on or close to December 16, the teacher could ask the students to come to school dressed as a character from the nativity story such as an angel, a Wise Man, or a shepherd. Then, after studying about Las Posadas and even having a Mexican American student tell a story about the holiday if possible, the students could parade up and down the hallways of the school and end their festivities by taking turns trying to break a pinata. Another way this information could be applied is to have the children write a story about a family celebration or gathering and then having each student read their story aloud. By doing this, each child will have the opportunity to see similarities and differences between each cultural group represented in the classroom. This would also help minority groups such as African Americans and Mexican Americans identify with majority students and move toward forming bonds. A final way this information could be applied is by studying the foods eaten by both cultures. The teacher could read a story about the foods of both cultures and explain the origins of each culture’s foods. During this lesson, the students should sample various foods from both cultures. By doing this, the students will not only be learning about another culture and receiving the opportunity to try something new but will also most likely discover that they have already had many of the foods from both cultures but were unaware of it. Each culture has aspects, which are unique only to that culture. However, both cultures also have aspects, which can be related to one’s own culture. In any event, both cultures are uniquely beautiful and contribute to the United States society and culture as a whole and should therefore not only be respected but also treasured. In its own way, each culture, combined with all of the other cultures of the United States people make our nation the greatly extraordinary country that it is. ? References Barrios Trevino, D. (2002). Los Barrios family cookbook: Tex-Mex recipes from the heart of San Antonio. New York, NY: Villard Books. (Primary Source) Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choices. Cambridge, MA: Cambridge University Press. (Secondary Source) Diaz-Stevens, A. M. & Stevens Arroyo, A. M. (1998). Recognizing the Latino resurgence in U. S. religion. Boulder, CO: Westview Press. (Secondary Source) DuBois, W. E. B. (2005). The souls of black folk. New York, NY: Simon and Schuster. (Primary Source) Figueredo, D. H. (2002). The complete idiot’s guide to Latino history and culture. New York, NY: Alpha Books. (Secondary Source) McBride, J (2007, April). Hip hop planet. National Geographic, 211(4), 100-118. (Secondary Source) Michigan State University Teaching Hispanic Cultures of the Americas Institute (2008). Learning about Hispanic cultures through the study of Latino and Mexican holidays, celebrations and traditions. Retrieved June 28, 2009, from http://www. educ. msu. edu/teachglobal/Americas/module1. html (Primary Source) National Center of Afro-American Artists (2008). Black nativity. Retrieved June 27, 2009, from http://www. blacknativity. org/about/index. html (Secondary Source) Penn State College of Agricultural Sciences (2003). Guide to exploring African American culture. Retrieved June 28, 2009, from http://pubs. cas. psu. edu/FreePubs/pdfs/agrs92. pdf (Primary Source) U. S. Commission on Civil Rights (2001). Racial and ethnic tensions in American communities: Poverty, inequality, and discrimination the Mississippi delta report. Retrieved June 28, 2009, from http://www. usccr. gov/pubs/msdelta/main. htm (Primary Source) U. S. Dept of Commerce Bureau of the Census (2003). We the American: Hispanics. Retrieved June 26, 2009, from http://www. census. gov/apsd/wepeople/we-2r. pdf (Primary Source)

Miracle of Life

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

Summarise Entitlement for Early Years Education

1. 1)There are different types of childcare options for children in the early years 0-5 these are: The first one is an organisation called Surestart this helps families from the birth of their child, providing help and support when the parents really need it the most. This organisation works with the parent’s right from when the child is born helping the child with educational needs.They provide full day care, short term care; health and family support if the family is having complications at home such as financial needs then Surestart will do their best to provide the family with links of people and organisations that can help them. They also provide parenting advice, this is essential for some new families that have never experienced parenting before. They also provide training and employment advice to fund the new families which is desperately needed especially when the family contains young parents.The next one is nursery schools; usually nursery schools provide this type of education for children between three and five years old. Most of the time these type of nurseries are based at the surestart centres but they can also often be linked to local primary schools. The next childcare option is pre schools and playgroups, most of the time playgroups are run by voluntary organisations for children three and four years old. This means that children can have 15 hours of their free education at these organisations.The next type of childcare provision is day nurseries these are consistently placed in workplaces as people going to work can place their child in that provision complete a day’s work and then take their child home. These can be run by both the business they are placed at or they can be voluntary, this might be free but sometimes the businesses can charge. A different type of childcare provision is one used at the carers home these are called childminders. These are often used after school is finished and people still need to place their c hildren in childcare.In childminders they are only allowed to look after six children under the age of eight but only three children are allowed at a time under the age of five. The last and most unlikely child care provision is a nanny these provide childcare in the parents’ home and are usually paid for by the parents and usually used over a long period of time. These are often used if the parents are on a ‘work trip’ or got a complete a set amount of work over a period of time.

Concept paper on How Education has impacted Veterans Empowerment to Essay

Concept paper on How Education has impacted Veterans Empowerment to Careers employment and Job Satisfaction (Marine Corps) - Essay Example heir lifestyle. What is more, the impact of being educated transcends all facets of a person’s life and occupation, including being a Marine Corps veteran. In the opinion of Eberlein (2006), education improves a person’s social life and social status. Studies by Druskat and Pescosolido (2002) revealed that high levels of education led to increased career and job satisfaction, especially among U.S. Marine Corps veterans. As veterans increasingly learn and read from various sources, their lives go through various transformational processes. Druskat and Pescosolido found a direct correlation between education level and the kind of jobs that U.S. Marine Corps veterans get employed into. Nelson (2012) noted that education level also influences veterans’ taste, class, and life preferences. Using existing literature on the relationship between education and employment opportunities for U.S. Marine Corps veterans, I seek to identify the effect of education on career and job satisfaction after these veterans have been employed. Many soldiers—especially veterans from Iraq and Afghanistan—have participated in a special program offered by the Pentagon unit dubbed the Supplemental Appropriations Act of 2008, which helped to incorporate them back into society (Nelson, 2012). Soldiers with the U.S. Marine Corps were offered education, low-interest mortgages and loans, and paid tuitions. Although previous studies (Abrahms, 2012; Nelson, 2002; Offner, 2012) have concentrated on the influence of these benefits in transforming soldiers’ lives, there has been little focus on the impact of education in helping them find better jobs and the subsequent job satisfaction that would enable them to fit into a normal lifestyle. According to Offner (2012), veterans face problem in finding jobs. Abrahms (2002) noted that the current state of the economy, which is paralyzed with high rates of unemployment and underemployment, also affects the ability of the least educated to get jobs. Returning veterans thus find themselves competing with more-educated workers for job placements. In addition, Offner (2012) pointed out, although some of these soldiers were lucky enough to find jobs, they could not effectively handle those jobs, due to lack of job satisfaction. This will form the main basis of the present research paper. Background of the Problem Many U.S. Marine Corps veterans have spent a considerable period of their lives on the battlefield. Studies by Nelson (2012) indicated that incidents on the battlefield in such places as Iraq and Afghanistan caused these soldiers psychological pain and trauma. Nelson further indicated that the process of social integration among U.S. Marine Corps veterans during their homecoming was characterized by a mixture of feelings and emotions. While friends and relatives left at home had advanced academically and improved their social class, the soldiers were less educated, their education having stagnated. The civilians had acquired higher education, gotten married, and improved their lifestyles, whereas the returning Marine Corps had to restart

Harassment of Male and Female in Hospitals in Canada Research Paper

Harassment of Male and Female in Hospitals in Canada - Research Paper Example Workplace harassment has not only been reported in health care settings but also in other sectors of the workforce. This paper explores harassment of males and females in Canada hospitals. Harassment of gender in Hospitals According to Ontario Human Rights Commision, â€Å"harassment connotes comments or actions that are unwelcome or should be known to be unwelcome† (Ontario Human Rights Commision, 2012). Other literature have defined harassment as any conduct based on age, disability, HIV status, domestic circumstances, race, colour, language. religion, political, trade union or other opinion or belief, national or social origin, association with minority property, birth or other status which is unreciprocated or unwanted and which affects the dignity of men and women at work (Wi, 2009). Workplace harassment in healthcare settings has been reported as a widespread problem in most Canadian hospitals. Healthcare professional such as nurses, general practitioners and other medic al staff do experience or have high chances of experience harassment in most hospitals in Canada. Harassment of males and females in hospitals can take various forms such as physical, psychological and sexual harassment, one-off incident or subsequent and recurrent patterns of behaviours and among colleagues, between superiors and subordinates in health or among third parties (patients and visitors). Causes of Gender harassment in Hospitals Sexual harassment refers to â€Å"any form of sexual activity which makes a person or the victim to feel or appear uncomfortable† (Roach, 2010). The types of sexual harassments that female experience in hospital settings include gender harassment, unwanted sexual attention, sexual remarks and sexual coercion. Sexual harassment is the most common form of harassment in Canadian hospitals and it is often perpetrated by male patients and co-workers. The forms of sexual harassment that can be directed to either gender in hospital settings inclu de unwelcome physical contact, inappropriate conversation with sexual content, leering or inappropriate staring or whistling, inappropriate gifts, offensive jokes or comments of sexual nature, posting pictures of sexual nature in hospital settings especially in offices, comments about the physical characteristics of an individual and sexually suggestive acts (New Brunswick Human Rights Act, 2011). In addition, sexual harassment in hospitals that is directed to people of either gender may entail proposition of physical intimacy, demands for dates or sexual favors and remarks about members of a specific gender. Nurses experience sexual harassment from patients and colleagues or from medical personnel from higher authorities, that is, sexual harassment can be committed by males with female victims, by females with male victims or same-sex sexual harassment (Roach, 2010). Women have bore the brunt of sexual harassment because they have traditionally occupied a lower status in the societ y particular in the workforce. The same is replicated in hospital settings in Canada where most victims of sexual harassment have been women. Both male and female nurses and other medical staff experience harassment in Canadian health care settings although the level of endurance is different from either gender. Female nurses are likely to endure harassment from their colleagues or patients for a long term before necessarily taking further step and

International Business (Globalization) Essay Example | Topics and Well Written Essays - 2000 words

International Business (Globalization) - Essay Example International businesses are at present largely restricted to their where they originated from, only if we consider their overall business operations and activity; they stay heavily 'nationally rooted' and carry on to be multinational, to a certain extent than translational ,organizations . (Palmisano 2006) While full globalization in this organizational sense may not have occurred on a large scale, these large multinational corporations still have considerable economic and cultural power. Multinationals can impact upon communities in very diverse places. First, they look to establish or contract operations (production, service and sales) in countries and regions where they can exploit cheaper labour and resources. While this can mean additional wealth flowing into those communities, this form of 'globalization' entails significant inequalities. It can moreover, it may lead to outsized scale job loss in especially for those whose industries were in the past located. The wages paid in the recent settings can be nominal, and worker's privileges and conditions pitiable. For instance, a 1998 study of exceptional economic zones in China showed that manufacturers for organizations such as Ralph Lauren, Adidas and Nike were the ones paying low wages, to the extent of 13 cents per hour Second, multinationals continuously look new or else under-exploited markets. They look to increase sales - often by trying to create new needs among different target groups. One example here has been the activities of tobacco companies in southern countries. Another has been the development of the markets predominantly populated by children and young people. There is increasing evidence that this is having a deep effect; that our view of childhood (especially in northern and 'developed' countries) is increasingly the product of 'consumer-media' culture. Furthermore, that culture is underpinned in the sweated work of the 'mothered' children of the so-called 'Third World'. With the aid of various media, the commodity form has increasingly become central to the life of the young of the West, constructing their identities and relationships, their emotional and social worlds. Adults and schools have been negatively positioned in this matrix to the extent that youthful power and pleasure are constructed as that which happens elsewhere - away from adults and schools and mainly with the aid of commodities. Of course such commodification of everyday life is hardly new. Writers like Erich Fromm were commenting on the phenomenon in the early 1950s. However, there has been a significant acceleration and intensification (and globalization) with the rise of the brand (see below) and a heavier focus on seeking to condition children and young people to construct their identities around brands. Third, and linked to the above, we have seen the erosion of pubic space by corporate activities. Significant areas of leisure, for example, have moved from more associational forms like clubs to privatized, commercialized activity. For example, charts this with

The Business Strategy of Esprit Case Study Example | Topics and Well Written Essays - 1750 words

The Business Strategy of Esprit - Case Study Example The Board has ten Directors, including the Chairman of the Board, five of them being executive and the other five being non-executive Directors, of the latter three are independent. Of the five executive directors one is Chairman and in charge of the overall corporate direction and strategy of the Group; another is Deputy Chairman and Chief Executive Officer of the Group and looks after a variety of areas, including production, organization, marketing, strategy and brand positioning; third is the Deputy Chairman, Group Chief Financial Officer and Company Secretary and is primarily responsible for managing the Group's financial and legal functions, including strategic planning and corporate finance, investor relations, accounting and tax, treasury management as well as company secretarial affairs; fourth is the joint Chief Operating Officer of the Esprit brand and the global head of wholesale operations of the Group and fifth is the joint Chief Operating Officer of the Esprit brand an d the global head of retail operations of the Group. Thus, Esprit has a functionally divided organizational design at the top management rungs. Its senior management comprises of a Head of Global Licensing, an International Product Director Women of the Group, a Group Financial Controller, a Global Chief Organization Officer, and a Global Image Director. The operational bias in the design of senior management is apparent. The Group employs both full-time and part-time employees and has approximately 8,000 positions worldwide after converting the part-time positions into full-time positions based on working hours (Esprit AR, 2004-05).   Organization's environment Three groups of people from the environment of Esprit. Esprit ensures complete fulfillment of its Social Responsibilities in order to make a perfect gel with its environment. As a global company, Esprit believes in developing and maintaining sustainable relationships with all stakeholders. It exhibits this commitment by ac ting imaginatively and consistently in the communities where its employees, business partners, and customers live and work (Esprit AR, 2004-05). Responsibilities to Employees Esprit recognizes the importance of human capital. It has the belief that its continued success depends on the commitment, enthusiasm, and energy of its global staff. A positive and respectable working environment which enhances collaboration and cooperation between employees is sought to be developed at Esprit. Towards this end, all internal communications channels are left free and open for ideas and feedback from staff. As an instance of this policy stance LIVE ESPRIT campaign was implemented in the year 2004-05 with the aim of promoting team spirit and creating a global culture for all employees located around the world. Group's quarterly newsletters and the global intranet help improve company-wide communications and connect employees around the world to the Esprit family. Culture is to be an attractive co mpany for talented and motivated.

Professional Management Skills Assesment. cASE ANALYSIS Essay

Professional Management Skills Assesment. cASE ANALYSIS - Essay Example With David Neeleman started out his career in the airline industry, he had learned and had become accustomed to the ins and outs of operating an airline. While spending time with airlines such as Southwest after his first entrepreneurial venture, Neeleman saw the immense opportunity in the industry in the form of the growing dissatisfaction in the market due to poor service and high fares. Coupled with the information that was publicly available regarding the operations related to the industry, he came to justify the dissatisfaction as an opportunity by looking at its market potential. Neeleman then saw that there was sufficient demand to back up this opportunity. The vision of an airline with high quality service and low fares was not entirely what Jet Blue was about when Neeleman conceived the idea in his mind. It was built on the Southwest model, only that with the use of technology it would aim to differentiate itself, as well as its way of doing things as a player in the airline industry. According to the founder, this new airline would â€Å"leverage technology for safety and efficiency and with a commitment to people. (Gittell & O’Reilly, 2001, p.3)† The overall market for the airlines most especially in New York City as stated in the case, experienced dissatisfaction given the current level of services at the price level in which they are offered. Due to this, an enormous opportunity for an airline that could offer lower costs for air travel with high quality service awaited as a promise and reward. This one Neeleman had observed and taken advantage of using of information technology as one of the differentiating factors. Jet Blue’s marketing was strategic in a way that it aimed to support the goal of the company to become a different sort of player in the airline industry. For one, in line with Neeleman’s vision which was to provide high quality service at affordable fares while improving the experience of

Effective Team and Performance Management Essay - 2

Effective Team and Performance Management - Essay Example . Precisely, this discussion demonstrates personal and interpersonal awareness in addition to skill formation and development. The main reason for describing the personal and interpersonal awareness within a given team is to attempt explaining or creating an understanding of the effective management and performance of such groups. Effective team and performance management are the main epicenters of this discussion. In order to obtain the objective of the discussion, this paper is divided into three main parts excluding the introduction. The parts include reflection, alternative action, and overall learning. Reflection section of the discussion attempts to identify the key issues besides describing each of mentioned issues. In addition, the section provides an analysis of key issues involved while carrying out the activities of the team within the three contexts; investigating crime, lost on the moon, and egg challenge. Alternative action section identifies the recurring/overarching problems within the team whilst conducting its specific activities, avoidance of such problems, and impact of team members in ensuring that activities of team were effectively achieved. Lastly, the overall learning (conclusion) section identifies aspects learnt in the tasks and their relevance to future professional life. Team The team comprising of 6 members, 4 ladies and 2 gentlemen was formed on the basis of persons from different nationalities from Africa and Asia. Three main activities formed part of the seminar activities for purposes of understanding personal and interpersonal characteristics. The activities included lost on the moon, crime investigation in Park near Cambridge City Centre, and the egg flying contest. All these formed the seminar activities, which were aimed at evaluating effective management of teams or groups. Reflection During formation of the team of the four ladies and two gentlemen, I realized that there was so much potential not only in me but also other team members. Though anxious, I found it enjoyable and exciting to engage with people that were like strangers to me. Anxiety is one of the indicators within a person as described by Myers Briggs (Elwyn, Greenhalgh, and Mcfarlance, 2001, p.119). The first step was to introduce each other. In this process, team members wer e uneasy given the fact that they did not know each other. The idea of introduction to get to know each other was borrowed from Tuckman’s (1965) group forming stage. During the forming stage, Tuckman (1965) identifies that team members are always anxious due to being strangers. Other than problems of introduction, the team within its introduction stage had no clear specific individual roles and responsibilities, chain of command, and hierarchy of authority. What’s more, it is difficult to explicitly define roles and responsibilities of every member during the formation stage (Tuckman, 1965; Landale, 1999, p38). As Goleman (2002, p.253); Irvine et al (2002); and Kilman (1974) identify, there was a possibility of diversity conflict especially following that members of the team came from diverse backgrounds. The second activity within the formation stage involved identification of a team leader. Without a team leader, a group will not be spearheaded to the right direction since no one particular person will be responsible for initiating and directing activities

Ecological Footprint Calculator Assignment Example | Topics and Well Written Essays - 250 words

Ecological Footprint Calculator - Assignment Example beef from a properly grazed cow can both be qualified as meat, but their production, development and preparation all have serious impacts on one’s ecological footprint. The quiz also lacked clarity at certain points. One question had to do with how much trash I generate. This question is easy to answer at first, but after some thought it actually becomes quite difficult. Do items recycled and composted count as trash? The quiz does not answer this question. Nor are there further questions relating composting and recycling. I can only cite the example of my own family. In our case, my mother would frequently refer to recyclable containers as trash, even though we used the environmentally friendly method to dispose of them. If other Americans use the same language as was used in my household, this particular question may produce skewed results and leave people with a very inaccurate perception of their ecological footprint. Ultimately the quiz does what it’s supposed to do. The Footprint Network is an organization designed to promote environmentally friendly lifestyles. It does this by giving you a result that projects your ecological footprint (however inaccurate it may be) and then listing ways you can improve your lifestyle to better the entire planet. However, it would be more useful for the website to give you a more accurate appraisal of your environmental situation. These are problems that could easily be fixed by introducing a new level of clarity to the questions