Effects Of A Utopian Society On Romantic Relationships

The Effects of a Utopian Society on Romantic Relationships A Utopia is defined as a world where the political, economic and social conditions are perfect. Joanna Russ’s novel The Female Man describes four different societies and women’s positions in these societies, and the general consensus is that Janet’s world Whileaway- a female-only paradise where all citizens are safe and empowered- is the Utopia of the lot. On Whileaway, women are allowed to thrive professionally and personally, which is evident in many ways, from Whileaway’s almost non-existent crime rates to the healthier relationships the women on Whileaway have with each other. The latter is especially interesting because it shows us how the citizens of a Utopia are truly happier in every way of their lives, including ways only indirectly affected by the political and economic harmony that makes it a Utopia. By highlighting the various factors on Whileaway that lead to wonderful personal relationships, Russ emphasizes how unhealthy perceptions of relat ionships and unrealistic standards of women in the other worlds prohibit the other characters from having fulfilling relationships of this kind. Comparing and contrasting the social conditions in the Utopia that is Whileaway and the other worlds shows how these conditions impact personal lives and relationships. The first stark difference between Whileaway and Joanna or Jeannine’s worlds is that the women on Whileaway areShow MoreRelatedI Am Grateful For A Postsecondary Education Essay1458 Words   |  6 Pages In an idea world, there must be a school for every student to have their individual needs met and provide the perfect college experience. 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Genre Analysis * Popular novels are not simple repositories ofRead MorePierre de Coubertin and The Modern Olympic Movement Essay1270 Words   |  6 PagesINTRODUCTION At the same time that sport is a product of social reality, it is also unique. No other institution, except perhaps religion, commands the mystique, the nostalgia, the romantic ideational cultural fixation that sport does. No other activity so paradoxically combines the serious with the frivolous, playfulness with intensity, and the ideological with the structural. (Frey Eitzen 504) OLYMPIC ORIGINS AND IDEALS Pierre de Coubertin, founder of the modern Olympic movement, was bornRead MoreMartin Buber5681 Words   |  23 Pagesof the battle between reason and romanticism, rationalism and mysticism. With little conflict, Darwin and Freud co-exist in the modern mind. Marx exhibited the split vision, extolling the power of practical, realistic workers who would create a utopian world. In fact, this dichotomy which began in the Renaissance and became a gaping wound in the 17th and 18th centuries as we embraced science and reason as our god, has allowed for 20th century aberrations like Hitler and his Aryan ubermenchen or

Entrepreneurship Essay - 1729 Words

According to Henry, Hill Leitch (2003) the word entrepreneur was derived from the French word ‘entreprendre’ which means to undertake, and the first person who introduced and used the word of entrepreneur was Richard Cantillon (1680-1734), an Irish economist. Cantillon defined entrepreneur as a person with the foresight and confidence to work in conditions when costs may be known, but rewards are uncertain (Bridge, O’Neill Cromie 1998). Therefore, it can be concluded that entrepreneurship demands foresight and willingness to assume risk (Landstrom 1997, cited in Corbetta, Huse Rovasi 2004). In short it can be said that the first concept of entrepreneurship from Cantillon emphasis on taking risk to venture into a business. Van†¦show more content†¦3.2 The neoclassical approach The neoclassical era is famous with the concept of equilibrium theory in which supply equals to demand in a perfectly competitive market (Bridge, O’neill Cromie 1998), therefore during this era economists believed that there is no entrepreneurial profit (Shane 2002) and entrepreneurship activities do not have a room to grow since innovation could destroy the stability of economic condition (Adaman Devine 2002 cited in Calderon 2004). The example of famous economist during this era would be Alfred Marshall (1842-1924) which pointed that entrepreneur has the characteristics of taking all responsibility and gain full control, coordinate supply and demand on the market as well as capital and labour within the firm, undertake risks, act as a manager as well as employer, opportunity seeker in order to minimize costs (van Praag 2005). Furthermore, from the same author Marshall stated that a successful entrepreneur will need (i) general ability which are being able to do multitask in one time, have everything ready in time, act promptly and show resource when something goes wrong, flexible to changes, steady and trustworthy; (ii) specialized abilities which are knowledge of trade, ability to forecast, taking risks and spot opportunities in the market; (iii) act as a nature leader of men while performing as an employer; (iv) and lastly a good fortune and capital. Even though Marshall pointedShow MoreRelatedEntrepreneurship1111 Words   |  5 PagesEntrepreneurship Entrepreneurship is the act of being an entrepreneur or one who undertakes innovations, finance and business acumen in an effort to transform innovations into economic goods. This may result in new organizations or may be part of revitalizing mature organizations in response to a perceived opportunity. The most obvious form of entrepreneurship is that of starting new businesses (referred as Startup Company); however, in recent years, the term has been extended to include socialRead MoreEntrepreneurship1326 Words   |  6 Pages‘Critically evaluate the key theoretical developments of the term Entrepreneurship’. Student Name : Jonalee B. Magtoto Student ID : 1009007374 Matriculation No: 20037830 Date: June 13th 2013 Word Count : 2,091 words Introduction: Entrepreneurship as a lot of meaning but for me it divided into two separate fundamental, the first part debate high involveRead MoreEntrepreneurship1228 Words   |  5 Pagesthat has the right of control is hired from the owner. Page 2 of 4 Similarities and differences between a manager, a business owner and an entrepreneur By Henry Amm Modern approaches like ‘corporate entrepreneurship’ try to overcome those boundaries by incorporating advantages of entrepreneurship into common management. Companies try to facilitate diversification with internal development workshops. That makes activities necessary, in areas that are usually only loosely related to the current ‘domain’Read MoreEntrepreneurship4156 Words   |  17 PagesEntrepreneurship Challenges in 21st. Century | | What is Entrepreneurship? The definition of entrepreneurship has been debated among scholars, educators, researchers, and policy makers since the concept was first established in the early 1700’s. The term â€Å"entrepreneurship† comes from the French verb â€Å"entreprendre† and the German word â€Å"unternehmen†, both means to â€Å"undertake†. 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Brazil Dependency Theory free essay sample

In the 1960-1970s a kind of direction in world social thought arose. This is the dependence theory. Other variants of the name of this trend are the dependency theory of development, dependent capitalism, peripheral development, and peripheral capitalism. Dependency Theory Definition This direction took the origins from the work of the Argentinean economist Raul Prebisch. Prebisch noted that the terms of trade for the periphery of the world are worse than those for its center. He argued that the slow growth in such third world regions as Latin America is the result of a global capitalist economic order that supports these regions in a state of permanent dependent development. Therefore, the wealth of the North is directly related to the poverty of the South. Economic dependency theory is divided into three areas: Dependent underdevelopment; Dependent development; Reproduction of dependence. According to the classical theory of free trade, participation in an open system of world trade should give maximum benefits to everyone, even if one country sells coffee beans and the other sells computers. Economically backward and late coming into this system, countries should even have some advantage in economic development, since they can import technology from those who have already developed it, and not create it themselves. Dependency theory definition, on the contrary, asserts that later development dooms the country to permanent backwardness. Its starting point is a premise that the capitalist system on a global scale simultaneously generates economic amplification and underdevelopment at the international, national and local levels. Adherents of the international dependence theory and underdevelopment argue that the capitalist system actively contributes to the underdevelopment of the developing countries and that true amplification is impossible as long as this system exists. The dependence theory emphasizes the fact that the developed industrial powers practically restrain the amplification of the more backward countries by their economic domination over them. So answering the question what is the dependency theory, it is necessary to say that dependence means a situation in which the state of the economy of a country is determined by the amplification and expansion of another economy, with which it directly interacts. The relationship of interdependence between two or more economies, as well as between them and world trade, assumes a form of dependence in which the economies of some countries (dominant) can grow successfully and be self-sufficient, while in other countries (dependent) the same processes can o nly take place as a reflection of such growth, which can have both positive and negative impact on their direct development. Considering the process of organizing the world economy, integrating the so-called national economies into the world market of consumption, capital and even labor, it turns out that the links created by this market are combined and are unequal because the amplification of some parts of this system occurs at the expense of its other parts. Thus, the left radical economist Andre Gunder Frank pointed out that the metropolis appropriates the economic surplus of its satellites and uses it for its own development. The satellites remain underdeveloped, because they do not have access to their own surplus, and also because of the polarization of society and the exploitative contradictions introduced and supported by the metropolitan state within the satellite country. The combination of these contradictions stimulates the development of metropolitan countries and determines the process of sub-development of satellites. The conditions of world trade are controlled by developed countries, and through their transnational corporations, they plunge the Third World countries into the so-called unbalanced development that is, the export of raw materials and other goods with very little processing. The developed North closes the world market from complex industrial goods like cars and airplanes, leaving the countries of the third world with the virtual role of global woodcutters and water carriers. Many dependency theorists associated the world economic order with the existence of authoritarian regimes that came to power in Latin America in the wake of the Cuban revolution. In their speeches and articles, they argued that the modernization theory vs dependency theory is not capable of leading the Third World countries out of backwardness. In particular, the countries of Latin America, despite the fact that they filled their institutions with American advisors and received colossal investments from the United States, were trapped in backwardness. The main reason for backwardness is the dependence of the Latin American economy on the US economy. Economically and intellectually dependent countries in principle can not become advanced powers. The scheme of satellization, in fact, was built on the model of linear dependence, which led to the absolute dependence between countries. It closed the theoretical sphere to explain growth and development, even limited, that occurred in a number of developing countries. A definite way out of this was the concept of the reproduction or change of dependence, suggesting that some examples of periphery countries or sectors of their economy that were in strong dependence can get out of this state. In general, this concept considers amplification strategies as subsidized from abroad. The price that one or another sector of the economy (states) pays for overcoming dependence, in the long run is not worth it. For example, international assistance to a particular producer of a developing country can strengthen its position in world markets in the production of minerals or industrial products, but it can also exacerbate a countrys currency situation due to increased imports of machinery and t echnology, which will lead to greater dependence on its reproduction at a new level. Â  In the opinion of ideologists, in order to get advantages of dependency theory, the unequal division of labor and underdevelopment must be changed on the basis of a strategy of integrated power (integration between countries) and as a result of changes in the conditions of the international division of labor. Dependency Theory Theorists Andre Gunder Frank Andre Gunder Frank (1966) proposed one of the early versions of the theory of dependence. He criticized the view that economic amplification occurs in the form of successive stages in the formation of capitalism and that at present the underdeveloped countries are still at that stage of history (sometimes called the initial stage) through which the developed countries have long passed. He believed that, on the contrary, developed countries were metropolises, while the more backward ones were only dependent satellites that could not manage their own affairs completely. According to Frank, the whole world is run by a giant business center (Europe and the USA). This center exercises control over the less developed countries, extracting capital, surplus products and raw materials from them. Such a policy hinders the development of national industry there. Fernando Henrique Cardoso In Brazil, the theory of dependence was used by Fernando Henrique Cardoso and Enzo Fall (1979). The group of owners, representatives of the business circles of this country sought to destroy traditional commerce models, by virtue of which Brazil remained only a supplier of coffee, sugar, and fruit for industrial countries. They set a goal to create an industrial society, more independent of the advanced countries. However, for some time, large foreign corporations hampered the realization of this goal. Local business circles turned to international monopolies for assistance in the field of technology and capital. Gradually, the number of Brazilian companies that became dependent on other countries increased. As a result, local entrepreneurs again could not exert a proper influence on politics and economics. According to Cardozo, such a model has become quite widespread among dependent countries. Since, for many reasons, local owners and entrepreneurs cannot sufficiently increase their capital at home, they turn to international banks and corporations that willingly lend them loans and other types of assistance. Local entrepreneurs and politicians should get the right to make decisions on a number of issues. These include taxation policies, defense spending, welfare, economic amplification and unemployment control. Thus, foreign firms and banks can become a kind of shadow government. The analysis of Cardozo has a criticism of dependency theory in the fact that countries like Brazil cannot develop normally due to their cultural backwardness or the inability of local entrepreneurs. In fact, the reasons for the stagnation are that industry and finance are dependent on international sources. Immanuel Wallerstein Another attack against modernization researchers was undertaken by Immanuel Wallerstein (1976). Instead of the theory of modernization, he proposed a model, called the world systems theory vs dependency theory. Secondary importance is attached to the communities and national states in it, and global social changes are brought to the forefront. In the beginning, Wallerstein makes a distinction between world empires and world economic systems. World empires include several territories united by a single military and political power. The Roman Empire is a classic example. World economic systems also represent integral associations, including different countries and territories, but they do not have a central political power. A vivid example of such an association is the system of payment of tribute in China during the period of the Empire. In return for the gold, grain, animals and other commodities they collected each year, the Chinese allowed small, relatively weak peoples to manage their affairs at their own discretion. Historically, most of the worlds economic systems have been unstable. They collapsed or transformed into world empires. However, Wallerstein emphasizes that one of the worlds economic systems modern capitalism has been preserved for 500 years, without turning into a world empire. In fact, modern capitalism has turned to great benefit the absence of central political power. The fact that transnational corporations are beyond the control of a single government allows them to freely transfer funds across state borders regardless of adverse national policies. According to Wallersteins theory, world economic systems include central states, as well as peripheral and semi-peripheral regions. Central states largely govern peripheral regions, while semi-peripheral regions serve as a buffer in many complex aspects. At the same time, the central states are constantly fighting each other. The competition between them became possible precisely because of the absence of any central organization that leads the capitalist economy. Examples Although the dependence theory lives among the intellectuals of the left wing, it was undermined by one large-scale phenomenon, which it can hardly explain. This is the example of dependency theory when a phenomenal economic growth in South Korea, Taiwan, Hong Kong, Singapore, Malaysia, and Thailand was observed. After the war, almost all these countries consciously recoiled from the import substitution policy that swept the whole of Latin America, and instead focused on economic development on the basis of exports with a great sense of purpose, deliberately tying themselves to foreign markets and capital through relations with transnational corporations. Moreover, it can not be argued that these countries had an unfair advantage at the start because of the abundance of natural resources or the capital accumulated in the past: unlike the oil-rich countries of the Middle East or certain types of raw materials of the countries of South America, they entered into competition without hav ing anything, except the human capital of its own population. Thus, the dependence theory can trace its intellectual heritage to the lengthy debates about free trade, various forms of protectionism, economic nationalism, as well as the problems of imperialism and colonialism. Critics of the theory of dependence argue that it underestimates the factor of the elite and the specifics of the local economy, these criticisms mainly point to the role played by corruption or the lack of a culture of commercial competition as the chronic backwardness of these countries. Nevertheless, the importance of dependency theory lies in the fact that it allows researchers to look at the issue the two opposite perspectives and develop the most beneficial way of making improvements.

The Wampanog Indians Lived In The Northeast Region Of The Island. They

The Wampanog Indians lived in the northeast region of the island. They settled there in 1620. They were the first people on Nantucket. They made their houses out of sapling trees, animal skin, and bones, Nantucket was a good fishing and hunting ground. Nantucket was small and wooded. The Wampanoags lived in peace until the white people came and gave them a disease called yellow fever. The last Wampanoag died in 1854. His name was Abrem Quary. What is the history of the Wampanoags? by 7th Graders Beth Valero and Jen Stafford It was the Wampanoag Indians who shared their Thanksgiving harvest with the Pilgrims in the 1620s. It was the Wampanoags who gave the Pilgrims indian corn, squash, and beans, thereby insuring the survival of the first permanent European settlement in New England, the Colony of New Plymouth. The Wampanoags taught the Pilgrims about the lay of the land and how to protect themselves from the harsh winters. The history of the Wampanoag Indians began long before the 17th century and long before any European set foot on the North American continent. Twelve thousand years ago, the earliest inhabitants of northeastern North America were leaving marks on the land. They were known to their neighbors as the pokanoket which means "place of clear land." The Indians told stories and passed their legends down from generation to generation. They even had a legend about how Nantucket was formed. The first encounter of the Europeans of the Wampanoag may have been written down in 1524. They grew a few staple crops for food: corn, beans, and squash. Farming, hunting, fishing, and foraging were essential to the day -to- day, and year-to-year survival of the Wampanoag. They survived by understanding and using the wild plants and animals of their region. Some of the same plants and animals are still on Nantucket today. By the beginning of the 20th century the Wampanoag people were living like any of their non-Indian, working class neighbors. In the 20th century their sense of identity as Indians would be revitalized. During the first few decades of the 20th century, the Pan-Indian movement was sweeping across the continent. The traditional customs of the Great Plains Indians came to symbolize the new identity of all Indians. In every section of the United States and Canada, Indians adopted Plains Indians dress along with some of that culture's rich ceremonials as symbols of "Indianness". The Wampanoag Nation held its first powwow the following year in Mashpee, MA and have held one annually for many years afterward. If you are growing up as a Wampanoag in todays society, American Indian history and culture is often ignored by the non-Indian world. A Wampanoag Legend The Beginning: How the Island Was Made from The Nantucket Indians, Legends and Accounts before 1659 by Meredith Marshall Brenizer There was a time in the dreams of the great-great grandfathers when the land was not here: no blade of grass nor reed, no corn nor tree, no nesting bird was on this place. There was nothing but the sea. A great giant named Moshop lived across the water with his beautiful wife, Squant, and their many papooses. He was a kindly, wise giant loved by all of his people, but he was so big that it took the whole length of the beach at Cape Cod to make him a bed. Strange visions came to Moshop one night as he slept. Tossing restlessly, he filled his moccasins with sand and they became heavy. Half asleep, he kicked one moccasin a short distance into the sea. Shrugging himself awake, he kicked the other a long way off toward the horizon. The first moccasin became the island of Noepe - Martha's Vineyard. The second one became the island of Natockete, "the far off place." (Nantucket) And this is how our land was born

The Trial of Mary Winkler

The Trial of Mary Winkler Mary Winkler, 32, was convicted of voluntary manslaughter  for the shotgun shooting death of her husband, Matthew Winkler, in 2006 at their Fourth Street Church of Christ parsonage in Selmer, Tennessee. She was arrested the following day in Alabama, where she had taken the couples three young daughters. Latest Developments Mary Winkler Wants Daughters BackSept. 11, 2007A Tennessee woman who served only 67 days after she was convicted of shooting her minister husband is now petitioning the court to get her children back. The three daughters of Mary Winkler have been in the custody of her in-laws since she was arrested in March 2006. Previous Developments Mary Winkler Freed After 67 DaysAug. 14, 2007Mary Winkler has been freed from custody after serving only 67 days, most of which were spent in a mental health facility. She was released after undergoing about two months of treatment. Mary Winkler Sentenced to 210 DaysJune 8, 2007A Tennessee judge sentenced Mary Winkler to 210 days incarceration for her voluntary manslaughter conviction. Winkler will get credit for time she served in jail before she made bond, leaving only 60 days that she will actually be incarcerated. Convicted Pastors Wife Seeks New TrialJune 7, 2007Mary Winkler, the ministers wife convicted of manslaughter for his death, is seeking a new trial  before she has even been sentenced following her first trial. Defense attorneys filed motions last week seeking a new trial based on several rulings the judge made during her trial regarding testimony the jury was allowed to hear. Mary Winkler Guilty of Lesser ChargeApril 19, 2007A jury of ten women and two men found Mary Winkler guilty of voluntary manslaughter in the shotgun shooting death of her husband. Under state law, a conviction of voluntary manslaughter carries a sentence of three to six years, with parole possible after serving 30 percent of the sentence. Mary Winkler Says Shooting Was AccidentalApril 19, 2007Mary Winkler told the jury of a man much different from her husbands small-town preachers public image and said the shotgun accidentally went boom as she pointed it at him as he had done to her in the past. Mary Winkler: My Ugly Came OutApril 14, 2007Jurors in the murder trial of Mary Winkler got a glimpse of what may have driven her to shoot her minister husband. According to the defense, Winkler pointed the gun at Matthew Winkler, as he had pointed it at her before, to get him to talk about their problems. Jury Selection Begins for Ministers WifeApril 9, 2007Jury selection is scheduled to begin today in the murder trial of Mary Winkler. The trial could bring answers to the small Tennessee town of Selmer, where residents wonder what caused a quiet, demure preachers wife to kill. Trial Set April 9 for Pastors WifeFeb. 23, 2007The trial of Mary Winkler has been scheduled for April 9, a date agreed upon both prosecutors and defense attorneys. I think everyone is ready to get this tried, said Winklers defense attorney, Steve Farese Sr. Slain Ministers Wife Out on BailAug. 15, 2006Mary Winkler was released from jail on $750,000 bond. Her release was delayed for more than a week while the judge assessed the terms of her release and checked the reliability of the bonding company that posted her bail. Wife Killed Minister After Money ArgumentJune 6, 2006A Tennessee ministers wife told police that she shot him after they argued about finances then told him Im sorry as he lay dying in the bedroom of their home, according to testimony at a hearing requesting bond for her release from jail. Ministers Wife Indicted for MurderJune 12, 2006A substitute elementary school teacher and the wife of a minister who was found shot to death in the church parsonage has been indicted for first-degree murder, meaning that authorities believe that she planned to kill Matthew Winkler, 31. Pastors Wife Charged with First-Degree MurderMarch 24, 2006The Tennessee Bureau of Investigation has issued an arrest warrant on first-degree murder charges for Mary Winkler, the wife of Selmer, Tennessee pastor Matthew Winkler. Tennessee Pastor Slain, Family MissingMarch 22, 2006A Tennessee church pastor was found shot to death after he failed to show up for Wednesday night services and a statewide Amber Alert has been issued for his missing wife and three young daughters.

How to Find a Job in Los Angeles (Top 100 Employers)

How to Find a Job in Los Angeles (Top 100 Employers) Hooray for Hollywood, home of all of our favorite stars and your favorite Kardashian (whichever one that may be). But although Los Angeles is the world capital of glitz, glamour, and disingenuous invitations to do lunch, it’s also a sprawling, multifaceted city with plenty of career opportunities for those of us who aren’t likely to be the next Brad Pitt or even the next Pauly Shore. Let’s look at some of the hottest industries and jobs you’ll find in L.A. The Tech SectorLet’s face it: other parts of California are better known for their geek cred and their startup savviness. But don’t underestimate sunny L.A. when it comes to tech jobs: the scene is growing fast. According to Fast Company, L.A. is seeing a big surge in the tech sector, to the tune of 2200 individual startups in the â€Å"creative capital of the world.† And we’re not talking movie technology: most of this growth is fueled by biotech, commerce, and communications rather than entertainment and media. You have the standard tech giants like Google and IBM with presences in metro L.A., but also a huge variety of other companies like e-commerce (Ticketmaster), digital media (Netflix, Hulu, Buzzfeed), gaming (Electronic Arts, Riot Games), software (Symantec), communications (Verizon), and even rocket science (SpaceX), just to name a few. The Santa Monica and Venice Beach areas in particular are establishing themselves as hubs. [via Built In Los Angeles]Hot Job: Information Security AnalystAccording to Mondo, the hottest tech job going in L.A. is Security Analyst. With data breaches happening with alarming regularity, the security analysts are often the first line of defense against would-be thieves and hackers. Security analysts are responsible for implementing, upgrading, and maintaining network security measures. It’s a high-paying field, per the U.S. Bureau of Labor Statistics, with a median salary of $90,120. This job typically require s a bachelor’s degree in computer science or a related field. It’s also a rapidly growing field, and will be for the forseeable future: the Bureau of Labor Statistics expects a very strong 18% growth.The Entertainment SectorThis is L.A., what did you expect? Not everyone is cut out to be a star in the traditional Hollywood sense, but that doesn’t mean you can’t find a great, fulfilling career offscreen. Because of the massive movie, television, music, and media production hub that is Los Angeles, there are tons of opportunities in marketing, advertising, management, public relations, production, or operations.Hot Job: Social Media ManagerBeing social media-savvy is a must-have skill in just about every industry these days, but none more than the entertainment industry, where image and impressions are so important, and everyone’s watching for gossip-worthy mistakes (hence TMZ’s continued existence). Social media coordinators are responsible f or creating and maintaining a brand voice, as well as developing social media marketing campaigns to support company strategy.Per PayScale, the median salary for social media coordinators is $46,402. This is a field that will continue to grow as companies look for ways to improve their outreach and establish their brand in every possible avenue. Marketing skills are a must here, as is a strong spidey sense for where the social media realm is moving next. (RIP MySpace.)The Biotech SectorSurging hand-in-hand with L.A.’s tech scene is its biotech industry, driven by labs associated with the many universities around the city and the innovative companies taking root in the L.A. metro area.Hot Job: Biomedical EngineerNamed the #1 fastest growing job in California by the L.A. Times, biomedical engineering is at the very cutting edge of medical technology. These engineers develop equipment, devices, and software for the medical industry. Making surgeries simpler, reducing human error , improving treatments- all of these are areas being constantly worked on and refined by biomedical engineers. It’s a highly specialized field, requiring at least a bachelor’s degree in engineering, but a rewarding one- the median salary is $86,220 per the Bureau of Labor Statistics. Demand for these engineers is growing a crazy rate as well: the industry is likely to see a 23% increase by 2024, which is far ahead of most careers.The Health Care SectorHealth care and allied health fields are growing everywhere, but especially in a metropolitan area like Los Angeles, where the population is growing and changing constantly. No medical field is as likely to see increased demand more than emergency medicine.Hot Job: Emergency Medical Technician (EMT)Licensed EMTs are more necessary than ever, and California state projections suggest that the need for these highly trained professionals will explode by 42% in the near future. Being an EMT is not for the faint of heart (or fo r those who faint, period). As a first responder, you’d need to keep a calm head and move forward with instant, life-saving problem solving. But if the adrenaline of moving from emergency to emergency appeals to you, this is a very solid choice in the ever-growing healthcare industry.One of the best things about living and working in a vibrant city like Los Angeles is that whatever you’re seeking, there will be opportunities all around. If your dreams revolve around red carpets and public appearances, that’s great- but if you’re a mere mortal like most of us, there’s no shortage of careers where you can flourish among the palm trees.

What is the best way to handle on the job conflict constructively Essay

What is the best way to handle on the job conflict constructively - Essay Example There is a popular maxim that says prevention is better than cure. This fact applies also in conflict management in human relationships and teams. It is not always possible to foresee all future sources of conflict, but it is always best to do that which is necessary to avoid foreseeable conflict areas. Experiences inform us that positive constructive conflict handling must be complimented by a secure and supportive organizational environment in which trust and mutual respect are the core pillars in existing relationships (LeBaron 88). On this aspect, people feel comfortable and at ease with each other, and able to express and appreciate differences in opinions and workout a consensus. Conflict prevention requires more of visionary leadership as opposed to reactionary leadership. Conflict prevention skills entail identifying future conflict potential areas and designing a viable and acceptable strategy on how to approach them. Conflict managers should help people in teams stay focused on their goals; to be accommodative to those with a different opinion; participate in decision-making; and train people on consensus building. Constructive conflict management requires that people are able to differentiate personal interests and positions. Personal interests include individual values, needs and motivating factors. Positions define the means an individual uses to achieve personal interests (David and Johnson 37). However, it is not always possible to prevent a conflict. This is largely because life is very dynamic and with it comes surprises. This requires an elaborate and dynamic conflict handling strategy. Equally important, conflict may sometimes serve as important lessons to learn from and help devise objectives and goals that are relatively fair to all players. In relation to this, constructive conflict handling requires a practical

Introduction to Business........VIII Essay Example | Topics and Well Written Essays - 750 words

Introduction to Business........VIII - Essay Example Leadership qualities are not possessed by every manager. The manager must have a charismatic personality and the influential power to become a good leader. 3. Human skills are identified as the ability of an individual to work effectively and in harmony with other people. A person who has good human skills can interact and cooperate more effectively with others and can use it as a valuable asset in team work. An individual possessing human skills, has good etiquette, can handle difficult people, and can negotiate well with others to convince them on his or her terms. e. Self-actualizing Needs – this is the highest level that a person can reach. On this level, he or she is not concerned about others’ opinions and is more interested in experiencing his or her full potential Theory Y, on the other hand, assumes that an average person seeks responsibility and wants to work. He or she can be motivated and committed to their work if they see rewards such as self-fulfillment. Therefore under this theory, the motivator for an individual is his or her need of self-fulfillment and this can be used to create harmony between the personal and organizational goals. 6. Operational planning comes under the strategic work plan. It describes how the business is to accomplish the milestones and objectives. This is done through putting a portion of the strategic plan into action which is to be completed within the duration of the operational period. Generally, this period is equal to a fiscal year. 8. Strategic Planning is done on the senior management level of the organization. It defines the overall strategy of the business. The strategic plan gives the business a direction and states how that plan is going to be achieved. It also includes planning of resources, such as capital and human resource. 9. Generation Y include those people who are born in the period from mid 1970s to the early 2000s.

The Tale of Tommy Nobody (A Bird Story) Essay Example for Free

The Tale of Tommy Nobody (A Bird Story) Essay The book called â€Å"The Tale of Tommy Nobody† tackles about the experience of a young bird named Tommy, the youngest of the songthrush family, his quest for identity and disposition in the society. The adventure started when the mother songthrush Sally finally allowed her six hatchlings to leave the nest and practice how to fly. Incidentally, the youngest and the smallest among the brood is Tommy. He is the last to go, and while the others seemed to have perfectly landed on the other tree branch, Tommy winded up with a crash at a nearby bird table. Whereby, other birds crowded around him and asked â€Å"what kind of bird is he?† By then, Tommy realized that he has no idea what he is, specifically when Bobby Bullfinch reiterated that â€Å"Everyone is somebody†.   This launched Tommy’s quest of finding out who and what he really is. Tommy made conversations with birds of different characteristics. Regardless of how they sound, what their appearance is and their nature, he made an attempt to find a link between him and the other birds, just to find out if he’s â€Å"one of them.† Given the fact that he is young, he got limitless hopes and grand undertakings. Simple task for him means the answer to his identity that will determine the rest of his life.. In the story, the most striking character is Tommy. He is in the process of a major change in his life. A crossroad between childhood and adulthood. Leaving the nest and learning how to fly in search for his own identity. An obstacle that all of us went through during that fragile times in our lives. To be different and to conform, to find out your own niche and a place to belong. The challege is to get stuck or grow up at all, spiritually, intellectually and emotionally. Reference: Thompson, Ruth; The Tale of Tommy Nobody (My Nature Library, First Ed. 1982)

Computers :: Technology

Computers Computers are found in practically every household today. Everywhere you look, people have access to a Personal Computer, someway or another. As computers get more advanced, the demand for a better computer gets greater. The Personal Computer (PC), a machine capable of repetitively and quickly performing calculations and instructions. Designed to be used by a single person, a PC is smaller, less expensive, and easier to use than other classes of computers, such as supercomputers, mainframe computers, and workstations. However, it usually has less computational power.1 First appearing as massive machines seen only in areas of high technology, the computer eventually found its way into homes and offices in the smaller, more accessible form of the PC. They have revolutionized entertainment, science, the media, art, medicine, education, and business because they provide computational abilities at a low cost to people with no programming experience. PCs enable artists to envision and manipulate images. Musicians use them for learning, creating, and recording music. Businesses track finances and forecast company performance using PCs. Foreign correspondents can compose news stories on portable PCs, called laptops, and electronically submit these stories from remote locations. Many people work at home and communicate with fellow workers via their PCs in a practice known as telecommunications. PCs are also able to interface with worldwide communication networks, such as the Internet, and the graphics- based information database known as the World Wide Web to find information on any subject. With a PC and a modem, a user is able to connect to information on local, national, and international networks via phone lines. As computers and software have become easier to use, or more â€Å"user friendly,† many people are finding them both useful and necessary for their jobs. As a family tool, this computer may be used for school, research, communication, record keeping, work, and entertainment. Mainframe Computer, a high-level computer designed for the most intensive computational tasks. Mainframe computers are often shared by multiple users connected to the computer via terminals. The most powerful mainframes, called supercomputers, perform highly complex and time

How Group Work Contributes To Learning In Primary Schools

Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å" state of affairs in which, two or more people learn or attempt to larn something together † [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å" he developed an interview procedure offering a figure of scenarios, each with a moral quandary † for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å" the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the following † [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å" all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational belongingss † ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å" ambiance of accomplishment † ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å" When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å" Motivational and Cognitive † ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å" concerted acquisition additions pupils ‘ motive to make academic work † ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any. Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries: Stipulating instructional aims Determining group size and assign pupils to groups Determining Group Size and Assign Students to Group Classroom agreement Planing instructional stuffs to advance Interdependence Delegating group functions Delegating undertakings Structuring positive mutuality and answerability Explaining the standards for success Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking. An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition: Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å" when struggles are non verbalized they do non foretell positive results † ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å" little misinterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P † and the 2nd being that â€Å" verbal interactions generated to work out struggle are related to larning results † ( Dillenbourg and Schneider, 1995 ) . Alternate Proposal besides referred to as the â€Å" verification prejudices † by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å" Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others † ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å" One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing scheme † ( Dillenbourg and Schneider, 1995 ) Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. Common Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å" the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at manus † ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: â€Å" They develop a state of affairs for the pupils to explicate † ( Gagnon and Collay, 2004 ) â€Å" They select a procedure for groupings of stuffs and pupils † ( Gagnon and Collay, 2004 ) â€Å" They build a span between what pupils already cognize and what the instructors want them to larn † ( Gagnon and Collay,2004 ) â€Å" They anticipate inquiries to inquire and reply without giving away an account † ( Gagnon and Collay, 2004 ) â€Å" They encourage pupils to exhibit a record of their thought by sharing it with others † ( Gagnon and Collay, 2004 ) , and â€Å" They solicit pupils ‘ contemplations about their acquisition † ( Gagnon and Collay, 2004 ) . A comparing of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å" Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect world † ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å" hard plenty to dispute but non so hard as to stonewall a conversation. † Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behaviour by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and disad vantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å" By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups † [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å" one-on-one † interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å" In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its rightness † [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å" One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability studentaˆÂ ¦ † ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besid es concluded that â€Å" the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ equals † ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ]1. The Learning Cycle2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUPWHAT IS THIS?WORKS BEST FORBenefitsDrawbackPair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions. Notes: These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_Learning

Movie: The Birth of A Nation Essay

Tim Dirk’s review of The Birth of a Nation[1] is one of the most detailed and comprehensive reviews that has encompassed almost all the aspects of this masterpiece. This movie was made in 1915 by the producer/director D. W. Griffith. The story moves in the background of civil war affected America and are manifested in the form of lives of two families Stonemans and the Camerons. The pathos and miseries afflicted by the war are shown with close connection to key historical proceedings i.e. the growth and expansion of Civil War and the origin of the Ku Klux Klan.This film is also manifest   epitomize the historical justification for racial segregation. The movie tried to disperse the notions that Reconstruction was a disaster and African American can never be assimilated into white society. It further propagates the ideas that Ku Klux Klan emerged to restore the dominancy of whites in South that was at stake by uncontainable blacks. The film’s considerate depiction of whites lynching activities and emergence of Ku Klux Klan as messiah affirms the racial discriminations and notion of blaming the blacks for all evils in American society at that time. The Birth of a Nation further explores the two other themes related to post war era i.e. interracial sex and marriage, and the empowerment of blacks. Tim Dirk has analyzed all basic elements of the movie i.e. title, story, plot, narration, characterization, dialogue, motifs etc. Firstly, he takes into account the artistic and thematic aspects of the movies and then provides a brief synopsis of the story and at the end evaluates its technical merits. I agree with his overall verdict about the movies as â€Å"A controversial, explicitly racist, but landmark American film masterpiece† because despite its anti-black, it has introduced certain technical and artistic innovation for the first time in American cinema. Tom Dirk says that these innovations includes usage or ornamented title cards, the close-ups, the use of natural outdoors backgrounds, the wide-angle shot and panoramic long shorts. Director Griffith has further implied the amazing technique of parallels actions in a single sequence for example Gus’ endeavor to rape Flora and Ku Klux Klan salvage of Elsie and Margaret. He picturized the battle scenes in a way that hundreds of extras appeared as thousands. Dirk further pays homage to the work of Billy Bitzer, the cameraman of the movie who introduced the night cinematography with the help of Magnesium flares and the technical effects by camera iris i.e. expansion and contraction of camera’s circular masks. (Dirk, 2006) While analyzing the theme of the movie, he has rightly pointed out that Birth of A Nation is definitely one of the most significant contributions in nurturing cinema’s role as an art form. I concur with his stance The Birth of a Nation portrays some of the most chaotic and turbulent conflicts of American History. Dirk points out that the post civil-war period is picturised with colors of racial discrimination and African American are depicted as the cause of all socio-political and economic problems of the Reconstruction era. Dirk further takes into accounts set of components that must be taken into consideration while making a movie analysis. This set is known as MISE-EN-SCENE and includes Setting and sets, Acting style, costumes and lighting and asserts that in Birth of A Nation, ideological or symbolic information is conveyed through these particular setting. Overall, the review contains all the mandatory information about the story and provides an in-depth analysis of necessary paraphernalia of the movie. But it ignores the characterization by the author and its presentation by the actors and actresses. References Dirk, Tim. The Birth of A Nation (1915) Website:http://www.filmsite.org/birt.html [1] Initially it was released and premiered with the title The Clansman in January, 1915 in California but later on the title was changed to Birth of A Nation.

Again, Why Contests

Again, Why Contests Contests are the underdog in the publishing industry, yet everyone wants to have won an award. So why arent contests a regular in a writers promotional plan? The fear of competition? The concept of paying an entry fee? Im not sure, but writers need to take a moment to consider entering contests. You dont have to wait until you have a book to vie for an award. The benefits of entering contests: 1) You learn to be vetted. Rejection is a necessary evil in a writers world. Toughen up being rejected in a contest rather than 2) You develop a measure for your talent. All too often writers wonder if theyve evolved to the point of being worthy of publication. Those who dont wonder are definitely not. A good measure of your abilities comes from entering contests. When you start placing, you realize you might be getting it right. 3) You learn to write for a judges eye. Writing for readers can often dilute the urgency to write well. Picturing a judge dissecting your work may raise your awareness. 4) Placing or winning opens doors. Besides the obvious of being able to claim you are an award-winning writer, you and your name appear on several radars of agents, publishers, even promoters. You may win a publication contract, money, promotion online. Regardless, you climb that ladder higher than if you hadnt entered. 5) You may find a home for your poetry or prose. The market is slim for shorter works and poetry. Contests, however, are one of the few opportunities to put you on the map, get published, even earn a financial reward. Poetry and shorts contests abound in the spring and fall. Use them The perceived drawbacks of entering contests: 1) Entry fees. Frankly, I see nothing wrong with entry fees. Contests cost money to operate. Sure, if you submit to ten a month at 15 dollars each, the cost can add up, but you could easily insert one a month into your writing plan. 2) Tying up work. When you submit to a contest, the sponsor expects the piece to be original and unpublished, and dont want to compete with someone else if they choose your work. But you are prolific. You can keep pitching to publishers or self-publish and fight for attention amidst the competition, or you can submit to a contest and let it sit for a few months. You are a writer. You have way more pieces in your head, so write them. 3) Scams. Sorry, another weak excuse in my book. There are more scammy agents and bedroom small publishers than contests. And its easier to search and determine the caliber of a contest than those agents and publishers. I sum up contests in one word: opportunity. You can embrace it or let it slide on

How to Reference an Edited Book †APA Style

How to Reference an Edited Book – APA Style How to Reference an Edited Book – APA Style Even if you’re familiar with the basics of the American Psychological Society (APA) style guide, referencing different source types can be tricky to master. But since clear and consistent referencing is essential to academic writing, this isn’t something you can ignore. Having a professional check your work is one way to ensure that nothing goes awry with your citations. Herein we offer a little advice on how to reference edited volumes using APA style. APA Style and Edited Volumes The APA system is commonly used for academic texts in the social sciences. A general author–date format is utilized for in-text citations, with full publication details included in an alphabetically ordered reference list at the end of your paper. Referencing edited books, such as collected volumes of essays, differs from referencing other printed books when using APA style citations. Citing a Chapter The information required when citing a single chapter from an edited volume is as follows: Author Name, Initial(s). (Year). Title of chapter. In Editor Name (Ed.), Title of book (page numbers). Place of Publication: Publisher. For instance, this would look something like the following: Author, A. (2007). My essay. In A. N. Editor (Ed.), Editing a collection: Adventures in anthologies (pp. 6-12). New York: PMP Publications. Its important to note that it is the author you cite in the main text of your paper when referencing a single chapter. Citing a Whole Book When citing the volume as a whole, the editor’s name and initials should be included in place of the author’s: Editor’s Surname, Initial(s). (Ed.) (Year). Title: Subtitle. Place of publication: Publisher. The abbreviation â€Å"(Ed.)† is included in parentheses to indicate that this is an edited volume. In the reference list, this would appear as: Editor, A. N. (Ed.) (2007). Editing a collection: Adventures in anthologies. New York: PMP Publications. A text with two or more editors simply requires that you include all of the editors’ names in the reference. Editor, A. N., Compiler, B. A. (Eds.) (1986). Collected works. New York: PMP Publications. If youre citing an entire edited volume like this, make sure to give the editors name in your in-text citations. Edited Volumes with a Single Author When referencing an edited collection of writing by one author, such as a poetry anthology, the author’s name should be used for the primary reference and the editor’s name should be included after the title: Wordsmith, A. (1974). Wordsmith: A collection. A. N. Editor (Ed.). New York: PMP Publications. The in-text citations accompanying this reference would then use the author’s name: To quote one poet (Wordsmith, 2013), â€Å"Poetry is more than just rhyming† (p. 12).

Tuberculosis Essay Example | Topics and Well Written Essays - 500 words

Tuberculosis - Essay Example The disease is spread by people who have the disease when they either cough, sneeze, spit, or talk. One sneeze can send about 40,000 droplets full of the infection. A person with the disease can spread it to 10-15 people a year with prolonged contact. Tuberculosis is often a difficult disease to diagnose, because of how hard it is to grow the bacterium inside laboratory conditions. Various tests must be done, including x-rays, smears, cultures, skin tests, as well as a look at past medical history. New ways of faster more accurate types of detection of the disease are underway, hoping these quicker ways of detection can help with controlling the disease. Treatment for the drug is given in the form of antibiotics. Long terms of these antibiotics are needed in order to clear the entire bacterium from the body, and is often treated with a combination of antibiotics. However, there are risks involved when combining the different antibiotics, even thought it is helpful incase the bacterium becomes drug resistant to one of the antibiotics. Even with the fast spreading nature of the disease, prevention is still underway. In 1993, the World Health Organization declared that the fast spreading Tuberculosis disease was in fact a global health emergency, and a global plan has gone into effect which aims to save lives from Tuberculosis between 2006-20015. The prevention of Tuberculosis is split into two waves of attack. In the first wave, people who are known to have Tuberculosis are treated, and all people with immerse contact with that person are also found and treated. The second step in prevention the spread of the deadly disease is vaccines. Vaccines are given to children; however an effective vaccine is not available for adults. In some countries, the vaccines is being required to be given to all children under the age of three to try to combat the rapidly spreading bacterium. Several new methods of preventing the disease are also underway. One such

Reaction response 13 Essay Example | Topics and Well Written Essays - 250 words

Reaction response 13 - Essay Example For instance, when students Face book in class instead of listening to the facilitator, there is a reduction on attentiveness and the focus is on the face book or social media. The ability to link with others in the society has been affected by the advent of social media. Therefore, the future of face-to-face communication is bleak and focus should be on communication improvement to ensure change in behavior. For example, in the speech Turkle discusses lady who lost his baby and was talking to a robot instead of being consoled by her friends and relatives. This scene indicates the challenge social media has brought to the society. The focus is on the new media which limits face-to-face communication and changes how we relate in the society have adverse effect on development of personal image (Macy and Thompson 93). Social media has been viewed as the best platform because it allows individuals to present themselves the way they want compared to real communication which allows the listener to develop a perspective about the presenter. Macy, Beverly and Teri Thompson. The Power of Real Time Social Media Marketing:How to Attract and Retain Customers and Grow the Bottom Line in the Globally Connected World. McGraw-Hill Professional.,

Leadership in organisations (Reflective journal assignment) Essay

Leadership in organisations (Reflective journal assignment) - Essay Example Similarly, while it’s important to recognize one’s weaknesses as a leader, I also believe that it’s important to recognize one’s strengths and play into them and work towards further strengthening these aspects of one’s personality. In these regards, I scored fives in the trustworthy, outgoing, and friendly categories. In these regards, I will attempt to cultivate these traits in becoming a more effective leader. In examining my personal assessment scores on the page 64 questionnaire I found it illuminating in terms of the comparisons that can be made among the divergent skills. In these regards, my Technical Skill score was 21, while my Human Skill score was 28, and my Conceptual score 19. Similar to the questionnaire on page 34 these varying scores function to demonstrate areas to me wherein I can work to improve my weaknesses; clearly my Conceptual score is significantly lower than my Human Skills score. While I recognize that it’s important to work towards improving one’s weaknesses, I also believe these scores can be used in leadership when it comes to delegation. A strong leader will have a working knowledge of themselves and areas where it would be more beneficial to the objective to delegate these responsibilities to others. Finally, the questionnaire on page 85 gave me increased self-knowledge into my leadership traits, as well as others perception of me. In these questionnaires I scored in the moderately high range for Tasks with a 39 score, and then scored in the high range for Relationships with a score of 42. While both of these scores relatively high, I recognize that they both leave room for improvement. They also speak towards my type of leadership style in indicating that I tends more towards relationship oriented leading, than simple task based. In these regards, I could change the style by

Reggio Emilia and Montessor Pedagogy Approaches

Reggio Emilia and Montessor Pedagogy Approaches The purpose of this essay is to critically analyse two curriculum pedagogical approaches. The two approaches that will be discussed in this essay are Reggio Emilia and Montessori. There will be an in-depth analysis of the two philosophies and how they are different or similar to each other. It will also include the differing views on the image of a child, role of the teacher and the inclusion of parents and family. There will also be some discussion on the critics of both approaches and the relevance to Te Whariki. Reggio Emilia (RE) is a small city in the Emilia Romagna region of Northern Italy. After the Second World War the people of RE urgently needed to build their lives, not only materially, but also socially and morally. In this time there was a powerful force behind the development of early childhood services (Thornton and Brunton, 2005). The women wanted to build a preschool to provide a new form of education that the next generation would not tolerate inequality and injustice. There was a strong sense of hope for the future arising from the adversity of the past (Thornton, 2005, p4). The Reggio philosophy was developed and shaped by the social and cultural influences in the area. Loris Malaguzzi was the inspiration behind the educational experience in Reggio Emilia. Maria Montessori was born in the year 1870 in Central Italy. According to Standing (1957, p45) Montessori was a strong minded, vivacious and determined child, displaying the kind of independence so highly valued in Montessori schools to this day. Montessori graduated as a doctor in 1896 and was the first woman in Italy to do so. In her early clinical experience she became a supporter of social reform, mainly as it related to the well being of women and children. She argued that enhancing the quality of the environment in which children lived was a way of eliminating poverty, inequality, illness, and criminality. This argument became the foundations of Montessoris lifes work. In 1907 she opened a school for slum children. The school was called Childrens House. It was an environment in which in children from the slums were advancing rapidly in learning. She than decided to abandoned her medical/academic careers and devoted her life to promoting her educational method (Feez, 2010). Malaguzzi was a social constructivist and was influenced by some of the most renown progressive educators and psychologist such as Piaget, Vygotsky, Bruner, Rousseau, Pestalozzi, Montessori, Dewey (Edwards, 2003). Malaguzzi includes Vygotskys concept of Zone of Proximal as crucial to the foundations of children teacher relationships. There is also a value for the operation of thought and language together in building symbolic representation of thoughts, ideas and feelings (Berk, 2007) Malaguzzi believed that children were social from birth, full of intelligence and active explorers (Gandini, 1997). Montessori was influenced by the work of Rousseau, Pestalozzi, Itard and Seguin. Montessoris interest was more practical than theoretical, but her theoretical view was based on Rousseaus work. Like Rousseau she argues that children think and learn differently then adults. Montessori education gives children freedom to explore the environment through their senses but they are given little external guidance on what to pay attention to and how to think about discoveries (Feez, 2010). To find an approach that provided opportunities for freedom and at the same time helping children adapt to society, Montessori looked at the work of French doctor Itard and Seguin. It was Seguin method which Montessori used successfully to teach deficient children in the 1980s, and when she used the same approach in 1907 to educate street children she was amazed at what unfolded. The RE philosophy was influenced by Malaguzzi. Malaguzzi emphasises that the theory which provides the underpinnings for the Reggio approach requires ongoing communication and dialogue, teachers as co-researchers alongside children, and revisiting ideas, guides and practice. Children are seen as a community of learners. It recognises the importance of ways in which children learn and consider each child as gifted. Children with disabilities have the full participation into the structure and are spoken to as children with special rights (Gandini, 1997). In the Reggio approach there is no predetermined curriculum. Short term and long term projects are developed from childrens interest, first hand experiences and their working theories about the world (Rinaldi, 2006). Children are encouraged to grow in competence to represent and symbolise ideas, feelings through any of the hundred languages. The teacher follows the childs interest and do not provide instructions for reading and writing, however they promote emergent literacy as children manipulate and communicate ideas and feelings. As children progress through the infant-toddler centre, or preschool, they stay with the same teachers. This provides opportunities for a strong relationship between the staff, children and their families to be nurtured over the long period. The RE approach identifies the environment as a third teacher between children, parent and teachers. Malaguzzi describes the physical environment and the availability of resources as the product of complex interactions, many of which can be realised only when the environment is a fully participating element (Thornton, 2005, p43). Teachers in a Reggio centre provide amiable environments which encourages exploration, exchanges, and communication. Montessori believed that her pedagogy was based on logical, scienctific inquiry. According to Montessori, from birth to three is the time of the unconscious absorbent mind whereas age three to six is considered as time for the conscious absorbent mind. In both these times, the child seeks sensory input, regulation for movement, order and freedom to choose and explore deeply with interpretation in a carefully planned environment which encourages the child to choose well. In a Montessori classroom children are in mixed groups spanning from birth to three years and teachers move with the child through the three year cycle (Feez, 2010). The exercises of practical life skills are an important part of the curriculum. It is based on ways people in the culture relate to each other socially, as well as ways in which they complete everyday tasks. Language also relates to the exercises of practical life, as children use it in different ways to interact and communicate with others. In a Montessori view any resource that is unrelated to the educational purpose of material has a potential to distract and confuse the child (Feez, 2010). Children have limited freedom to what they can and can not do in a Montessori classroom, for example to be disruptive, aggressive and disorderly. The Montessori environment is planned ahead of time to ensure that children have as much freedom and independence as possible. The approach emphasises on real things in the environment which requires hands on interactions. A Montessori classroom allows opportunities for meaningful learning in self chosen activities, and purposeful activities which requires concentration (Feez, 2010). The Reggio view of the child is central to its philosophy. The child is referred to as a rich in potential, strong, powerful and competent. At the centre of the pedagogy is the child who is confident in building relationships; who holds his or her own values; who wants to be respected and valued for himself as well as holding a respect for others; who embodies a curiosity and open mindedness to all that is possible (Thornton, 2005). Children are encouraged to develop their own working theories of the world and to explore this in greater depth. Children ideas are respected so that children feel unafraid to make mistakes or reconstructing their ideas. Self confidence and self image is fostered through discussion which promotes creativity. The notion of the hundred languages was Malaguzzis interpretation of recognising the value of all forms of expression and communication in which children interpret the world and represent their ideas and theories. Montessori philosophy view children as intelligent, active, reality based self regulating and self righting. Montessori believed that in order for them to live a quality life, they need to be prepared as competent, responsible and adaptive citizens who are life long learners and problem solvers. Childrens free chosen activity is regarded as work. Through a Montessori lens childrens works is seen as orientation towards future achievements and play that involves purposeful effort and concentration. Montessoris view on punishments and rewards to make children pay attention were regarded as forced and unnatural. She saw it as a form of slavery from which children needed to be released (Feez, 2010). The teachers in both approaches share a common goal in childrearing. They both regard themselves as nurtures, partners and guides to children. They depend on the environment as a pedagogical tool which is carefully prepared and aesthetically pleasing. Partnership with parents is highly valued in both approaches. However their contrasting view on a childs learning has lead them act different roles in a classroom. Reggio teachers are seen a learner, enthusiastically seeking new knowledge alongside children. Children and teachers are seen as co-researches in everyday process rather than a specialised activity. They provide tools, materials, resources and provide help when needed. Each class has two teachers who work collaboratively as a team. The teachers plan in collaboration with the pedagogista and the aterlierista. The pedagogista helps maintain high quality standards whereas the aterlierista promotes expression through different forms of media and symbol systems (Vecchi, 2010). Malaguzzi suggest that once children are helped to perceive themselves as authors and interventions, and to find the pleasure of inquiry, there motivation and interest will expand (Edwards, Gandini, Forman, 1998) In a Montessori classroom teachers are considered as directors which refers to someone who guides and draws others together. The role of the director is to provide a prepared environment and connect children with it. Montessori also emphasised the role of an educator as an observer rather than teacher. The method of observation still remains an important component of Montessori teacher training till this day (Torrence and Chattin-Mc Nicholas, 2009). The aim of the teacher is to help and encourage children to be independent, gain confidence and disciple so that there are minimal reasons for teachers to intervene (Feez, 2010). Teachers give children lessons (also called presentations) to show children how to use materials or how to act in the environment. Children are free to choose activities after they have had a lesson on how to do the activity. They intervene as little as possible to allow children to make good choices. In both approaches parent/families play an important part in their childs learning and development and are seen as partners alongside teachers. They are included in all decisions concerning their child and their input is highly valued. Parents receive extensive description about their children daily life and progress. Portfolios and other forms of children work maybe displayed and sent home as key intervals and transitions (Edwards, 1998). Respecting relationships are considered one of the most essential components of the RE approach. The relationships established between parents, children and teachers are key elements in supports childrens learning and development. Relationships are built on reciprocal, requiring mutual trust and respect. The Reggio term the pedagogy of listening emphasises listening as openness and wiliness to value the point of others. The first preschools were founded by the parents as a symbolic of hope and desire of better futures for their children. Therefore parental participation has always been important part of the Reggio approach. At the time a child enters an infant-toddler centre/preschool, the parents are considered as active participants in the ongoing educational process. The programme is designed to make families feel at home and an important part of the structure. This gives educators the opportunity to get to know families and understand their unique perspective of their own child. The Montessori approach includes parent/families in learning that concerns their child. Strong relationships are established between teachers and parents to follow the childs progress in home and classroom. Regular dialogue and written feedback gives parents information about their childs experiences and learning. Teachers provide suggestion on how parents can continue to use the Montessori approach at home. Parents are welcome to borrow resources and books and have many opportunities to learn about the Montessori philosophy and practice. One criticism to the RE approach is regarding the role of teachers as co-researchers along side children. Malaguzzi called this open review method a circle of idea. The idea that children learn through interactions and exploration of ideas with educators is regarded as thinking critically about difficult questions rather than problem solving. Another criticism is placed on the importance of the environment in the Reggio approach. The environment is referred to as the third teacher. It is argued that if the Reggio focus is on children and interactions and the use of space further encourages and supports this interactions and that the curriculum is adaptable to the changing interest to the child, so too does the design and environment change. Therefore the environment is a ship of motion rather than an unchangeable landmark (Rinaldi, 2006). It is argued that Montessori education does not allow children the opportunity for learning to learn. In a Montessori view a child had learned when they correctly finished the activity. It is an end state reached when the task is mastered. According to Crain (2011) in the real world children need to learn how to learn, to quickly adapt to changing environments and to create new environments. The Montessori approach does not allow for critical thinking or exploration it is rather a method of perfection. Freedom for initiative and creativity is limited. Teachers have firm rules about how tasks are done, and a child finds a way to manipulate the material which they are happy with, the teacher would not consider this satisfactory. The teacher will then encourage the child to keep working on the same activity until is completed the way it should be. This hinders children imagination and creativity (Gardner, 1966). Finally, both approaches make significant links Te Whariki. The principles of Family and Community and Relationships shows relevance to both approaches as parent/family are considered partners in the learning of their children. The strand of well being and belonging is evident in both approaches, as teachers support each individual child learning and development. Well being (Goal 1) supports the Montessori practice of practical skills where the children learn self help and self care skills (Ministry of Education, 1996). The strand of Contribution supports RE practice to explore as groups or individuals. Each child has the opportunity to express their idea. Group projects encourage children to learn with and along side others. The strand of Communication relates more to Reggio Emilia, than it does to Montessori practice. Communication and dialogue is an important tool which teachers use to extend childrens learning. Teachers support and allow children to be creative and expressive. This goal of non verbal and verbal communication shows relevance to the Hundred Languages (Edwards, 1998). The strand of exploration is also more relevant to the Reggio Emilia approach than Montessori, as Montessori is more structured and tasks are demonstrated on how it should be done, therefore it does not really allow for exploration. Exploration is seen a vital concept in the Reggio approach as teacher recognise the important of spontaneous play and allow children to follow their interest in more depth. Teachers become co-researchers with children to develop working theories and make sense of the world (MOE, 1996) In conclusion, RE and Montessori are both child-centred approaches and have many similarities as well as differences. Both approaches were established to turn away from violence/war and to give children the opportunity to realise their full potential as creative, intelligent individuals. In both approaches children are viewed as active partners in their own development and learning. The environment serves as a pedagogical tool for teachers to provide an aesthetically pleasing environment which provides children with freedom and opportunities for exploration. The teacher plays an important part in both approaches; however their contrasting views on the nature of children and their learning lead them to act different roles. A Reggio Teacher regards themselves as co-researchers alongside children, whereas a Montessori teacher sees themselves as a director or observer. In both approaches parents are seen as equal partners in their child learning and development. Overall, the Reggio Emili a approach provides children with opportunities for open ended exploration, whereas the Montessori approach is more structured and aims to provide opportunities for children to chose freely and gain independence.