Walmart Undergoing Change Case Study Example | Topics and Well Written Essays - 750 words

Walmart Undergoing Change - Case Study Example It is expected that this change will greatly improve the performance and the competitive advantage of the company in the business environment. The needs of employees are often met by the leadership of a company or organization. The needs of employees within Wal-Mart’s different functional areas will therefore be met under a unified team of leaders. There are diverse needs among employees such as effective compensation, benefits, good working environment and suitable working hours. These needs would be affected by the new leadership structure. For example the needs of employees within the Logistics function are likely to be different from those within the Real Estate function. In order for these change to be effective, it is therefore necessary for the company leadership to effectively communicate with employees and understand their needs so that an effective plan for meeting them would be implemented (Vakola & Nikolaou, 2009). Since the organizational change at Wal-Mart is aimed at improving the service delivery to the customers, it is evident that the company is likely to recruit new employees to ensure that this objective is achieved effectively. The management of organizational change includes meeting the training needs of new employees (Tsoukas & Chia, 2008). This means that the new leadership team within Wal-Mart will be responsible for developing a training program in which the skills and knowledge of new employees on the job will be effectively attained. In the selection of new employees, the company must adhere to the recruitment policies within its policy notebook. This means that the required level of education, experience, skills or knowledge for the various functional areas of the company must be exhibited by the new employees. The recruitment process must also ensure that the new employees will add more value to the company through promoting its productivity and making it more competitive in its market. Since the systems and

RP2 Essay Example | Topics and Well Written Essays - 250 words

RP2 - Essay Example ed all of his living expenses for his time in Delaware, California and Michigan totaling 30 months, claiming all the expenses for food, rent and transportation were temporary living expenses while he was away from homes. Issues or tax questions: Abdul would like to claim a deduction for his temporary living expenses while he was away from home but IRS examined Abduls returns and challenged the deduction for temporary living expenses. Rationale: Temporary living expenses including travel expenses incurred during temporary work assignment or extended business trip that was intended to last for one year or less (J.k 88). Temporary living expense includes meals, local transportation and hotel accommodation or apartment rent for longer stays. Meals may be estimated using federal per diem rates. On tax return temporary living expenses are deducted as unreimbursed employee business expenses. Authority: IRS periodical 54, page 12, travel expenses are in Form 2106-EZ or Form 2106, allowable unreimbursed expenses are in the 2106-EZ Form or Form 2106 to Form 1040, Schedule A and are subject to a maximum based on 2% of calculated Gross

Rhys In Wide Sargasso Sea Analysis

Rhys In Wide Sargasso Sea Analysis Rhys in Wide Sargasso sea illustrates how Antoinettes identity is so completely weaken through the patriarchal oppression that when she looks into the mirror she does not recognize her own reflection. It was then I saw her the ghost ,the woman with streaming hair. she was surrounded by a gift frame but I knew her(pg.154). Antoinette does not realize that what she sees is a reflection of her broken selfhood. Her self hood has under gone an irretrievable split. With her heart and spirit broken she began to exhibit signs of an emotionally weak, confused and unbalanced woman. Rhys gives voice to madwoman who has been othered by imperialistic and patriarchal oppression. Her madness is shown through out the novel to be a reaction to oppression. Antoinette is imprisoned by the patriarchal rules of her marriage, which eventually leads to madness. Antoinettes marriage is the culmination of this enforced literal oppression. Rhys illustrates the injustice of Rochesters assumption that mothers madness must inevitably passed on to the daughter. Rhys shows that Rochesters cruelty towards Antoinette is due to a projection onto her of his hate for his father, and the marriage arrangement which he has been pushed into. His anger is the anger of the oppressed. Like Antoinette, he is a victim of imperialistic and patriarchal oppression. I agree with Teresa F.OConnors arguments about Mr. Rochesters cruel treatment of Antoinette. She argues that her cruelties derive from his own rejection by his father and Antoinette becomes his scape-goat for the hate he feels towards him(162). Although, Mr. Rochesters cruelties derive from his hatred of his father, but his cruelties are still approved of by the patriarchal society. He is allowed to treat his wife disrespectfully because of the patriarchal norms. Thus, Mr. Rochester with his patriarchal oppression, is the reason for their failed marriage. Teresa F. O Connor says that, Mr. Rochester acts as the colonizing English aggressive, controlling, urban, and a warrior that captures wealth, property and people(170). Antoinettes attempt to make her husband love her by seducing him into having sexual inter-course with her is ineffective. Rochester reflects in the text; I woke in the dark after dreaming that i was buried alive, and when I was awake the feeling of suffocation persisted(Rhys 87). The suffocation he feels derives from finding himself in the power of his wife and not the other way around. He then demonstrates his sexual power over her by denying her a physical relationship with him, yet sleeping with the black servant, Amelia, he derives her further away from her identity. Mr. Rochesters infidelity is a way for her to demonstrate his patriarchal power over Antoinette and show her that she can not control him. Rochester tries to assign animality to his wife. He describes Antoinette degradingly by trying to destroy her human identity and make her more animal like. When Antoinette comes out of her room and rages about her husbands infidelity with Amelia, he diminishes Antoinettes human features in order to explain her madness, Her hair hung uncombed and dull into her eyes which were inflamed and staring, her face was very flushed and looked swollen.(Rhys93) Alienation is the major reason for Antoinettes psychological break down. Mr. Rochester alienates her by eliminating her identity and forcing a new one upon her. For in Wide Sargasso sea Rochesters rejection of Antoinette is the final straw in her isolated, painful, emotionally deprived life which cause her to adopt an exact mirroring of mothers expression which allows Rochester to label her Bertha, the stereotype of madness created by patriarchal society. The moment he turns Antoinette into Bertha and then to Marionette is emblematic. Rochester can be seen here as an agressive tyrant, when he deprives Antoinette from her identity. Rhys writes him directly into the role of colonize at the point where he changes Antoinettes name to Bertha. She becomes like a mirror, first wiped, clean of her own selfhood into which he then project his self-hatred, which he finally breaks up as she might a doll, chanting to her, the lulling and demeaning refrain, Marionette, Antoinette, in attempt to get rid of his own guilt. He begins to call her Bertha, signaling the beginning of his separating himself from her (ironically he likes to call her Bertha because it is a name dear to him). Rochester renames Antoinette; he controls her body now, but not her spirit. Antoinette is only a puppet, a doll for him, the doll had a dolls voice, a breathless but curiously indifferent voice(Rhys155). This also indicates that men reduce women to objects in order to control them, but inside the doll, underneath, the disguise, there is still the woman, who has feelings and emotions and who would rather give up her body then her spirit. We can see in part three of Wide Sargasso sea, Antoinette attaches values to names, Names matter, like when he woudnt call me Antoinette, and I saw Antoinette drifting out of the window with her scents, her pretty clothes and her looking glass(Rhys 117). Names matter because they are part of a persons identity and through a persons name he or she can be identified in a community. Mr. Rochester also shows his colonial power when he eliminates his wifes identity, as a colonizer he tries to force a British identity upon her. The patriarchal Mr. Rochesters obsession to dominate and control his wife makes him alienate Antoinette from her own identity. He tries to eliminate Antoinettes identity and turns her into a Victorian Englishwoman. Though Antoinette seems to perceive her fate as inevitable, she gives in and dies emotionally. She never becomes Bertha, at least not the perfect angel that Rochester wants to be. She says Bertha is not my name; you are trying to make me into someone else, calling me by another name. Renaming Antoinette is one way in which Rochester exerts his masculine power over his wife. He tries to create a woman whom he can control, dominate and possess. But Antoinette only seems to submit to it. Her struggle is on the inside, and instead of becoming the English girl, Rochester wishes her to be, she becomes someone else, someone much like her mother was. In the end of the part two when Mr. Rochester and Antoinette are about o leave for England, Mr. Rochester notices that she has lost her vitality and acts completely passive. She was so shocked to see Rochesters behavior towards her that she becomes like Zombie, having no soul. Teresa F.OConnors says that, the mad females in Wide Sargasso Sea turn their madness inwards (197). This is what happens to Antoinette, the destruction and alienation of her identity leads to her madness. Thus Mr. Rochester considers her to be mad. He wants to destroy her even more by eliminating every autonomous part of her, he wants complete control over her body and mind. By destroying her last spark of life, he turns Antoinette into an aphasic object. Being turned into someone else and loosing the only place where she has felt happiness and safety, gives her nothing to identify with. But I love this place and you have made it into a place I hate. I used to think that if everything else went out of my life I would still have this, and now you have spoilt it. Its just some where else where I have been unhappyà ¢Ã¢â€š ¬Ã‚ ¦. (Rhys95) Thus, Mr. Rochester has power, through his patriarchal position in their marriage, the power to destroy both Antoinettes identity of soul and identity of place. Rhys allows Antoinette to rise above her situation by seeking final revenge on Rochester and gaining back her independence, her sanity and her life. Rhys shows from the beginning of Antoinettes marriage, her defensive behavior. When her husband tries to teach her about the life style he finds correct, she argues against him in order to maintain her own ideals and values. She also fights to keep her husband when she finds out about his infidelity, she asks Christophine to help her with Obeah (Voodoo) in order to maker her husband love her. Christophine who is the figure of female independence in all forms (sexually, economically and politically) suggests to Antoinette what to do and how to solve their problems with her husband. Christophine advices Antoinette to be strong and independent like her self. She says, A man dont treat you good, pick up your skirt and walk out. In the end he comes to find how you do without him, he sees you fat and happy, he wants you back. Men are like that (pg69). What is certain is that Christophine considers her self free to contrast Rochesters behavior to accuse him of reducing Antoinette to a doll. She is so self-confident to answer him directly, coldly and going beyond his pretension of patriarchal power, this is a free country and I am a free woman. Christophine says to Rochester, she tells me in the middle of this you start calling her names Marionette some what so. Here Rhys illustrate that sexual and emotional oppression seems to be the key idea in patriarchal tyranny, for Antoinette lets her self to be victimized by the enemy, the man she was trick into marrying. In the end, however, after Rochester has drained her of all emotions, she manages to break free from the sufferings by making her last act of self-determination. With this last step, Rhys turns her mad woman into a symbol of female liberation. Antoinette finally regains her activity in the third part of the novel, and takes responsibility for her own life. In this way, she takes her destiny in her own hands. Teresa F. OConnor disagrees with other critics about the third part of Wide Sargasso Sea, where Antoinette appears to burn down her husbands house in England and commit suicide. She does not believe that Antoinettes act of burning down the house is an act of rebellion and resistance. She believes it to be a passive act since Antoinette is unaware that her act is rebellious (168). I disagree with Teresa that the apparent act of burning down Mr. Rochesters house is a passive act. Antoinette does not really burn down in her dream, she ha a premonition in her dream that she sets his house on fire and commits suicide by jumping from the building. When she wakes up she is convinced of what she has to do. Now at last I know why I was brought here and what I have to do. This statement is made by a woman perfectly awake with a clear mind. Antoinettes act of burning down his house is an active choice which brings her back from her apathy. This is an act of revenge that restores her agency that her husband had tried to eliminate. In the light of Cixouss theory, I support my statement that Antoinettes madness is a rebellion against the patriarchal repression and before her suicide; she destroys the prison that has held her captive by burning the house, an old dignified English Mansion representing the patriarchal tradition. Antoinettes rebellion against her patriarchal husband can be related to the incident when her childhood home, Coulibri, was burnt down. Despite her husbands effort to destroy her identity and take away her sanity, he can never control her completely. She still has her own will left, which is displayed in her final act of revenge and rebellion against her oppressive husband. She sets her self free from patriarchal oppression and takes command over her own situation by deciding her own course of life or, as in this case, death. Therefore, in part three Rhys with the use of color red shows how Antoinette destroys the dominant discourse of the patriarchal society. Red is metaphorically associated with passion and it is also associated with Antoinette and with her red-soiled through out the Wide Sargasso Sea. It is repeatedly repressed by her husband as he prefers her white dress which is the symbol of innocence and purity. He rejects the flame red dress with which she identifies her self as intemperate and unchaste. This tendency to suppress the color red is reversed in the third part of the novel. As Antoinette takes her red dress that has a meaning from the cupboard in the red curtained room in which she has asked Grace Poole to light a fire and is reminded of the color of fire and sunset in her home town. Every thing associated with red is repeated again and again in the novel to show the destruction of patriarchal order. The red is the color of flames which Antoinette dreams she sets fire to Thorn field, thus symbolically destroying the patriarchal order that is upheld by discourse. She decides to leave the oppressive world behind her by choosing death instead of an imprisoned life, although the choice of death in order to be free may seem as a poor alternative. It does show, though, Antoinettes determination not to be governed and have someone else decide her destiny, by committing suicide she takes her destiny in her own hands. There must have been a draught for the flame, flickered and I thought it was out. But I shielded it with my hand and it burned up against to light me along the dark passage. Thus, Rhys represents her protagonist with a ray of light o guide her hopes. For Antoinette at least the darkness of ignorance, despair and death are finally illuminated by the light of self-knowledge and revolt.

Ancient Advances In Mathematics :: essays research papers fc

Ancient Advances in Mathematics   Ã‚  Ã‚  Ã‚  Ã‚  Ancient knowledge of the sciences was often wrong and wholly unsatisfactory by modern standards. However not all of the knowledge of the more learned peoples of the past was false. In fact without people like Euclid or Plato we may not have been as advanced in this age as we are. Mathematics is an adventure in ideas. Within the history of mathematics, one finds the ideas and lives of some of the most brilliant people in the history of mankind's' populace upon Earth.   Ã‚  Ã‚  Ã‚  Ã‚  First man created a number system of base 10. Certainly, it is not just coincidence that man just so happens to have ten fingers or ten toes, for when our primitive ancestors first discovered the need to count they definitely would have used their fingers to help them along just like a child today. When primitive man learned to count up to ten he somehow differentiated himself from other animals. As an object of a higher thinking, man invented ten number- sounds. The needs and possessions of primitive man were not many. When the need to count over ten aroused, he simply combined the number-sounds related with his fingers. So, if he wished to define one more than ten, he simply said one-ten. Thus our word eleven is simply a modern form of the Teutonic ein-lifon. Since those first sounds were created, man has only added five new basic number-sounds to the ten primary ones. They are â€Å"hundred,† â€Å"thousand,† â€Å" million,† â€Å"billion† (a thousand millions in America, a million millions in England), â€Å"trillion† (a million millions in America, a million-million millions in England). Because primitive man invented the same number of number-sounds as he had fingers, our number system is a decimal one, or a scale based on ten, consisting of limitless repetitions of the first ten number sounds.   Ã‚  Ã‚  Ã‚  Ã‚  Undoubtedly, if nature had given man thirteen fingers instead of ten, our number system would be much changed. For instance, with a base thirteen number system we would call fifteen, two-thirteen's. While some intelligent and well-schooled scholars might argue whether or not base ten is the most adequate number system, base ten is the irreversible favorite among all the nations.   Ã‚  Ã‚  Ã‚  Ã‚  Of course, primitive man most certainly did not realize the concept of the number system he had just created. Man simply used the number-sounds loosely as adjectives. So an amount of ten fish was ten fish, whereas ten is an adjective describing the noun fish.   Ã‚  Ã‚  Ã‚  Ã‚  Soon the need to keep tally on one's counting raised. The simple solution was to make a vertical mark. Thus, on many caves we see a number of Ancient Advances In Mathematics :: essays research papers fc Ancient Advances in Mathematics   Ã‚  Ã‚  Ã‚  Ã‚  Ancient knowledge of the sciences was often wrong and wholly unsatisfactory by modern standards. However not all of the knowledge of the more learned peoples of the past was false. In fact without people like Euclid or Plato we may not have been as advanced in this age as we are. Mathematics is an adventure in ideas. Within the history of mathematics, one finds the ideas and lives of some of the most brilliant people in the history of mankind's' populace upon Earth.   Ã‚  Ã‚  Ã‚  Ã‚  First man created a number system of base 10. Certainly, it is not just coincidence that man just so happens to have ten fingers or ten toes, for when our primitive ancestors first discovered the need to count they definitely would have used their fingers to help them along just like a child today. When primitive man learned to count up to ten he somehow differentiated himself from other animals. As an object of a higher thinking, man invented ten number- sounds. The needs and possessions of primitive man were not many. When the need to count over ten aroused, he simply combined the number-sounds related with his fingers. So, if he wished to define one more than ten, he simply said one-ten. Thus our word eleven is simply a modern form of the Teutonic ein-lifon. Since those first sounds were created, man has only added five new basic number-sounds to the ten primary ones. They are â€Å"hundred,† â€Å"thousand,† â€Å" million,† â€Å"billion† (a thousand millions in America, a million millions in England), â€Å"trillion† (a million millions in America, a million-million millions in England). Because primitive man invented the same number of number-sounds as he had fingers, our number system is a decimal one, or a scale based on ten, consisting of limitless repetitions of the first ten number sounds.   Ã‚  Ã‚  Ã‚  Ã‚  Undoubtedly, if nature had given man thirteen fingers instead of ten, our number system would be much changed. For instance, with a base thirteen number system we would call fifteen, two-thirteen's. While some intelligent and well-schooled scholars might argue whether or not base ten is the most adequate number system, base ten is the irreversible favorite among all the nations.   Ã‚  Ã‚  Ã‚  Ã‚  Of course, primitive man most certainly did not realize the concept of the number system he had just created. Man simply used the number-sounds loosely as adjectives. So an amount of ten fish was ten fish, whereas ten is an adjective describing the noun fish.   Ã‚  Ã‚  Ã‚  Ã‚  Soon the need to keep tally on one's counting raised. The simple solution was to make a vertical mark. Thus, on many caves we see a number of

Montessori method of education Essay

Dr. Maria Montessori is the laminitis of the Montessori method of instruction. She started her foremost schoolroom â€Å"Casa dei Bambini† or Children’s House in 1907. Montessori method of instruction stresses the importance of esteeming kids – â€Å"Help me to assist myself† . Montessori instruction celebrates its hundredth twelvemonth in 2007. The ends of a Montessori instruction were to develop centripetal preparation. linguistic communication acquisition. arithmetic. physical instruction. practical life accomplishments and abstract thought through the instruction of the whole kid and the integrating of the household into the early instruction system. Montessori began her educational experiences by working with particular demands kids. At the clip of Montessori. particular needs kids were thought of as a â€Å"lost cause† . They could non larn how to go members of society because intelligence was fixed. She strongly opposed to the perceptual experiences on cognitive abilities of these kids at the clip. and believed that they could larn how to go members of society through particular learning techniques that utilized centripetal instruction and hands-on experience. Her purpose was to learn kids faculty members through practical life experiences and to â€Å"†¦to develop the whole personality of the kid through motor. sensory. and rational activity† ( Hainstock. 1997. 35 ) . Montessori – The Montessori schoolroom is a meticulously prepared environment designed specifically to run into the demands of the kid both physically and emotionally. One facet of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the kid sees routinely performed in the place. They each serve a meaningful intent as the kid Masterss each piece of work such as binding places. pouring H2O. brushing. or run uping and cookery. Through Practical Life activities. a kid will besides develop and polish societal accomplishments. These accomplishments developed through Practical Life construct self-esteem. finding and independency. The pupil learns to take attention of him and the surrounding environment. Maria Montessori explains in. The Discovery of the Child. â€Å"Through practical life exercisings of this kind the kids develop a true ‘social feeling. ’ for they are working in the environment of the community in which they live† ( 5. pg. 97 ) . Additionally. all right motor accomplishments are improved through usage of the Practical Life stuffs. Through repeated undertakings which enable a kid to polish concentration. coordination. independency. and order. a child’s sense of self-worth grows. The Practical Life accomplishments are an indispensable constituent in the Montessori schoolroom. Not merely do they supply a nexus between place and school for the new Montessori pupil. but they provide a foundation for life-long love of While looking rather simple and insistent. Practical Life activities are extremely purposeful. A kid engaged in such activities demonstrates high degrees of concentration. sense of order. and polish of all right motor accomplishments. Besides. they show a sense of independency through caring for oneself and the environment. Furthermore. they show respect for schoolmates and instructors and develop a sense of pride. Not merely are these accomplishments and qualities necessary to come on in the Montessori schoolroom. but they are besides needed as an single develops into maturity. Practical Life activities can be divided into six chief classs. First. are Preliminary Exercises which assist in making modus operandi and order in the environment and are requirements for other activities. How to a axial rotation a mat. transport a chair. or how to open and shut a door are illustrations of Preliminary Exercises. Practical life exercisings besides include Fundamental Skills such as pouring. spooning. or tonging. As with all lessons in the Montessori schoolroom. these activities follow a consecutive order and ideally. each lesson builds upon the last. Another class is Care of Self. Activities such as rinsing custodies. buttoning. or binding shoe laces assist the kid to go physically independent. Care of Environment is another class affecting activities such as brushing. irrigating. cleansing. etc. Control of Movement is an country of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally. societal Grace and Courtesy lessons are introduced to the kid. These may include lessons on how to state please and thank you. disrupting person. or presenting friends and familiarities. Montessori stressed the relationship of these exercisings to the general felicity and good being of the kid. â€Å"A kid who becomes a maestro of his Acts of the Apostless through long and repeated exercisings [ of practical life ] . and who has been encouraged by the pleasant and interesting activities in which he has been engaged. is a kid filled with wellness and joy and remarkable for his composure and discipline† ( The Discovery the Child. 5. pg. 93 ) . Changing types of presentations can be used by the instructor to present Practical Life activities. First is a corporate debut given the kids at one time. This could include proper table manners. how to disrupt person. how to talk with an inside voice. or how to turn the page of a book. Another method is a group presentation given to a little assemblage of kids. The last method of debut is Individual. given merely to one kid at a clip. Montessori believed the prepared environment is straight correlated to the child’s development. The schoolroom is a specifically designed country arranged entirely for the kids. There should be a assortment of motion and activity and all work operates together through the subjects. Montessori besides believed in the importance of aesthetically delighting schoolrooms. Children respond well to beauty. order. and quality in their environment. Through the Practical Life activities in the Montessori schoolroom. a kid non merely learns concentration. coordination. independency and order. but besides how to interact with others and derive an apprehension and grasp of the environment. The kid begins to construct himself from within while larning to handle him and others with regard and self-respect. These apprehensions finally prepare the kid for entry into society and a life-time of self-respect and self-worthiness. Practical Life activities in the Montessori schoolroom finally provide the foundation for success in all countries of life. Movement – Montessori said- â€Å"one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher functions† ( The absorbent head. pg 151 ) – it is non every bit clear as to how scientists and instructors have failed to observe the supreme importance of activity in the edifice up of the adult male to adult male be! It was during the clip of Dr Maria Montessori who felt it was clip to stress more on â€Å"movement† in educational theory – Mental development must be connected with motion. Like man’s nervous system is divided into three parts-BrainSense organs- collect feeling and go through them to the encephalonMuscles – the nervousnesss transmits nervous energy to the musculuss and this energy controls the motions of the musculuss. Motion is the concluding consequence to which the working of all these delicate mechanisms leads up and it is because of motion that personality can show itself ( The absorbent head. pg 148 ) ! The great philosophers must utilize address or composing to convey his thoughts and this involves muscular motion. What would be the value of his ideas if he gave them no look? This he can merely make by doing usage of his musculuss. Psychologists regard the musculuss as a portion of the cardinal nervous system ( works as a whole to set adult male in relation with his milieus ) and this whole setup of Brain. Senses and Muscles is called – the system of relationship- it puts adult male in touch with his universe ( populating or non life and with other people ) and without its aid a adult male could hold no contact with his milieus or his chaps. The vegetive systems merely help their proprietor to turn and be. It is the system of relationship which puts him into contact with the universe! There is nil in the universe which plays no portion in the cosmopolitan economic system. and if we are endowed with religious wealths. with aesthetic feelings and a refined scruples. it is non for ourselves. but so that these gifts shall be used for the benefit of all. and take their topographic point in the cosmopolitan economic system of religious life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good wellness. bosom. lungs and stomache must all work together. We must use the same regulation to the system of relationship. the cardinal nervous system†¦ . . if we have a encephalon. sense variety meats and musculuss. all these must collaborate. The system must exercise itself in all its parts. none of them being neglected for illustration we want to stand out in encephalon p ower but to win in this we must include the other sides excessively. To hone any given activity â€Å"movement† will be needed as the last phase of the rhythm. In other words a higher spiritualty can be reached merely through action and this is the point of position from which motion has to be judged. one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher maps. we think of our musculuss as variety meats to be used merely for wellness intents. We â€Å"take exercise† or make â€Å"gymnastics† to maintain ourselves fit. to do us take a breath or to eat or kip better. It is an mistake which has been taken over by the schools. It is merely as though a great prince were being made the retainer of the shepherd. The prince – the muscular system –is merely being used to assist the vegetive life. Such premises will take to enquiry†¦there comes about a separation between the life of motion and the life of idea. Since the kid has a organic structure and mind both. games must be included in the course of study so as to avoid pretermiting any portion of n ature’s proviso. To maintain believing about the head on one manus and the organic structure on other manus is to interrupt the continuity that should reign between them. This keeps action off from thought. The true intent of motion is to function the terminals of being – that is the development of the head ( The absorbent head. pg 151 ) . All motion has most intricate and delicate machinery. but in adult male none of it is established at birth. It has to be formed and perfected by the child’s activity in the universe. Movement and activity are natural maps of childhood and acquisition comes through them. Activity becomes progressively of import to development. It is the motion that starts the intellect working†¦ Till now all pedagogues have thought of motion and the muscular system as AIDSs to respiration. or to circulation. or as a agency of constructing up physical beef up our new construct the position is taken that motion has great importance in mental development itself. provided that the action which occurs is connected with the mental activity traveling on. Both mental and religious growing are fostered by this. without which neither upper limit advancement nor maximal wellness ( speech production of the head ) can be. A kid is a inventor. He is an formless splendid being in hunt of his ain signifier. For illustration in the development of address. we see a turning power of understanding travel side by side with an drawn-out usage of those musculuss by which he forms sounds and words. Observations made on kids – the universe overconfirms that the kid uses his motions to widen his apprehension. Movement helps in development of head and this finds renewed look in farther motion and activity ( The absorbent head. pg 154 ) . The kid additions experience through exercisings and motion. He coordinates his ain motion and records the emotions he experiences in coming into contact with the external universe. The importance of physical activity or motion in a psychic development should be emphasized. The kid has an internal power to convey about cordinations. which he creates himself. and one time these have begun to be he goes on honing them by pattern. He himself is clearly one of the chief originative factors in their production. The motions the kid acquires are non chosen randomly but are fixed. In the sense that each returns out of a peculiar period of development. When the kid begins to travel. his head being able to absorb. has already taken in his milieus. He Is directed by a cryptic power. great and fantastic that he incarnates small by small. In this manner. he becomes a adult male. He does it with his custodies. by experience. foremost in drama so through work. The custodies are the instruments of man’s intelligence. He constructs his mind measure by measure boulder clay it becomes possessed of memory. the power to understand and the ability to believe. â€Å"The child’s head can get civilization at a much earlier age than is by and large supposed. but his manner of taking in cognition is by certain sorts of activity which involves movement†¦ . † ( Montessori notes ) It is really interesting to analyze the mechanical development of motion. non merely because of its elaborateness but because each of the stages it passes through is clearly seeable. Man’s pes can be studied from three points of position: the psysiological. the biological and the anatomical and all of them are most interesting. The manus is in direct connexion with the man’s psyche. but besides with different ways of life that work forces have adopted on the Earth in different topographic points and at different times. The accomplishments of man’s manus are bound up with the development of his head. and in the visible radiation of history we see it connected with the development of civilisation. The custodies of adult male express his idea and from the clip of his first visual aspect upon the Earth hints of his handicraft besides appear in the records of history. Hence. the development of manual accomplishment keeps gait with mental development. We are told that St. Francis of Assisi – possibly the simplest and purest of human psyches used to state – â€Å"Look at these great hills! They are the walls of our temple and the aspiration of our Black Marias! † ( The absorbent head. pg 163 ) The truth is that when a free spirit exists. it has to happen itself in some signifier of work and for this custodies are needed. ( The absorbent head. pg 163 ) The manus are connected with mental life. allows the head to uncover itself and enables the whole being to come in into particular relationship with its environment. His custodies under the counsel of his intellect transform this environment and therefore enable him to carry through his mission in the universe. The instruction of the motions is really complex. as it must match to all coordinated motions which the kid has to set up in his physiological being. The kid if left without counsel is disorderly in his motions and these disorderly motions are the particular features of the small kid. The kid is seeking the exercisings in these motions which will form and organize the motions that are utile to a adult male. The kid follows direction/instructions and if his motions are made a small definite so the kid grows quiet and contended and becomes an active worker. a being composure and full of joy. This instruction of motions is one of the chief factors in bring forthing that outward v isual aspect of â€Å"discipline† to be found in the â€Å"children’s house† . ( Montessori notes ) Importance of motion: –Movement leads to:Muscle development. both all right and gross – demand freedom for motion to take topographic point Stimulates the headStimulates the sensesDevelops concentrationDevelops independencyDevelops assurance ( through agility/balance and co-ordination ) Develops subject and willDevelops linguistic communicationLeads to standardizationConsequences in a healthy organic structure and headEmotional and rational development through motion: – Emotions are the impacting mental phases. organized by external thoughts of state of affairss and ever move while accompanied by bodily and mental exhilaration. However. when we talk about emotional development in kids. we find that kids show a broad scope of emotional reactions. Sometimes they are excited and ebullient and at other times they are down and sullen and some other clip they are merely angry. throwing fits. We find assorted sunglassess of emotions in them even at an early age. The word emotion originates from the Latin word â€Å" Emovere† which means to be excited. So. an emotion implies that province of head which excites a individual when adult male is influenced by emotion he gets aroused and his natural province of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a kid of school age. it is indispensable to take into consideration his emotional development during the early old ages. Sometimes. freshly born babies behave as though they are violently aroused. If such vigorous behaviour means the strength of his feelings. so we must reason that emotional experiences can be as intense during this early period as at any ulterior phase of growing. Again we see that a new born kid is comparatively unresponsive to many stimulations which are likely to elicit him in later phases. Children are capable of rich and varied emotional experiences in the class of their development till they are grownups. Children from birth to 2 old ages go through a assortment of emotions and goes through many emotional experiences that may act upon his attitude towards life. Studies show that at birth there are general exhilarations largely refering his hungriness and amenitiess. after 2-3 months the kid shows definite marks of hurt along with delectation. By 6 months with his exposure of different sorts of stimulations the kid starts demoing other sunglassess of emotions like hurt or uncomfortablenesss develops into fright. disgust and choler. With the satisfaction of his demands he feels delighted and by the clip kid completes one twelvemonth this delectation differentiates itself from fondness. the kid recognizes emotions in others and responds to it clearly. But his emotions are non so strong as respect to joy and felicity when he turns one as they are at the age of 2. Therefore we conclude that by the terminal of 2nd twelvemonth the kid has already developed assorted emotions and feelings. Factors impacting emotional development – There are many factors that affect the emotional development among kids. the major 1s are – Fatigue – tired and exhausted kidIll wellnessOrder of birthIntelligenceEnvironmentParental attitudes The child’s emotions are still pure of contrasts. He loves because he takes in. because nature orders him to make so. And what he takes and absorbs to do it a portion of his ain life. so as to make his ain being ( The secret of childhood. pg 80 ) . The kid follows the adults and the words of a adult are supernatural stimulations. The kid is enchanted and fascinated by his actions and words. What the grown up Tells him remains engraved in his head like words incised by a chisel on a rock. The grownup should number and mensurate all his words before the kid. for the kid is hungry to take from him. he is an collector of love. The developing kid non merely acquires the modules of adult male: strength. intelligence. linguistic communication. but at the same clip. he adapts the being he is building to the conditions of the universe about him. The kid has a different relation to his environment from ours. The things he sees are non merely remembered ; they form portion of his psyche. He incarnates in himself all in the universe about him that his eyes see and his ears hear. In us the same things produce no alteration but a kid is transformed by them. This critical sort of memory which absorbs is called â€Å" Mneme† . In this procedure of soaking up. acquisition. geting. accommodating the kid is building non merely physically but emotionally or psychic as good. The minute the kid understands his environment he learns to work and accommodate to it and so further wants to get the hang in it which leads to alterations consequently. In this complete procedure the undermentioned emotions are built ; Self esteemAssuranceFeeling of capablenessSense of accomplishmentTherefore. kids enjoy procedure non purpose!The distinguishable difference between adult male and carnal – Montessori tends to follow a different point of view from many modern psychologists. Most of the psychologists place great accent upon the â€Å"inherited inclinations to behavior† which adult male has in common with animate beings. They maintain that everything we do is based on the natural impulses of human act. Therefore ; the love of cognition is but the sublimed inherent aptitude of wonder. For Montessori. she believes that adult male differs from carnal creative activity non merely in grade but besides in sort. She states that the most important thing about the kid development is non natural inclinations that are in common with animate beings. but the capacity to ground which distinguishes us from them. Here. she is non seeking to deny or minimize the significances of their findings. but she is stating that these simple psychic forces are merely a portion of the inquiry and a lesser portion. her strong belief is – â€Å"Animals have simply to rouse their inherent aptitudes towards their specified behaviour and their psychic life is limited to this. But in adult male there is other fact –the creative activity of human intelligence ( Montessori. notes ) . Unlike adult male. one can foretell the behaviour of animate beings. whereas for adult male. what he will make in the hereafter. no 1 can state. â€Å"For adult male there is no limit† ( Montessori notes ) . Man is a rational animate being to be most â€Å"like to God† whose image we are made. Man entirely possesses â€Å"that capable and god-like ground which enables us to make what no animate being has of all time achieved –i. e. to lift to a consciousness of our being i. e. ego consciousness. to the cognition that â€Å"I am I† . It is with this gift of ground or mind as foundation that we are able to construct our single characters. How shortly does a kid Begin to ground? Harmonizing to Montessori. it begins every bit early as a babe where the kid starts from nil. Its ground revolves round his internal working like a small bud. developing and presuming concrete signifier from the images it absorbs from the environment. Harmonizing to Montessori at her talk in 1944. it was stated that the first twelvemonth of a child’s life is the period where greatest psychic activity can develop by the human being. This is apparent because we know that the encephalon is one thing that is active during the first twelvemonth. That the ground why the caput of a one twelvemonth old has doubled in size since its Born. At the 3rd twelvemonth. its encephalon is already half that of the adult- at four old ages eight –tenths of its ultimate size. Montessori farther elaborated that it is during the first period that the human being grows chiefly in intelligence: the remainder of its growing during this period. being low-level to this developing psychic life. The three features we can detect about a kid during this period are – The kid creates his ain head –Since intelligence is what distinguishes adult male from all other animate beings. the first feature is the creative activity of intelligence. As said before he foremost constructs himself by absorbing everything from the environment by his unconscious head. With these countless feelings. the kid continues to construct his witting intelligence. Montessori said ; to construct up this witting intelligence. the work of the manus plays an of im port and indispensable portion. The intelligence builds its ain instrument –Second fact is while building his ain intelligence he besides begins to build his ain bodily instruments of look. The child’s power of motion will develop in subordination to this superior purpose i. e. of psychic development. Its activity will non be confined within the narrow bounds of natural behaviour. but will work as an instrument of a free moral agent. His ageless fate is placed within his ain custodies. Fantastic adaptative powers of the kid –The 3rd feature of this period. are the fantastic adaptative power possessed by the kid. Montessori illustrated this point by comparing adult male to animate beings. Example – if a cat is born in France. England or India. it would mew merely the same manner wherever it grows up. However for a kid he will talk Gallic in France. English in England and Hindi or any other idiom in India. This is because of its â€Å"inner construction† . Motion and mental assimilation leads to integrating of personality – The kid constructs himself through motion. The value of motion goes deeper that merely assisting in acquisition of cognition. It involves the development of child’s personality -in 1st twelvemonth babe establishes his physical his physical development through motion. He learns to utilize his limbs and whole organic structure to transport out motions such as creeping. standing and walking and sometimes running. In the following few old ages he refines his gross motor accomplishments through motion. He continues to develop his all right motor accomplishments through activities that involve motions. As the kid interacts with his environment. he absorbs the environment into his psychic life. Through repeated usage of stuffs in the environment he learns to compare. discriminate. differentiate and justice the qualities of the stuffs. As the kid additions experience through exercisings and motions. he co-ordinates his ain motion and records the emotions he experienced in coming into contact with the external universe. He learns self aid accomplishments. taking and sharing. This is the societal and emotional development of the kid. It is besides non sufficient to let kids to larn without giving him the chance to work or research with the stuffs. When kids work with the stuffs. it involves originative motion. When learning kids. it is non sufficient for them to hear the things which we wish him to larn. â€Å"We must give no more to oculus & A ; ear than we give to the hand† ( Montessori notes ) For illustration. in learning kids. the thought of dimension. it is no good to demo them a diagram of objects of assorted sizes. alternatively we need to supply kids with concrete stuffs such as the gnarled cylinder. tap tower. brown stepss. long rods and knobbles cylinders. They must be given the chance to research and experiment with the stuffs. This is so with all Montessori stuffs whether it is the four operations in arithmetic. parts of address or acquisition of lands and H2O. It ever involves motion. The kid as an single nowadayss two facets –the centre and the fringe. The centre is seen as the innermost bastion of the personality from which action returns. At this centre the kid increases his mental powers by seeking out esthesis and motion which takes topographic point at the 2nd portion of his personality i. vitamin E at the fringe. The fringe is that portion of the child’s personality which comes in contact with the external universe. It involves the senses. motions and the outward manifestations of his pick. Through uninterrupted interaction of the centre and the fringe. the head of the kid develops and expands. The directress should be concerned with the fringe as it is that portion of the kid that is accessible to her. The other methods of learning purposes at acquiring to the centre straight. The teacher’s concern is to feed the fringe. The instructor prepares the environment that meets the child’s inner demands and in his geographic expedition of the stuffs. he abstracts thoughts from them. As both centre and fringe interacts. the kid builds his head. The objects in the environment can non be chosen at random. Each stuff possesses an thought or concept to be realized. non to be announced by the instructor. At the kid explore with the stuffs. this concept/idea become presented. In pattern. we frequently find that even if the directress has prepared the environment and presented the stuffs to the kids. at that place do non look to be a chink of the centre and the fringe. The kid does non look to be interested and his act seems to be in a disorderly mode. Harmonizing to Montessori. the reply to this losing nexus is the â€Å"Point of Contact† . To explicate this. Montessori used the illustration of learning the grasp of music. If the instructor tries to play music forenoon boulder clay dark and kids are allowed to travel approximately to travel about anyhow and anyplace in a disorderly mode. there is a deficiency of contact. To decide this job. the musculuss. which move. should travel in response to the musical beat therefore set uping a psychic span between the psyche of the kid and the external world of music. The minute the kid understands that there exists the connexion ( i. vitamin E between the music and his motion ) . so the point of contact is established. So if the music changes its beat. so the kid becomes cognizant of it and changes his motion consequently. and he is on the route to hone himself. This world may be either material or religious ; but motion must ever attach to the kid at any rate. Let’s expression at an illustration to understand how the point of contact aid development. In their presenting of the sensory stuffs. kids were given new sounds. new forms etc. The chief intent of it is non merely convey new sounds. new forms but to convey order into this new feeling. The trouble or the mistake that the kid is to detect and understand must be isolated in a individual piece of stuff. For illustration the long rods will show to the kid merely a fluctuation in length and non in coloring material and design. Such isolation will assist child concentrate on the job more readily. It is through this method. that it leads the kid to be interested in dimension. and develop him to detect them in the universe about. Montessori calls her material â€Å"keys to the Universe† –it is of import to constantly retrieve that it is through this point of contact limited and precisely but existent work. helps the kid to cite the head to inquire at big in phantasy to something existent which opens up a new tract. With younger kids. nevertheless. it was observed that the exercisings in practical life will play an of import portion. but ever the point of contact will be established through motion. An illustration was to acquire up from a chair and carry it from one topographic point to another without any sound. The kids would be presented this construct of self flawlessness and would seek to make the same as it corresponds to his psyche. Again. we see the truth of Montessori’s axiom that â€Å"education begins through movement† .

Earthquake Preparedness Press Release Essay

How can my family be prepared for an earthquake? This question haunts countless residents in the Los Angeles area every day. Hopefully we here at the Earthquake Preparedness Center can shed some light on how you can protect your family. My name is Darin Fort and I am the Director of Earthquake Preparedness for Los Angeles. As with any danger, knowledge of the event is of upmost importance. Some questions that should be asked by anyone who wants to defend their home against earthquakes are: What are the origins and causes of earthquakes and what is the relation of earthquakes to plate tectonics and faults in Los Angeles? What are some historical disasters associated with earthquakes? What are the hazards associated with earthquakes? What is the potential for future earthquakes in the Los Angeles area? Earthquakes are started at the Earth’s crust. Our planet is made up of different plates which float on a layer of molten material or magma much like potato chips would float on top of a bowl of water. Scientists believe there could be as many as 12 plates that make up Earth’s crust. These plates move freely like bumper cars: pulling away from each other, moving side to side or laterally, and even smashing into each other. The proof behind plate tectonics lies in mountain ranges and island chains like the Hawaiian Islands, both are products of plate tectonics. Earthquakes originate from plate boundaries called faults. The tension and movement between the conflicting faults is what causes the shock waves referred to as an earthquake. When the pressure between two conflicting plates is too much for the rock material to support, they can shift or break dramatically. The exact underground point where this occurs is the focus. Many people are familiar with the above ground ve rsion of the focus called the epicenter. When the plates crack or shift, shock waves are sent out from the focus. These waves come in three forms: Primary, Secondary, and Surface. The surface wave is the one which causes damage to our cities and homes. Unfortunately, Los Angeles is located over an earthquake hot bed. There are two different kinds of plate boundaries located under the Los Angeles area. The first is called a transform plate boundary. In a transform boundary, such as the San Andres Fault, plates move in a lateral motion. Imagine taking two pieces of rough cut wood and sliding them against one another. When the force applied exceeds the ability of the splinters holding them together, they slip and then catch again when it meets new, stronger material. This is called strike-slip affect which is produced by transform plate boundaries. The other type of boundary located in the Los Angeles area is called a convergent boundary. Convergent boundaries are located where two plates are colliding into each other. The grinding and crushing action of the two converging plates send shock waves out just as the transform boundary does. Los Angeles has been battling the effects of plate tectonics for centuries. The Los Angeles area has suffered several major events in recent history. The Fort Tejon Earthquake took place in 1857 and tremors from this quake were felt over 350,000 square kilometers (USGS, 2012). The Fort Tejon Earthquake was one of the largest in California history and originated at a strike-slip boundary. The Parkfield Earthquake of 1901 was an event we all hope never happens again. Over 700 people lost their lives that day due to the tremors which originated from the San Andres Fault (USGS, 2012). In 1994 a major event struck which killed many, injured thousands, and destroyed billions of dollars’ worth of property. There were also major events which took place in 1881, 1922, 1934, 1966, and most recently 2004 where property was damaged and even worse lives were lost. The hazards involved in an earthquake are countless. As stated earlier, the major damage causing force of an earthquake is the surface wave. The surface wave causes ground tremors that can knock building off their foundations and bring bridges crumbling down. If you are inside, either find the strongest area of the room or get under a table or desk and stay there. If you are caught outdoors get into the open, as far away from buildings, power lines, or any other type of tall or overhead structures. Another major hazard brought about by an earthquake is fire. Many times tremors from earthquakes can bring down power lines and rupture gas mains. In an event where you witness fallen power lines or leaking gas main, please move as far away from them as possible and contact rescue personnel as soon as possible. Crumbling dams and levees can also lead to flooding in some areas. Stresses in certain structures like dams and levees tend to not present themselves until it is too late to escape the rising water. You should evacuate the area until safety and rescue personnel have had time to clear the area and inspect the affected structure. We can say, without hesitation, the earthquake activity in the Los Angeles is here to stay. Since we are located directly over plate boundaries, we will continue to see seismic events. Plate tectonics, the driving force of earthquakes, is a natural process which has formed the ever-changing world we live in today. Science Daily, a leading publisher of science news, recently published an article titled â€Å"California Has More Than 99% Chance of a Big Earthquake within 30 Years, Report Shows† (Science Daily, 2008). While the actual statistic is a 49% chance of a 7.5 or greater earthquake striking in the next 30 years, we are certain that seismic events will continue to plaque the city (Science Daily, 2008). Unfortunately, many of the lives lost in earthquake events could be prevented by taking precautionary steps in our everyday lives. However, due to an increased population and congested city centers it is possible there could be more lives lost today if a major event were to strike. Please take all precautionary measures to keep you and your family safe during an earthquake. For a full list of ways to keep safe before, during, and after an earthquake, please visit www.consrv.ca.gov , click on â€Å"Earthquakes† and follow the link to â€Å"What to do if an earthquake strikes†. Remember, being prepared may save your life. Reference Page California Department of Conservation. (2007). What to do in an Earthquake. Retrieved from http://www.consrv.ca.gov/index/Earthquakes/Pages/qh_earthquakes_what.aspx ScienceDaily. (Apr. 15, 2008). California Has More Than 99% Chance Of A Big Earthquake Within 30 Years, Report Shows. Retrieved from http://www.sciencedaily.com/releases/2008/04/080414203459.htm USGS. (2012). California Earthquake History. Retrieved from http://earthquake.usgs.gov/earthquakes/states/california/history.php USGS. (2012). 1857 Fort Tejon Earthquake. Retrieved from http://earthquake.usgs.gov/research/parkfield/1857.php USGS. (2012). 1901 Parkfield Earthquake. Retrieved from http://earthquake.usgs.gov/research/parkfield/1901.php