Tuesday, August 20, 2019
The Guardian Ad Litem Program :: essays research papers
The Guardian Ad Litem Program represents children who appear in the state courts. These children have not committed any crime but are victims of abuse, neglect or abandonment. The program is comprised of volunteers who represent children in the courts, making sure they do not become victims of "the system". Each volunteer works with one or more children involved in the judicial system and social services agencies, becoming familiar with there lives, while representing the interest of each child before the court or social services agencies involved. Specifically, a volunteer acts in the interest of each child in five different capacities. First, as an investigator, a guardian learns as much as possible about the child' background (i.e. school, church, friends, and any otherpeople/organizations that affect the child). As a monitor, a guardian makes sure social services agencies, and any other organizations involved with the child are meeting their responsibilities to the chi ld. As a protector, a guardian prevents insensitive questioning in the courts that is very often commonplace. As a reporter, a guardian is a liaison between the child and the courts, presentingwritten reports and recommendations to help act in the child's best interests. Finally, as a spokesperson, a guardian makes sure the child's wishes are heard and their best interests are presented to the courts and social services agencies involved with the child. Qualifications to be a Guardian Ad Litem are: at least 19 years old; pass screenings with law enforcement agencies, the Abuse Registry, and Guardian Ad Litem staff; and have a genuine concern for a child's welfare. No prior experience is necessary as each volunteer goes through 48 hours of training, ranging from juvenile justice, child development, and child abuse and neglect.
Monday, August 19, 2019
Fantastical Ideas and Gothic Tendencies in Jane Eyre Essay -- Jane Eyr
Fantastical Ideas and Gothic Tendencies in Jane Eyre The novel, Jane Eyre, is infused with fantastical ideas and gothic tendencies. The novel is an example of Bildungsroman heroine with the title character Jane maturing from childhood. We see her spiritual, psychological and social development. Through this development Bronte manages to join both fantastic elements with a more realistic structure by weaving in references to fairy tales, dreams, mythic imagery and plot twists. Fantasy is used by Bronte to inform the reader of any emotional subtexts in the novel. Jane's dreams are a good indication of her feelings and provide the reader with a window into her emotions. This use of fantasy plays a major role and it helps Jane's character develop as a Bildungsroman heroine because it highlights her emotional and spiritual journey. The fantastic symbolism and imagery used throughout the novel are as important to the narrative as the plot because it allows the reader to understand many emotions and true characteristics of the protagonists. The novel is littered with faintly gothic references to folklore, ghosts and sprites. The core of the story lies in Jane's descriptions of what goes on in her mind and it is here that we see Bronte's most imaginative and fantastic imagery. Jane imagines herself in a fairy tale. When she first encounters Rochester, Jane writes, "I remembered certain of Bessie's tales, wherein figured a North-of-England spirit called 'Gytrash', which, in the form of a horse, mule or large dog haunted solitary ways and sometimes came upon travellers as this horse was now coming upon me." Here, reality becomes distorted which reveals new truths about the characters and their surroundings.... ...out Jane, from fantasy to reality. Bronte uses fantasy with Jane's character to underline the distinction between childhood and adulthood. Jane tends to invert adult and children's values in the same way. The fact that Jane is still finds fairy tales scary, infers that she possesses a fanciful, girlish nature. The imagery used when she meets Rochester for the first time gives the reader an insight into her immaturity. It is not until later on that Jane sees Rochester's "beastliness". A more mature adult knows that humans can be a lot worse in reality and more frightening than any "monster" in a fairy tale. The feature of fantasy is a creative ploy, which Bronte uses to enhance the thoughts and feelings of the main characters. The reader is given further insight and understanding of relationships with the magical and mystical imagery and vocabulary.
Sunday, August 18, 2019
Modern Political Thoery and Liberalism Essay -- Political Science Argu
Modern Political Thoery and Liberalism The subject given for this paper was to â€Å"assess the alienation from liberalism found in modern and contemporary political theory.†To be honest, I don’t see a correlation with alienating liberalism and modern political thought through the time line of political theory in the 18th and19th century and through the 20th century. So, for this paper, I will prove the opposite. I will show, in my opinion, how the rise of liberalism has kept alive modern and contemporary political thought and action. I will begin with what I know of the beginning of liberal ideas and move through time showing how these liberal movements have been the basis for major changes in countries and that liberalism, in my opinion, has not been alienated.      The French Revolution marks the beginning of liberalism where the community lashed out against French society. This is where status was legally stratified by birth. In consequence, French citizens persistently negotiated with one another and with the crown for better and more human rights. This is the marking of citizens wanting â€Å"natural rights†and lashing out against a political organization/government in order to achieve this. Webster’s Dictionary defines Liberal as â€Å"a political philosophy based on belief in progress, the essential goodness of the human race, and the autonomy of the individual and standing for the protection of political and civil liberties.†(Webster) I think that the rebel of citizens in the French Revolution fits perfectly into this definition and marks the basis for the subject of political thought.      During the and after Industrial Revolution, due to liberalism, the social structure of society changed considerably. Before the Revolution most people lived in small villages, working either as farmers or craftsmen. With industrialization everything changed. The new enclosure law had left many poor farmers bankrupt and unemployed and machines capable of huge outputs made small hand weavers redundant. As a result, there were many people who were forced to work at the new factories. This required them to move to towns and cities so that they could be close to their new jobs. It also meant that they made less money for working longer hours. Add to this the higher living expenses due to urbanization and one can easily see that many families' resources would be extremely ... ...ere many outcries for women’s rights through liberalism and this was the basis of Political thought in the late 19th century and early 20th century. This is another example of how liberalism was kept alive in modern Political Thought. There are many feats in liberalism that lead the topic of Modern Political Thought The effect of liberal thought and ideals such as anti-welfare, anti-government regulation of business, anti-minimum wage, anti-income tax, pro-free trade, etc, is the basis for modern Political Thought which leads the way in conversation and essays about Modern Political Thought through liberalism. In this paper I have shown a timeline of modern liberal thinking which translates into Modern Political Theory and thought. I have shown how, in my opinion, the rise of liberalism has kept alive modern and contemporary political thought and action. I began with the French Revolution and showed the timeline of liberal movements and liberal thought which in turn a basis for political thinking was. All of which shows the opposite of the â€Å"Alienation form liberalism mound in modern and contemporary theory and thinking.†Works Cited http://www.m-w.com/cgi-bin/dictionary
Saturday, August 17, 2019
Types of Smiles
The Meaning of a Smile A smile is the universal welcome. They come in many different shapes, sizes, and even meanings. When someone decides to flash their pearly whites at a passerby, what exactly do they mean by it? I smile all day long for my customers, but that doesn’t mean that I am always happy to be around them. People link smiling to being one of the friendliest gestures one can receive. However, a smile is deceitful and can be taken in many different ways, and wore on many different occasions. Everybody has experienced that moment in their life when they have truly been happy.They smile all day long and can’t even find one reason why. Those smiles are the best ones to see and, oddly enough, they can even improve someones looks. They are simple smiles that brighten up the entire face and put the sparkle in their eyes. Happy smiles cannot be faked or forced and they curve from ear to ear. People that normally wear happy smiles are ones that are able to put the pas t behind them. Happy people always seem to be happy and they are fun to be around. The people that frequently use this smile often laughs a lot more than most people. They can also be picked out easily in a crowd because their smiles are genuine.This is a smile that reflects a happy and joyful heart. Children are the best at the famous naughty or â€Å"Up-to-no-good†smiles. These smiles can normally be seen when someone has been caught red handed. For most people, these smiles are humorous and can easily be picked out because of the red faces they cause. Naughty smiles cause the eyebrows to raise, cheeks to redden, and they seem to show more teeth than normal. One can typically find an up-to-no-good smile on a student that was just caught cheating on a test, or a toddler that didn’t hide their vegetables very well.These smiles show defeat, yet the person wearing them is willing to fight their way out of trouble. Forced smiles are commonly found in Christmas card photo s or around the hallways in a high school. These smiles are fake and clearly take more energy to make than a person originally planned to give. Forced smiles are not attractive and do not hide the fact that the person would rather not be smiling. Fake smiles portray an attitude of â€Å"I am better than you†to anyone that witnesses them. Preteens seem to abuse this smile more than others, then wonder why their parents tell them to â€Å"be nice. High School aged girls have the fake smile perfected, however it looks more like a smirk. It is their way of saying something rude, without saying anything at all. This smile can be paired with an eye roll and a flip of the hair for dramatic effect, but often times the smile alone could kill. When an individual overhears a spicy conversation it sometimes ends with an amused smile. These smiles can either be one of humor or horror, depending on the circumstance. Amused smiles are almost a smug look; the eyes squinted just a little to hide the giggle trying to escape, and the mouth closed yet curved just enough to show a pair of dimples.An amused smile is one to watch for in a crowd or when telling secrets, because often times the one sharing the smile will share the story to someone else. Confidence is a necessary trait in anybody, and a smile to go with it is sometimes a pleasant thing to see on a person. However, some people like to show it off more than others and it quickly turns into a not-so-pleasant smirk. For example, pageant queens and teenage boys with fancy cars. From the moment the girls walk on the stage, or the boys turn on their car, there is a switch that turns on in their head that makes them believe they are â€Å"on top of the world. Their smiles tell all. A smirk looks almost as if the person is boasting. You can tell a smirk from any other smile because the person’s nose is stuck up so high in the air there is a shadow over top of their mouth. These smiles often result in a loss of true friends or a harsh fall back down to Earth. A true confident smile, however, don’t come around very often. Confidence has to build just enough to make the smile look proud, yet subtle. This smile can sometimes take years to develop, but when it’s there it’s hard to remove.The best way to explain a confident smile would be through example. Such as, a high school freshman trying out for the Varsity Dance Team at her school. As she walks into the gym to show off her double turn, she looks nervous (even though she has it perfected). However, after everything is said and done, she nailed it. She now can walk proudly out of that gym with a very confident smile on her face, knowing she made the dance team. A smile radiates from a person no matter what or who it is meant for, however a confident smile radiates from the core and is there for everybody to see.Smiling can be the answer to all of our problems, to everyone around the world. It is there to say what we sh ouldn’t say out loud, or to just simply show that we are happy. Everybody smiles for some reason, it’s just something we as human beings can’t escape from. It is often interesting to think about why we smile, or why we show emotions at all. Often times, it seems as if smiling is our way of letting all of our emotions escape in one simple gesture. Our smiles are uniquely limitless in meanings, and because of that, we are able to hide behind them and only show what we really want to be seen.
Friday, August 16, 2019
The Network Operating System For Habibi’s Restaurant
Log-on securities are delicate in protecting the computer network. As a restaurant that uses computers to enhance faster communication in a more efficient and less time consuming way must be aware of certain software updates to ensure the safety of the computer services. Defined in Wikipedia (2007), the system must be using the software NOS or network operating system hence this controls networking, the messages that comes like traffic and queues when many users are using the network. The software does not only aid in the quick access but it also does some administrative functions and has an especial function when it comes to security. Compared to the available softwares like OS's or Windows XP, NOS run to enhance the optimum network performance and the software is commonly used in local area networks or to a wide area networks but is also applicable to a broader array of networks. NOS are based in the 5 layers of OSI reference model. The restaurant could use the latest available NOS like Novell Netware, Windows NT and 2000, Sun Solaris and IBM OS/2 to achieve the best performance in the administrative level. Many important programs are protected by NOS like it could provide back-up for processors, protocols, automatic hardware detection and support multi-processing, security measures like authentication, authorization, logon restrictions and access control. Other featured programs are the name and directories, back-up and replication services, internetworking or routing and WAN ports. With the use of these remote access systems the administration could log on and log off efficiently. The NOS also aids in auditing, graphic interfaces, clustering, tolerance to fault and high availability system. In using the Windows Server 2003 the Active Directory compatibility could be enhanced. There is also better deployment support when it comes to the transition like for example from Windows NT 4.0 to Windows Server 2003 and Windows XP Professional. The security services are answered by changes in the IIS web server. It is rewritten for the enhancement of security. While the Distributed File System have many functions including the maintenance of multiple hosting of DFS single server , terminal server , active directory , print server , and other programs or services. There are new versions of Windows Server that can be used via the Remote Desktop Protocol for terminal services. This program can have a multiple functions as well as in remote graphical logins for fast performances from the distant server. The IIS as it is used in Windows Server 2003 increases the default security system because of the built in firewall that can break defaults.                                                                                                                              In March 2005 new improvements and updates were incorporated to Windows Server 2003 like the Windows XP containing users like Service Pack 2. The following programs are the updates for Windows Server 2003. (1) There are Security Configuration Wizard that can enhance the administrator's research in making changes and security policies. (2) Another program is Hot Patching that allows DLL, the driver and non-kernel patches for a non reboot function. (3) The IIS 6.0 Metabase Auditing is responsible in tracking or editing of metabases. (4) The Windows XP Service Pack 2 could be effectively converted to Windows Server 2003 by using the Windows Firewall system. With package like the Security Configuration Wizard that can be used by the administrators for more manageable incoming open ports and hence it can be detected automatically because the default roles could be selected. (5) For the support of IPv6, Wireless Provisioning Services is used. This also builds new defenses against SYN flood TCP assault. (6) Default modes can be turn on when a Service Pack 1 server is booted after its installation, and is made possible by Post-Setup Security Updates , hence it configures the firewall to barricade all incoming connections, and able in directing the user for updates installation. (7) Buffering could be prevented if (DEP) or Data Execution Prevention has to be used. The No Execute (NX) does not allow overflow especially in cases that there is an attack by Windows Server vectors. The Windows Server 2003 R2 is the newest update with installable features for Windows Server 2003 that includes SP1. The software has many systems of function like (1) Branch Office Server that is very capable in centralization of tools in the administrator like the files and printers, enhancement of Distributed File System (DFS), the WAN data replication responsible for Remote Differential Compression. (2) The Identity and Access Management for Extranet Single Sign-On and identity federation, centralization of administration in extranet application access, automated disabling of extranet access in consideration to the Active Directory account information, the user access logging and cross-platform web Single Sign-On and or password synchronization with the use of Network Information Service (NIS). (3) Storage Management for the File Server Resource Manager that can have a storage utilization reporting function, enhancement of quota management, the file screening limits files types are allowed and the storage Manager for Storage Area Networks (SAN) for the function of storage array configuration. (4) The Server Virtualization serves in the 4 virtual instances. (5) The SDK for UNIX utilities that gives a full Unix development environment examples are Base Utilities, SVR-5 Utilities, Base SDK, GNU SDK, GNU Utilities, Perl 5, Visual Studio Debugger Add-in. The Windows Server 2003 contains Datacenter edition which allows an 8-node clustering that could help lessen fault tolerance. By means of clustering, the fault tolerance of server installations is boosted and is accessible. The clustering also supports the file storage that is connected to Storage Area Network (SAN). This could run in Windows and also to non-Windows Operating systems as it can be connected to other computers. To block data's or redundancy and to achieve fault tolerance, the Windows Storage Server 2003 uses the RAID arrrays for these functions. A Storage Area Network is available in Windows Storage Server 2003 where the data's are transferred then stored in bigger chunks and not by files. Therefore the data's transferred are more granular, because of that there is a higher performance in database and transaction processing, while it permits NAS devices to get connected in SAN. The Windows Storage Server 2003 R2 has a Single Instance Storage (SIS) contained in the file server to optimize high perfromance. The (SIS) can transfer or scan files in volumes moving it to the common SIS store, thereby reducing the storage bulk by 70%. As stated by Couch (2004) installation of data protection systems like the uninterruptible power supplies (UPS), redundant array of independent disks (RAID), and tape backup systems that are provided by Windows Home Server will aid in the maintenance of the network. References Wikipedia, 2007. Windows Server 2003. Retrieved on May 10, 2007. http://en.wikipedia.org/wiki/Windows_Server_2003_R2 Wikipedia, 2007. Network operating system. Retrieved on May 10, 2007. http://en.wikipedia.org/wiki/Network_operating_system  Couch, A. 2004. Network Design System Administration. Retrieved on May 11, 2007.http://www.cs.tufts.edu/comp/150NET/notes/intro.php1
Sensorial
Maria Montessori described the sensorial materials as the â€Å"key to the universe†Discuss this statement and give examples to support your discussion. â€Å"The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state. â€Å"(1. Montessori Maria, the Absorbent page 190, chapter 17). Montessori believed that sensorial experiences began from birth to six. At this stage, children learn and develop by using their five senses which help in making mental order in their environment. These five senses are visual sense the child learns how to visually discriminate differences between similar objects and differing objects. Second is tactile sense, the child learns through his sense of touch. â€Å"Although the sense of touch is spread throughout the surface of the body, the Exercises given to the children are limited to the tips of the fingers, and particularly, to those of the right hand. (Montessori, Maria (1997) The Discovery of the Child) This allows the child to really focus on what he is feeling, through a concentration of a small part of his body. In the Stereognostic Sense Exercises, the child learns to feel objects and make recognitions based on what he feels. â€Å"When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a â€Å"muscular memory†, which recalls movements that have been made. (Montessori, Maria (1997) the Discovery of the Child, Oxford, England: Clio Press) . In the Baric sense, the child learns to feel the difference of pressure or weight of different objects, this sense is heightened through the use of a blindfold or of closing your eyes . In the Thermic Sense, the child works to refine his sense of temperature. In the Olfactory and Gustatory Sense Exercises, the child is given a key to his smelling and tasting sense. Although not all smells or tastes are given to the child in these Exercises, the child does work to distinguish one smell from another or one taste from another. He can then take these senses, and apply them to other smells or tastes in his environment. In the Auditory Sense Exercises, the child discriminates between different sounds. In doing these different Exercises, the child will refine and make him more sensitive to the sounds in his environment; there are four kinds of sounds human, animal, natural and mechanical sounds. Dr. Montessori felt that this was the ideal period in the child’s life to introduce him the equipment that would sharpen his senses and facilitate his comprehension of the many impressions he receives through them. So that Sensorial lessons enable the child to learn him by using his hands and his mind. We find that Dr. Benjamin Franklin once said â€Å"tell me and I forget. Teach me and remember. Involve me and learn†. In order to serve this purpose; Dr. Maria Montessori introduced a subject called ‘Sensorial', it comes from the word sense or senses. As there are no new experiences for the child to take from the Sensorial work where the materials are specially designed to enable the child to use his senses to explore different attributes of the world†¦ he child is able to concentrate on the refinement of all his senses, from visual to stereognostic. Dr. Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period' for the refinement of sense along with the others and they can be helped in the development of the senses while they are in this formative period. â€Å"It is necessary t o begin the education of the senses in the formative period, if we wish to perfect this sense development with the education which is to follow. The education of the senses should be begun methodically in infancy, and should continue during the entire period of instruction which is to prepare the individual for life in society. †(Montessori Maria, internet) Dr. Montessori describe Sensorial education as â€Å"the key to the universe†because it revealing to the children, a deeper knowledge about the outside world. All of the material is aesthetically pleasing. They attract the child’s attention to the objects and allow the child to manipulate the materials with easy way. The material must be complete. This allows the child who is working with the material to finish through the whole piece of work without having to stop and find a missing piece. All of the material is limited. The first use of the term limited refers to the fact that there is only one of each material in the environment. This calls for other students to build on their patience. The second use of the word limited is in reference to the idea that not all of one quality or piece of information is given to the child. This child is not given every color in the world, but only a select few. This gives the child the keys to the information so it peaks his curiosity and leads him to learn more out of his own interest. Most importantly, all of the material could be called â€Å"materialized abstractions†. This means that though Montessori’s Sensorial materials, abstract concepts are made into concrete materials. â€Å"The sensorial materials comprise a series of objects which are grouped together according to some physical quality which they have, such as colour, shape, size, sound, texture, weight, temperature, and so forth. Every single group of objects represents the same quality but in different degrees; there is consequently a regular gradual distinction between the various objects and, when this is possible, one that is mathematically fixed. Every series of objects is graded so that there is a maximum and a minimum, which determines its limits, or which, more properly, are fixed by the use which a child makes of them†(Montessori Maria, The Discovery of Childhood, Page. 100 chapter 6). Dr. Montessori believed in the same ideal and with her development of Sensorial teaching brought a new concept to teaching the world throughout her Sensorial materials. So that the sensorial materials in the Montessori classroom enable the child to become aware of details by revealing to him strongly contrasting sensations like black and white and progressing to various gradations of this sensation such as; the many different shades of red in the colour tablets as an example, facilitate his knowledge of colours and eventually his understanding of the abstraction of a certain colour and finally the abstraction of color itself. The sensorial equipment, worked on systematically, builds a rooted and comprehensive foundation for the child's intellectual future. This is why Montessori has appropriately named the sensorial materials as â€Å"the key to the universe†. We find that the sensorial materials related with the environment around the child, he try to discover on his own how to make things he see in the environment, he often want to make his own books and do so with tools of ruler and stapler, make his own constructive triangles, or geometric solids. He often explores different ways of making the same end product – e. g. making a cylinder with paper, and then trying with clay. The other areas of the curriculum for the children of this age are related with the ‘sensorial’ materials such as mathematics, language and culture. The sensorial materials respond to the way that the child learns at this age through the senses rather than the intellect. There are materials for the refinement of each sense, with each activity isolating one particular quality, for example; color, size, sound, taste or weight. We can take a pink tower as an example, it made up of ten pink cubes of varying sizes. In 3 year-old the child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same colour and texture; the only difference is their size. Other materials isolate different concepts: colour tablets for colour, geometry materials for form and so on. As the child's exploration continues, the materials interrelate and build upon each other. Later, in the primary years, new aspects of some materials unfold. When studying volume, for example, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter to one cubic decimetre. At the pre-school age when the child is use the sensory information, these materials help the child to order and make sense of his world and heighten his perception and wonder of it. Through working with the different sensorial materials the child has refined his discrimination of size to the point where he wants to know how much one object is bigger than other one. The mathematic materials flow naturally from here. When a child reaches this point, he needs to introduce to concrete representations of mathematical concepts and given language to describe these, for example: large, long, thick, heavy. They are required to sort, pair, grade and sequence using all of their senses – visual, tactile, auditory, gustatory and olfactory. Through these activities they develop the ability to solve mathematical problems for example: decimal system, geometry and algebra –by compare, contrast, and make judgments. The same applies with language. The subtle preparation the child has been given in this environment such as songs, stories, poems, or the control over the movement of the hand through knobbed cylinders and geometric cabinet, they allow the child from 4 and 5 year olds to effortlessly start to write and read. Montessori education has been using a set of ‘sandpaper letters’ individual boards with the primary symbol for each of the 26 letters as the sounds in the English language. Three year-old children see and feel these symbols and make the corresponding sound, bsorbing the combination of sound and symbol through three different senses (auditory-visual and tactile sense. Finally, the cultural materials bring to the child his world and the animals, plants and people within it. Like everything offered to the child at this age, the materials are sensory-based and are introduced to the child in an orderly way; first the world, then the plants; the child is introduced to the botanical classification in plants and their parts through classified cards, and an experience of how leaves can be classified by their shape through the leaf cabinet. Through these, the child is given keys to enhance his exploration of the outdoor environment and garden, and ultimately the world. The child starts to notice shapes of leaves as he walks in the park, and this deepens his appreciation of his environment. The sensorial materials also are the extension for the world of animals, then mammals, birds, amphibians, reptiles and fish; in the same way as with the world of plants, the child is given presentations of animal classification through the classified cards. Through his exploration he finds the keys to understanding the characteristics of each family and this is applied to his locality. The sensorial materials extend to geography: The children discover how our world can be divided into land and water, and how these two can further be classified by their shape – land into islands, peninsulas, isthmuses and capes; water into lake, gulf, strait and bay. These offer a key to the young mind so attuned to order and pattern, and children start to appreciate even the lakes and islands they discover in their local parks. They also explore how our world is divided into continents, and how each continent is divided into countries, and towns and so on. In this way they get an appreciation of where their ‘place’ is in the world. The education of senses makes men observers. The child who has worked with the sensorial materials has not only acquired a greater skill in the use of senses but also guides his exploration of the outside world. The aim of sense training is not only that a child shall know the colours forms and textures but also that he refines his sense through an exercise of attention and through comparison. The Sensorial Materials have been given many names: materialized abstractions, key to universe, path to culture. The goal of sensorial is to aid a child refine his senses so they can learn more from his environment and grow spiritually and physically. This is done through manipulation with carefully designed materials and direct experience with the world around them. The Sensorial technique is a multi-faceted method of learning. Through the use of singular quality focus activities the child’s senses are awakened. The sensory revelation that is experienced by the child during this period leads to a greater intellectual capability. The sensorial practice sets the groundwork for further intellectual growth. The crucial roles the senses have in education are illustrated through the connection between the various sensorial experiences the child has and all of the activities in the Sensorial environment. Because of Montessori’s focus on sensorial exploration and the Sensitive Periods for crucial brain development, there may be no computers for children’s use in the Children’s House environment. However, through the Montessori materials the children are building strong foundations to be able to learn to use this technology when appropriate. They are learning how to think, solve problem and create. It is striking how several pioneers and highly successful individuals in this field have Montessori backgrounds (e. g. Sergey Brin and Larry Page, inventors of Google; Will Wright, inventor of The Sims). They even attribute their success in innovation to their childhood years in a Montessori classroom. BIBLOGRAPHY Montessori Maria: The secret of childhood. Montessori Maria: absorbent mind. Montessori Maria, quotes, Internet) Montessori Maria: discovery of the childhood
Thursday, August 15, 2019
Organizational Conflicts and Building Coalitions
Conflict within the organization is an every day reality as no one individual will have the same opinion or style. The differences found amongst people in the workplace has required perceptions to change when it comes to leading a team and implementing strategy. One's attitude must be flexible and tolerant of change and conflict. Conflict must be an accepted factor or otherwise the organization will not survive. In many ways, leaders and management look at conflict as a positive. Because conflict taking time and effort to resolve, it also allows for critical thinking and opening the path for new ideas and solutions. This works to the company's advantage over the long run as it continues to think outside the box or get do away with the box entirely. This leads to innovation. The attitude toward knowledge has evolved because more than one type is needed in order to implement a new idea. This changes the needs of workers and organizations as diffusion of innovation takes place as many different points of view are considered. While the idea that conflict can be a positive, leaders must also keep in mind the other side of the spectrum or the negative. While conflict can lead to innovation, it can also open up the employee to too many opportunities, which can influence their creativity and productivity. It produces a whole new reality that employees may not be prepared to handle. Product diversification could mean failure. Technology, while it is wondrous and makes jobs easier, can also be dangerous. With telecommunications, a new breed of crime has been created with identity theft and corporate brand protection becoming important. Technology can be disastrous if put in the wrong hands. With innovations come new inventions that make our lives easier but also have a higher risk when used. This is the nature of the realm of possibility. This can backfire as it can also destroy and impose new rules of conduct upon communities. As much as many like the idea of innovation, for those scared of change, it is difficult to embrace fully. This leads to further conflict or counter movements to conserve what is left because the longer a conflict goes unresolved, the harder it is fix. This like a lack of communication can lead to a break in the cycle for the organization. Still organizational conflict and change is about the future. However, as more products and services are produced and distributed throughout the world, debate continues regarding leaders' obligation to take on more social responsibility. To change the way business is conducted, we may need to establish new operational styles that set new expectations for both today's work force and corporate accountability. Looking at a corporation like Johnson and Johnson, one realizes within a team everyone has a function to meet production quotas and the harmony produced translates into efficiency. Total Quality Management (TQM) is still evident as companies push to analyze productivity as it reflects success, profit, as the numbers still remain the bottom line. Change means introducing new players to the reality, which one takes the risk, could lead to further conflict or creation. This means the possibility of interacting with outsiders or traveling in other countries for opportunities. One such situation can arise when an American company sets up shop in England. How will the locals react to such international involvement and on what levels will this be tolerated? How much will gained by so much change or resulting conflict? It is the ability to accept the new reality of today's workplace that makes an organization competitive. A company like Johnson and Johnson faces many challenges in the future due to this new reality.
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