A Cry For Independence essays

A Cry For Independence essays In the last half of the nineteenth century, Victorian ideals still held sway in American society, at least among members of the middle and upper classes. Thus the cult of True Womanhood was still promoted which preached four cardinal virtues for women: piety, purity, submissiveness, and domesticity. Women were considered far more religious than men and, therefore, they had to be pure in heart, mind, and, of course, body, not engaging in sex until marriage, and even then not finding any pleasure in it. They were also supposed to be passive responders to men's decisions, actions, and needs. The true woman's place was her home; "females were uniquely suited to raise children, care for the needs of their men folk, and devote their lives to creating a nurturing home environment." (Norton 108). However, the tensions between old and new, traditional and untraditional, were great during the last years of nineteenth century and there was a debate among male and female writers and social think ers as to what the role of women should be. Among the female writers who devoted their work to defying their views about the woman's place in society was Charlotte Perkins Gilman. Gilman (1860-1935) was a social activist and theorist of the women's movement at the turn of the twentieth century. She developed her feminist ideals in her novels, short stories and nonfiction books such as Women and Economics. Charlotte Perkins Gilman is best known for her short story The Yellow Wallpaper, (1892) which is based on her own experience. As the story begins, the woman-whose name we never learn, tells of her depression and how it is being treated by her husband and brother who are both doctors. These two men are unable to see that there is more to her condition than just a stress and depression and prescribe for her rest as a cure. The narrator is taken to a summerhouse to recover form her condition where she is not allowed to do anything but rest and sleep. Furth...

Derechos y Deberes de los Americanos Fuera de Estados Unidos

Derechos y Deberes de los Americanos Fuera de Estados Unidos Hay ms de ocho millones de ciudadanos americanos que viven por fuera del territorio nacional. Muchos viajan por oportunidades de trabajo, otros para casarse con ciudadanos de otros paà ­ses y otros por los atractivos costos de vida en otras partes del mundo. La mayorà ­a de ciudadanos americanos viven en cercanà ­as del territorio nacional, con Canad y Mà ©xico como destinos principales, seguido de Europa, India, las Filipinas e Israel. En la actualidad hay una tendencia en la que los pensionados se mudan a paà ­ses de menor costo de vida para poder tener una calidad de vida mucho mejor que la que tendrà ­an en Estados Unidos, esto debido al cambio de dà ³lar a las monedas locales. Independiente de las circunstancias, el paso inicial ms importante cuando se vive en otro lugar es contactar a la embajada o consulado local inmediatamente se llegue al nuevo lugar de residencia. Este ser el lugar donde se tramitarn los pasaportes y documentos legales que requieran una apostilla del gobierno de Estados Unidos. En general, los ciudadanos americanos que viven por fuera de Estados Unidos conservan los siguientes derechos: Los relativos e inherentes a la ciudadanà ­a. Los ciudadanos en el extranjero pueden dirigirse a las embajadas para pedir ayuda si esta requiere de la intervencià ³n del gobierno. En caso de arresto o problemas con la ley, las autoridades locales estn obligadas a contactar a la embajada e informarle de la situacià ³n. Los relativos al votar en las elecciones federales. Actualmente se puede solicitar la planilla de manera electrà ³nica y regresarla por el mismo medio. Cuando se est en el exterior se vota en el à ºltimo estado de EE.UU. en el que se registrà ³. Los relativos a la ciudadanà ­a de los hijos. En el momento del nacimiento de un bebà © en el extranjero, si uno o ambos padres son ciudadanos americanos, hay que contactar a la embajada local para obtener el CRBA (Consular Report of Birth Abroad, reporte consular de nacimiento en el extranjero) para documentar que el nià ±o/a es un ciudadano de los Estados Unidos. Los relativos al pago mensual del Seguro Social para los pensionados y discapacitados. Los relativos al matrimonio/divorcio en el extranjero. Para certificar la validez del matrimonio/divorcio oficiado en otro paà ­s hay que contactar al Fiscal General del estado en el que se residà ­a originalmente dentro de los Estados Unidos. Tenga en cuenta que los ciudadanos con doble nacionalidad (y los de una sola), estn sujetos a las leyes locales y el gobierno de Estados Unidos no tiene jurisdiccià ³n legal si la persona comete algà ºn tipo de delito. Y asà ­ como cuentan con derechos, estos son los deberes de los ciudadanos americanos en el exterior: Rellenar las planillas y enviar los formularios de impuestos federales cada aà ±o. Estar al dà ­a en los impuestos locales que apliquen para cada paà ­s. Abstenerse de viajar a los paà ­ses que el departamento de estado considera no propicios. Inscribirse al servicio selectivo para los ciudadanos hombres. Estar al dà ­a con FACTA, o el tratado por medio del cual las instituciones financieras del extranjero deben informar al IRS acerca de los movimientos financieros de ciudadanos americanos o de empresas americanas. Finalmente, debe entenderse que Medicaid y Medicare no tienen cubrimiento en el extranjero y que podrà ­a haber razones por las que puede perder su nacionalidad. Este es un artà ­culo informativo y no pretende ser asesorà ­a legal.

The Evolution of Technology Essay Example | Topics and Well Written Essays - 1000 words

The Evolution of Technology - Essay Example In the early 1990’s Internet has revolutionized the world. Communication is being made at the speed of light. E-commerce is the result of the Internet. Instead of outdoor shopping, many people are purchasing goods through the Internet. Human beings are different from another animal, that’s why they are called as social animals. This is because they can think and most importantly can communicate easily with each other. To reduce the gap between geographical areas and the curiousness of man to know what’s on the side has made him invent different things.Thousands of years ago they started communicating with each other. In 3500BC alphabets were invented in the written form. This helped in the introduction of postal service. This way communication between different parties was made. But for long distances it became difficult.The Chinese invented paper and the book came by 100AD. Slowly all the writings were entered into the books. Books were best for storing informat ion for a long time without causing much damage. Newspapers were introduced into the Europe by 1450AD. Newspapers were the best way to know about the issues happening nationwide. Joseph Henry invented the first telegraph in 1831. With the help of telegraph, information was passed much quicker compared to others in those times. The biggest invention of the 19th century was the telephone. Nowadays we can’t imagine the world without a telephone. Slowly one after the other motion picture, the radio, television, computers, etc., were invented.... With the help of telephone communication between people became much faster. Nowadays we can't imagine the world without a telephone. Slowly one after the other motion picture, radio, television, computers, etc., were invented.In early centuries transportation was carried out with the help of bullock carts, horses and other means. For short distances they were effective but were not that much of help for long distances. Slowly as the centuries gone by many different transport systems were invented and introduced into the market. Ships, trains and automobiles revolutionised the transport system. Long distance travelling was made safer and much better than the earlier ones. Ships and trains were not only used for transporting passengers but also used for transporting large cargo. These transporting systems were very much comfortable to the passengers. Biggest achievement during industrial revolution was the introduction of trains. Railroads played major role for the success. Many railroads were laid across different countries. With invention of steam engine trains were travelling at much higher speeds. Long distances were covered in short periods. Nowadays bullet trains were introduced. They travel at a speed of more than 400 km/h. Here space was covered at fast pace. We could say that time and space was collapsing. One of the biggest inventions of 20th century was the aeroplane. The Wright brothers were the first to invent it. Slowly after making many modifications it was used for transportation. To be airborne an aeroplane has to travel at a speed of more than 90 km/h. Now jumbo jets are used for transporting people. A single jumbo jet can transport more than 300 passengers. And these can move more than 1000 km/h. Concorde can

EU ECONOMY Essay Example | Topics and Well Written Essays - 2000 words

EU ECONOMY - Essay Example nnovative technologies, improving the access to enterprise development capital and focusing on economic reforms that will ensure high economic growth, employment creation and innovation. The member states must commit to reduction of their budget debts, invest in new technologies, diversify their economies, invest in innovative research and stimulate the growth of new enterprises in order for the economic region to remain competitive. In the past five years, member states of the EU monetary block has witnessed harsh economic environment characterised by imminent outright sovereign debt defaults, financial contagion, increase in unemployment, decline in overall economic growth and mistrust among the member states. The EU economy policies must ensure high economic growth, high innovation and improved resilience of markets to external economic shocks in order to attain global competitiveness and ensure high direct investments in the region (Finke 2012). On the other hand, emerging global competitors such as China have export-growth initiatives that improve the competitiveness of their products in the global markets (Finke 2012). China enjoys absolute advantage in manufacture of many products due to availability of highly qualified cheap labor, nearness to the source of raw materials and superior manufacturing technologies. China’s trade and services account for more than 65 percent of the GDP and has maintained a consistent annual increase of GDP over the last ten years. The policy paper is addressed to the European Commissioner and aims at highlighting how EU competitiveness in the global markets is declining due to emergence of global competitors like China and offers several alternative policy measures that should be implemented in order to counter the growing threat. The EU economy is undergoing a turbulent period since its formation since many member states are struggling to recover from the adverse impacts of recent global economic recession and financial

Jacob Isaacksz van Ruisdaels Wheatfields Essay Example for Free

Jacob Isaacksz van Ruisdaels Wheatfields Essay Ruisdaels painting, Wheatfields, depicts a Dutch rural panoramic landscape. The medium used is oil on canvas and the actual size of the composition is very large, which adds to the grandeur created through his techniques of depiction. Ruisdael painted Wheatfields in c. 1670 in the later years of his life. The organisation of Ruisdaels pictorial space encourages the spectator to feel small. The mass of the rustic, realistic natural environment is encumbering, with the small figures of people and animals. The angle of the spectators vision is directly central to the picture plane, which allows us an expansive view to both the left and right. To the far left we can see the sea, on which boats are sailing. From the middle to the right we see intricately painted trees and an old brick building through the trees. Our line of vision follows an old dirt track which hedges, logs and blades of grass line before meeting the expansive wheat fields. The line of perspective is approximately two thirds from the top of the picture in which Ruisdael devotes the upper end of his picture to his depiction of the sky. Ruisdaels use of tone and colour is wide-ranging and natural, the bright blues and whites of the sky contrast and complement the yellow and orange hues of the fields below them. The merging colours are only interrupted by the browns and greens of the trees. The light source is sunlight broken only by the mass of clouds, which serve to provide shade to the landscape below. The overall effect served by this landscape is one of overwhelming natural bounty. The diminutive human and animal figures emphasise the symbolic them of vanitas. The landscape with its brown hues suggests an autumn setting, perhaps implying that even nature is not exempt from the passing of time and futility of life. Through his fine intricate, sharp detail Ruisdael provides an epic of a painting, overwhelming, yet contrastingly peaceful.

Romanticism Essay -- Romantic Movement Essays

Romanticism, Romanticism, in a way, was a reaction against rigid Classicism, Rationalism, and Deism of the eighteenth century. Strongest in application between 1800 and 1850, the Romantic Movement differed from country to country and from romanticist to romanticist. Because it emphasized change it was an atmosphere in which events occurred and came to affect not only the way humans thought and expressed them, but also the way they lived socially and politically (Abrams, M.H. Pg. 13). â€Å"Romanticism emphasized the individual, the subjective, the irrational, the imaginative, the personal, the spontaneous, the emotional, the visionary, and the transcendental,† (Thompson, E.P. Pg. 108-109). Among the characteristic attitudes of Romanticism were the following: a deepened appreciation of the beauties of nature; a general exaltation of emotion over reason and of the senses over intellect; a turning in upon the self and heightened examination of human personality and its moods and mental poten tialities; a preoccupation with genius, the hero, and the exceptional figure in general, and a focus on his passions and inner struggles; a new view of the artist as a supremely individual creator, whose creative spirit is more important that strict adherence to formal rules and traditional procedures; an obsessive interest in folk culture, national and ethnic cultural origins, and the medieval era; and a fondness for the exotic, the remote, the mysterious, the weird, the monstrous, the diseased, and even the satanic.(Barzun, Jaques. Pg 157-159) Romanticism was preceded by several related developments from the mid-18th century that can be called Pre-Romanticism. Among such trends was a new appreciation of the medieval romance, from which the Romantic Movement derives its name. (Abrams,M.H. Pg. 261) The romance was a tale or ballad of chivalric adventure whose emphasis on individual heroism and on the exotic and mysterious was in clear contrast to the elegant formality and artificial ity of widespread Classical forms of literature, such as French Neoclassical tragedy. This new interest in relatively unsophisticated but emotional literary expressions of the past was to be a dominant note in Romanticism. (Frenz, Horst and Stallknecht, Newton P. pgs 70-73) Romanticism in English literature began in the 1790’s was the publication of Lyrical Ballads written by William Wordsworth an... ...nse de Lamartine, Alfred de Musset, Stendhal, Prosper Mà ©rimà ©e, Alexandre Dumas (Dumas Pà ¨re), and Thà ©ophile Gautier in France. Alessandro Manzoni and Giacomo Leopardi in Italy; Aleksandr Pushkin and Mikhail Lermontov in Russia; Josà © de Espronceda and à ngel de Saavedra in Spain; Adam Mickiewicz in Poland; and almost all of the important writers in pre-Civil War America.(Frenz, Horst and Stallknecht, Newton P.) Romanticism destroyed the clear simplicity and unity of thought which characterized the eighteenth century. There was no longer one philosophy, which expressed all the aims and ideals of Western Civilization. Romanticism provided a more complex, but truer, view of the real world. Bibliography Abrams, M.H. Natural Supernaturalism. New York: W.W. Norton & Company, 1971. Barzun, Jaques. Classic Romantic and Modern. Boston: Little, Brown and Company, 1943. Frenz, Horst & Stallknecht, Newton P. Comparative Literature. London: Feffer & Simons, Inc, 1971 Thompson, E.P. The Romantics: England in a Revolutionary Age. New York: The New Press, 1997. Walling, William, Kroeber, Karl. Images of Romanticism: Verbal and Visual. New Haven: Yale University Press, 1978.

Practical Life Exercises in Montessori and Development of Social Skills

â€Å"We can imagine an adult’s society organized as constructive society on the same lines as children’s that is on lines with this natural society of cohesion. Attachment to other people is the first stage which brings all men to work for a common ideal. It would be good for men if society could be constructed like this but we cannot command this. It must come from nature. If nature is the basis the construction will be superior, but without this basis there can only be an artificial construction which breaks down easily. † (The Child, Society and the World,  p 24, Chap III) Maria Montessori termed a child as a â€Å"Spiritual embryo†, which is in the embryonic stage of the future fully transformed adult. A society is a group of adults, while a group of children can be termed as an embryonic stage of the future society. A group of children is nothing but a school or a place where children spend time together. Hence, Montessori termed social development as possibly the most important element in her schools. Her emphasis on children being allowed the freedom to work alone and to develop concentration did not mean that she underestimated the importance of social development. Instead what she saw was that it was precisely because the children were allowed to work in such freedom that they then displayed their innate social cohesion. She saw that true discipline and harmony was something that came from within and was not something that could be enforced. â€Å"The children then are orderly and have a harmonious discipline. A discipline in which each has different interests. It is different from the discipline of a soldier, with his forced obedience, when we all have to do the same thing at the moment. This is a social discipline and it brings people into harmony with each other. † (The Child, Society and the World, p 24, Chap III) Dr. Montessori designed her environment as a miniature of the world outside. She provided social exposures in all angles to a child in her environment. â€Å"There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for he individuals within it, which comes through experience of freedom within the community. † (The Essential Montessori: An Introduction to the Woman, the Writings, the Method, and the Movement, Elizibeth. G. Hainstock, Plume publishers-Penguin Group) A child when enters a Montessori environment, will be in a pre-normalized state, with fear, anxiety, confused and other not so well felt condition. Pre-normalized child can be brought to normalized state by giving him purpo seful work, through structured environment. What is this purposeful work and how is a structured environment defined? A child will have certain inner urge for certain kind of the work according to which, she will be prompted to focus her attention on certain elements in her environment, for a certain period of time. These periods are termed as sensitive period. There are six of these sensitive periods Sensitivity to Order: The Child shows the need for order in several ways like seeing things in accustomed places. Learning through their five senses: The child has a natural curiosity to explore things around him, feeling them with his five senses. Sensitivity to small objects:. The sensitivity to small details holds the child’s attention for an extended period, fostering the ability to focus. Sensitivity to language: The Absorbent Mind of the small child makes an intellectual achievement unconsciously under the guidance of a special â€Å"sensitivity† that enables it to select certain sounds from all the other phenomena in the environment. Sensitivity to co-ordination of movement: In this period, the child has an involuntary inclination to perform and repeat movement purely for the sake of gaining greater and more precise control. Sensitivity to social aspect of life: Children pay special attention to other children of their own age. The work of Sensitive period enables recognizable affections and friendships to develop. In this way, the child learns to be part of a group. Sensitive periods provide children a natural tendency to learn. The stages of learning exist for which there should be corresponding educational environments and appropriately trained teachers to â€Å"prepare the environment. † The child learns independently using the components of the environment and the teacher guides and observes the child who chooses his activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction, interdisciplinary breadth and competency in basic skills. The Montessori classroom is a â€Å"living room† for children. Children choose their activities from open shelves with self-correcting materials and work in distinct work areas – on tables or on the mats on the floor. Over a period of time, the children develop into a â€Å"normalized community† working with high concentration and few interruptions. An environment includes the following components: 1. Practical Life Exercises 2. Sensorial Education 3. Language Development 4. Arithmetic 5. Cultural Education Montessori Practical Life Exercises (PLE) is seen as the cornerstone of the Montessori method. These exercises provide the opportunity for purposeful work; assist young children in their development- physically, cognitively, socially and emotionally. PLE are designed to teach children life skills as these help children develop intelligent and be in responsible contact with their surroundings. These enhance the children's control over their movements, exercising the muscles of the whole body with understanding and willed purposes. The materials given will be familiar, tempting and is food for the sensitivity of the child. â€Å"An isolated individual cannot develop his individuality. He must put himself in relationship with his environment and within the reach of the events and the life of his times. † (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) A Montessori Practical Life Exercise area is prepared in such a way that, a bit of everything is put into it. This particular area is dynamic and varies from school to school and place to place. It depends on the interest and the creativity of the adult and also reflects the cultural practices of that particular place. â€Å"The objects which we use for practical life, have no scientific significance; they are the objects in use, where the child lives and which he sees being used in his home; they are made, however in sizes adapted to the little man. Montessori Maria, The Discovery of the child, Pg 108, 2006) Evidently, a Montessori environment is a miniature of the society outside, where a child is exposed to the similar things that he finds in the world outside. The way a child works with these material and with the other kids is nothing but a mini community created inside the Montessori environment. Practical life exercises are designed to teach children life skills. The practica l life area is of great importance in the Montessori classroom, yet it is the least standardized since almost all the materials are teacher made or assembled. The Practical Activities allow the child to try doing what adults all around may be seen doing each and everyday – for example, dressing one-self, cleaning then home, and greeting people. In addition to giving the child an opportunity for self-development, these activities provide an orientation to the customs of the child’s particular society. These precise contents of the Practical Activities should therefore differ from culture to culture. † (Getmann David, Basic Montessori: learning activities for under-five, St. Martin's Press, 1987) Principles of the Montessori Practical Life Materials †¢ Each material must have a definite purpose and be meaningful to the child †¢ The difficulty or the error that the child is to discover and understand must be isolated in a single piece material. †¢ The materials progress from simple to more complex in design and usage. †¢ The materials are designed to prepare the child indirectly for future learning. †¢ The materials begin as concrete expressions of an idea and gradually become more abstract. Montessori materials are designed for auto-educative and the control of error lies in the materials themselves rather than in the teacher. The control of error guides the child in the use of the materials and permits him to recognize his own mistakes. Addition to the above principle, the following points must be considered when preparing the practical life exercises. †¢ Materials are kept together in a small basket or on a tray. It should be grouped and kept together according to the level of development to which they correspond. They must be taken from and returned to its original place. †¢ Materials are kept within their reach. †¢ Materials must be of the right size, weight, clean and intact. †¢ Materials are identical among themselves with exception of the variable quality which they possess. †¢ Materials must be attractive in colour, brightness and proportion †¢ Materials should be limited in quantity. â€Å"Te teacher superintends, it is true: but it is things of various kinds, which call to children of various ages. Truly the brilliance, the colours, the beauty of gaily decorated objects are none other than voices, which call the attention of the child to themselves and urge him to do something. Those objects possess an eloquence which no mistress can ever attain to. â€Å"Take me† they say â€Å"See that I am not damaged, put me in my place. † And the action carried out at the instigation of things gives the child that lively satisfaction, that access of energy, which prepares him for the more difficult work of intellectual development. (Maria Montessori, The Discovery of the Child, pg 110) Practical Life Exercises are meant to resemble everyday activities and all materials will be familiar, real, breakable, and functional. The materials will also be related to the child’s time and culture. In order to allow the child to fully finish the exercise and to therefore finish the full cycle of the activity, the material will be complete. In the environment, the Directress may wan t to color code the materials as well as arrange the materials based on difficulties in order to facilitate the classification and arrangements of the work by the children. The attractiveness will also be at utmost importance as Montessori believed that the child must be offered what is most beautiful and pleasing to the eye so as to help the child enter into a â€Å"more refined and subtle world†. Activities: All the activities given will have certain Direct aims and certain Indirect aims. Direct aims are those, where the child learns to do the particular activity and the purpose of the activity is served. Where as indirect aims are those, where child learns many more things from the activity. There are four major categories in Practical Life Exercises. They are 1. Exercises that help in the development of Motor skills: 1. Rolling and unrolling: The child will be presented to roll and unroll different types of mats- this helps him in being independent and also social skill of winding up and completing a the full job is indirectly presented 2. Carrying: Activities like carrying the mat, chair, table and tray are presented to the child. The direct aims of these activities are, development of motor skills where as the indirect aims are, the child is made to learn social skills like carrying things without hurting others, without making much noise and with graceful movements. These social skills are indirectly presented to the children through these activities. 3. Spooning: Here, the child learns to transfer beans from one bowl to another, one bowl to two equal bowls, to two unequal bowls, to three equal bowls, to three unequal bowls and to another identical bowl with the indicator line. The child learns to transfer beans but the social skills like holding the spoon gracefully, transferring it without spilling much and without making much noise. This gives the child confidence to be independent in the school, at home and also at the social gatherings 4. Dry Pouring: Presentations given here are pouring the dry beans from one jug to another jug, bowls in the same manner as said above. Here the child learns the pouring of dry beans along with the social skills of holding a jug, carrying the jug with bowls, pouring things without making much noise and with minimum spilling. 5. Wet Pouring: Here again the child will be doing the same activities as above but with the liquid and funneling also will be introduced. Child will be presented with and apron to wear and a plastic mat to work on, which gives him an idea of difference between the dry and the wet activity. Wearing an apron and the responsibility of wiping the spilt liquid enhances his independence and an awareness of the environment this increases his confidence and also owning thre responsibility. 6. Transferring, Pegging and Folding: Child will be exposed to things like tweezers, tongs, chop sticks, etc, and also to sorting and differentiating. Pegging with paper clips, cloth clips and peg board are also introduced. The child’s social skills of using these objects in a graceful manner are enhanced. The child learns to unfold and fold the napkins in five different ways. The napkins are unfolded and folded with gentleness of touch and the evenness of pressure. This gives the child an exposure to the social skills like folding and unfolding the different variety of cloths. 2. Exercises for the care for the environment: The activities like Sweeping, Opening and closing of different types of bottles, boxes, unlocking and locking locks, latches etc, treading the bead, tearing and cutting papers, polishing, etc are presented. These activities help the child in dealing with the above mentioned things, so that his ability to be independent is enhanced. . Exercises for the care for self: The child is thought washing his hands, face etc, also the different dressing frames are given to work with so that he can be self dependent. He can be independent enough to tie his own bow, button his own shirt, tie his own lace and zip and unzip his bag by himself. 4. Exercises to develop social grace and courtesy: The child is thought to greet, interrupt, invite and offer a seat, a glass of water, scissors, pen, and other day to day useful items. Children are made to play silence game, where their love towards silence is discovered. Waling on the line enhances the balance and the grace in walking. Apart form these activities; any activity that the directress feels appropriate is also given. The activities and the materials thus help the child in the overall development also the way, child interacts with the other children and adult inside the environment is also favorable for his the social development. Kids in the Montessori environment are vertical grouped where children of different ages are put together. There will be no uniformity in their age-wise activities. This gives them an experience of diversification, but in a single environment. The purpose behind keeping only one set of each activity in a Montessori environment is also to make the children work as a social group. Any child, who wants to work with the material, will have to wait if it is being used by some other child. This builds a concept of co-existence. Dr. Montessori many times illustrated that, in her environment children work as a group rather as an individual. She gives an instance for this. Once in her environment, children heard the sound of some precession and rushed to the window to watch it. Only one boy who was working with some material could not wind up so fast and go with them. His eyes were filled with tears, seeing which all the other kids rushed to him and helped him in winding up and all of them enjoyed the show together. This shows that in a Montessori school even though the kids work individually, they exist as a group or a community and work together for the good of the whole. This is so evident that the child in a Montessori environment is a microcosm of the society. And the reality of this society lies in unity and coherence, respect and love. Children learn to use the knowledge they have gained in an appropriate way in an appropriate environment. Dr. Montessori says â€Å"One ought to each everything, one ought to connect everything with life, but there ought not to be suppressed, by directing them ourselves one y one, the action which children have learnt to carry out and to place in practical life. This assigning of their proper places to action is one of the most important things which the child has to do. † (Maria Montessori, The Discovery of the Child, Pg 120) Conclusion: The practical life exercises are the beginning activities which improve motor control, eye hand coordination and concentration. The practical life exercises include environment care, pouring, polishing, washing, and serving. Children love these Practical Life Exercises and are also taught good work habits by being encouraged to complete the whole task, see that all materials needed are arranged in order, and make sure the entire exercise is a vailable for use by the next child. Teaching the children to be thoughtful of the rights of other children, they are prepared for a successful citizenship and career. The practical life activities contribute invaluably to the development of the whole person with inner discipline, self direction and a high degree of concentration. † http://montessoriclc. net/education/practical-life/ Thus the Practical Life Exercises not only develops the child’s academic ability but also enhances the child’s social ability. The child in a Montessori environment is not isolated with the syllabus but he is prepared to face the society outside, exposed to the materials and the environment similar to what he finds out side the school. With these activities child is given the concept of hard work, self help and owning the responsibility and above all they will know how and when to apply what they have learnt. The children own their environment and take up the responsibility of setting it and cleaning it up. They get united with children of different age groups and through these activities and the concept of coherence, love and unity is established. â€Å"A society seems to be more united by the absorbent mind than does by the conscious mind. The manner of its construction is observable and may be compared to the work of the cells in the growth of an organism. It seems clear that society goes through an embryonic phase which we can follow among little children in the course of their development. It is interesting to see how, little by little, these become aware of forming a community which behaves as such. They come to feel part of a group to which their activity contributes. And not only do they begin to take an interest in this, but work on it profoundly, as one may say, in their hearts. Once they have reached this level, the children no longer at thoughtlessly, but put the group first and try to benefit for its benefit. This unity born among children, which is produced by a spontaneous need, directed by an unconscious power, and vitalized by a social spirit, is a phenomenon needing a name, and I call it ‘cohesion in the social unit’. † (Mari Montessori, The Absorbent Mind, Pg 240) Dr . Montessori always believed in a healthy society not only with intellectual richness but also with a lot of harmony, peace, unity and love. In her opinion, the first step in building a healthy society is building a harmonious and lovable environment in the schools. Thus she designed her environment as a miniature of the society and the child in the environment as a microcosm of the whole society who represents the community or the world he lives in, who co-exists with the people around, owns the responsibility of protecting the world he live in, who moves forward coherently and with a lot of love and respect to each other. Every man in a boat race rows his hardest for the boat, knowing the full well that this will bring him neither personal glory nor special reward. If this become the rule in every social undertaking, from these which embrace the whole country down to a smallest industrial console and if all were moved by the wish to bring honor to his group, rather than to himself, then the whole human family will be reborn. This integration of individual with his group must be cultivated in the schools† (Maria Montessori, The Absorbent mind, Pg 243) Bibliography |Sl. no |Name of the author |Name of the book |Publication and year | |1. |Montessori Maria |The Child Society and the World |Montessori- Pierson Publishing Company,| | | | |2008 | |2. Montessori Maria |The Absorbent Mind |Kalakshetra Publications, | | | | |1949 | |3. |Montessori Maria |The Discovery of the Child |Kalakshetra Publications, | | | | |1949 | |4. Hainstock. G. Elizibeth |The Essential Montessori: An Introduction to |Clio press, Oxford, England, 1989 | | | |the Woman, the Writings, the Method, and the | | | | |Movement | | |5. Getmann David |Basic Montessori: learning activities for |St. Martin's Press, 1987 | | | |under-five | | Websites (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) http://montessoriclc. net/education/practical-life/

Relating Marxist Theory with the Business Cycle in Economics Essay

Marx question essay How does an over-abundance of goods produce an apparent â€Å"famine† (depression)? Is it possible to produce too much as Marx contends and if so, how can such overproduction be prevented? When Marx says over production causes famine he is referring to the economic/ business cycle. This is a theory which had been confirmed by the ‘the panic of 1825’a stock market crash that started in the Bank of England arising in part out of speculative investments in Latin America, including the imaginary country of Poyais. This is how it works: The growth trend refers to potential Gross domestic Product (GDP) or simply the level of economic growth, which is desiredi. e. in which the level of unemployment neither below nor above the optimal level. The bending arrows represent the actual level of economic growth achieved or RealGross domestic Product (RGDP). This is alsocalled real output aslabeled on in the diagram. Aggregate demand is the total amount of goods and services that all buyers in an economy want to buy at different prices, Aggregate supply is the total quantity of goods and services produced in an economy at different price levels) This happens in perpetual cycles that cannot usually be accurately predicteduntil it is too late. Governments and the market try to ease the effects of these cycles. When Marx says â€Å"a great part not only of the existing products, but also of the previously created productive forces, are periodically destroyed† he is referring to the collapse of markets, the closure of business and the loss of jobs that happen during recessions. And when he saysâ€Å"famine† and â€Å"a state of momentary barbarism† he is talking of the effects of these collapses such as widespread unemployment, shortages of food, protests and riots and a general reduction in standards of living. Despite the unpredictability of the economic cycle what is certain is that a recession follows a boom. In a boomas more is produced people earn more and spend more, as a result prices become higher, and when prices become too high people are in effect earning less and they spend less therefore then the economy goes into recession, eventually the process repeats itself. This is why it can be contended that overproduction causes this famine. In Marx’s eyes the destructive effects of the cycle become worse and worse each time it occurs and this will eventually lead to the total collapse of the system itself. The only remedy to this problem would be a complete upheaval of this system. This is because of the way it its intrinsically structured. Marx says isâ€Å"Constant revolutionizing of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones. † What this means is that the system is built in such a way that production needs to keep changing and expanding; as old markets close new ones open up and this continues on in this way. This causes the fluctuations in aggregate demand and supply and consequently the cycle of boom and recession. So while society may try to ease the effects of the fluctuations the fluctuations themselves cannot be stopped. Thus another way of providing for the needs of people needs to be developed, the bourgeoisie needs to be uprooted and a system of communism put in place. If material wealth is distributed on the basis of need there should never be over-production, there will be no need for continual exploitation of new markets and thus the economic cycle should no longer occur. Marx’s thinking makes a lot of sense especially when observing the effects of economic downturns since the panic of 1825. Their effects have gotten increasingly worse. In latest downturns we see record high rates of unemployment and record lowstandards of living globally. However the claim that this directly arises from over-production can be disputed because of the basic principle of supply and demand. Production in a Capitalist economy is driven by demand. If people are willing to purchase goods at certain prices they will be produced by profit seeking (1) http://en. wikipedia. org/wiki/Business_cycle#Marxist_economics suppliers. If demand falls, production falls and vice versa. Therefore one can argue that production is dependent on societies’ needs and wants so any overproduction will be an impossibility, as nothing that is not demandedwill be produced. This has the implication that the fluctuations in the economy are caused by societies’ demands. However if society were to bearranged in such a way that the means of production were commonly owned and wealth was distributed by basis of need then the fluctuations would affect everyone equally and would effectively cause no real problem. In this situation a communist system would be essential Overall one would say that Marx’s idea seems to hold water. This is especially because of the historical evidence we have of economic crises even long after his death. Nevertheless there are some inconsistencies in what he contends and those need to be addressed for his system to work. As I stated in class there should have been more distinction between Marxist economic theory.

Baby Boom History

Baby Boom History The dramatic increase in the number of births from 1946 to 1964 in the United States (1947 to 1966 in Canada and 1946 to 1961 in Australia) is called the Baby Boom. It was caused by young males who, upon returning to the United States, Canada, and Australia following tours of duty overseas during World War II, began families; this brought about a significant number of new children into the world. The Beginning of the Baby Boom In the 1930s to early 1940s, new births in the United States averaged around 2.3 to 2.8 million each year. In 1946, the first year of the Baby Boom, new births in the U.S. skyrocketed to 3.47 million births! New births continued to grow throughout the 1940s and 1950s, leading to a peak in the late 1950s with 4.3 million births in 1957 and 1961. (There was a dip to 4.2 million births in 1958) By the mid-sixties, the birth rate began to slowly fall. In 1964 (the final year of the Baby Boom), 4 million babies were born in the U.S. and in 1965, there was a significant drop to 3.76 million births. From 1965 on, there was a plunge in the number of births to a low of 3.14 million births in 1973, lower than any year’s births since 1945. Life of a Baby Boomer In the United States, approximately 79 million babies were born during the Baby Boom. Much of this cohort of nineteen years (1946-1964) grew up with Woodstock, the Vietnam War, and John F. Kennedy as president. In 2006, the oldest Baby Boomers turned 60 years old, including the first two Baby Boomer presidents, Presidents William J. Clinton and George W. Bush, both born in the first year of the Baby Boom, 1946. Dropping Birth Rate After 1964 From 1973 on, Generation X was nowhere near as populous as their parents. The total births rose to 3.6 million in 1980 and then 4.16 million in 1990. For 1990 on, the number of births has remained somewhat constant – from 2000 to now, the birth rate has hovered at 4 million annually. It’s amazing that 1957 and 1961 are the peak birth years in raw number of births for the nation even though the total national population was 60% of the current population. Obviously, the birth rate among Americans has dropped precipitously. The birth rate per 1000 population in 1957 was 25.3. In 1973, it was 14.8. The birth rate per 1000 rose to 16.7 in 1990 but today has dropped to 14. Affect on Economy The dramatic increase in births during the Baby Boom helped to lead to exponential rises in the demand for consumer products, suburban homes, automobiles, roads, and services. Demographer P.K. Whelpton forecast this demand, as quoted in the August 9, 1948 edition of Newsweek. When the number of persons is rising rapidly it is necessary to prepare for the increase. Houses and apartments must be built; streets must be paved; power, light, water, and sewer systems must be extended; existing factories, stores and other business structures must be enlarged or new ones erected; and much machinery must be manufactured. And that’s exactly what happened. The metropolitan areas of the United States exploded in growth and led to huge suburban developments, such as Levittown. The table below displays the total number of births for each year indicated from 1930 through 2007 in the United States. Notice the increase in births during the Baby Boom from 1946 to 1964. The source for this data are numerous editions of the Statistical Abstract of the United States. U.S. Births 1930-2007 Year Births 1930 2.2 million 1933 2.31 million 1935 2.15 million 1940 2.36 million 1941 2.5 million 1942 2.8 million 1943 2.9 million 1944 2.8 million 1945 2.8 million 1946 3.47 million 1947 3.9 million 1948 3.5 million 1949 3.56 million 1950 3.6 million 1951 3.75 million 1952 3.85 million 1953 3.9 million 1954 4 million 1955 4.1 million 1956 4.16 million 1957 4.3 million 1958 4.2 million 1959 4.25 million 1960 4.26 million 1961 4.3 million 1962 4.17 million 1963 4.1 million 1964 4 million 1965 3.76 million 1966 3.6 million 1967 3.5 million 1973 3.14 million 1980 3.6 million 1985 3.76 million 1990 4.16 million 1995 3.9 million 2000 4 million 2004 4.1 million 2007 4.317 million The table below displays the total number of births for each year indicated from 1930 through 2007 in the United States. Notice the increase in births during the Baby Boom from 1946 to 1964. The source for this data are numerous editions of the Statistical Abstract of the United States. U.S. Births 1930-2007 Year Births 1930 2.2 million 1933 2.31 million 1935 2.15 million 1940 2.36 million 1941 2.5 million 1942 2.8 million 1943 2.9 million 1944 2.8 million 1945 2.8 million 1946 3.47 million 1947 3.9 million 1948 3.5 million 1949 3.56 million 1950 3.6 million 1951 3.75 million 1952 3.85 million 1953 3.9 million 1954 4 million 1955 4.1 million 1956 4.16 million 1957 4.3 million 1958 4.2 million 1959 4.25 million 1960 4.26 million 1961 4.3 million 1962 4.17 million 1963 4.1 million 1964 4 million 1965 3.76 million 1966 3.6 million 1967 3.5 million 1973 3.14 million 1980 3.6 million 1985 3.76 million 1990 4.16 million 1995 3.9 million 2000 4 million 2004 4.1 million 2007 4.317 million

German Keyboards

German Keyboards QWERTZ versus QWERTY Isnt the Only Problem! The topic is computer keyboards and cyber cafes overseas-especially in Austria, Germany, or Switzerland. We recently returned from several weeks in Austria and Germany. For the first time, we had an opportunity to use computers there-not my own laptop, but computers both in Internet or  cyber cafes  and at the home of friends. We have long known that foreign keyboards are different from the North American variety, but on this trip  we also learned that knowing and using are two different things. We used both Macs and PCs in the United Kingdom, Austria, and Germany. It was a rather confusing experience at times. Familiar keys were nowhere to be found or located in an entirely new place on the keyboard. Even in the U.K.  We discovered the truth about the George Bernard Shaw  adage that England and America are two countries separated by the same language. Once-familiar letters and symbols were now strangers. New keys appeared where they should not be. But that was just in Great Britain. Lets concentrate on the German-language keyboard (or actually its two varieties). A German  keyboard  has a QWERTZ layout, i.e., the Y and Z keys are reversed in comparison with the U.S.-English QWERTY layout. In addition to the normal letters of the English alphabet, German keyboards add the three umlauted vowels and the sharp-s characters of the German alphabet. The ess-tsett (ß) key is to the right of the 0 (zero) key. (But this letter is missing on a Swiss-German keyboard, since the ß is not used in the Swiss variation of German.) The u-umlaut (à ¼) key is located just to the right of the P key. The o-umlaut (à ¶) and a-umlaut () keys are on the right of the L key. This means, of course, that the symbols or letters that an American is used to finding where the umlauted letters are now, turn up somewhere else. A touch-typist is starting to go nuts now, and even a hunt-and-peck person is getting a headache. And just where the heck is that key? Email happens to depend on it rather heavily, but on the German keyboard, not only is it NOT at the top of the 2 key, it seems to have vanished entirely!-Which is pretty odd considering that the at sign even has a name in German:  der Klammeraffe(lit., clip/bracket monkey). My German friends patiently showed me how to type -and it wasnt pretty. You have to press the Alt Gr key plus Q to make appear in your document or email address. On most European-language keyboards, the right Alt key, which is just to the right of the space bar and different from the regular Alt key on the left side, acts as a Compose key, making it possible to enter many non-ASCII characters. That was on a PC. For the Macs at the  Cafe Stein in Vienna  (Whringerstr. 6-8, Tel. 43 1 319 7241), they had printed out the rather complex formula for typing and stuck it in front of each computer. All this slows you down for a while, but it soon becomes normal and life goes on. Of course, for Europeans using a North American keyboard, the problems are reversed, and they must get used to the weird U.S. English configuration. Now for some of those computer terms in German-terms that you will seldom find in most German-English dictionaries. Although computer terminology in German is often international (der Computer, der Monitor, die Diskette), other words such as  Akku  (rechargeable battery),  Festplatte(hard drive),  speichern  (save), or  Tastatur  (keyboard) are less easy to decipher.   Foreign Keyboards Internet Cafe Links Cyber Cafes - WorldwideFrom CyberCafe.com. Euro Cyber CafesAn online guide to Internet cafes in Europe. Choose a country! Cafà © EinsteinAn Internet cafe in Vienna. Computer Info Links Also, see the computer-related links under Subjects on the left of this and other pages. ComputerwocheA computer magazine in German. ct magazin fà ¼r computer-technikA computer magazine in German. ZDNet DeutschlandNews, info in the computer world (in German).

Compare & Contrast Argumentation on Visual Art and Musical Art Essay

Compare & Contrast Argumentation on Visual Art and Musical Art - Essay Example Below are two instances of artists and their visual artwork they have performed in this world’s nature. Spencer Tunick is an American artist internationally known for organizing and photographing enormous nude conversations in public spaces. His profession has generated excellent controversies regarding the public space juxtaposition, nudity an art. Tunick refers to these occasions like temporary site-specific installation. Spencer Tunick established an international project named as Nude Adrift that objected to executing at least on enduring installation in all seven continents. The project was differently undertaken in each destination composing the tannery. Tunick was backpacking with his girlfriend in some countries and a small group of people. At those countries, he did not have any organizational support and the installations resulted in most personal portrait. However, in some other nations, his installations were possible due to a partnership that museum and arts organizations such as the Musee d’Art are contemporizing in Montreal and the Melbourne Fringe Festival which gave him funding and structure. His installations surprised all expectations in all the countries he attended grouping 2000 volunteerism Montreal and over four thousand in Melbourne5. His artistic work made him succeed in all of his works he performed. (Louise et al 22-23). The aspiration of Christo and Jeanne-Claude is to build major public works of art for New York that started when they emigrated from Europe in 1964. In the 1970s while creating projects elsewhere but continuing to live and toil in New York, they remained perpetrated to succeeding in completing major fieldwork of art in the city. Their attention turned towards the vast flow of people walking through the streets. The resulting proposal was the Gates that was a project directly linked to the human scale to be sited in central Pak. The projects temporally quality are an artistic decision.