Individual Diff and diversity

Describe some beliefs that are commonly held about leaders, managers and/or other professions Over the period of observations, experience, reading we believe some common features of different characters in our life. These observations might be situational or might depend on socio economic structure and values of an Individual. These beliefs might be different for different persons. But for a certain professions there are some common beliefs for some specific characters.For example common people always believe that a manager/leader will be very responsible, smart, strict what one normally experience In books, cinemas or personally over a period of time while grew up. Same message Susan Cain tried to explain about Introverts. Introverts are believed to be very shy and not fit to be leaders/managers. But the study shows the opposite about the Introverts. These beliefs are different for different professions. It might be different In some socio-economic structure than other. Obsessions w e expect the behavior of the profession to behave accordingly the Idea,' perception we have in our mind. For example when we think about a doctor first we think about their help and dedication to save our life and we expect to behave/ perform the doctor accordingly. As a human when these professions behave per our expectation, the perception about those characters will be good to us and we start liking those characters. It's totally different to us when these characters don't fulfill one's expectation.How do these beliefs help or hinder our ability to lead effectively? As a leader sometimes the perception/expectation helps to manage the subordinates immensely. It helps the leader to love, listen, depend, and rely on these subordinates which will definitely increase the productivity of the team. At the same time wrong perception or evaluating the expectations wrongly create issues between the leaders and the subordinates and hence the productivity of the team.

How Different Moral Perspectives Have Influenced

The essence of morality is ‘concerned with the principles or rules of rights and wrong or conforming to standards based on those principles’ (Dictionary. com). However differing models for living morally, resulting from the diversity of experience, will conflict in how they determine what these principles are. Thus, these ethical frameworks will hold different conceptions of ethical practice and what services such as Youth and Community work should deliver. This essay will attempt to show the importance of understanding how different moral perspectives have influenced the practice of Youth and Community work, before describing three contending ethical frameworks of deontology, consequentialism and virtue ethics; assessing under what conditions, circumstances or criteria would each of these view these practices as a moral activity. Morality A moral principle is essentially one that distinguishes between right and wrong behaviour. When someone holds a coherent and compatible set of moral principles it can be considered an ethical framework, which provides the foundation for how people understand or explain social reality. Thus, it is the basis from which they choose to conduct their lives and interact with others. Such a ‘code’ will be constructed from, and determined by all manner of life experiences, social environments and circumstances, and therefore will vary greatly. Some of the most common factors that contribute towards an ethical framework are personal or religious beliefs and cultural standards. The nature of Youth and Community work entails working closely with in both individual and group settings, where diversity of these moral values is inevitable. Different moral perspectives will necessarily emphasise different roles and purposes for these projects and organisations. As informal educators, there are no ‘ready-made guidelines’ on what constitutes good and bad practice; instead practitioners will have a set of ‘core values’ that they strive towards (Jeffs and Smith 2005). However, it is important, to understand different conceptions of what moral practice entails in order achieve social inclusion, develop practice and interpersonal skills. Deontology Blackburn argues these premises of a deontological approach to morality ‘take us to thoughts about what is due, they take us to demands† (2001: 60). The framework asserts that social reality is objective and the capacity for human autonomy is limited by ‘the recurring pattern of human behaviour [that] determines the nature of human action’ (Parker, 2000: 125). Thus, the perspective is concerned notions of justice rights and ‘duty’ or responsibility (Blackburn 2001: 88) to act in accordance with rules, as the rightness of an action is inherent and independent of the consequences it brings about. To illustrate, the killing an innocent man would be wrong because he is innocent, not because of the pain and sense of loss that his loved ones will experience. This concept can be primarily accredited to the philosophy of Immanuel Kant, a key figure in the development of early deontological thought. As a rationalist, Kant argued that the moral value of human behaviour can be revealed ‘a priori’ or through pure intellectual reason. Thus, as these principles are theoretically available to all, regardless of personal circumstance, they must have a universal applicability, which leads Kant to an essential condition for moral action, the categorical imperative: ‘Act only on the maxim whereby thou can at the same time wish it to become a universal law. ’ (Kant [1785] 2003: 6) Taylor (1975) contends that for this each individual would treat others as ends, rather than a means and that it must be ‘self-imposed by the will of each person’. However the ‘interest’ ethics of Machiavelli, Hobbs and Burke also accommodate power as an inevitable factor of human interaction and organisation. They argue that the nature of humanity is inherently weak and immoral, claiming that governing minority is required in order to maintain the social structure and order. Therefore a hierarchical system of control where policies of institutions cohere is the most appropriate method in assuring the smooth running of society and the moral development and self control of its citizens. Agents accept the legitimacy of the elite as their moral authority ’ought to be greater than that of any or all the subjects’ (Hobbes [1651] 1996: 128). In line with this perspective, deontologists would measure all human activity against its capacity for the common good of society, adopting a conservative position regarding community initiatives and actively oppose those Youth and Community organisations that aim to bring about radical change, as this would upset established social and legal structures causing social unrest and uncertainty (Sanderson et al 2006). Professional workers would ideally be upstanding members of society, holding a higher level of ethical awareness than citizens as they are in a position of power. Workers would be expected to adhere to an externally set code of practice as this was their duty owed to the service user, the profession and the employing organisation (Banks 2006: 125). These would be prescribed by institutions, meaning an intrinsic duty to instil the values of the state in the service users they worked with encouraging them to fall in line with the status quo. Hence projects aiming to reduce young offence, drug addiction or teenage pregnancy would all be morally viable as they emphasise conformity rather than value deviation. Consequentialism Consequentialism is a system of ethics distinguishes right from wrong action purely on the basis of the effects it has: ‘The moral value of any action always lies in its consequences, and it is by reference to these consequences that actions, and indeed such things as institutions, law and practices are to be justified if they can be justified at all’ (Smart and Williams 1973: 79). Social reality is maintained objective and scientifically explainable, however the individual is regarded as autonomous and independent and thus is able to make rational speculations as to whether an action will lead to good or ill. The approach adheres with the utilitarian principle of striving for the ‘greatest happiness for the greatest number’ (Blackburn 2001: 86), where a moral action involves maximising the good outcomes for all those involved. Happiness’ corresponds to different types of hedonism, where pleasure and pain are the cardinal measures of good and bad; as John Stewart Mill argues ‘desiring a thing and finding it pleasant are one and the same thing’ (Blackburn 2001: 88). Within the doctrine there are several contending models; act utilitarianism involves assessing the consequences of every individual act, whereas rule utilitarianism involves setting laws that adhere with this principle. Finally, preference utilitariansim In addition, the perspective adheres to Machiavelli’s claim that humans are naturally wicked and selfish ([1518] 1969: 111–12). Thus a key notion in this is that as a population will be motivated by ambitions, desires and self-interest, so to maintain social order at least some of these must appear achievable. Advocates of this model therefore maintain that political liberty and economic freedom available through a democratic system and a competitive free market provide adequate level of civil and personal rights, resulting in pleasure, welfare and prosperity for all citizens. Thus, the market interests of individuals would take priority over local community agendas as ultimately security and freedom and therefore happiness, are available through the cultivation of material wealth (Sanderson et al: 2006). Therefore, members holding this perspective would oppose community imperatives that hindered or constrained opportunities to make profit for self-interested groups of individuals. For them, engaging with community would be encouraged but for the purpose of forming relationships that were mutually beneficial to the market interest of those individuals involved. Thus, moral Youth and Community work would provide services for the public good. As the framework is evaluates morality on the basis of consequences, the use of measurable targets and outputs is justified in order to be able to assess if an agency is delivering effective practice. Virtue Ethics It has been argued that these principle-based models place too much emphasis on specific actions (Banks 2006; 54). Both the previous theories focus on the concept of objective morality which is essentially concerned with setting a base line for ethics where individuals are simply required to meet this level to act morally. Conversely, Virtue based ethics accommodates takes a far more optimistic view of human nature than deontology or consequentalism, choosing to focus on the characteristics of the agent rather than behaviours. Virtues can be described as idealised goals or aspirations for good conduct which give direction for ethical human behaviour and provide an alternative and superior motivation than simply instinct. Aristotle, the founder of virtue theory, argued that all experiences were equal in that every individual had the capacity to infer virtues from their subjective experience. In support, Tam (1998:19) has explained that this universal potential for any individual to ‘behave morally’ means that that community values, goals and duties are not things to be defined by elite. Banks has further argued that regulations are ‘becoming increasingly irrelevant [as they are based on] †¦professionals' definition of values without consultation with service users’. The perspective emphasises a theme of natural behaviour aiming to align social norms with virtuous principles, however Aristotle maintained the need for laws to effectively allow humans to move progressively towards these, where education and practice can support the cultivating of virtue through the ‘supreme human capacity’ of reason (Blackburn 2001:96). As virtue ethics does not consider the consequences of an action, there is no specified standard for any individual to objectively achieve. Instead, the focus is on the ‘social nature of the self’ (Blackburn 2001: 97), where it is the community member’s responsibility to find agreed meanings of subjective concepts of rightness through interaction and debate with others, developing a collective understanding of social reality. Hence, moral relativity between groups is accommodated within virtue ethics, as negotiation of community agendas will inevitably vary. Furthermore, the suggested selfish or self-interested nature of humanity proposed by the previous two doctrines can be surpassed due to this collective nature and process of developing one’s morality, where happiness or flourishing is achieved through upholding these values. With respects to Youth and Community work, this moral framework would focus on training and cultivating the appropriate virtues required for the job, maintaining that, while actions are more reliable and measurable, it is also of vital importance that professionals display certain traits in character. Thus, workers would accountable not for specific outputs, rather if they did not act as a virtuous worker would. Banks (2006: 55) has suggested typical virtues of a worker would include courage, integrity, honesty and loyalty; however this is far from exhaustive. Strong parallels can be drawn between the ‘core values’ of Youth and Community work and concept of professional virtues, thus, these would be regarded with particular importance. The model also justifies a professional community where these values would be debated and negotiated in order to maintain a consensus code of ethics. Finally the approach would support the progressive and continuous education and rehabilitation of ‘deviant’ community members, unless this is unachievable, in the case of psychopaths for example. References http://www.infed.org/foundations/w-inf7.htm

Anabolic Steroids Essay Example | Topics and Well Written Essays - 1250 words

Anabolic Steroids - Essay Example While some athletes like Michael Johnson, a sprinter who won a couple of gold medals at the 1996 Atlanta Olympics, love pressure and enjoy it, others like Martina Novratilova, a Wimbledon champion find it difficult to handle pressure (The Creative Athelete, n.d.). Pressure arises because of the desire to win, to meet the expectations of the spectators and sponsors and also to remain in sports. It is because of the pressure to perform that some sportsmen resort to other methods of building their strength and endurance, mainly drugs. The most commonly used drugs in sports are erthropoietin and anabolic steroids. Drug associations all over the world have banned these drugs and intake of these drugs in any form amounts to cheating. These drugs can be detected easily by various modern tests. This article gives a crisp purview about anabolic steroids. Young athletes who aspire to become great heroes must know about the disadvantages of these drugs so that they dont take the easier route to success. Anabolic steroids are a class of synthetic steroid hormones that are related to testosterone. When administered into the body, they cause many physiological effects which are mainly anabolic in nature. The effects include increased synthesis of protein and increased appetite. Increased protein synthesis results in increased muscle mass and strength and increased bone growth. Anabolic steroids also have virilising androgenic properties and thus can cause increase in masculine features like growth of vocal cords and body hair. It is for these reasons that these drugs are popularly known as anabolic-androgenic steroids or AAS. Due to the muscle building properties of these drugs, there is a tendency for sportsmen and body builders to take them. Worldwide, most of the sports bodies have banned the usage of these drugs and intake of these hormones is considered illegal and called doping. Medically, anabolic steroids have an important role in the treatment of osteoporosis,

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

Utilitarians - Essay Example This can be described in the expression that the ends justify the means. For that matter, the measure of utility is with respect to the level of satisfaction related to the end result. It is phrased as the greatest good for the majority but it focuses only on the end result unlike other philosophies wherein there are other basis e.g. virtues. For that matter, it is often considered as a reductionist view of ethics, focusing on a single attribute or a narrow point of view (Goodin, 1995; Mill, 2004). The application of utilitarianism in different cases can be considered to result differently from other philosophies. In Heinz Dilemma, due to the fact that the satisfaction achieved through the end result can be the focus of the principle, the action done by Heinz is justifiable. Due to the fact that he has done the act of robbery, he was able to get money to help his wife. The act of achieving is not important in utilitarianism. Ethics that are related to virtuous acts are not covered. In terms of the application of the philosophy in the Prisoners’ Dilemma, the most common action that will be undertaken is to point the fault to another. This is due to the fact that the chance to lessen the punishment can be a lure. In testifying against the other, a prisoner can have 5 years, 6 months or even have freedom. While if virtue or morality is in action a prisoner can risk a 10 year punishment (Goodin, 1995; Mill, 2004). The utilitarian’s view is in contrary to the Kant’s principle of duty since the main focus of Kant’s principle is to achieve a goal through actions and means that are in accordance to the duty to moral principles and guidelines. One of the views of the said duty by Kant is the duty to respect one’s neighbors as he would to himself/herself (Timmons, 2002). Based on the study of the concept and application of the principles of utilitarianism, it can be considered

Finance 6 Essay Example | Topics and Well Written Essays - 3000 words

Finance 6 - Essay Example Thus from the given data, Kd = (8.5%) (1-0.30) = 5.95% b. The cost of preferred stock is calculated by the following formula: Kp = Dp / [Pp (1-F)] Where, Kp = cost of preferred stock Dp = preferred dividend Pp= preferred stock price F= floatation cost (Brigham & Daves, 2009, p.330). From the data, Kp = 9/91 = 9.89% c. Cost of common stock (at constant growing rate) can be calculated by the following formula: Ks = (D1/P0) + g Where, Ks = cost of common stock D1 = Dividend at the end of the first year P0 = price of the stock at the beginning of the first year g = growth rate (Gitman, 2007, p.448). From the data, Ks = (0.75/15) + 0.06 = 11% d. Calculation of Weighted Average Cost of Capital (WACC): Capital Component Percentage of capital structure Cost Product (PercentageÃâ€"Cost) Debt 0.35 5.95% 2.08% Preferred Stock 0.05 9.89% 0.49% Common Stock 0.60 11% 6.60% WACC 9.17% Page 1 No. 2 Solution: Cost of retained earnings (Kre) = Ke (1-f) Where, Kre = cost of retained earnings Ke = cost of equity f = floatation cost (Kapil, 2011, p.278). Ke = (2.10/34) + 0.06 = 12% From the given data, Kre = 0.12 (1-2.38) = (16.56%) (negative) Cost of new common stock (Kn) = (D1/Nn) + g Where, Kn = cost of new issues of common stock D1 = Dividend at the end of first year Nn = net proceeds from the sale of new common stocks g = constant growth rate (Gitman, 2007, p.448) From the given data, Kn = (2.10/34) + 0.06 = 12.18% ... The original balance sheet reflects 10 percent debt and 90 percent equity. It may here be observed that companies in general tend to lessen their amounts of debts and increase equity amounts or make investments. In the long run in the business operations of any company, the concept of remaining free of debt may not pay well for the business profits. Instead it may be preferable to base a company’s capital structure on the cost of capital for the company. Thus, borrowing money for a long term and reinvesting the amounts in business projects is expected to generate profits for the company. Hence, an optimal structure may reflect on 30-40 percent of debt and the rest in equity for the firm (Kennon, 2011). c. A company may alter its capital structure and buy certain amounts of equity in exchange for new debt thus substituting debt for equity. This would not have any effect on the cost of capital of the company since the overall cost of capital employed does not change. The transac tion remains neutral both for the company as well as the investor (Vernimmen & Quiry, 2009, p.448). d. If a company uses too much of debt financing, then the financial condition of the company may be in a difficult situation. This is primarily because in the long run, the company may lose its value and that tends to increase the cost of capital of the firm. An optimal capital structure of a firm largely depends on the business risk of the firm; greater the risk higher is the possibility for the company to obtain its optimal capital structure (Drake & Fabozzi, 2010, p.178). Page 3 No.1 Solution: Assuming the cost of capital to be 10% and 12% the NPVs can be calculated on the costs and cash flows as given in the data. At 10%, NPV = $ 1102.98 At

Knowledge Economy in The UK Essay Example | Topics and Well Written Essays - 2250 words

Knowledge Economy in The UK - Essay Example Knowledge as a 'product' has acquired many management executives to research it in a broad spectrum where its governance has become a major concern in building international strategy, innovation and performance. Knowledge as a 'tool' examines the outcomes of knowledge processes, and what we mean by knowledge economy is to make the best out of this 'tool'. Knowledge economy is a product of strategical organisational fields that possess the capability to fulfill human capital inputs by increasing number of technologies (Brusoni et al, 2001). At an institutional level knowledge economy defines various levels to which regional or organisational policies are shaped in context with economic regimes. With knowledge comes innovation and a knowledge-enabled organisational environment adopts and implements knowledge strategies and develops knowledge culture in order to sustain competitiveness in the long term. However, the extent to which a knowledge economy is possible depends upon the organisation's primary levels of knowledge and innovation it can sustain (Hyde & Mitchell, 2000). Under the heading of knowledge economy lies increasing competitive pressures which are the outcomes of deregulation and internalisation. Governing knowledge under strategic management has bee... of knowledge not limited in a specific cultural context, but entails cross-cultural origins where integrating effects within and between organisations are managed. Gratton et al (1999) suggests that various research measures on a knowledge economy are dependent upon the influences that are acquired through appropriate use of knowledge with expertise that brings credibility to the HR department (Gratton et al, 1999: 13). Strategic HRM Perspective of the Organisation The SHRM focuses on four main perspectives that question existence of the organisation for resource allocation, in-house limitations governed through market relations, internal organisation and labor markets and competitive advantage (Foss, 2005: 24-25). Though performance management (PM) initiates knowledge management (KM) by controlling and aligning the most competent individuals to deploy other workforce in the interests of organisations, but it follows some views to regulate performance. Firstly, it closely monitors employee performance and competencies to specify behaviors, skills and knowledge for employees. Then there are monitoring outputs that allows employers to decentralise control and finally there are high-velocity environments to assess employees contribution in various components of the PM system like goal setting, evaluation, training and development etc (Gratton et al, 1999: 61). The resource based perspective of SHRM is to visualise the capabilities of organisation in the light of a bundle of tangible and intangible resources required to sustain in the market competition. It is the management that analyses the accumulated stock of knowledge, skills and abilities that the organisation possess in terms of human resource (Mabey et al, 1998: 76). Since KM varies according to spatial

Business Continuity Plan Assignment Example | Topics and Well Written Essays - 1000 words

Business Continuity Plan - Assignment Example The plan formulated and implemented is specifically designed for the White House security staff. The staff is meant to ensure security of the White House is not breached. Plan Scenario Numerous possible scenarios may interfere with the security and normal functioning of the White House. Some of them may include: 1.Natural Calamities Examples include: Floods and Storms 2.Inadequate employees The inadequacy may be due to sickness and injuries, staff strikes or go slows, resignations and retrenchments. 3.Security Breaches Possible incidences include: intruder invasion, cyber-attacks and loss of data and hostile invasion among others. 4.Deficient Infrastructure Possible incidences include power outages, network outages and telecommunication equipment breakdown. Plan assumption The following assumptions will be made subsequent to the implementation of this policy: 1.Sufficient security personnel will be available at any given time at the expected assigned posts 2.An appropriate evacuation procedure will be in place in the event of possible security breach and onset of natural calamities. 3.Backup power generators and network boosters will be available at any particular moment. In the departments not affected, power and network should be maintained. 4.A data breach response team equipped with up to date strategies should be available when needed. Plan Section Recovery Strategy Summary The strategies to be undertaken are expected to neutralize the consequences of the scenarios.

Mahatma Gandhi Essay Example | Topics and Well Written Essays - 1500 words

Mahatma Gandhi - Essay Example It is true that Imam Hussein adhered to his righteous denial to submit to the unjust authority of Yazeed Ibn Muyawia and sacrificed his own and his people’s lives for what he thought to be right, he never excluded the option of using arms against Yazeed’s army. Here, Gandhi’s leadership significantly differs from that of Imam Hussein. There are other differences too. Gandhi had been able to establish the model of his goal and successfully shared his vision with the Indians. This success further enabled him to challenge his own model in numerous sociopolitical movements, and subsequently to bring some minor changes in his way. Thus, taking lessons from those challenges, he had been able to encourage others to act effectively against the sociopolitical evils. But the question is whether Hussein himself used this tactics and traits of effective leadership successfully. In fact, a critical analysis of Hussein’s and Gandhi’s leaderships will necessarily reveal that Gandhi took the only lesson of adhering to one’s righteous claim nonviolently from the example of Imam Hussein’s martyrdom. In other cases, Hussein was not a successful leader at all. If he were a successful leader, he would possess all of the characteristics of effective leadership. Necessarily, he could convince more people and take them with him to the Battle Field of Karbala. In that case, he might not have faced such a tragic end. Mohandas K. Gandhi was one of the most influential sociopolitical leaders of modern history. He is famous for his contribution to the fate of Modern India, a country which is, to a great extent, indebted to him for her freedom in 1947. In fact, this association of Gandhi with the emergence of India made him a political figure. He passed a considerable part of his life as a political campaigner in the Congress, a political party of India under the British rule. Even if Gandhi was an active political activist, his activities in volved innumerous social and political reformations in his country. It successfully brought him the landslide popularity among common Indians. Indeed the question whether he was primarily a political figure or a social will continue to engender debate till one fails to pursue the true Gandhian nationalist zeal. The son of a senior British Government clerk, Gandhi adamantly believed in the soul of democracy and the formal democratic politics.1 Once he was a devout British patriot who motivated the Indians’ to support the British Army against Zulu Kingdom in 1906. Anticipating the Indians’ weakness to confront the British Empire militarily, he chose to play the game of dissenting against the British tyranny within the British-induced political system in order to avoid the path of bloodshed and wanted to provoke his nation to be aware politically and then to oppose it from within.2 In this regard, his early experience of successful civil-disobedience or non-violent protes t against the segregation Act of the Transvaal Government in 1906 helped him a lot to developed and adopt the ‘Satyagraha’ as an effective nonviolent demonstration against the British while causing mass sociopolitical awarneness among the Indians.3 Indeed Gandhi’s political insight and experience urged him to assume the role of a social reformer. His stance as a social reformer helped him greatly to attain his political goal of uniting the Indians to turn into a strong political force. Indeed Gandhi was a

Off Balance Sheet Financing Practices Essay Example for Free

Off Balance Sheet Financing Practices Essay OBSF is most of the times used by business enterprises to maintain their leverage or gearing positions in such a way which would not have any negative implications on the company. In the business world of today, OBSF is recognized as an important means for raising finance by means of operating leases, joint venture and collaborations with respect to Ramp;D. Following Off Balance Sheet Financing method results in significant variations in the overall financial reporting of an entity. Considering the changes in accounting and financial reporting requirements, it is generally expected that the companies using these technique will be more able to run their operations efficiently. However, keeping in view the case of off balance sheet financing and accounting in this respect, it is argued that while using OBSF companies are able to not disclose entirely the financing of their capital expenditures and thus the information required to be disclosed in this respect is not made available to the interested parties (Tyrrell 1986). This report discusses this area of accounting and explains how OBSF is actually promoted by the market economies and the expectations of increased profits from the companies. The usage of off balance sheet accounting and financing is not new. In the beginning of 20th century, this concept of managing a company’s balance sheet gained fame and the banking and other corporate sector applied this technique in their best possible interest with the main objective of keeping their balance sheets light weighted. Apart from a benefiting role played by the off balance sheet ccounting techniques, there are some serious consequences which are often associated with the application of this concept. As for instance, it is argued that among many other reasons, the practices of off balance financing and accounting also had a significant share in the recent financial downturn (Allen, et al. 2002). In this regard, Enron would be a good example to look upon. While striving for a healthy outlook o f Enron’s balance sheet, the management made use of special purpose entities with the objective of making large transactions which would not appear on the balance sheet of the company. This resulted in a healthy balance sheet outlook with huge of amounts of capital inflows but at the expense of nothing. However, this bubble of progress did not last long as the company’s stock prices started fluctuating sharply and consistently. These events created a sense of being not informed entirely about the company’s operations among the investors and after the Enron’s climax, the regulators jumped in with Sarbanes Oxley Act 2002. The Act was aimed at securing the investments of investors and introducing regulations with respect to corporate social responsibility. But these checks proved to be ineffective upon the emergence of the financial crisis in 2008 (Hall and Liedtka 2007). Increase in the global competition and more expectations from the investors and shareholders to maximize their value of investments are regarded as the driving forces in the market which influence management to improve the financial picture of a company. In addition, these expectations pose pressure on the management to find ways which may result in better presentation of the financial statements and improved earnings (Boot and Thakor 1991). The Banking sector in particular and other sectors in general are mostly seen following this approach. As for instance, there has been observed a trend of investing in such portfolios and instruments which are regarded as high risk investments. But the intention behind this is to improve or strictly stating ‘inflate’ the earnings of an enterprise without having regard to the riskiness of such investment decisions and the fact that the stakeholders of the business need justification of such improvements in the performance in the form of financial statements disclosures. For the purposes of obtaining security on the risky investments, corporations tend to enter into complex third party arrangements which cannot be disclosed in the financial statements. Apart from this, one other motivating factor which is regarded as the major reason behind this approach of management is that they have their own interests and objectives. As for instance, managers are better off in their performance appraisals when the company is showing profits consistently (Boone and Raman 2001). The practices of off balance sheet financing and accounting, as stated earlier, comprise of operating leases, joint venture and collaborations with respect to Ramp;D. Among these options, operating lease holds special importance and is given more consideration by the management due to the fact that they require minimum disclosures in the financial statements and are usually for a long term. Lease accounting is covered by IAS 17, SSAP 21 (UK) and FAS 13 (USA) (McGerty 2004, Lim, Mann and Mihov 2005). Prior to the formulation of these accounting standards, there were no obligations on the companies to disclose in their financial statements the future payments related to lease and therefore leasing was recognized as an off balance sheet financing technique. Apart from leasing techniques, there are various other methods being employed by different companies to move certain items off the balance sheet of the company. The use of off balance sheet techniques has been used to manipulate things. The most commonly used techniques to manipulate the financial information presented in the balance sheet of a company include swaps, variable interest entities (VIEs) and Special Purpose Entities (SPEs) (Ketz 2003). Although these tools have been used by companies around the world for different purposes which are mostly disclosed and transparent but the misuse of these tools has been also observed frequently by way of not disclosing the true facts. This practice has caused major setbacks to the global economy and also shattered the confidence of shareholders and investors (Hall and Liedtka 2007). As for instance, the collapse of Lehman Brothers is argued to have resulted due to off balance sheet approach followed by the company. In order to narrow down its balance sheet, Lehman Brothers moved its assets worth US dollar 50 billion from its balance sheet with the objective of portraying less amount of debt in the balance sheet (Rezny 2010). Keeping in view the above discussion and the facts stated related to the real world cases, it can be said that it is high time for the respective authorities to take measures in relation to this area of financial reporting. It is recommended that the governmental authorities and other financial reporting standards issuing bodies shall intervene appropriately through the right channels to ensure transparency in the financial reporting. Apart from this, the board of directors of corporations shall standardize the decision making processes and perform an effective oversight duty. In addition, it shall be made obligatory for business enterprises notwithstanding the sectors into which they fall, that every transaction shall be disclosed appropriately in the financial statements. Furthermore, the managers shall be motivated not pressurized to perform in the best interest of the organizations (Adams 1998). While concluding this report, it can be said that applying off balance sheet accounting and financing, whether for a good or evil purpose, has become necessary due to the increased expectations of the investors and shareholders related to the profitability of a business concern and also for the purposes of improving the financial statements overlook. Moreover, the lack of regulatory measures in this respect also has its share in promoting the adoption of this approach. Apart from this, it can also be stated that the benefits resulting from off balance sheet accounting are also considered as a means of attaining hidden objectives by managers which in turn motivates them to misuse the concept and benefit from the regulatory loopholes. For the purposes of addressing these issues, it is pertinent that the regulatory authorities who are responsible shall make such arrangements which may promote such financial reporting practices which are more representative of the facts. In addition to this, the disclosure requirements related to off balance sheet accounting and financing activities are required to be revisited.

Curriculum Planning History Essay Example for Free

Curriculum Planning History Essay Introduction Curriculum Planning History has several historical or political occurrences that have mostly influenced current curriculum design through various teaching styles and patterns. Educational communities shape and mold our society and society in turn impacts the curriculum. Majority of all stakeholders speak openly concerning their views today in hopes to persuade legislatures and school officials about decisions going forth or changing within school systems. In the last 10 years some of the most dramatically changes within curriculum in the schools has resulted due to the increasing number of US youth in school, the diversity of the US population, traditional classroom setting activities, increase in pre-kindergarten students beginning school, the likelihood of diminishing smaller schools, minimizing teacher/pupil ratios at a slow pace, technological future: and the future becoming technology, and who is left to teach becomes a critical question. The ELL laws and SIOP have impacted our educational communities’ curriculum development in both negative and positive ways. For example, some of the benefits of SIOP for non-ELL teachers are dramatic increase awareness in professional-development programs on how to teach English-language learners as a plus in the implementation of the law. Nevertheless, the No Child Left Behind Act could be thought of as a disadvantage more than a benefit to English-language learners, this belief is one of the few researchers who have studied the impact that the law has had on instruction. I personally believe in the NCLB Act and I was very much an advocate for the Act when it initially became effective. Also we must acknowledge the â€Å"gifted education† movement and how it identifies with the initial curriculum development both negatively and positively from its first implementations of similar development and specifications. Most Influential Historical/Political Occurrences The melting pot approach has interested educators in the integration of diversity. The melting pot approach was adopted in the 60s and 70s, soon quickly becoming known nationwide in the United States at the same time interacting with similar subjects of various cultural, ethnic and religious backgrounds. Metaphoric speaking contents of the potpeople of different cultures, languages and religions are combined so as to lose their distinct identities resulting in a final product that is quite interesting but nothing like the normal consistency at start. Resulting in more multicultural, multiethnic and multi-religious societies it is important that curriculum understands and reflect these changes. As stated by Ornstein and Hunkins (1998), â€Å"the complexion of our students is changing from one colour to various shades of colour and this adding of colour and cultural diversity will continue into the foreseeable future† (p.146). As we continue to research our influential historical and political occurrences we take notice of the world changing into a global village. Society becoming even more diverse as people brings new values and new languages to assist in establishing a new way of life. Then there is the salad bowl approach where diversity is personified individually but all uniquely at the same time. In other words, take for instance the makeup of a salad where all ingredients (diverse backgrounds) maintain their own specific flavors. The salad bowl approach is better representation than the melting pot approach. It is politically correct to assume that Cultural diversity of pluralism demonstrates how most societal beliefs are made up of several voices and various races. This outline allows groups to show good manners and appreciation of each other; coexisting and interacting without issues. Society members usually more committed than not in participating and sharing the lead of power and decision making as history proves with this approach. ELL Laws and SIOP Impact Educators specializing in teaching English-language learners tend to be uncertain about the federal No Child Left Behind Act. Although, most have expressed that the 10-year-old plus law has shown concern for the handling of test results resulting from the criteria spelled out within the NCLB Act. It is evident that the challenges these students face has prompted an  increase in professional development, specifically for mainstream teachers. While acknowledging the ELL Laws are not clear about the instruction being more positive or negative overall. As English-learners’ test scores fall short many believe it is wrong to penalize schools. In addition to reviewing the ELL laws we must address the Sheltered Instruction Observation Protocol, or SIOP, defined as a model for teaching English and academic content simultaneously. For example, clearly written objectives content, clearly written language objectives, key vocabulary emphasized, various technique concepts usage to stress clarity, and providing many consistent opportunities for interactive teacher/student dialogue encouraging elaborated responses are some examples. For example, SIOP allows a teacher to implement various hands on teaching and training aids that can only assist in teaching the average ELL students at a more rapid pace. â€Å"Gifted Education† Movement Impact The â€Å"Gifted Education† curriculum has impacted education for at least twenty-five years or more with various issues. Therefore implementing and identifying key trends including values and substantial material for the elite, technological subject matter, aspects of creative interactive lesson plans for the academically skilled persons within core subject areas. It is obvious Passow’s flattering article on secondary programming was designed for the gifted student that was justifiably leveled between mental and influential areas. Passow’s model provided answers on creating a guide for tracking implementations and improvements that called for concerns about accepting one’s own beliefs and assisting others who you might not agree with. It was also centered morally and ethically with developmental stages in reality and emphasis on critical thinking and resolving problems, a stress on the liberal arts, and customized choices. Surely, Passow and VanTassel-Baska are advocates for Advanced Placement and International Baccalaureate programs. Mentorships, internships, and independent study are all examples of why there is a need for more customized interactions. Conclusion Curriculum Planning History occurrences are dictated by the outcome of present and past societal decisions that have outweighed educational models  and theories across the nation in various educational communities. Curriculum Planning prepares students from past experiences to embrace the now and willingly reaches out and take on the future. In other words, a curriculum needs to address the wants and needs of everyone desiring to resolve social conditions locally, nationally and globally (McNeil, 1995). In the United States the number of school-age students will grow from more than 60 million in 2012 to possibly 80 million in 2050. However, it is extremely critical not to ignore or deny the possibilities the trends reveal. Therefore, we can hope â€Å"Trends† will best serve as a starting point where educators and facilities professionals come together to â€Å"think outside of the box,† to ask â€Å"what if,† to wonder â€Å"why can’t we,† and to â€Å"consider the unconsidered.† Flashing back on Chen, 20110, stating how open discussions of the potential impact of the trends on public education and its school structures will surely emerge new and exciting ideas. Undoubtedly, the roles of all stakeholders will be affected by a changing future. In conclusion, it has been proven that educators and educational specialists do continue to shape diverse futures. As an old favorite African proverb of mine reminds us; Tomorrow belongs to the people who prepare for it today. A Collaborative Curriculum is created and necessary based on the circumstances and beliefs during that period of time. The collaboration is reflective of various political ideologies, societal predictions, divine beliefs and wisdom conceptions at a particular point in time. While there is great advancements in information and communication technology, administrators, teachers and students are expressing and gathering views globally. It has been seen in other school systems and majority of all stakeholders would like to see these practices in their own educational community. References: Ornstein, A. and Hunkins, F. Curriculum: Foundations, principle and issues. (1998). Boston, MA: Allyn Bacon. Chapter 5: Social foundations of curriculum. Passow, A. H. (1986). Curriculum for the gifted and talented at the secondary level. Gifted Child Quarterly, 30, 186-191. [See Vol. 4, p. 103.] Stevenson, K. R., (September 2010). Educational Trends Shaping School Planning, Design, Construction, Funding, and Operation., National Clearing House For Educational Facilities www.files.eric.ed.gov/fulltext/ED539457.pdf Topic 3: Social Foundations of Curriculum peoplelearn.homestead.com/beduc/module_3.social.history.doc VanTassel-Baska, J., Zuo, L., Avery, L. D., Little, C. A. (2002). A curriculum study of gifted-student learning in the language arts. Gifted Child Quarterly, 46(1), 30-44. [See Vol. 5.] VanTassel-Baska, J., (2003). Introduction to Curriculum for Gifted and Talented Students: A 25-Year Retrospective and Prospective. The College of William and Mary.

Space Defining Elements And Space Defined Cultural Studies Essay

Space Defining Elements And Space Defined Cultural Studies Essay Definition from Oxford dictionary: the dimensions of height, depth, and width within which all things exist and move. Space is a three-dimensional place where objects and people exist and move and where events take place. In psychology, space is defined as the recognition of objects appearance and how its perceived. In architecture, space is a special form of free space which the architect creates by giving it form, shape and scale. Space is prime material is the designers palette and an essential element in interior design (Ching D. K. 1943, page 10). The function of space is first defined in two dimensions, breadth and width, but the manipulation of space bring out the third dimension, the height, giving the opportunity for the inhabitants to develop yet further dimensions. In reality, architects dont make or create a space, they just cut off a part of the continuum and design recognizable sub-spaces. Each space has special function and represents a special entity expressing the relationship between humans and things besides creating architectural boundaries. Space is a fundamental element in architecture, since architecture is about spatial creation and depends on the disposition of space and form relating to human behavior. [Dimensions Charles Moore page 7] Museums are special buildings designed around a set of characterizing attributes. The main concerns in designing a museum are its interiors and spatial organization. The kind of interior space differs according to the function of the building. Interior spaces in museums are expressive in many ways, not only because they provide information but also because they reflect different concepts. So, space can be seen as a medium of communication and interpretation in museums. It can provide a division in zones, each with its own activities and uses. This paper is mainly concerned with the importance and effect of space in public places, mainly in museums. The relationship between space defined and space defining elements as well as the relationship between objects and the observers are studied. Relationship between space defining elements and space defined: Space itself has no definition or meaning unless visual objects or elements are placed inside it, establishing a relationship between space and the elements and between the elements themselves. Narrowing it down to architectural scale, the main elements defining a space are walls, roofs, floors, coloumns and beams. Interior design considers a deeper definition of space concerned with its layout, furnishing and planning. In design philosophies, the space and form are always regarded as the negative and positive, where the solid is the elements filling the big void, which is the space. Architecture can be considered as a creative expression of the coexistence of space and form on a human scale but its understanding together with all other concepts, is rooted in psychological space of our thoughts.(Tom Porter, 1997: page 26). The display layout depends on some main configurational properties such as control, connectivity and integration, as well as some spatial qualities like hierarchy, symmetry and perspective. Different combinations of these properties result in three different spatial-display relationship strategies: objects enhancing space, space enhancing objects and fully autonomous independent space-display relation. In the first setting, the qualities of the objects are used and exploited to emphasize the qualities of architectural space instead of bringing out the qualities of the exhibits themselves. In the second setting, the architectural space maximizes the impact of the objects while keeping the space in the background. Curators might emphasize certain exhibits by displaying them in high hierarchy areas. These galleries are privileged with respect to others by being directly accessible, visible from far distances and have many connections to and entrances from other parts of the building. To conclude, the link between design choices and display goes far beyond the visual and aesthetic aspects. The spatial aspects and the proximity of spaces combined with the exhibited objects in a certain layout form a correspondence relationship. This helps the observer to identify the relation between the exhibited objects and become a part of their history. Relationship between observers and space: People perceive the interior and exterior spaces in a sensual way, involving movements. Movement can be described as a transition between spaces and different spatial impressions. Each movement in space causes a variety of experiences to the visitor which affect their senses. This causes a huge number of stimulations inside the human brain resulting in different responses and feelings. For example, being in a theme park gives a different response as being in a cathedral. Nature as well as man-made environments are rich in spatial diversity. Wherever you go, you experience different types of spaces. Unlimited spaces could be experienced standing on tall buildings, on high grounds or from vantage points. You can also experience partially defined spaces while moving in canyons or through streets and totally enclosed spaces from inside caves or windowless rooms like elevators. The movement from one type of space to another, such as from restricted to a more free space or vice versa, makes the experience more impressive. Psychologically, the volume taken by ones body is related to the ones perception of the space. Animals and humans share similarities in that each creature has his personal space bubble of a certain size, which fluctuates according to the psychological spatial relation. For example, the size of this personal bubble grows in small spaces like elevators and oppositely diminishes in enormous spaces such as cathedrals and auditoriums. That mea ns that humans feel their body larger in small spaces. In museums, space is of huge importance, since users dont only read the information on the exhibits and look at them, they also take in the space and become a part of it. The experience of the visitor is more inclusive, unlike reading the information in a book or in the internet, which is spatially unequal. Space is formed by the relationship between the observers and the elements defining the space. In order to enhance the observers experience in taking in the exhibits, space must be interactive. This means that there should be a physical response from the visitors or receivers. Visitors can be guided by the designs of the space to move in a particular way. Observers can be guided by the designs to an exploratory movement in the space, where they are introduced to an unknown environment with prominent and strange surroundings where the architecture of the space is a foreground element. People move more slowly and whisper. On the other hand, visitors can be guided to a more habitual movement, where the architecture is a hardly noticeable background and people move without awareness of the surroundings, only thinking of their goal. The Psychology behind designing a museum space: The architectural design of a museum can be very difficult and varies with the purpose of the building. The exhibits of the museum must be preserved and yet visible and exposable for the visitors. When designing a museum space, one must understand the psychology of the visitors in crowded rooms. For example, it has been proved that people prefer making right turns than left turns as well as sitting or standing at the edges of a room instead of in the middle feeling more secure and giving themselves the chance to observe others without being observed and without their privacy being endangered. In a museum, the objects must be arranges so as to encourage exploratory movement of the visitors. The structure of space and organization of exhibits should work together to enhance local exploration and decrease the speed of movement of the visitors and slow down the rhythm of perception in order to make them take in all the information conveyed by the displayed objects. For example, a statue placed in the far distance and displayed from the back encourages the visitor to come closer and move around it to fully explore it. What defines a museum space is the existence of two types of spatial organization: the visit-able sequence as well as the gathering space which observers repeatedly visit during the tour. These two types of spaces help create two kinds of interfaces: the informational and the social dimension. The former (informational) is due to the arrangements of the exhibits inside the museum as determined by the curators, while the latter (social) is between the visitors themselves. There are different geometrical layouts for museums which help us to draw a fundamental difference between museums, some give choice of routes, others give a choice of galleries. The former layouts give the visitor the freedom to choose the route from one part of the building to another which creates a probabilistic distribution of visitors, causing less crowding in central gathering spaces. The latter layouts give the visitors only a restricted choice between chambers or galleries and drives him / her back to the overall defined route. In some cases the geometrical layout of a museum causes conflicts between the social and informational functions. This is especially the case when the layout separates the galleries for informational reasons, cutting off the social functions. In other cases, enhancement of the informational function strengthens the social function as well. This happens when the geometrical structure enforces proximity of the visiting areas and galleries. In this case, the randomness of encounter is maximized, causing social interaction. These geometrical layout strategies suggest that visitors dont only experience the objects (informational) and other people (social), another critical dimension is introduced, which is the experience of space itself. While designing a museum space, we should consider the different patterns of exhibitions such as object-based exhibitions, demonstration-type exhibition and topical exhibitions. Object-based exhibitions concentrates on the exhibited object itself, its background and its social, cultural, historical and religious values. Demonstration-type exhibition is used to demonstrate the existence of non-visible natural phenomena such as heat, electricity, light, sound and wind. Topical exhibitions on the other hand use movies, scripts, articles, collages and stage performances to tell stories and present whole pictures about a certain field. To conclude, a museums space should be designed to be informative, interactive and enforce the discovery and exploration spirit of the visitor. A museums architecture must connect, sense, move, show and site. Not only must a museums design encourage the visitor to learn and discover, but it must also must teleport the observer into another world. Besides, a museums space must be easily accessible and should allow for many public functions including workshops, informative lectures and social events. Case study of two different museums: Griffith observatory (LA USA) vs. Alexandria Museum (Alexandria Egypt) Alexandria Museum Alexandria National Museum is located in an Italian style palace in downtown Alexandria on the main street of Alexandria (Tariq el Hurreya). The building was first built in 1928 and owned by one of the wealthiest wood merchants in Alexandria. It was turned into a museum in 2003. Nowadays, it contains more than 1800 artifacts, revealing the history of Alexandria. The historical building consists of 3 stories, each floor exhibits a different era of the Egyptian history starting from the oldest in the ground floor and exhibiting more modern pieces as the visitors move upstairs. While the ground floor is concerned with the Pharaonic era, the 1st floor exhibits Greco Roman antiques and the 2nd floor demonstrates the more modern Coptic and Islamic eras. The museum is considered as one of the most important in Egypt. The museum is considered an object-based exhibition, where the observer enjoys walking around the objects and focusing on them, understanding their history and the era where they come from. The building consists of a central gathering space, from which the visitors can decide which exhibition room to enter first on the same floor. Its layout can be considered a partly guiding layout, since the visitors are forced to move from the older eras in the lower floor to the more modern eras upstairs in a sequential way. However, it still gives the observer the freedom to choose which gallery to visit first on the same floor when standing in the central area. The interior design of the museum separates each era by exhibiting it in a different floor, but connects the objects from each era together by displaying them on the same floor in adjacent galleries. This partly guiding layout minimizes the control that the layout enforces on the visitors and increases the randomness in the movement, which causes exploratory behaviour of the observer. However, the layout may cause the visitor to miss some of the objects and the fact that the central area is entered every time the visitor go es from one gallery to another may cause local crowding.

Skiing Essay -- Sports

Skiing Almost everyone around the world enjoys sports in one way or another. Sports range from basketball, a team sport, to speed skating, to skiing. Sports are usually defined by the characteristics of the activity; good sports must be made of multiple strong attributes. These elements must make the sport enjoyable to all involved at many levels, to provide basic leisure, to test one's abilities and to develop the individual's mental and physical boundaries. Skiing includes all of the right elements to produce a perfect sport; it provides challenge at multiple levels, involves differing levels of risk and provides variety in activities. Challenge plays an essential role in defining a sport; it provides the individual with the feeling of achievement in success. Skiing poses challenge even in its simplest foundations. Skiing on a poor quality hill, with icy snow and poor upkeep can sometimes create more challenge than a well-groomed slope. Skiing in the backcountry away from lifts and other people in freshly fallen snow provides an opportunity for the best of skiers to test t...

Bob Dylan Essay -- essays research papers

Bob Dylan, born Robert Zimmerman on May 24th, 1941, has perhaps been one of the most influential singer songwriters of all time. Young Dylan lived the first five or six years of his life in Duluth, Minnesota, until his father became ill with polio and lost his job. The family then moved to Hibbing, Minnesota, where they slept in the living room of his fathers parents house for about two years. As a boy he started listening to late night rhythm and blues stations from Chicago. He pestered the local record store for the newest singles from Hank Williams, Chuck Barry, Howlin' Wolf , and John Lee Hooker, just to name a few. These early influences played, and still play, a big role in Dylan’s unique musical style. Somewhere around the age of ten, Dylan realized that he wanted to be a guitarist and a singer. Soon he formed his own bands, The Golden Chords, The Shadow Blasters, and Elston Gunn & The Rock Boppers. His fellow students were shocked to hear such a voice come from the small kid, when he sang at a high school talent show. After high school graduation in 1959, Dylan enrolled in the University of Minnesota, but never graduated. Instead, he started playing in nearby coffeehouses, and was quickly taken in by the artistic community. There he was introduced to rural folk music of artist like Big Bill Broonzy, Leadbelly, Roscoe Holocomb, and the great Woody Guthrie. Throughout his life, Dylan will blend these three (blues, rock 'n' roll, and folk) mus...

Juveniles and Crime

Juveniles and Crimes Brandi Haney CJS/200 Sean Wallace March 3, 2013 Juveniles and Crimes Information Juveniles commit a lot of crimes and much of it is because of influences and or surrounded lifestyles. Majority of the crimes committed by juveniles are violent crimes but the main ones involve drug abuse and simple assault. Juveniles account for 17 percent of all arrest according to the FBI and 15 percent of those arrest were due to violent crimes. ( Juvenile Crime, 2001 2003)Overall the crimes rates have decreased, but the females who were under 18 and minorities had higher crime rats than men did and they were the contributing factor to the majority of the arrest. In 2001 there was an increase in drug abuse violations. Increase of violations would mean an increase arrest rate and also no decrease in the crime rate. It would only add to it. The all time high for simple assault was in 2001 and females made up 28 percent of all juvenile arrest. Males were only 8 percent of the overal l juvenile arrest.The juvenile arrest that happened involved primarily white youth. The y accounted many Hispanics as white youth as well. JUVENILE AND ADULTS COURTS Juveniles Court Juveniles courts vary majorly from adults courts. Juveniles process is as listed; detention hearing then fact finding hearing, after that they have the petition and respondent and next they have the adjudication and finally the involved/ delinquent. The juveniles usually and generally will not get a jury. Their court hearings are closed off to the public for the convenience of their privacy and mainly due to their age.Bails are generally not allowed nor set for juveniles/minors. For minors to get out of jail before their entire process is over they must prove to the judge that they are not a flight risk and that they are not a danger or threat to society and their community. When juveniles commit smaller mes a lot of the time they are punished worse than an adult would be for the exact same crime/offense . When a juvenile is punished by probation they are usually put on probation for a longer period than an adult would be.The stipulations to their probation would be a longer list as well. For example they would have to follow a curfew and they would have to respect their parents, and keep their grades up, attend one or more extra curricular activity, and they would have to possibly attend counseling. If they were to break these stipulations than they would have to report to their judge once again and possibly have their probation sentence lengthened or they would get what they call a probation violation and have to just serve their length of a sentence.For many of the cases on minors and juveniles being found delinquent and serving your time with no breaks it a lot of the time is better for them because while their sentence may be long their sentence is only until the are approximately in their twenties and as an adult they would serve a life sentence for some things and â€Å"plea s† may have been even worse. There are time when a juvenile may be tried as an adult. The circumstances would be a felony drug offense, sex crimes, murders, and attempted murders. Between the ages 13 and 17 you can be and have the potential to be tried as an adult and serve an adult term.DELIQUENCY AND STATUS OFFENSES Delinquency is a minor crime committed by the youth (young people). This definition is directed towards the young people but this does not mean that an adult can not be caught or punished for the same crime that a minor will be in trouble for. A status offense is an action prohibited to a specific class of people and mostly is applied to crimes omitted by minors. VARIABLES THAT CORRELATE TO JUVENILE CRIMES While there are many things that correlate to juveniles committing crimes there is in my opinion still no excuses. One thing that correlates to the crimes is child maltreatment.When they child is not taken care of they tend to veer off and find other means of l iving and making ends meet. Another variable is alcoholism and drug use. A parent or parents is a child’s biggest role model and so are their siblings and any other older siblings. If a child grows up always seeing nothing but alcohol around the house and their family getting high off of pills and smoking than they are naturally going to take that lifestyle in and think that it is normal and okay and they will think that everyone else around them lives the same lifestyle.Bullying has in my world been a major variable. Whens someone is bullied they think that they need to find their own happy place and they claim that committing crimes does that for them. For example when a person gets in a fight or steals something and all the attention is turned on them, that is the highlight of their lives because everyone always bullied them. Single or no parent homes is probably one of the biggest variables. Like I mentioned before a parent or parents are a child’s biggest role mod els. A child’s mind is like a sponge and they always play the game of monkey see monkey do.This will never go away even when they are all grown up and moved out. I was a child that was in a single family home and there was nothing I would of ever wanted more than a multi parent home. I needed both of them for different reasons and I never had the choice, which led me in to depression and lack in schooling. There are a few more variables too and they are poverty, gang membership, idolizing criminals, trauma, school dropouts, and truancy. RECOMMENDATION I have many recommendations but the one I want to start with is â€Å"stop letting the juveniles get away with breaks and shorter punishments†.Now that I am all grown up I know that I hated to be punished but in all reality the longer I was punished the more I replayed why I was punished and told myself not to do it anymore. We need consistency. They need to make sure they stick to exactly what they say they are going to do to the child. We need to have better structured probation officers and counselors. Many of them do not care about the well being of the child they are just there to get paid and â€Å"claim† they helped the child. REFRENCES Google. com Studymode. com My step mother a criminal rehabilitator counselor

Montessori method of education Essay

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