Psycology - Social Determinism essays

Psycology - Social Determinism essays How does group size influence peoples responses in a social dilemma situation? This study attempts to answer this question by providing a scenario to participants involving a social dilemma to cooperate with other group members or to compete with them, in the process of acquiring more wealth. Participants were presented with a fishing simulation over a computer network, which required them to act cooperatively to acquire the most wealth. The results showed a difference between the data for large and small groups in the total mean money earned, and the time taken to earn it. It was found that larger group sizes decreased the amount of cooperation within groups, which is consistent with the hypothesis that less money would be earned by individuals in larger groups. It was also found that larger groups tend to finish earlier indicating a more competitive perspective, also supporting the hypotheses Social interdependence involves settings in which each persons well-being is strongly dependent upon the decisions and behaviours of both themselves and other people (Beggan, Platow, Many decisions faced involve some level of social interdependence as they usually have some effect on others in the society, for example, the example given by Hardin (1968) of the Tragedy of the Commons. In this situation farmers are able to place their stock on a common piece of land, the village common, for grazing. The farmers, driven by their motives for more wealth, increase the numbers of stock grazing the land, which in turn leads to overgrazing and destruction of the common area. The farmers appear to neglect the negative effects of overgrazing as they are shared with all of the other farmers using the common land. This issue is ref...

Intonation Contour in English Speech

Intonation Contour in English Speech In speech, intonation contour is a distinctive pattern of pitches, tones, or stresses in an utterance. Intonation contours are directly related to meaning. For instance, as Dr. Kathleen Ferrara has demonstrated (in Wennerstroms Music of Everyday Speech), the discourse marker anyway can be analyzed as having three different meanings, each with its own distinctive intonation contour. (See Examples and Observations, below.) See also: Intonation and Intonation PhraseEmphasisParalinguistics, Phonetics, and PhonologyProsodyRhythmSegment and SuprasegmentalStress Examples of Intonation Contours Suppose a secretary would like to know if his or her boss has completed drafting up an important report. He or she might ask, Finish that report? or perhaps the same secretary is telling the boss the list of things he or she planned to do next. He or she might say, Call Frankfurt. Write the memo to Purchasing. Finish that report. Now, perhaps, the secretary is talking to his or her assistant who is word processing this same report. He or she might say, Finish that report.In all three cases, this same string of words, Finish that report, would be said with quite different overall tone contours. In the first case, it would be given a questioning intonation; in the second case, it would be said with a non-emphatic final intonation contour; and in the third case, it would be said with an emphatic intonation contour indicating an imperative. Any native speaker of English would recognize the difference in meaning among these three intonation patterns, though the exact description of such c ontours is far from being a simple matter. . . .The reason intonation contour is so important to spoken discourse cohesion is that participants use their reading of intonation contours in deciding whether or not it is their turn to take over the floor.(Ron Scollon, Suzanne Wong Scollon, and Rodney H. Jones, Intercultural Communication: A Discourse Approach, 3rd ed. Wiley, 2012) The Problem of Terminology One immediate difficulty in consolidating the literature on intonation is the lack of agreement on terminology. If I wish to talk about syntax, I can feel confident that most audiences will understand words such as noun and verb. However, with intonation, terms such as stress, accent, tone, and emphasis may mean different things to different people. Not only are the lay terms different from the linguists terms, but linguists themselves disagree on terminology. To make matters worse, there are even different schools of thought on what counts as a unit in an intonation analysis. Should the intonation contour of an entire phrase be interpreted as a single, meaning-bearing unit? Is it possible to identify smaller units as meaningful? Where exactly does a unit start and stop?(Ann K. Wennerstrom, The Music of Everyday Speech: Prosody and Discourse Analysis. Oxford University Press, 2001)A well-canvassed discrepancy between an American predilection for levels and a British preference for tu nes is only one aspect of the differences that exist concerning how the utterance should be segmented for the purpose of describing its intonation. There is a rough similarity between the categories referred to in the literature as sense units, breath groups, tone groups, and contours, but the similarities are deceptive; and the various ways of further segmenting into nucleus, head, tail, tonic, pre-tonic, etc., compound the differences. The important point is that, whether this is explicit or not, each formulation amounts to a starting assumption about how the underlying meaning system is organized.(David C. Brazil, Intonation. The Linguistics Encyclopedia, ed. by Kirsten Malnkjaer. Routledge, 1995) Intonation Contours in Text-to-Speech Systems In text-to-speech systems, the goal of the intonation component is to generate an appropriate intonation contour for each spoken phrase. An intonation contour is the underlying fundamental frequency (F0) pattern that occurs over time in speech phrases. Physiologically, F0 corresponds to the frequency at which the vocal folds are vibrating. Acoustically, this vocal fold vibration provides the energy source that excites the vocal tract resonances during voiced portions of speech . . .. Listeners perceive an intonation contour as a pitch pattern that rises and falls at different points in a phrase. The intonation contour emphasizes certain words more than others, and distinguishes statements (with falling intonation contours) from yes/no questions (with rising intonation contours). It also conveys information about syntactic structure, discourse structure, and the speakers attitude. Behavioral scientists have been instrumental in basic research demonstrating the importance of intonation in the perception and production of speech, and in developing and evaluating intonation algorithms.(Ann K. Syrdal, Text-to-Speech Systems. Applied Speech Technology, ed. by A. Syrdal, R. Bennett, and S. Greenspan. CRC Press, 1995) Intonation Contours and the Brain There is evidence that intonational contour and patterns are stored in a distinct part of the brain from the rest of language. When someone experiences brain damage to the left side of the brain that seriously affects their linguistic abilities, making them unable to produce fluent or grammatical speech, they often maintain the appropriate intonation patterns of their language. Also, when right-hemisphere damage takes place, the result may be that the patient speaks with a monotone. And when babies who have not yet acquired any words begin to babble at around 6 months of age, they often utter nonsense syllables using the appropriate intonation pattern of the language they are acquiring.(Kristin Denham and Anne Lobeck, Linguistics for Everyone. Wadsworth, 2010) Also Known As: intonational contour

PAPER ASSIGNMENT Part2 Research Example | Topics and Well Written Essays - 750 words

ASSIGNMENT Part2 - Research Paper Example This paper gives a detailed analysis of the building with focus on the materials used in its construction, form, size, number of rooms, historical background. The building’s location, political, social, economic significance is also covered. The construction of the current building known as the Buckingham Palace started in 1703 after William Winde developed its design (Mellett 196). Since then, it has undergone several remodeling and renovation phases that have led to its current form. Despite its old age, the building looks attractive and glamorous courtesy of the high profile type of materials used in its construction. In particular, the building was built using quality materials that include stones, limestone, natural artifacts, bright colored scagllola, concentrated cement, ballast, strong metal and creamy scheme. The materials have enabled it to remain stable to date. Its designers were keen to developing a building that would stay new and strong for long a fact that was indisputable. The building is located in the city of Westminster, and it acts as the official residence of the UKs monarchy. It also serves as the Monarch’s principal workplace where he discharges his official functions (Mellett 196). Many leaders have been using the building due to its quality, design, and strategic location. Preference of the building by the subsequent leaders is attributable to its spacious nature, quality, superior design, and serene location. Similarly, it has several rooms that are fully furnished with pertinent incentives that support good life. Buckingham Palace is a well-structured building that measures 24 meters in height and sits on over 77,000m square meters of floor space. It has a large garden that accommodates many vehicles and various activities. The palace has over 775 rooms that are well fitted with quality fixtures and fittings that are ever attractive (Mellett 197). The rooms include 19

Waste Control of Medical Supplies in the Health Care Industry Research Paper

Waste Control of Medical Supplies in the Health Care Industry - Research Paper Example Various legal and clinical standards have been set forth in order to manage the disposal of hospital wastes. To some extent, these policies and standards have been relatively effective in managing hospital wastes. Improvements to these standards are still needed in order to ensure that hospital wastes are effectively managed and that risks to the general population in relation to such wastes are minimized. This paper shall discuss the current waste control of medical supplies in the health care industry. It shall also discuss the impact of ineffective waste management on hospitals and on disease management. It shall also consider the different possible improvements which can be made in the waste control and management of healthcare wastes. This paper is being conducted in the hope of establishing an academic and scholarly approach and answer to the topic on healthcare waste control. Discussion Most of the wastes from healthcare facilities can be considered regular solid municipal was te. However, some of these wastes need special attention – these are sharps (needles, razors, scalpels), pathological wastes, infectious wastes, pharmaceutical wastes, biological wastes, and hazardous chemical wastes (Johannessen, et.al., 2000). All in all, these wastes are referred to as special health care wastes. Wastes from isolation wards and microbiological laboratories also require special attention. The rest of the waste from healthcare facilities include packaging, reusable medical equipment, and secondary wastes created by disposal technologies (Johannessen, et.al., 2000). Inappropriate and inadequate management of these products exposes people and the environment to health risks. Various healthcare workers, patients, waste handlers, and the general public are exposed to various health risks from these infectious wastes (most especially, the sharps), chemicals, and other hospital wastes (Johannessen, et.al., 2000). And the exposure to these wastes is often seen with the improper handling by health workers. The WHO (1999) has successfully classified the different types of healthcare wastes and these include: communal waste and special wastes (infectious, anatomic, pharmaceutical, genotoxic, chemical, heavy metals, pressurized containers, and radioactive materials). Communal wastes are all solid wastes which are not infectious, chemical or radioactive. These can specifically include packaging materials and office supplies. These wastes can generally be disposed of in communal landfills or similar arrangements (WHO, 1999). Segregation and recycling applies to these wastes. Special wastes on the other hand are classified into various categories and are not in any way classified for communal landfills. Infectious wastes are wastes from humans or animals which can potentially transmit infectious diseases to humans (WHO, 1999). These wastes include those which are discarded from equipment during diagnosis, treatment, and prevention stage of the disea ses or the assessment of the patient during which contact with blood, tissues, saliva and other patient derivatives may have been seen. Such wastes include: cultures and stocks, tissues, dressings, swabs, items soaked in blood, syringe needles, scalpels, diapers, blood bags, and similar items (WHO, 1999). All sharps regardless of usage by infected patient or not, is considered under infectious wastes. Other

Ban On Assault Weapons & High Capacity Magazines Essay Example for Free

Ban On Assault Weapons High Capacity Magazines Essay What is a high capacity magazine exactly? It is any magazine for a semi-automatic weapon that can hold more than 10 bullets. Pennsylvania voters want stricter laws on guns, including background checks on all purchases and bans on assault weapons and high-capacity magazines. Democrats controlled both the House and Senate, and the nations crime rate was a major concern. The assault weapons ban was part of an extensive crime bill that included money to hire additional police, build new prisons and fund crime prevention programs. By 3 to 2 margins, people favor a nationwide ban on assault weapons (60 percent to 37 percent) and a ban on the sale of ammunition magazines that hold more than 10 bullets (59 to 39 percent). But when the first assault weapons ban was approved outlawing 19 specific weapons it was a very different time. Personally, I’m for guns. I do NOT think they should ban assault weapons and high capacity magazines. That’s not fair to the true gun lovers out there. Plus all of the hunters that may need a high capacity magazine or an assault rifle. I personally think that this law won’t pass everywhere, especially in Alaska. People need to learn how to use a gun before they lay their hands on one. That’s the only issue. I also think you need to register your gun in your name as soon as you get it. I personally think if someone has a bad record or a timeline of bad deeds then they shouldn’t own a gun. Simple as that. Banning assault weapons and high capacity magazines can have its ups using it for hunting or just shooting but it also has its downs killing people, or hurting someone, but I’m all for guns. So I think this law doesn’t need to be made. One needs to register it and make sure you don’t have a bad record, and know how to use a gun. That’s the law I think they should make.

Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction :: GCSE Chemistry Coursework Investigation

Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction PLANNING – Title – Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction. Introduction – The rate of reaction can be defined as the speed at which a reaction takes place. The rate of reaction tells us how quickly a chemical reaction has happened. There are many things that can affect the rate of reaction, (some of these are shown in figure 1 below.) In this coursework I am going to investigate what effect the change in acid concentration has on a chemical reaction. I will do this through a series of experiments, where I will change the concentration of hydrochloric acid by mixing it with water. I will measure the reaction by recording the amount of gas given off in 60 seconds for each experiment. I plan to keep the total amount of liquid used in the experiments at a constant 20ml. This way I can measure the concentration of the acid I use each time. Aim – To find out if the rate of reaction is effected by the concentration of an acid. Variables – I have decided to focus on the effect concentration of acid has on the rate of reaction. To get accurate results, I have to make sure all my experiments are run fairly. To achieve this I will keep all my variables constant, except the one I’m investigating, the concentration of the acid. The temperature, equipment and amount of substances I use will be kept the same for all my experiments. I will also make sure the substances I use are all prepared in the same way before each experiment. This will avoid change in surface area. (E.g. I wont crush a substance one time and keep It whole the next) In all my experiments I will keep the magnesium whole. To control the temperature of the acid, I will use a thermometer to monitor it and make sure the temperature is the same for each experiment I do. (this will most likely be at room temp. around 27degrees.) All my equipment will be kept identical to any other one of my experiments, and I will use the same size measuring cylinder (20ml) to measure out the acid and water. The concentration of the acid is the only variable I will change throughout my investigation. I will do this by weakening the solution with water, starting with a very acidic solution and gradually diluting it. This will be done by measuring the water and acid in the Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction :: GCSE Chemistry Coursework Investigation Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction PLANNING – Title – Investigation to find out if changes in concentration of acid affect the rate of a chemical reaction. Introduction – The rate of reaction can be defined as the speed at which a reaction takes place. The rate of reaction tells us how quickly a chemical reaction has happened. There are many things that can affect the rate of reaction, (some of these are shown in figure 1 below.) In this coursework I am going to investigate what effect the change in acid concentration has on a chemical reaction. I will do this through a series of experiments, where I will change the concentration of hydrochloric acid by mixing it with water. I will measure the reaction by recording the amount of gas given off in 60 seconds for each experiment. I plan to keep the total amount of liquid used in the experiments at a constant 20ml. This way I can measure the concentration of the acid I use each time. Aim – To find out if the rate of reaction is effected by the concentration of an acid. Variables – I have decided to focus on the effect concentration of acid has on the rate of reaction. To get accurate results, I have to make sure all my experiments are run fairly. To achieve this I will keep all my variables constant, except the one I’m investigating, the concentration of the acid. The temperature, equipment and amount of substances I use will be kept the same for all my experiments. I will also make sure the substances I use are all prepared in the same way before each experiment. This will avoid change in surface area. (E.g. I wont crush a substance one time and keep It whole the next) In all my experiments I will keep the magnesium whole. To control the temperature of the acid, I will use a thermometer to monitor it and make sure the temperature is the same for each experiment I do. (this will most likely be at room temp. around 27degrees.) All my equipment will be kept identical to any other one of my experiments, and I will use the same size measuring cylinder (20ml) to measure out the acid and water. The concentration of the acid is the only variable I will change throughout my investigation. I will do this by weakening the solution with water, starting with a very acidic solution and gradually diluting it. This will be done by measuring the water and acid in the

History of Early Childhood Education – Comenius, Froebel, Montessori

Paper History of Early Childhood Education Comenius, Froebel, Montessori 1. John Amos Comenius John Amos Comenius (1592-1670) was a Czech theologian, philosopher, teacher and writer who thought education could improve society. He advocated universal textbooks & language and believed children would enjoy learning more if they were methodically taught in early years. Comenius thought instruction should move from general to specific, from easy to difficult and believed to engage children with nature. He taught that education began in the earliest days of childhood, and continued throughout life. Comenius believed in four different schools for different ages: -Nursery School – birth to 6 years of age, where hands-on learning, active experiences and sensory learning are of importance. 2 -Elementary (National) – ages 6 to 12 -Latin School (Gymnasium) – ages 13 -18 -Academy – gifted ages 19-24 From his point of view teachers should present lessons at a reasonable pace, use age-appropriate instruction, keep materials constantly before a child’s eyes and use a single method of instruction at all times.Comenius rejected the conventional wisdom that children were inherently bad and that teachers needed to use corporal punishment to discipline them. 3 He was the first to promote continuing education and the first to advocate equal education for all, including women and the poor. Furthermore he wrote the Great Didactic (a textbook for curriculum and education) and was the first to use pictures in text books for teaching children (Orbis Pictus). â€Å"His philosophy of Pansophism (meaning ‘all knowledge') attempted to incorporate theology, philosophy, and education into one. He believed that learning, spiritual, and emotional growth were all woven together† – especially in the teaching of children. â€Å"What Comenius referred to as the Via Lucis, or ‘way of light,' was the pursuit of higher learning and spiritual enlightenment bound together. † 4 In 1641/42 he was asked to completely restructure the school system of Sweden. As the Bishop of the Unitas Fratrum, the Moravian Church, Comenius was asked to be the first President of Harvard College, but declined. He died in Amsterdam in 1670. â€Å"Comenius's theory incorporated spiritual love of human beings with emphasis on Nature's goodness. 5 He was a naturalistic educator who believed children were innately good and learned most effectively and efficiently by examining objects in their immediate natural environment. â€Å"Comenius anticipated many practices associated with modern child-centered progressive education. † 6 He believed that teaching should build on children's interests and actively involve their senses. During his lifetime he published 154 books, mostly dealing with educational philosophy and theology. Known today as the ‘Father of Modern Education,' he pioneered modern educational methods. 1Comenius Founda tion, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 2Essa & Young (1994), p. 36 3www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 4Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 5www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 6www. wou. edu/~girodm/foundations/pioneers. pdf, p. 107 2. Friedrich Wilhelm August Froebel The German educationalist Friedrich Wilhelm August Froebel was born in 1782.From 1798 to 1800 he was an apprentice to a forester and surveyor in Neuhaus, and attended the University of Jena from 1800 to 1802. In 1805 Froebel briefly studied architecture in Frankfurt, got hired as a teacher and took a short course with Johann Heinrich Pestalozzi at Yverdon, where he interned from 1808 to 1810. Although he accepted certain aspects of Pestalozzi's method – the emphasis on nature, the permissive school atmosphere and the object lesson – he believed t hat Pestalozzi's theory lacked an adequate philosophical foundation.Froebel gave Pestalozzi's object lesson a more symbolic meaning by saying that the concrete object was to stimulate recall of a corresponding idea in the child's mind. He accepted Pestalozzi's general method that saw schools as emotionally secure places for children, but he elevated the concept to a highly spiritual level. Like Pestalozzi, he wanted to prepare teachers who would be sensitive to children's readiness and needs. 7 Furthermore Froebel studied languages and science at the University of Gottingen from 1810 to 1812 .He wanted to identify linguistic structures that could be applied to language instruction. From 1812 to 1816 Froebel studied mineralogy at the University of Berlin. He believed the process of crystallization, moving from simple to complex, reflected a universal cosmic law that also governed human growth and development. Froebel was influenced by two trends in the first half of the 19th century: a resurgence of philosophical idealism and the rising nationalism of the post-Napoleonic eras.Idealism emphasizes a spiritually based reality. Idealists saw the nation as embodying the world spirit on earth. During Froebel's life, there were efforts to unite the various small German kingdoms into one large nation. He believed that an education that emphasized German traditions and folk tales would advance this cause. Froebel's idealism was a reaction against the empiricism of Locke and Rosseau. However, his educational philosophy emphasized the dignity of child nature as recommended by Rousseau and Pestalozzi.In 1816 Froebel established the Universal German Educational Institute at Griesheim. He moved the institute to Keilhau in 1817 where it functioned until 1829. In 1818 Froebel married Henrietta Wilhelmine Hoffmeister (1780–1839), who assisted him until her death. In 1831 Froebel established an institute at Wartensee on Lake Sempach in Switzerland and then relocated the s chool to Willisau. Froebel next operated an orphanage and boarding school at Burgdorf. He believed that every child's inner self contained a spiritual essence that stimulated self-active learning.He therefore designed the kindergarten system for children under the age of six (1837) that would be a prepared environment to externalize children's interior spirituality through self-activity using play, songs, stories, and activities. He developed special materials (such as shaped wooden bricks and balls), a series of recommended activities (occupations) and movement activities (fine motor skills). This particular curriculum – now a standard part of early childhood education – stimulated children's cognitive, social, emotional, creative and physical development.Froebel's reputation as an early childhood educator increased and kindergartens were established throughout the German states. In 1852 Froebel passed away. By the end of the nineteenth century, kindergartens had been established throughout Europe and North America. 4 7http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html 3. Maria Montessori On August 31st, 1870 Maria Montessori was born at Chiaravalle, Italy. Her father, Alessandro Montessori, worked for the civil service, and her mother, Renilde Stoppani, came from an academic family and was well educated.The Montessori family moved to Rome in 1875, and the following year Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. At 12, Montessori expressed her intention to attend what was called a technical school for her secondary education, which was unusual at the time as most girls who pursued secondary education studied the classics. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, which she entered with the intention of becoming an engineer.This decision didn't find favor with her father, who believed that the education of females should be r estricted to certain subjects. Upon her graduation, Montessori was determined to enter medical school and become a doctor. Her father opposed this course—medical school was then an all-male preserve—and initially Maria was refused entry by the head of the school. 8 In 1890, with her mother's support, Montessori obtained her father's reluctant permission to attend the University of Rome to study physics, mathematics and natural sciences, receiving her diploma two years later.This and the Pope’s intercession enabled her to enter the College of Medicine, and she became the first woman to enter medical school in Italy. Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She awarded for her work in pathology by winning a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. In 1895 she won a position as assistant in the University hospital.Montessori's time at medical school was a challenge, because her male colleagues showed their disapproval of her presence and she had to work alone on dissections since these were not allowed to be done in mixed classes. But she was a dedicated student and graduated in June 1896 at the top of her class as a specialist in surgery and in the diseases of women and children. She became the first woman to qualify as a doctor in Italy, and with this distinction also became known across the country. She was immediately employed in the San Giovanni Hospital attached to the University.Later that year she was asked to represent Italy at the International Congress for Women’s Rights in Berlin, where she talked about the progress of education for women in Italy. In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. In 1897 she volunteered to join a research prog ram at the psychiatric clinic of the University of Rome, and it was here that she worked alongside Giusseppe Montesano, with whom she would have a child a few years later.As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. Montessori discovered that many children with mental, physical, or emotional disabilities, who couldn't stay at home or go to school or work, were being kept in asylums alongside adults with major psychiatric disorders. She came to realize that in such a bare, unfurnished environment the children were desperate for sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition.She began to read what others had published about working with children with various disabilities and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard and Edouard Seguin, his student. 5 8A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm Itard had developed a technique of education through the senses, which Seguin later tried to adapt to mainstream education. Seguin emphasized respect and understanding for each individual child.He created a practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was later to use in new ways. From 1897-98 she attended courses in pedagogy, studying the works of Rousseau, Pestalozzi and Froebel. In 1898 Montessori was becoming known for her work with and ideas about education for children with disabilities. In 1899, she began teaching at a college for the training of female teachers, and there she further explored and discussed ideas about education.Then, in 1900, as a result of her work with children in hospitals and asylums, Montessori was asked to become the co-director of the Orthophrenic School for children with various disabilities that pr evented them from doing well in regular schools. Montessori spent 2 years working at the Orthophrenic School, experimenting with and refining the materials devised by Itard and Seguin and bringing a scientific, analytical attitude to the work; teaching and observing the children by day and writing up her notes by night.In 1898 Maria gave birth to a child, a boy named Mario, who was given into the care of a family who lived in the countryside near Rome. In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908. 9 During this period Rome was experiencing rapid population growth and industrialization. In the fever of speculative development, some construction companies were going bankrupt, leaving unfinished building projects which quickly attracted squatters.One such development, which stood in t he San Lorenzo district, was rescued by a group of wealthy bankers who undertook a basic restoration, dividing larger apartments into small units for impoverished working families. Many children not old enough for school or work were being left alone while their parents went to work each day. These unsupervised children were vandalizing the newly renovated buildings and getting into other kinds of trouble. This prompted the developers to approach Dr. Montessori to provide ways of occupying the children during the day to prevent further damage to the premises.Montessori grasped the opportunity and established her first Casa dei Bambini or ‘Children’s House’. What Montessori came to realize was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves (autoeducation). By the autumn of 1908 there were five Case dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress, and soon 5-year-olds were writing and reading.In the summer of 1909 Montessori gave the first training course in her approach to around 100 students. He published her first book that same year in Italy, which appeared in translation in the United States in 1912 as The Montessori Method, reaching second place on the U. S. nonfiction bestseller list. Soon afterwards it was translated into 20 different languages and has become a major influence in the field of education. A period of great expansion in the Montessori approach now followed in Europe and America.By 1933 all Montessori schools in Germany had been closed. In the same year, after Montessori refused to cooperate with Mussolini’s plans to incorporate Italian Montessori schools into the fascist youth movement, he closed them all down. 9A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 6 The outbreak of civil war in Spain forced the family to abandon their home in Barcelona, and they sailed to England in the summer of 1936. From England the refugees travelled to the Netherlands.In 1939 Montessori and her son Mario traveled to India to give a 3-month training course in Madras followed by a lecture tour; they were not to return for nearly 7 years. With the outbreak of war, as Italian citizens, Mario was interned and Montessori put under house arrest. She was well looked after in India, where she met Gandhi, Nehru and Tagore. Her 70th birthday request to the Indian government, that Mario should be released and restored to her, was granted. Together they trained over a thousand Indian teachers. In 1946 they returned to the Netherlands.A year later Montessori addressed UNESCO on the theme ‘Education and Peace’. In 1949 she received the first of three nominations for the Nobel Peace Prize. Her last public engagement was in London in 1951 when she attended the 9th International Montessori Congress. On May 6th 1952, at the holiday home of the Pierson family in the Netherlands, she passed away in the company of her son, Mario, to whom she bequeathed the legacy of her work. 10 10A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 7 References: A Biography of Dr Maria Montessori, in: http://montessori. rg. au/montessori/biography. htm Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comeniusbiography. php E. M. Standing, Maria Montessori: Her Life and Work (New York 1984), p. 38. Essa, E. & Young, R. (2003). Introduction to early childhood education (3rd Can. ed. ). Nelson: Canada Friedrich Froebel (1782–1852) – Biography, Froebel's Kindergarten Philosophy, The Kindergarten Curriculum, Diffusion of the Kindergarten, in: http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Julia Maria, â€Å"’Le Feminisme Italien: entrevue avec Mlle. Montessori†,

Persenal Narrative on Stress Essay

Personal Narrative Stress is something that I hate in life. I have this stress of my grades in school and scared they might drop. In addition, I also have stress of thinking of my future and what I am going to do when I’m done with high school. However, if the stress becomes too much, I go to the mall or somewhere else and get a massage so I can relax and push all that stress that I had. Well the first stress I have is that since I am in school I always have stress about my grades. Since of all the work they give me it takes me longer to finish my work and because of that, I do not really get enough sleep. Therefore, because of not enough sleep I end up waking up mad and all stressed out. Another reason why I worry about my grades causes my stress is that my grades will be the only way I will have a future and a career when I am an adult. The next stress I have is when I start thinking about my future and thinking about which college I want to go to, I start thinking how far is it going to be. I also start thinking about the cost and how much scholarships I need in order to be able to go to the college that I want, like the college that I want to go to is the University of Central Florida. In addition, also start trying to think what career I want so I will be able to pay my bills and support my family. A few things I do in order to take away the stress is to either go to the mall or somewhere else or get massage. After my massage is over with, I feel like I am a brand-new that nothing and I can stop me. Until I get the stress back then I just go back to get a massage. On the other hand, what I will do is go and chill with my friends. What make it relaxing is that my friends and I, just make fun of each other, tell jokes, and tell funny things that have happen in our lives. In conclusion, for me stress is something I hate a lot. It makes me unable to sleep since I am all ways worrying about my grades. It makes me stress of my future, if I will be able to get into the University of Central Florida, and of what career I want to have so I can support my family. However, when I start getting too much stress I would go to the mall or somewhere else and get a massage or just go and chill with my friends to have a good time.

Several Grinding Mill Phenomenons of Ball Mills Essays

Several Grinding Mill Phenomenons of Ball Mills Essays Several Grinding Mill Phenomenons of Ball Mills Essay Several Grinding Mill Phenomenons of Ball Mills Essay Wet ball mill is grinding equipment production, one of the rolling mill is a cylinder with a special support structure in accordance with the new concept design of a new mill. Let solves the system under harsh environmental conditions and prolonged sealing problems arising from the work cylinder traverse problem. Now, come to you to talk about the wet ball mill installation process sequence, base unit installation, we hope that this knowledge a help: Understanding the detection of ball mill load is significant. Grinding Jobs appear package ball, the grinding of the material and the gas temperature is high, end mill sieve take water vapor, the product has a thin sheet materials, while the large tile mill outlet temperature is high, the grinding of cement tacky. So pack the ball mill produces grinding phenomenon with full, what does? L . Into the grinding material is too dry, too little water, fine powders prone to static electricity and adhere to the surface grinding. 2. Duct blockage, poor ventilation, the eat can not be discharged in the mill, the mill will lead to overheating and package materials ball. . Into the grinding material temperature is too high, or if the material is too long residence time in the mill, or poor ventilation, the temperature Inside the mill is too high, generating static electricity, so fine powders adsorbed on the surface of the grinding balls causes packet. Most customers in the production process for the mill appeared packages balls and full grinding phenomena do not know, a problem I o not know in what way the rescue, resulting In ball mill not normal production operations.

A Brief History of Banking Reform After the New Deal

A Brief History of Banking Reform After the New Deal As president of the United States during the Great Depression, one of President Franklin D. Roosevelts primary policy goals was to address issues in the banking industry and financial sector. FDRs New Deal legislation was his administrations answer to many of the countrys grave economic and social issues of the period. Many historians categorize the primary points of focus of the legislation as the Three Rs to stand for relief, recovery, and reform. When it came to the banking industry, FDR pushed for reform. The New Deal and Banking Reform   FDRs New Deal legislation of the mid- to late-1930s gave rise to new policies and regulations preventing banks from engaging in the securities and insurance businesses. Prior to the Great Depression, many banks ran into trouble because they took excessive risks in the stock market or unethically provided loans to industrial companies in which bank directors or officers had personal investments. As an immediate provision, FDR proposed the Emergency Banking Act which was signed into law the very same day it was presented to Congress. The Emergency Banking Act  outlined the plan to reopen sound banking institutions under the US Treasurys oversight and backed by federal loans. This critical act provided much-needed temporary stability  in the industry  but did not provide for the future.  Determined to prevent these events from occurring again,  Depression-era politicians passed the Glass-Steagall Act, which essentially prohibited the mixing of banking, securities, and insuranc e businesses. Together these two acts of banking reform provided long-term stability to the banking industry. Banking Reform Backlash Despite the banking reforms success, these regulations, particularly those associated with the Glass-Steagall Act, grew controversial by the 1970s, as banks complained that they would lose customers to other financial companies unless they could offer a wider variety of financial services.  The government responded by giving banks greater freedom to offer consumers new types of financial services. Then, in late 1999, Congress enacted the Financial Services Modernization Act of 1999, which repealed the Glass-Steagall Act. The new law went beyond the considerable freedom that banks already enjoyed in offering everything from consumer banking to underwriting securities. It allowed banks, securities, and insurance firms to form financial conglomerates that could market a range of financial products including mutual funds, stocks and bonds, insurance, and automobile loans. As with laws deregulating transportation, telecommunications, and other industries, the new law was expected to gen erate a wave of mergers among financial institutions. Banking Industry Beyond WWII Generally, the New Deal legislation was successful, and the American banking system returned to health in the years following World War II. But it ran into difficulties again in the 1980s and 1990s in part because of social regulation. After the war, the government had been eager to foster homeownership, so it helped create a new banking sector- the savings and loan (SL) industry- to concentrate on making long-term home loans, known as mortgages. But the savings and loans industry faced one major problem: mortgages typically ran for 30 years and carried fixed interest rates, while most deposits have much shorter terms. When short-term interest rates rise above the rate on long-term mortgages, savings and loans can lose money. To protect savings and loan associations and banks against this eventuality, regulators decided to control interest rates on deposits.

Bank Financial Management Case Study Example | Topics and Well Written Essays - 750 words

Bank Financial Management - Case Study Example bank has also increased its investment into the Federal Funds which may indicate that the bank’s overall policy may be to invest into risk free investments. Net interest income has shown consistent trends for three years however, non-interest income has declined too in year 1992. The overall risk profile of the bank therefore may be assessed through the mix of investment as well as lending made by the firm. Lending to high risk areas such as lending to companies etc. further investment into more secured avenues such as investing into government securities. The discussion on the interest rates by Mr. Jamison may not be entirely indicate the true assessment of the facts given the fact that it is relatively not known whether the lending made by the Bank is short term or long term in nature. Further the comment on the lack of high quality loans really need to be viewed from the perspective of the overall risk and return appetite of the bank. If the focus is on achieving the consistent returns, Bank may afford to have high quality loans however if the bank is willing to earn higher profitability its portfolio risk may need to be increased. Further, the overall rate sensitivity of the deposits also need to be discussed in much broader concept as it is not only limited to the interest rates but rather its impact on the lending shall also be taken into consideration which has not been discussed at length by various members of the ALCO. The present yield curve indicate the steep increase in the rates and as such there is an indication of increase in short term interest rates what is however, critical to note that the Bank shall focus on acquiring long term deposits rather than making investments into the long term securities. Since short term interest rates are anticipated to change therefore bank shall also focus on making short term loans. This therefore would further require the bank to look for more of working capital and consumer loans rather than increasing its