Montessori †Purpose of Education Essay

In the above mentioned lines Dr. Maria Montessori wants to convey that purpose of education is not just transfer the knowledge from person to person or teacher to students but to help students release their full human potential. It is not just that teachers give and students take either way they get understood or not. â€Å"Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment† (The Absorbent mind, p-24, chapter-3). Education is a natural process which carried out by the human individually, no one can teach them. Education should take a new way of seeking and improving the human potential and human life. From the Montessori philosophy point of view potential is only develop if proper environment is there, with environment child also need freedom. Education is a observe child potential during a child development period. Child is very receptive to new learning experiences on their sensitive periods. So we have to carefully observe the child potential and interest and develop them. Every child is born with potential, adult only can developed that potential though right guidance and with right environment. Education helps the child in developing a love of learning. Education is not only done by listening to the words, child also needs practical exposure also. Through practical exposure they will learn easily and get understand in a better way, which also helps them in future also. If we want to teach etiquette to child or how to behave with their younger and elders then we would have to follow the practice first so that children may imitate and follow us. Montessori felt that adult should not assume that the child is empty and filled with our knowledge and experience. It is important to standard that the child has his own potential for life. For revealing that potential they only need proper environment. Potential + environment = development of potential. Environment, potential, freedom all are interrelated with each other. Children like to work as well as play. Dr. Montessori believe that potential is develop by their own ability. Small children are able to have good mental concentration. Child want mastery in an activity for this they repeat that activity again and again and they love that repetition. Child wants to know the activity in detail. Children also love for order. They want their material in proper order. Adult should teach that order properly. After using material teaches them put it back. When child choose the material then they enjoy that material and do that activity deeply with full concentration and capability. Children want to have choice so adult give them freedom of right to choice. Children love to work, they can’t sit idle. They want to do some constructive work. They want material which can help them to grow. For children no need of rewards and punishments. It’s adult responsibility to give them proper guidelines. Children’s have their sense of personal dignity. They also feel bad. They also love to clean themselves. Child get understand everything so don’t take them as granted. Children like silence, they only need environment. Teacher should start teaching from sounds of the letters n then from small letters. Children are able to write and read. If a child gets the material he/she is going to discipline. There are no competition, child get attach with material or with their friends. Teacher should know how she has to maintain discipline with material. Man is born in a civil environment and animal is born in a natural environment. That’s why child take more time for walk and talk as compare to animal’s child. Man move by using their mental ability which he has by birth but it’s not visible and we take as granted. Same way child have their own personality, they only need to develop. Personality consist of 4 developments- physical development by provide them specious space so he can move their finger’s movement etc, intellectual development by giving them freedom of choice though which they can use their mental ability and by giving full information as per as possible, social development and emotional development. They all development is also called unified personality. Child unified personality is revealed by self realisation or self construction. Spiritual embryo means self realisation. A child is in pure form when he is born. Self construction only develops if â€Å"will† is there. A lot of will is developing man’s intelligence, so we have to extra care to child. Mind, body, actions and will is interrelated with each other. â€Å"There is interchange between the individual, the spiritual embryo, and its environment. It is though the environment that the individual is moulded and brought to perfection† (the secret of childhood, p-35, ch-6). Spiritual embryo is a place where mental development is takes place. PDPP (pre determine psychic pattern) is a decided pattern which he is born with it, but it invisible or hidden inside. And for developing PDPP proper environment is required. It is also called NEBULAE. Whatever pattern with they born, they will become that, no one can change that pattern. It is unique potential. E. g- twins also have different finger prints. Same as MNEME, is a super power or through which we remember everything. Its create urge to achieve the particular skill. PDPP is only developed if prepared environment is available. Living and non living things is in environment. Environment should be by prepaid by knowledgeable adult who know the needs of child and according to the child nature not to the adult mood. Teacher should be good observer; she should know the necessary changes in environment. There is a link between environment and child. Child is born with potential, if potential is not there than how they use environment? Only when a child is free to use environment then he show his creativity and potential. Freedom helps the child to improve their potential. Freedom of movement is most important for children. Adult should give them to move from one place to other place. Through this freedom physical development is taking place. But child have to careful they do not violin the rules and should not disturb the others, adult should make some limitations and rule. With physical development, mental development is also takes place. Freedom of movement is also help in developing â€Å"will† in children. Will is involved on their freedom of choice. They perform constructive work with their choosy material. Intellectual development is also developing. Teacher or adult make sure they give them right choice. Adult should try to attract child’s attention towards material. To express their feelings child need to speak. We should allow the child to speak or talk to everybody without scaring from anybody. Teacher should give them freedom of speech so they easily develop their communication skills, expressing thoughts, vocabulary. But teacher should observe that child does not use abusive language and harsh words. Teacher should be good role model. Every child is born with their different personality, don’t force them for anything. Children should have competition with them self. Give them freedom from competition. Order will help in self esteem. Order of his proper environment is very important for children. It should be grouped. It should be arrange in concrete to abstract. If concrete method we used to teach they will learn easily and fast. Adult should provide them practical exposure. Without order very different to learn. He feels safer and also feels familiar. Adult should be a good role model. Teacher can use curriculum also and should be prepare organised. Always show real picture to child. Don’t give fantasy world otherwise they will live in fantasy. Always present real material through which they develop sense of responsibility. Children love to work with real materials. The internal aim of child is developing their infrastructure and mental development. With the help of real material they learn concentration. Every material should be meaningful and purposeful for the child. Real material is helping in developing their senses on their sensitive periods. â€Å"It is in the environment of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child. † (Secret of childhood, ch-8, page- 216) Sensitive period is starting when child born. Parents have big hand on developing child senses. During sensitive periods child life are like windows of opportunity a child get to learn different skills. The child is extra sensitive to the stimuli it gets to learn a particular skill at those periods. Adult should give right guide during this period so they develop their sensitivities easily and faster. In between developing senses child get close with their adult or parent. Main motive of sensitive period is to develop child ability and goal of development as called SENSOTIAL EXPLORE. Child born with their personality so they are ready to learn by birth. Children’s have five senses- touch and organ is skin, taste and organ is tongue, sight and organ is eyes, smell and organ is nose and last sound/ hearing and organ is ear. Child have 6 sensitive periods in which they develop their senses and first is sensitivity to order in between 1-2 year. Child want stability in environment and for that order should be there. So adult should keep the environment orderly so children can develop their confidence level and self esteem. Second is sensitivity to learning though the five senses- senses are active by birth in child. Though senses they easily differentiate between objects. Example- sounds of different animals. They only need practical exposure and freedom for using their senses. Third is sensitivity to small objects- child always loved to choose small objects which they carry easily and can’t able to see big object properly. Adult should provide them small objects. Fourth is sensitivity to co-ordination of movement- children have reason to move. Their co-ordination of movement is only develop if will is there and will is only develop if adult give them of movement. Movement is also helping them in developing physical development. Fifth is sensitivity to language- if child is not exposing himself in language then he can’t able to express his feelings and his language is get spoil. Adult should give them freedom of language so he develops his vocal cod and vocabulary. Last or sixth is sensitivity to social aspects- learning in the play group is the best way of learning and children love to work with their friends. Adult should motivate them for interact with other child and being social. So adult should provide them that type environment through which they will develop their sensitive periods. Sensitive periods show the pattern which chid follows in gaining knowledge of his environment. On the other side absorbent mind is the way child absorb from the environment. Impressions do not merely enter his mind, they form it. They incarnate themselves in him. The child creates his own â€Å"mental muscles† using for this what he finds in the world around him. We have named this type of mentality (The absorbent mind, ch-3, page- 25). Child does not have impressions of environment, they form in his mind. Child develop their mental muscles by own and use in the world. They only want environment for store more and more things in their brain. And they use that collection in differentiating between 2 objects. There are2 types of period. One is unconscious mind period is between 0-3 yr. n which they absorb everything from environment. Second is conscious mind is between 3-6 yr. in which he is in embryonic stage or self construction period. PDPP and mneme is developing in conscious period. PDPP is a natural law of nature. There are 8 natural laws of development. First is law of work is taking place in both physically and mentally. Mind and physical energy called work. Adult should provide them purposeful work, through which child learn about peace, relaxing. Mental stage of child will be seen. Second is law of independence in this law child want to doing anything without any help is called independence. It is very important for child to be independent otherwise he relay every time on others. Adult should give freedom to do it. Third is power of attention. Pay extra attention is called power of attention. Adult should provide them small objects so they concentrate easily in an object. Fourth is development of will- decision make + action taken= will. there are 3 stages of will – one is spontaneously repeat action, second is he take decisions and then he take action and sense of responsibility is develop. Third is they doing work by their own, he discipline himself. Fifth is development of intelligence- intelligence is the ability make judgement an orderly manner and as soon as fast. Respond the stimuli very quickly and very sharply is called intelligence. Adult should provide them sensorial material so they develop their intelligence. sixth is development of child imagination and creativity- dr. Montessori believe that adult should provide real material to child not fantasy or imaginative otherwise child also start believing in fantasy. Creativity and imagination is only developing if real material should be available. Seventh is development of emotional and spiritual life- attachment of child and mother called emotional and spiritual life? Adult should help the child in developing social, emotional and spiritual life by loving and warm. Eighth is stages of growth and development- there are 4 stages first is 0-3-6 yr. is self construction in this period , second is 6-9-12 in this stage child is very comfortable, calm, cool stage, third is 12-15-18 in this period lots of disturbance is taking place is also called teenage for both male and female. Physical disturbance and hormones changes is also taking place, fourth is 18-21-24 children become settle down. They become mature, calm, understandable person. In whole philosophy adult have big role. Teacher should give directions to children. Child’s lead and teacher’s follow. Teacher should plan out the thing or she can make curriculum. Children have to develop himself in peace without any disturbance so its teacher responsibility to provide them that type of environment. Environment is the most important in releasing child potential so teacher showing herself as a growing person, she can’t be stagnant. She has 2 fold roles one is prepaid environment – she should keep such material through which child develop holistically. It should be interesting for child and force to work with material, it encourage to child. Material should be purposeful, aim for it. It will be help in discipline, obedience, mental development will takes place. Teacher should be place right material in the classroom. It will not heart him emotionally. Teacher should be neat and clean. Everything will be changing on the daily bases. Keep material changes otherwise they feel bore. Changes motivate the child and make them enjoyable. Place material according the child age. Teacher should make sure child should follow rules or limitations. Teacher should guide them in a orm manner. New material should be bring for children so become they learn more things. Teacher should give freedom of choice, freedom of speak, freedom of movement etc. adult prepare the environment and express to the child. Teacher need to give freedom of work with the environment. Teacher should be actively passive which means don’t do work for them; let them work to do ourselves. Teacher should have unified personality. Teacher should have active, creative, energetic, pleasing appearance etc. She needs to be knowledgeable or child psychology and child development knowledge should she have. She should be scientific observer. She should have faith in the child or believe in the child potential. She should not have judgemental. She should assist the child to developed his will and towards self discipline. She helps the child towards independence. She should good observer- she observe that how child use material, his behaviour towards material. Conclusion From the proceeding sections one can infer that education is not mere flow or exchange of information but provision of holistic environment such as the child may undergo all round development and his full potential is realised to the child, teacher, parents and the society. Free the child’s potential, and you will transform him into the world† (Dr. Maria Montessori, website-www. montessori. org). The essential purpose of Montessori is that give environment and freedom both are equally important for child development. If any of them is absent child get spoil badly. It is adult responsibility to give them that environment with freedom to use tha t environment carefully and orderly.

Reflection on the Character of Luke Skywalker Essay

Luke Skywalker’s character is a classic example of man’s constant battle of good and evil—not to be simply put as the battle of the good versus the evil—but the choice to be good or evil. He outwardly struggles to find his place and role in the society even as he struggles inwardly to understand his own nature. As Yoda and Obi-Wan explained to him, Luke must confront and go beyond the dark side to be a Jedi. He is confronted with facing Darth Vader, who he has just learned to be Anakin Skywalker—his father, and in whom Luke believes still has good in him and who he says he could not kill. He was also confronted with troubles that has shaped him into the peson he chose to be. Vader has been a Jedi once, turned to the dark side of the Force because he could not accept the death of his loved ones—first of his mother, then of his intuition that had foretold the death of his wife, Amidala. During their fight, he tried to convince his son that turning to the dark side was the only way Luke could save his friends. Luke was like his father, reckless in his actions and impatient in his youth. But as he matured, he learned the true path of the Force, with the guidance of Yoda and Obi-Wan. Like his father before him, he, too, was troubled with death and suffering. Yoda, sensing death coming to him, explains to Luke: â€Å"Strong am I with the Force, but not that strong. Twilight is upon me and soon night must fall. That is the way of things, the way of the Force.† Inevitably at Endor, Luke has come to confront his father, not with the intention of fighting him as before, but to convince him to turn back to the good side. His attempts turns out to be futile. He further exhibits his maturity from being reckless and impatient by restraining himself when given the chance to strike at the Emperor. However, the Emperor seduces Luke’s hatred and anger to attack him. Luke is tormented but still restrains himself until finally his rage erupted and attacked the Emperor. Darth Vader responded in defense of his master and Luke ends up fighting with his father. Luke realized that the Emperor was using his rage to turn him to the dark side of the Force. He has defeated Vader, not out of some personal, revenge-driven desire, but in order to protect someone he loves—Vader has treathened Luke’s newly found twin sister Leia. As he looked down on his father with pity and understanding, he realized that he, too, has the potential to turn to the dark side. He threw away his lightsaber in his firm belief that he could still save his father’s soul and save himself from the path of the dark side by not killing Vader. By doing so, he has rejected evil in himself and submits himself to the will of the Force. As Yoda explained to him: â€Å"A jedi’s strenght flows from the Force. But beware. Anger, fear, agression, the dark side are they. Once you start down the dark path forever will it dominate your destiny.† He has faced his own fears and defeated them, evidenced by his reply to the Emperor’s offer to take his father’s place at his side: â€Å"Never. I’ll never turn to the dark side†¦ I am a Jedi, like my father before me.† He has set an example that evil does not come naturally from the troubles that we are faced with, and that being good or evil is a matter of choice.

Importance of Marketing on Organization's Goodwill Assignment

Importance of Marketing on Organization's Goodwill - Assignment Example G. and. Schneider, 1995). This is achieved by providing clients with company’s production. That’s why marketing is considered to be the one of the leading functions of the strategic management. For a great number of organizations marketing is the key function that secures their successful activity depending on how they follow their goals and which strategies they realize. Kotler & Keller (2012) state that according to the philosophy of management, the company should avoid just making unfavorable products trying to sell them to the client by all means, and in this case marketing is becoming something more than separate function of management (Kotler & Keller, 2012). In the modern world marketing influences all the spheres of company’s activity. The concept â€Å"goodwill† implies the readiness of the buyer to pay bigger or smaller sum of money than the net assets of the company that he wants to purchase may cost. The goodwill can be positive or negative. In many cases business owners tend to overestimate the influence of their intangible assets and as a result the realized value of business increases substantially (Massoud, M. F. and Raiborn, C, 2003). It is important to take into account the fact that intangible capital should convert into income and the index of this income should be substantially higher than the market average one. The given paper will discuss the importance of marketing for establishing goodwill. The review of literature will be implemented in order to answer the question. The main goal is to investigate the importance of marketing on organization’s goodwill Literature review a) The notion of goodwill According to Johnson and Petrone (1998), goodwill is a strong management team and developed market strategy, high level quality of production, high credit measures as well as corporate culture and favorable location, good relations with suppliers (Johnson and Petrone, 1998). Day states that â€Å"goodwill is the difference between the value of a business enterprise as a whole and the sum of the current fair values of its identifiable tangible and intangible net assets. Net assets are the assets that are left after subtracting the company’s liabilities. Goodwill is only recorded when its amount is substantiated by an arm’s-length transaction. Goodwill cannot be sold or acquired separately but has to be included in a purchase with the net assets of a business enterprise† (Day 2008: 1). It is clear that the cost of organization that is represented by the single property complex differs much from the assets and liability cost of the organization. The great amount of mergers and takeovers in the USA and Europe can serve as a proof of such statement. It is enough to recollect the time when companies were bought by the sums of money, which were considerably bigger or smaller than the cost of company assets (Samuelson, 1996). The difference between these two indicators is ca lled goodwill. It means that brand is less valuable in case if it fails the competitive struggle and does not allow to sell the product at the higher price than the similar product of the competitors is sold at. Accrodign to Stolley (2013), in this case goodwill is negative and has a negative impact on the final cost of the company. It can be easily explained as it will be more difficult to realize the production with the same tangible assets than with the positive goodwill (Stolley, 2013). b) The evaluation of goodwill According to Wang, the estimation is made with the help of management account and provides the owners and managers with the important information (Wang, 1995). In order to find the answer to the question, it is essential to determine how the goodwill is

Assignment Essay Example | Topics and Well Written Essays - 250 words - 16

Assignment - Essay Example a result, the native trout grew slowly and matured late; the elevation, sex, and genetic introgression have something to do with the effects on growth rates. The rates were decreased at higher elevations and males were larger than females. In addition, cutthroat trout in locations introgressed faster than those located in non-introgressed areas (Belk, McGee & Shiozawa, 56-62). In relation with cutthroat trout in Uintah Basin, the WWF (World Wild Fund) organization works toward the conservation and protection of endangered species. The goal of the organization is to utilize the very best conservation available and participate with the people to find solutions to the arising problem on our environment. The WWF has started in the year 1961 and almost a half century now has shown the vital conservation of species and other natural resources. Therefore, the efforts have brought many animals back from the edge of destruction and bring benefits to local people through new livelihood opportunities and sustainable development. In contrast, human activities led to current rate of species extinction which is at least 100-1,000 times higher than the expected natural rate. The destruction causes loss of species of tigers, rhinos and whales. The species and ecosystems are affected because they are all part of providing essential goods and services that make human life possible and have also contributed to health and well-being (Klenzendorf, n.p.). In conclusion, conservation awareness; stimulation and funding really contributes a lot in places whose populations are threatened and endangered because of illegal hunting, logging and fishing (Klenzendorf, n.p.). Belk, Mark., McGee, Michael and Shiozawa Dennis. Effects of Elevation and Genetic Introgression on Growth of Colorado River Cutthroat Trout. Brigham Young University: Monte L. Bean Life Science Museum, 2009, pp.

Questions&Answers. Business ethics Essay Example | Topics and Well Written Essays - 750 words

Questions&Answers. Business ethics - Essay Example The author claims that a worker that constantly follows some strict working conditions without any opportunity to express one’s personality and bring it into the product feels like the life has no meaning (2008). The reason is that people need to bring some part of them into the product they make, so they want to use their potential as much as possible. Thus, modern companies often don’t need the workers that want to express themselves, that are active, enterprising, and initiative, because such people can bring problems into the process of production that requires precise instructions followed and maximum of obedience. Although, it is impossible to say that production doesn’t work for people because for many workers their jobs actually help them to express their personalities and apply their skills. 2. In order to justify the production that destroys both personality and human value enterprisers have to change their approach to both their workers and the people who are supposed to use their production. The fact that enterprisers treat their workers as tools of production is the typical tendency in modern capitalistic world. During the process of production, where a worker can’t express one’s personality and use one’s talents, the worker is being assaulted by the process of manufacturing itself and becomes alienated from both the work one does and his life itself where it is impossible for him to get self-assurance. Another aspect of production that destroys human value is actually the results of production and producers’ treatment of those who will buy the product. Buyers are considered to be the objects where enterprisers get their money from. Thus, the only thing enterprisers are concerned about is in what way they can lure their buyers but not how can they please their customers as personalities and equal human beings. In order to justify production and avoid such humiliating

Second Balkan War Essay Example | Topics and Well Written Essays - 3500 words

Second Balkan War - Essay Example It is always possible to look at past conflicts in detached and scientific spirit to arrive at objective lessens. The warning given by Toynbee (1948), civilizations die from suicide, not by murder is alarmingly relevant today. The Second Balkan War, which erupted in 1913, has been massive in its destruction, not only when the actual war took place, but also in the later conflicts triggered by the fragile nature of the peace treaties. The present day world torn between conflicting interests is on the brink of war all the time. The study of the strength and weakness of the strategies of Conflict Management of the Second Balkan war would aid our understanding of the present day conflict zones and might satisfactory solutions for managing conflict across the globe. Conflict management is as old as man. However, the false ideals of patriotism, unhealthy way of releasing it in war with other countries and pernicious theories of superiority of races helped only to whip up sentiments against the enemy and there was no attempt in scholarly circles to study the psychological springs of conflict. However, it is only recently that it has become a branch of academic discipline, which attracted serious scholarly pursuit across the globe. The early attempts in the 1960s were to explore the psychological aspects of conflict. The pioneering work some psychologists in fact offered a critique to the American theory of deterrence against the Soviet Union (Russell, 1961). The attention of the psychologists was shifting from rousing the feelings of people for war to raising their mind to explore the possibility for peace. As Morawski and Goldstein (1985) observed, these Cold War writings contrasted sharply with earlier publications on war and peace in several w ays: psychologists began to emphasize the prevention of war rather than preparations for war whereas previous research had attempted to document or generate public consensus with government policy, the new work was critical of U.S. foreign policies (p. 280). In the past there was a tendency to eulogize war even though it was negative in its destructive nature. More and more psychologists started exploring the possibility of peace. This resulted in the study of promotion of peace (Wagner, de Rivera, & Watkins, 1988). Peace was defined as an active construct, characterized by the co-operation between peoples and nations springing from the desire to satisfy the needs of the entire humanity. There is increasing number of different types of conflict like, ethnic (Sri Lanka), religious (Northern Ireland), and territory linked (India-Pakistan, Arab-Israeli) and political (Nepal). International conflicts have different dimensions and varying degrees of amiability to conflict management. Some conflicts are protracted (Azar, 1986). One of the unique features of these conflicts is the difficulty of managing them peacefully. The Second Balkan Wars The Second Balkan War was fought in 1913 between Bulgaria and its former allies in the First Balkan war, Greece and Serbia. Romania and the Ottoman Empire intervened against Bulgaria. The outcome of the war made Serbia, an ally of the Russian Empire, an important

Organizational Communication Master Essay Example | Topics and Well Written Essays - 3000 words

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Process of getting a driver license (car) Essay Example | Topics and Well Written Essays - 250 words

Process of getting a driver license (car) - Essay Example It states the legal age for and documents required in the process. Secondly, the person should get tested by a physician for medical examination in order to complete the medical Qualification Certificate. For applicants above 18 years, the applicants signature should be on the application. A photo of the applicant is taken The applicant can then visit the Driver License Centre with the credible documents. If the application documents are valid, the payments are made for the production of a driving licence. This is done in money order and other systems but not cash. A knowledge and eye screening test is then given in order to determine whether the applicant has passed. If the applicant passes, a learner’s permit will be issued. This permit remains valid for one year for applicants above 18 years. Finally, a road test is scheduled by a call or online where the applicant has to take the test. On this day, the applicant should have a valid learner’s permit, a proof of vehicle insurance, proof of the vehicle registration and accompanying driver’s valid driver’s

Management Essay Example | Topics and Well Written Essays - 2500 words - 14

Management - Essay Example First of all it presents the general introduction of the outsourcing and in-sourcing. The technique of outsourcing directs a corporation/ business/Company that contracts with another corporation to proffer services that could or else be carried out through in-house personnel. A lot of huge corporations at the present time outsource employments like that e-mail services, call center servicesas well as payroll. These professions are griped through detach corporations that concentrate in every service, as well as are frequently positioned out of the country (Outsourcing?, 2009). There are a lot of causes that businesses outsource an assortment of employments; on the other hand the majority famous benefit appears to be the information that it frequently accumulates money. A lot of the businesses that offer outsourcing facility and services are capable to carry out the job at significantly smaller amount charges, because they do not have to offer profits to their employees, as well as have smaller amount fixed cost expenses to be anxious about (Outsourcing?, 2009). Outsourcing is contracting out practice, like that manufacturing or product design, to a 3rd party business. The assessment to outsource is frequently prepared in the significance of small price or producing enhanced utilization of efforts and time expenses, forwarding or saving efforts going to at the competencies of a particular industry, or else to destroy more well-organized utilization of information, labor, land, capital, technology as well as resources. Outsourcing turned out to befraction of the industry lexicon all the way through the period of 1980s. It is fundamentally a supply of labor.1 Organizations have attempted to enlarge their competitive recompenses as the industrial revolution. Though, in the fifties and sixties variation as well as financial systems of scale turned out to be the novel movement, and in

Final Exam Guide Essay Example for Free

Final Exam Guide Essay Question 1: How would you define successful leadership? What standard do you apply when evaluating leadership success? Is it possible to predict success based on organizational cultures or other factors? Provide examples to support your answer. Solution: Successful leadership is the ability to channel and coordinate the energy of the group to attain the desired goals of the business. It is the capacity to motivate and inspire followers to go beyond the distance of their perceived limitations, to rise to the challenges of the task at hand, and to seek out innovative and novel solutions. In a word, success leadership is empowering. As Eleanor Roosevelt once said, â€Å"A good leader inspires people to have confidence in the leader; a great leader inspires people to have confidence in themselves.† A successful leadership can be evaluated by the following standards: a) Example – A successful leader leads by example, which is the key to authentic leadership. This is demonstrated by working hard, making difficult decisions, taking risks, and personal sacrifices. b) Integrity – There are no shortcuts to success. A successful leader is honest, dependable and uncompromising on his or her work and business ethics. c) Solid goals – A successful leader has solid goals and direction, which are communicated to the team. The leader makes the team identify and take ownership of the business’s goals in order to motivate them to achieve these goals. d) Knowledge – A leader is equipped with knowledge and skills necessary for the enterprise. The leader leverages the team’s best chance of success by knowing and understanding the obstacles, competition and risks present in an endeavor. e) Autonomous – A successful leader provides for autonomy by empowering the members to think, innovate and own the solution to a problem. f) High Expectations – A successful leader expects a high level of excellence from the team. Expectations create results; people want to proud of their work. However, high expectation does not mean perfection. Rather, it is learning through experience and errors, and being accountable for one’s mistakes. g) Humility – A successful leader knows the value of  teamwork and gives credit where it is due. Leadership is not about personalities; it is about directing the group’s efforts toward the completion of an endeavor. h) Execution – A successful leader has the discipline to get things done. He or she can bridge the gap between theory and actual execution of a plan. Nagavara Ramarao Narayana Murthy is an Indian businessman and co-founder of Infosys, which was founded in 1981. Mr. Murthy served as CEO of Infosys from 1982 to 2002, and as chairman from 2002 to 2011. He stepped down from the board in 2011, and became Chairman Emeritus. Mr. Murthy embodies the ideals of a successful leadership. He is a top leader, an institution builder, and an IT legend. He empowered his executives, management team and workers. He encouraged and nurtured leadership qualities in the organization through mentoring and training. He institutionalized ethical values of honesty and integrity throughout the organization. Question 2: What methods exist to develop leaders in an organization? What methods does your organization use? Why? Have any methods been counterproductive? In what ways? Solution: There are various approaches to leadership development in an organization that will be briefly describes as follows: 1) Formal Development Programs – In its basic format, a formal program consists of a classroom seminar covering basic theories and principles of leadership. It can be in the form of a tailored development program fitted to serve the needs of the specific organization. It can also be open-enrollment programs offered by private and academic institutions. 2) 3600 Feedback – This is also known as a multi-source feedback, and a multi-rater feedback. This method involves systematically collecting assessments of a person’s performance from different sources, which typically consists of supervisors, peers, subordinates, customers, and other stakeholders. 3) Executive Coaching – This method is defined as a practical, goal-oriented form of personal and one-on-one learning. Coaching is usually used to improve individual performance, enhance a career, o r work through organizational issues. 4) Job Assignments – This method works under the assumption that experience is the best teacher. This method trains would-be leaders in an organization by giving them a variety of job assignments that will expose them to different work environments; hence, it allows them to adapt, and become better  strategic thinkers. 5) Mentoring – Mentoring programs typically pair a senior and a junior manager, but pairing can also occur between peers. Mentoring involves advising and passing on lessons learned from the senior to the junior partner. 6) Networking – Some organizations include development activities designed to foster broader individual networks for better connection with partners in a global community. Leaders are expected to know not only the in and out of the organization, but also know who in terms of problem-solving resources. 7) Reflection – Introspection and reflection can foster self-understanding and understanding from lessons learned from exper ience. In leadership development, reflection can be used to uncover a person’s hidden goals, talents, and values, as well as their impact on a person’s work. 8) Action Learning – This is a project-based learning method characterized by a continuous process of learning and reflection, aided by colleagues, and with an emphasis on getting things done. This method connects individual development to the process of helping organizations respond to major business problems. 9) Outdoor Challenges – This is a team-building experience in an outdoor or wilderness setting, designed to overcome risk-taking fears, and to promote teamwork and leadership skills. Our organization uses formal programs to develop leaders. Recognizing that a classroom-based learning, while easy and flexible, is limited in the actual transfer of competencies, the formal program serves as a shell under which various development methods are incorporated. Hence, the formal program is structured by combining theoretical learning and problem-based learning. Then, a 360-degree feedback is given to each participant, which serves as a basis for an in-depth reflection. For most people, the 360-degree feedback is difficult to handle for several reasons. The primary reason is an inherent resistance to change. Another reason is the overwhelming amount of data, which can be complex, inconsistent, and difficult to interpret and translate into an action or behavior that can correct a given problem. Mere knowledge and acceptance of one’s developmental needs are not enough to bring about change. There is a need for follow-up guidance and support. That is why participants are also given short-term coaching to identify specific areas of concern and how to resolve these concerns. Question 3: In The Art and Science of Leadership, Nahavandi writes about the dark side of power. Provide an example. What organizational factors contributed to the leader’s behavior? What were consequences of the behavior? Solution: Nahavandi cites corruption as the dark side of power. An example of a scandal that shocked the corporate world was the case of the German engineering giant Siemens in 2006. A regulatory investigation revealed that hundreds of employees, spearheaded by Siemens’ top executives, had been siphoning millions of Euros into bogus deals to pay massive bribes to government officials and business contacts to win contracts in Russia and Nigeria. A trial judge described the scandal as a blatant disregard of business ethics and a systematic practice of organized irresponsibility that was implicitly condoned by management. The scandal resulted to the departure of Siemens top executives, including then CEO Klaus Kleinfield, who was later convicted of corruption, placed on probation for 2 years, and fined 160,000 Euro for his complicity. Hans-Werner Hartmann, who was the accounting head in the company’s telecommunications arm, was also placed on probation for 18 months and fined 40,000 Euro. The scandal cost Siemens around 2.5 billion Euro to pay for fines, reparations and damages. The firm was also barred from dealings with certain clients. The cost to Siemens’ employees, who had to endure intense public scrutiny and shame, is difficult to quantify. Organizational factors that contributed to a culture of bribery within Siemens were identified as follows: an aggressive growth strategy that compelled managers to resort to bribes in order to meet performance targets; a complex and matrix-like organizational structure that allowed divisions to operate independently, with no established checks and balances; poor accounting processes; a corporate culture openly tolerant of bribes. It should be noted that bribes were tax-deductible, and were the norms, not the exceptions, in German business practice at that time. Question 4: What obstacles exist for leaders involved in participatory management? What methods may a leader employ to overcome these obstacles? Solution: Participative management, also known as employee involvement and empowerment, encourages the participation of all the organization’s stakeholders in the analysis of problems, development of strategies, and implementation of solutions. While participative management seems like a utopian ideal, leaders face many obstacles in its effective implementation. One obstacle is encouraging the participation of employees in the managerial process of planning and making decisions. Employees may not fully participate due to lack of competencies, lack of confidence, and fear of rejection. Another reason is the employee’s lack of trust that his or her contributions will be valued. The presence of tension and rivalry among employees are also barriers to effective communication, and ability to work together. Leaders can address these issues by being sincere in their desire to implement participative management. Leaders should strengthen communication within the workplace, and initiate team-building activities to strengthen bonds between peers, and between employees and management. Training programs should also be initiated to develop employees’ competencies, leadership skills and self-confidence. Once employees are fully committed to engage in participative management, other obstacles arise, which includes the amplification of the complexity of the organization’s activities and the growing volume of information that managerial decisions are based on. These can lead to difficulty in getting things done, and slow response time to issues that need fast reactions and actions. Leaders cannot solve these obstacles alone; these require the concerted effort of the entire organization. However, leaders can take the lead in delegating responsibilities to reduce the hierarchic levels in the organization, and to decentralized authority so that the organization can respond to issues quickly and efficiently. Leaders can also establish quality circles, which are composed of around 8 to 10 employees along with the supervisor who share areas of responsibility among themselves. These circles can meet regularly to discuss problems in their respective areas and  brainstorm for solutions, which they can later present to the entire organization as a fully developed action plan. In this way, the complexity of participative management is simplified. Another obstacle to participative management concerns security issues. It is harder to ensure confidential information stays within the organization when more people are involved in managerial decisions. This confidential information can include patents, and product research and development. Leaders can address this obstacle by motivating employees to be accountable for their actions and to stay committed to the company by valuing their contributions. Question 5: What are some reasons employees and managers resist change? As a leader, what methods would you use to help employees and managers adapt to change? Solution: Adaptability to change is a prerequisite to become successful in the modern world characterized by increasing global awareness and fast turnover of technology. Organizations must respond to change and be willing to change to retain their competitive edge and relevance. However, implementing organizational changes are daunting for leaders, not least because most employees and managers resist change. The common reasons why employees resist change are the following: change promotes fear, insecurity and uncertainty, difference in perception and lack of understanding, reaction against the way change is presented, cynicism and lack of trust, and threats to vested interest. In order to overcome resistance to change, leaders can involve workers in the change process by openly communicating about the need for change, providing consultation to alleviate employees’ fears, and being sensitive to employees’ concerns. In order to implement change, leaders must decide on the method they will use to overcome resistance to change, and modify behavior. The three-step approach is an example of such a method; it is characterized by three basic stages: unfreezing, changing, and refreezing. 1) Unfreezing: Most people prefer to maintain the status quo, which is  associated with stability, rather than confronting the need for change. The starting stage, therefore, of a change process must involve unfreezing old behaviors, processes, and structures. This stage develops an awareness of the need for change, and the forces that supports and resists change. Awareness is facilitated with one-on-one discussions, presentations to groups, memos, reports, company newsletter, seminars, and demonstrations. These activities are designed to educate employees about the deficiencies of the current set-up and the benefits of the replacement. 2) Changing: This stage focuses on learning new behaviors, and implementing the change. Change is facilitated when employees become uncomfortable with the identified deficiencies of the old system, and are presented with new behaviors, role models, and support structures. 3) Refreezing: This stage focuses on reinforcing new behaviors, usually done by positive results, public recognition, and rewards.

A Study Of The Ghaf Tree

A Study Of The Ghaf Tree The Ghaf tree also known as Prosopis cineraria has been an essential part of the UAEs distinctive desert environment and the civilization that have emerged here in the Emirates. Ghaf tree culturally and traditionally is as valuable and precious as it is ecologically. Groves of ghaf grow naturally in the desert sands and wide wadis in all emirates, but unfortunately they are becoming extinct. In this project we will discuss the causes of extinction of the Ghaf tree, why it is threatened and the impacts that could lead to the extinction of the Ghaf tree. Forests are fabulous places, were you can see different types of Insects, mammals and birds. They are also places that embrace various flowers, trees and grasses. Actually, this sight maybe a good explanation that illustrates the term Biodiversity. Biodiversity is a vague word that has many definitions among researchers and scientists. In fact, researchers have different definitions according to their different goals, perspectives and values. Takacs (1996) defined the biodiversity as a full variety of life on Earth, while Chadwick (1993) thinks that this word is simply defined as nature or wilderness. However, the general idea among all the researchers is that the biodiversity is the study of the process that makes and sustains the variation of the species on the earth (redpath-museum, 2010). It illustrates the idea of the relationship between the individual and the population, and the population with the community. Moreover, biodiversity is considered as a part of nature because it plays a big role in affecting animals and plants in both terrestrial and aquatic biomes (Ecosystem, 2008). Due to researches, there are three main types of biodiversity. The first type is the ecological or ecosystem diversity. An ecosystem is a structure which includes living organisms and non living organisms functioning together to maintain the life cycle (Ecosystem, 2008). The ecological diversity refers to the total of different types of ecosystems with the different species within them. The diversity of species within an ecosystem is affected by the ecosystem itself. That is because each species need a different habitat that it is suitable to live and reproduce within it. The second type is the species diversity. It means the number of plants and animals that exist in an area. Essentially, some regions are richer of species than other regions. For example, the tropical forests have much more species than other regions like the poles. The third type is the genetic diversity. This type explains that each member or individual within a species is different from the other members from the same species (BIODIVERSITY, 2010). The differences are in the genetic structure that gives each member his own characteristics. A clear example for the genetic biodiversity is the human beings. Each person has different characteristics than the others because of the genetic building in each one of them. In fact, the genetic diversity is crucial for the species health and diversity because it keeps the diversity among individuals and therefore protects the species from being extinct. In this project, we are concerning on one species from the allover species on the earth which is the the Ghaf tree. The Ghaf trees classification is as follows: kingdom: plantae, Phylum: Magnoliophyta, Class: Magnoliopsida, Family: Fabaceae, Genus: Prosopis, Species: cineraria(ARkive, 2010). Thus, we can point that the scientific name of that tree is Prosopis cineraria. There are many local names for this tree. For example, it is known as Ghaf for Arabian, jandior khejri for Indian, and jand for Pakistani. (Agroforestry Database 4.0, 2009). Since the species is considered as a plant, it is a producer. That means that the species stands in the first trophic level (uaehoverfly, 2010). The Prosopis cineraria is a moderate sized evergreen thorny tree (experiencefestival, 2010) of 3-5 m high (Agroforestry Database 4.0, 2009). It is considered as a rapid growing tree that resists the dryness and the arid conditions because of the variability of the trees growth (Asian Agri-History, 2004). Moreover, it resists the hot weather and the dry and hot winds. Thus, it is considered as one of the most species that withstood the difficult conditions of environment. It has also a dense shade that kills the seedling (experiencefestival, 2010). Its roots are fast growing even more than the upper part of it. They are long enough that it can use the water in the deep soil layers. As reports say, the Ghaf tree roots may reach to a depth of 35 meters (experience festival, 2010). The leaves are glabrous which are mostly green but seems to be gray when it gets dry (Agroforestry Database 4.0, 2009). It produces a yellow flowers near the summer between March to May, in the time which most of the plants are leafless. Actually this occurs at an early age when the tree is five years old. The Ghaf tree is planted and grown in arid places were the climate is dry and the maximum temperatures varies from 48 deg C to 52 deg C while the annual rainfall is 120 mm to 250 mm(Agroforestry Database 4.0, 2009). It is mostly grown on sandy soils where the lower part is moisture to help its roots to get water. The relational position (sciencedaily, 2010) of the Ghaf tree among the ecosystem is high and strong. It has a historical story with the people who lived in rural places were this species actually grow. The reason is that this tree is a legume that helps to fertile the soil. Moreover, it has a big role in stabling the sand dunes and the agriculture harvests because of the deep roots it owns, the ability of fixing the nitrogen and the ability of providing the soil with important organic substances (Asian Agri-History, 2004). Also, this tree is a main source of getting fuel wood, fodder and medicines. In fact, this tree plays an important role in sustaining the delicate and the dry ecosystems. Researchers insure by the datas support that the Prosopis cineraria has the priority in the improvement that contains fragile areas (Asian Agri-History, 2004). Figure 1: The Species Distribution In The World. Figure (1) below shows the world map pointed with the countries in which the Ghaf tree is planted. According to the figure, the species is planted in such specific countries like Afghanistan, dry areas of Central and Southern India, West Iran and Pakistan, and Sri Lanka (Agroforestry Database 4.0, 2009). However, the species can be planted in other countries science the environmental and climatic conditions mentioned above are available in them. The evidence of that is it that the species is invasive to other countries like the United Arab Emirates. In other words, this species cannot be planted in anywhere except those which are pointed in the figure, but it can be invasive to some parts of the world where the conditions are suitable. Student 2: Status An endangered species is a group of living organisms which face a significant risk of being extinct in the near future or disappearance from earth if a solution is not discovered . Extinction happens for a number of different reasons such as change of climate , natural disasters, drop in the number of species ,oil spills by humans, acid rains, water pollution, and last but not least over-hunting by humans. Al Ghaf tree or Prosopis cineraria as a scientific name, is one of the most famous and spread trees in the UAE. It has a very important national status , it was composed for a long time apart from the desert nature of UAE, so it has a very historical status, Ghaf tree grows in UAE deserts and valleys as a natural tree, especially in the eastern part of UAE. It belongs to the dry region plants as a thorny tree. It is an evergreen tree with slender branches armed with conical thorns and with light bluish-green foliage; its height is more than 7 meters. This tree has been around for centuries , and it is considered to be one of the most important trees for the natural balance , it increases the vitality of the soil by fixing atmospheric nitrogen (Saving the Arabian ghaf tree, 2006). The ghaf tree is considered to be endangered for reasons such as ignorance of the importance of this tree as it doesnt get the support and care that it should get , Camels have increased lately and camels depends on ghaf tree as a source of food, Cutting its branches as fodder , Lack of groundwater, as experts are always looking for groundwater to use it for everyday life and agriculture needs. The Ghaf tree grows separately or in groups, and it can afford all desert difficulties because of its long and deep roots which extend to more than 30 meters underground (The Prosopis cineraria, 2010 ), It has a massive and nested branches, that is why it is called the umbrella tree or the dunes tree as it grows in deserts dunes. Al Ghaf is one of the most important trees for the natural balance, it increases the vitality of the soil by producing Neutrogen. Ghaf was used in the past in cooking; getting food, wood as a material for building roofs, and for garnishing and decorating (Al Ghaf tree report, 2009). Unfortunately, Ghaf tree is missing real care and support. Reasons for Extinction Ignorance of the importance of this tree as it doesnt get the support and care that it should get . Urban expansion which leads to getting rid of and cutting such trees. Camels have increased lately and they depends on ghaf tree as a source of food. Cutting its branches as fodder. Lack of groundwater, as experts are always looking for groundwater to use it for life and agriculture needs. Sadly , the ghaf tree has fallen a victim to human destruction of the environment all for the selfishness of us human beings and that is what lead to the ghaf tree being endangered. Human impact is one of the most affecting reasons in the ghaf trees disappearance because of urban booming and infrastructure, and whats most important is peoples ignorance as to the importance of this tree. Government and societies should spread knowledge about this tree by creating events held specifically in order to save the ghaf tree . Governments should also try to state laws and punishments in order to save this tree from over cutting and demolishing that could eventually lead to extinction. Many domestic societies are looking forward to adopting the ghaf tree as a symbol for the UAEs natural culture and in different fields as well for its important status (Saving the ghaf tree, 2007). Figure 2 shows the popularity of the ghaf tree over the years. This table shows us that the ghaf tree is not well-known and that explains the ignorance that is associated towards this tree. Figure 2: Popularity of Al-Ghaf Tree Over Time Source: (Popularity of Prosopis Cineraria over time, 2007) Student 3: Causes of Extinction The Ghaf tree is under threat of extinction. The plant has been realized by several environmentalists and social scientists in the United Arab Emirates as a symbol of the natural history of the country and a tree that carries several values. The tree has been under such threat due to several reasons some of which have occurred in past circumstances while others due to current circumstances. Past reasons of extinction include distortions in the ecosystem and lack of natural water resources while present reasons include urbanization and public ignorance. The Ghaf tree has been an essential food source, as well as a source of fuel, shelter and medicine. Its leaves were once used instead of rice, its elongated pods provide fodder for animals which in turn supply milk, butter, cheese and meat (WWF 2008). The tree is well known to provide food for the ecosystem members such as insects, small birds and reptiles and its presence is indeed a signal of underground water. Due to such facts, the rise in number of camels in the region brought by the economic boom of the region has resulted in a distortion of this ecosystem. There are over 250,000 camels in the UAE that graze and coppice over the Ghaf trees (FAOSTAT 2004). Also in the past, when agriculture was a larger sector of the UAE economy ground water was used for irrigation of such plantations this has possessed a greater risk of depriving hydration for the Ghaf trees and has resulted in the death of many of the trees. The current reasons of extinction threat towards the Ghaf tree include the urbanization and fast development of the region along with public ignorance. The UAEs economic boom has brought a large population growth followed by a demand for real estate. Such a demand created the need for urban development including infrastructural foundations such as highways, electric lines, underground water pipelines and more. This has resulted in the removal several fauna and flora from the region including the Ghaf tree. In accordance the ecosystem has also been further affected irreversibly where birds have migrated away that used the Ghaf tree leaves as a source of food. The reproduction rate of the Ghaf is incomparable to the rate of their decease in the region, whereas according to Razan Khalifa, managing director of the Emirates Wildlife Society: given that the ghaf is a slow grower, over-lopping is extremely harmful to its numbers. Land clearance for developmental projects [;] Many ghaf trees among others are ruthlessly chopped down to make way for modern projects in the desert (Al Majaida 2006). Measures Taken The first measures taken in the United Arab Emirates was taken by the former president of the UAE, H.H Sheikh Zayed bin Sultan Al Nahyan that was very passionate about conservation and environmental issues. The former president used to keep Ghaf trees that were found in his palace areas encompassed within a circle of bricks in order to prevent its removal. The former UAE president also placed a law that banned the chopping of Ghaf trees in the areas of Abu Dhabi and Al Ain. He also provided grants for environmentalists that intended to find solutions for elongating their survival and he provided subsidies to the municipalities of the region to spread the tree in the region. In 2006 the Emirates Wildlife Society along with the Al Fahim Group launched a campaign to save the Al Ghaf tree in which visitors of the web site campaign and vote to elect the tree as the national symbol of historical nature in the United Arab Emirates calling for government support to take actions to prevent the extinction of the tree (De Roy 2006). Furthermore, the web site is titled savetheghaftree.org aims to spread awareness about three by sending out public relation tools such as newsletters and posters in order to educate subscribers about the importance of preserving the heritage and natural culture of the United Arab Emirates. The strategic alliances of this campaign included AMEinfo.com, Al Fahim Group, Emirates Wildlife Society in association with World Wildlife Fund, UAE-based publishing houses such as Ahlan magazine by ITP, UAE nationals and desert lovers from all nationalities within the UAE. The campaign has been designed to target media through mall promotions for a two month period between the end of 2006 and the beginning of the following year. Moreover, the web site includes interactive media that allows subscribers to create their own Ghaf garden and compare their performances with one another. The concept follows on to translate virtual objectivity into reality in which the Emirates Wildlife Society with the sponsorship of the Al Fahim Group will plant an actual Ghaf tree in conserved groves for every ten virtual Ghaf trees grown online. Finally the online portal allows visitors to discuss stories about the Ghaf tree where pictures, designs, thoughts and suggestions can be shared among groups of people. The results of the campaign came as impressive in less than a year where more than a thousand trees have been planted within less than ten weeks online and a hundred trees were planted by Al Fahim Group and the EWS. Email blasts have resulted in the voting for the Ghaf tree as a national symbol to reach more than three thousand votes. The news spread to government entities such as the Abu Dhabi government that have placed efforts to spread such awareness among schools and their own department in terms of seeking the conservation and protection of the Ghaf tree. The media has also followed up on the campaign by adding television interviews. This was also followed by more environmentalists pursuing research on the Ghaf tree and finding appropriate soil conditions to elongate life spans. To further strengthen the campaign the Abu Dhabi Tourism Authority and the Abu Dhabi Culture and Heritage Authority provided voting ballot cards from the campaign in their advertisements, flyers and inv itations during the 4th Abu Dhabi Classical Music Festival (De Roy 2006). The Horticulture Department of the Dubai Municipality has also taken deep measures in 2008 to save the Ghaf tree by spreading it all around the parks in the city of Dubai. The Al Mushrif Forest Park in Deira, off Al Khawaneej area, is home to almost sixty thousand trees. Due to the requirement of water for the survival of the Ghaf tree the municipality has placed intensive efforts in planting new Ghaf trees and relocating more than seven thousand trees from areas all over Dubai such Al Barsha to the park in spots that contain more water and are more hydration accessible (Al Khan 2008). This can also be shown in figure 3 where according to environmental researches Ghaf trees in Dubai have lost average radiuses meaning that lack of water is signaling the relocation of the trees to water abundant areas: Figure 3: Size Distribution of Ghaf trees in the Dubai Desert Conservation Reserve It is important to note here that such an effort is significant due to the nature of the Ghaf tree that grows a long root tap in natural conditions, almost 30 meters, whereas its translocation can sever its roots and these trees may therefore be reliant on artificial irrigation for many years (Gardner Howarth 2009). Call to Action Source: Gallacher Hill (2005) The government of the UAE can spread the awareness of the Ghaf tree by starting such awareness within schools and placing the tree as a national symbol in the UAE society curriculums that students study in schools. The government can also provide incentives for environmental companies and research groups with the UAE and the GCC in order to spread the awareness and provide a long term growth strategy for the clusters of the Ghaf trees in the region. In addition, the government can also provide more campaigns in malls and population-intensive areas to spread the awareness. A great example would be placing a plastic model of the tree in the middle of mall or using the ghaf tree on the national day along with the UAE cultural identity to enhance its importance and vitality to ensuring the natural heritage of the nation. Finally the government can provide shuttle buses for the public in order to visit Ghaf tree areas and give them a tour of the place. Another suggestion starts from the individual point of view. The ghaf tree is being in threat of extinction due to other factors as well such as pollution and the over usage of water. In order to start that individual incentive it is important to fulfill self-conscience satisfaction when an individual saves a Ghaf tree. This can be done by saving water and looking at the difference consumption levels of water and hence using some of the saved water to visit ghaf trees and place water at these sites. The media is one of the strongest tools for changing opinions and driving trends in a society. It can play a strong role in saving the Ghaf tree and idolizing it as the UAE environmental symbol. The media is divided according to the mediums of channeling a communicatory message, that is, by radio, television or public relations. Television campaigns suggested can include environmental game shows that ask audience questions about the environment in which the ghaf tree can be used. As for radio campaigns, competitions in early morning shows during high peak times can be broadcasted in order to spread the message about the Ghaf tree. As for public relations, holding press conferences and events for environmentalists that show results of the previous campaign in the UAE can be very important to show how the tree has changed the environment and how opinions in the region have changed as a result of such campaigns. Public relations are a strong tool to alter readers opinion on the long run as compared to advertising. Finally, merchandising that are used in such media campaigns can be themed by designing them according to the Ghaf tree themes. Conclusion All in all it is quite significant to save the Ghaf tree from its extinction due to the importance of the tree from an environmental benefit point of view and from a preservation of culture and heritage point of view. From a global point of view several nations have used their own flora as a symbol of their geographical presence and as the UAE enters the international arena as a major economic and multicultural hub in the region it is vital to use one of the oldest and most appreciated plants as a representation of the nations vegetation. Furthermore, the culture of the UAE is based on Islamic values and learning which as mentioned in the holy Quran mention the need to respect all the living creatures that lurk on this planet. The fact that this foundation is the basis of many aspects in the UAE has made the idea of placing efforts and further education ethically and morally corrects to respect one of the most foregone trees that has always been present even before the economic uproa r makes the Ghaf tree a preservation of the culture of the UAE. In the future when new generations are to come, the Ghaf trees that have been standing tall during our times will maintain their sturdy places and remind the unborn that these trees are the symbol of UAE culture and what has made the UAE and its leaders thrive to make the country what it really is.

El Cid Essay -- essays research papers

An Overview of the Life of a Spanish National Hero   Ã‚  Ã‚  Ã‚  Ã‚  Rodrigo Diaz de Vivar, known best as El Cid, is revered as a great national hero of Spain. The name El Cid comes from the Arabic ‘El Seid’ meaning the Lord. Known to his admiring countrymen as ‘campeador’, or champion, he was a Spanish warrior whom later legend made into a hero and the symbol of chivalry and virtue. El Cid was born in Vivar near Burgos in 1043. His father, Diego Lainez, was a member of the minor nobility, called the ‘infanzones’ of Castile. El Cid was also directly connected on his mother’s side to royalty.   Ã‚  Ã‚  Ã‚  Ã‚  History paints two pictures of Rodrigo Diaz. He was an unprincipled adventurer, who battled against both Christians and Moors. And on the other hand, he was also a symbol of romance, legend, and ballad. He is shown as the tender, loving husband and father, the loyal, courageous soldier, and an ever-present inspiration to Spanish patriotism. He stands out as the central figure of the long struggle of Christian Spain against the Muslim threats.   Ã‚  Ã‚  Ã‚  Ã‚  Fernando I, known as Fernando The Great, died in 1065, and at his death Fernando divided his lands among his three sons: Sancho, Alfonso, and Garcia, and his two daughters: Elvira and Urraca. He also asked them to promise him they would respect his wishes and abide by the divisions. But Sancho, who received the Kingdom of Castile, being the eldest, thought he should have inh...

Gothic Theme in Chapter 5 of Frankenstein Essay -- Mary Shelley

Gothic Horror has been described as â€Å"delightful horror†. Focusing on Chapter 5 of Frankenstein, how has Shelley used the Gothic Genre to explore deeper issues? The term ‘Gothic’ conjures a range of possible meanings, definitions and associations. It explicitly denotes certain historical and cultural phenomena. Gothicism was part of the Romantic Movement that started in the eighteenth century and lasted about three decades into the nineteenth century. For this essay, the definition of Gothic that is applicable is: An 18th century literary style characterized by gloom and the supernatural. In the Gothic novel Frankenstein by Mary Shelley, a wide range of issues are explored. Frankenstein represents an entirely new vision of the female Gothic, along with many other traditional themes such as religion, science, colonialism and myth. Mary Shelley, the author of the novel Frankenstein, was born on August 30th 1797. He father, William Godwin, was a philosopher, and her mother was Mary Wollstonecraft, who is still well known for being an author and one of the first feminists. But unfortunately Mary Shelley’s mother died of puerperal fever ten days after giving birth to her daughter. As Mary’s father was a philosopher, Mary had to listen to many intellectual talks. Mary was strongly impressed by the brilliant talks she listened to since she was young as she was surrounded by famous writers and philosophers. The intellectual environment in which she lived stimulated her Romantic sensibility and the political revolutionary ideas of the time. Later on in life Mary married a man named Percy Bysshe Shelley. Percy was a poet and a member of the Romantic Movement. But unfortunately Mary had to elope with Shelley at the age of 16 as he was... ...t agitation, listening attentively, catching and fearing each sound as if it were to announce the approach of the demonical corpse which I had so miserably given life.† The archaic vocabulary such as â€Å"demonical† and â€Å"I took refuge† are not words or phrases that we would particularly use today but here it shows Victor’s own scientific and religious readings are perhaps too dated and too passionate. To conclude, I believe that this novel gives a warning to the reader. I believe that it is telling us not to push the boundaries of reality and not to tamper with things that would perhaps be better left alone, because the consequences are unknown, unpredictable and unnatural. It tells us that death and birth are things that in the modern world we just have to accept, and that we should not even attempt to exceed mortal limitations: Playing God should be left to God.

Fernando, 16, Finds a Sanctuary in Crime Essay -- Fernando Morales Cas

Research indicates that a combination of adverse socio-economic factors such as poverty, abusive or neglectful parents, and living in a violent environment, along with personal vulnerabilities such as impulsivity, puts a child at risk for delinquency and crime (Barnet & Barnet, 1998). Fernando’s story depicts how individual factors interact with environmental factors to shape an individual’s life. Social influence: Family and neighborhood Research shows that risk for crime behavior is worsened by poverty and lack of positive influences like a loving father, good neighbors or a teacher willing to reach out to the troubled child. (Barnet& Barnet,1998). A stable social environment gives the child the emotional security he requires, especially when he begins to explore his world (Lederer, 2010). Fernando lacked a stable social upbringing and received an early exposure to violence through physical abuse from his father and witnessing events like uncle hitting his grandmother. Elliot (1994) pointed out that these forms of exposure to violence during childhood increase the risk of violent behavior during adolescence by as much as 40 percent. Loebar et al. (1986) noted that children who go on to engage in persistent antisocial behavior are likely to have felt the effects of such parental behavior as harsh, inconsistent discipline, inadequate supervision, lack of involvement or rejection. The message that Fernando’s fat her’s abusive behavior communicated was that anger is a weapon and the willingness to harm confers status and compels respect (Barnet & Barnet, 1998). The effect of living in a high crime neighborhood had a devastating effect on Fernando’s upbringing, which was already marked by abuse and neglect. Fernando was pres... ....). NY: Jason Aronson. Bowlby, J. (1988). â€Å"Developmental Psychiatry Comes of Age.† American Journal of Psychiatry, 145(1), 1-10. Elliot, D.S (1994). Youth Violence: An Overview. Retrieved from http://www.cde.state.co.us/artemis/ucb6/ucb61092ad719942internet.pdf Goldstein, E. (1995). Ego psychology and social work practice. New York: The Free Press. Lederar, A (2005). On The Failure to Attach. Retrieved from http://www.radconsultancy.com/RAD-Articles/on-the-failure-to-attach.html Ojakian, E (2011). Mahler-Learning Theory [Class Handout], Silver School of Social Work, New York University, NY Siegel, Larry J. (2005). Criminology. California: Thomson Wadsworth. Tierney, John. "Fernando, 16, Finds a Sanctuary in Crime", The New York Times Company http://www.nytimes.com/1993/04/13/nyregion/fernando-16-finds-a-sanctuary-in-crime.html

Children Benefit From Having Choice Education Essay

The term independent suggests being able to make things for oneself. Williams suggests that an addition in independent attitudes and accomplishments is a mark of turning up and that farther development of independency relies on the attitudes and influences predominating from the place environment. Teachers should fit kids with the desire and the capacity to take charge of their acquisition through developing the accomplishments of self appraisal ‘ ( Assessment Reform Group, 2002 ) . Puting this cognition into a school context, Furedi ( 2010 ) expressed concerns that some kids, particularly in Key phases 1 and 2, are being progressively over protected and therefore the development of their independency is being stunted. In Furedi ‘s ( 2010 ) study it was noted that ‘a batch of kids no longer hold chances for experimentation, hazard pickings or escapade in primary school ‘ . Furedi ( 2010 ) set out to promote Key phase 1 and 2 instructors to appreciate the scope of positions and past experiences that kids bring with them to school and to ‘provide a schoolroom environment in which kids can make their single potency and where an addition in independency, every bit good as corporate duty, is valued ‘ ( Williams, 2003 ) . The National Curriculum states that schools should ‘influence and reflect the values of society ‘ and ‘ †¦ develop students ‘ unity and liberty†¦ ‘ ( DfEE/QCA 1999: 11 ) . Autonomy can be defined as ‘the ability to do determinations about what to make instead than being influenced by others. In add-on to this, the ‘National Curriculum for primary instructors ‘ ( DfEE/QCA 1999:11 ) it is stated that the course of study should ‘build on student ‘s strengths, involvements and experiences and develop their assurance in their capacity to larn and work independently and collaboratively ‘ . Following on from this the course of study counsel for the foundation phase ( DfEE/QCA 2000: 12 ) suggests that ‘the larning environment should supply a construction for learning within which kids explore, experiment, program and do determinations for themselves ‘ . This besides indicates a strong desire to advance pi ck and independency from the start of a kid ‘s instruction. Attitudes on advancing pick and independency in larning are examined in a broad scope of authorities studies and research. Well- managed Classes ( Ofsted 1991 ) provided grounds from six instance surveies of six instructors. From this research, it was concluded that good organised schoolrooms were seen as those where students had duty for stuffs and doing picks. If kids have duties, they have a grade of independency. In this survey kids were organised into groups to give chances for leading and duty and to let kids to work unsupervised when instructors were with another group ( Ofsted, 2002 ) therefore advancing independency. In add-on to this, when discoursing unsuccessful lessons, Primary Matters ( Ofsted, 1994 ) cited lessons with an complete trust of work sheets. This study went on to propose that effectual instructors were seen as those who question efficaciously and measure a kid ‘s cognition of a topic through reexamining their independent survey as opposed to supervisin g work sheets. During my initial experimental arrangement, I worked in a school where there was a ‘no work sheet ‘ policy and as stated in my experimental arrangement reappraisal, I feel this helped hike kids ‘s ego esteem as they had an active function and shared duty for their ain acquisition and therefore greater independency. This theory is supported by Sammons et Al. ( 1995 ) who cited that â€Å" kids who have shared duty for their ain acquisition will increase larning effectiveness. † The National Curriculum ( DfEE/ QCA 1999: 11 ) provinces that primary schools are required to ‘ †¦ develop ( student ‘s ) assurance in the capacity to larn and work independently and collaboratively ‘ . Supporting this impression, the ‘National Advisory Committee on Creative and Cultural Education ‘ suggests one attack to learning involves ‘providing chances for immature people to research and recognize what their ain premises and values are and how they have been formed ‘ ( NACCCE 1999: 97 ) However, there are critics of the impression that a schoolroom in a primary school scene can efficaciously advance an independent attack or if this is merely rhetoric. A job for instructors is said to be keeping the publicity of kids ‘s independent responses, while at the same clip resulting the course of study marks are met. Moyles ( 1992 ) suggested that there is an of import relationship between instructors preferred learning manners and their ability to ‘learn from kids ‘s part to the instruction and larning procedure ‘ connoting that independency is null. Moyles ( 1992 ) stated that â€Å" a instruction manner that encourages a assortment of parts from kids will be one that recognises the importance of an independent attack to learning and larning. † When I asked the instructor with whom I was placed, what they considered an independent kid to be, they expressed the kid must be able to make the followers. An independent kid must hold the ability to larn and believe for themselves ; the ability to work by themselves and to besides to be confident in seeking aid ; the ability to work without seeking blessing and the ability to utilize inaugural and equilibrate the outlooks or them in school. I besides enquired about the troubles in being able to accomplish these in a primary school and was told that utilizing an independent attack has a large affect on instruction and the curriculum/classroom environment sometimes inhibits independency and the duties that can be achieved. Research suggests that ‘children should be encouraged to compose independently and allowed to experiment freely in order to understand to power of written messages ‘ ( Whitehead, 1996 ) . Whitehead ( 1997 ) said that the literacy environment in primary schools should promote kids to experiment and understand the messages that can be conveyed through authorship. Whitehead ( 2000 ) besides implied the importance of kids ‘s thought and how it is conveyed as they talk and goes on to state that a instructor who can understand the nexus between idea and linguistic communication can scaffold kids as they think out loud. Therefore, it is of import to make an environment in the schoolroom where there are chances for kids to believe independently and to portion their ideas with others. I found this an highly utile tool when on my arrangement. I found that leting the kids to discourse their thoughts in little independent groups foremost, before sharing them collaboratively as a category, improved the manner they put across their thoughts and helped enormously when composing their thoughts down. My findings hence support Whitehead ‘s ( 1997 ) theory that independent thought is good to kids ‘s authorship. Whilst on my arrangement I besides noticed the importance of silence and important intermissions throughout the course of study, and how these gave kids clip for contemplation and to explicate thoughts. This was something I learnt from the experient TA in my placement category who justly said that all excessively frequently grownups are really speedy to leap in and assist kids, when in world ; the kid is acquiring at that place independently. I decided to prove this out with a little group of kids in a literacy lesson that I was learning. The lesson was on direction authorship and I had purposefully given them bad instructions. Despite my inherent aptitude to assist them understand why they were bad instructions, I took the advice of my TA and remained silence. Although it took a batch longer than I had anticipated for the kids to come to the terminal consequence, I was over the Moon when they reached it and made really clear how pleased I was for them. The kids seemed delighted that they had done this independent of the grownups in the category and took a batch more pleasance from the larning nonsubjective than other kids in the category who had received more input. The theory of leting silence to advance an independent acquisition environment is supported by Calkins ( 1986 ) who says that ‘the context for speaking and composing should include clip for kids to believe, reconsider and rework. ‘ Piaget ( 1959 ) believed that a kid ‘s knowledges ‘consisted of internalised and coordinated action scheme ‘ . From this we can picture that, it is of import to let chances for discoursing and composing about subjects that are relevant to the kids and that reflect their lives outside of school. During my 3rd arrangement hebdomad, whilst learning ‘instruction composing ‘ in literacy, I decided that it was really of import to utilize illustrations of instructions that were relevant to them. In my concluding lesson, I allowed the category to work independently on composing their ain instructions. I gave them some limitations such as following a typical instructional format, but on the whole they had a free pick to compose instructions for anything they wanted. The consequences were outstanding. The kids had unbelievable thoughts changing from ‘How to turn your instructor into a toad ‘ to ‘How to play ‘Missing † ( their front-ru nner category game ) . One kid even wrote a set of instructions for the kids in Key phase 1 on ‘How to do it to Year 6 ‘ . Not merely were the consequences of this lesson highly rewarding, the kids did n't desire to halt authorship. I believe that if I had gone in and been regimented and dictated to them that they were to compose a set of instructions on a subject in which they had no involvement, I would hold lost their involvement. The fact that they had the pick and independency to make up one's mind what to compose about, allowed them to experience passionate about their work and bring forth believable consequences. From reading literature with respect to this country of teaching method, and in relation to the grounds I gathered during my ain instruction and experimental experiences, I have come to the decision that advancing independency in the literacy environment is highly of import. Calks ( 1986 ) states that ‘an independent environment that is aesthetically pleasing and where kids will desire to speak and to compose for assorted audiences ‘ . During one of my yearss moving as a TA in another category, I witnessed the kids come in from interruption clip where the day of the month and instructions for ‘independent literacy work ‘ was on the board. The instructor read out a verse form about the conditions. She asked the kids to compose a verse form about the conditions, including samples of personification. The instructor and I moved around the schoolroom. I found that the degree of concentration was varied and it was clear from the plenary that some misunderstood the u ndertaking. However, despite the deficiency of understanding the hebdomadal timetable showed such a tightly organised course of study programme, that the instructor decided to disregard the misconceptions and travel on to numeracy. Alexander ( 2000 ) discusses that ‘the organizational schemes that instructors bring to the course of study and the interpersonal relationship between grownups and kids will hold a permanent consequence on kids ‘s acquisition. Overarching policies from cardinal and local authorities and the sensed restraints that result must be tackled with assurance and soundness, when set uping what is appropriate. ‘ Therefore, a acquisition environment that promotes independency farther kids ‘s self-pride and duty and may hold provided an chance for this instructor to turn to the misconceptions in jussive mood. Promoting pick and independency can besides be used when planning and learning numeracy. The first whole lesson I planned and taught during my arrangement was on steps. Before I started to be after any of my lessons I thought I would research what makes an outstanding lesson. Harmonizing to Ofsted, basicss of an outstanding lesson rely on a assortment of things, including students enjoyment and motive, pupil battle and independent acquisition and thought accomplishments. With this cognition, and inquiring how I could make an environment for this to be possible in, I asked a figure of instructors in the staffroom how they developed positive attitudes towards larning numeracy, and how they developed confident kids who can work independently. One instructor told me that in numeracy it is critical to utilize a assortment of undertakings and utilize plentifulness of resources and to allow the kids decide which mensurating device to utilize. She stressed the importance of guaranting that t here were plentifulness of chances for the kids to see success. Another instructor told me that in order to advance pupil enjoyment in numeracy there must be plenty of ‘hands-on ‘ activities and to utilize existent life illustrations to assist the kids become more independent. All of the staff members, with whom I questioned that twenty-four hours suggested that in order to develop confident scholars who would hold otherwise happen numeracy dashing and who are able to work independently, as a instructor I must admit every kid ‘s parts in a positive mode, promote the kids to larn from their errors, and explain that ‘wrong ‘ replies ‘ aid us detect new apprehension. With this advice, I planned and taught my first numeracy lesson, seeking my best to set into pattern my freshly acquired cognition of advancing independency in numeracy. Throughout my first hebdomad of learning numeracy I besides found that encouraging independent and little group resear ch allowed the kids to value different attacks to work outing numeracy jobs and ignited their desire to happen out more. Polya ( 1971 ) said that â€Å" A instructor of Mathematics has a great opportunity.A If he fills his allotted clip with boring his pupils with everyday operations he kills their involvement, shackles their rational development, and misses his opportunity.A But if he challenges the wonder of his pupils by puting them jobs proportionate to their cognition, and helps them to work out their jobs with stimulating inquiries, he may give them a gustatory sensation for, and some agencies of, independent thought. â€Å" A Unfortunately, as I witnessed in my twelvemonth 5 arrangement category, as kids get older the force per unit area of the course of study additions and the demand for answerability becomes greater. Curriculum bringing focal point ‘ less on independent acquisition and may go didactic, which as Polya ( 1971 ) suggests, has the possible to kill mathematical involvement. Tensions necessarily exist and Cullingford ( 1990 ) describes a ‘major job for instructors bein g†¦ the struggle between what they would wish to make in numeracy lessons and the worlds of the schoolroom ‘ . Sammons et Al ( 1995 ) when speaking about raising kids ‘s ego regard in numeracy from a immature age saw the attitude of instructors towards their kids as being of paramount importance. Sammons et at ( 1995 ) implied in this research that esteeming and understanding kids, reacting to personal demands, pass oning enthusiasm, and leting independency in their acquisition, were seen as holding a ‘beneficial influence on results in their numeracy work. ‘ From the numeracy lessons that I taught and observed on my arrangement I came to the decision that when instructors promote independent acquisition in numeracy, they are promoting their pupils to go self-sufficing in their ain acquisition and to hold more liberty over their acquisition. Through observations in numeracy I saw that most larning took topographic point when the kids were happening and roll uping information, doing determinations and transporting out probes. Even in these independent necessities of these lessons, the kids had a big grade of true independence.A In this case, the instructor might put prep to mean independent larning but literature forces us to believe of the differences in kids ‘s independency and finishing a worksheet. This is assessed after each lesson, which compared to a longer term undertaking is non entirely motivated by the schoolroom acquisition. This highlights that despite the grounds that advancing independency is good, the course of study can sometimes be keeping. In add-on to English and Maths, it is besides of import to discourse the publicity of pick and independency in scientific discipline. As a big portion of the primary course of study, I feel that scientific discipline offers the greatest chances for kids to go independent scholars. During my arrangement I was highly utile to be placed with the schools scientific discipline co-ordinator and therefore, I non merely got to detect exceeding scientific discipline, but I besides managed to profit from her broad cognition about advancing independency in scientific discipline. My category instructor explained that her chief precedence when learning scientific discipline was to ever acquire the kids up on their pess making things for themselves, even if the experiment went incorrect. She explained to me that scientific discipline is all about independent geographic expedition and in order to research the kids need to be engaged with synergistic lessons. She went on to explicate that every less on should incorporate practical work. I questioned this and she went onto to explicate that a scientific discipline instructor may depict ‘practical work ‘ as open-ended probes, presentations of rules, and chances for larning practical techniques, amongst others. There could even be a instance for stating that ‘children sitting at a desk reading, composing and speaking with their neighbors is practical in the sense that the kids are fully-involved and on-task ‘ ( Alexander 1995 ) . My arrangement highlighted to me that the most of import standard for practical scientific discipline should be seen to be freedom of motion, around the schoolroom or scientific discipline research lab, and even the school evidences. Following that, I noted that we need to see that the kids are deriving some apprehension of how scientific discipline works, and holding the chance to portion their experiences with their equals, and others in Science Club, for case which promotes an i ndependent attack. Practical work in all capable countries can integrate freedom of motion and sharing of thoughts through presentations, therefore it seems that practical work in scientific discipline must underscore how scientific discipline works ( Harlen et al. , 2004 ) and hence prosecuting the kids in independent acquisition. The scientific discipline co-ordinator besides explained that the kids need to hold free entree to all resources in their schoolroom and the independency to experiment with it. Having held this place in her anterior school, and after presenting her old category to this freedom of motion ( at least during their scientific discipline activities ) , she advised and supported all the other instructors in this new school, of whom, non surprisingly, the infant instructors were the most able, to implement this. Apparently, some instructors chose to make scientific discipline with their whole category at the same clip, others used an incorporate twenty-four hours arrangement so that a group of kids would be making scientific discipline whilst the others were making something else. The of import factor of class is that all of these thoughts promote pick and independency in scientific discipline, and the consequences are plentiful. This impression of independent freedom of motion is implied in Coulby ‘s ( 2000 ) survey. Additionally, with the concern of scientific discipline fieldwork, it was explained to me that one time kids are researching their ain school evidences independently in the same manner that they are encouraged to research their schoolroom resources and scientific discipline research labs, so they are deriving experiences which they can transport farther afield on organized field trips. Here we are speaking about the geographic expedition of natural milieus, streets, Parkss, creaky edifices, disused railroad lines, , etc. Organised visits to nature militias, farms, mills, museums, historic edifices, etc. , utile as they may good be, would non come under this schools definition of practical work in scientific discipline. Because they are regimented lists and do non advance independency. Even if the activities themselves are non planned in item, with the thought of promoting open-ended questions is indispensable and kids are merely independent larning if they have the opportunity to see k out cognition ( Assessment Reform Group, 2002 ) . In this illustration, the kids will be exhaustively briefed beforehand, maps provided if the country is extended ( by so the kids will be familiar with programs of schoolrooms, research labs and school evidences ) , and systems for covering with exigencies and unexpected events included in their preparation. This school feel they successfully promote independency in scientific discipline. These are to call but a few of the antic thoughts this instructor had to advance pick and independency in larning in scientific discipline and she stands house that the more independency a kid has to look into, the more they are likely to larn as a direct consequence, back uping Williams ‘ ( 2003 ) survey. My experimental experiences on placement lead to me the decision that independency liberates the kid from being constrained by the course of study and will let the kid more pick in precisely what they will larn approximately. This led me to oppugn the function of the instructor. A thrust to advance independency within the course of study surely means the instructor ‘s function will change.A With kids taking more duty for their acquisition in English, maths and scientific discipline, the instructors ‘ function alterations from one of manager instead than manager of acquisition. However, teacher ‘s functions are far from superfluous.A In fact, their function becomes more of import. In my sentiment, the old ‘dictator ‘ manner of learning can moderately be completed by anyone brave plenty to stand at the forepart of a category and convey the appropriate sum of information.A Essentially, if kids are larning this manner, the instructor has become wholly pre-pa red and afraid to divert if necessary and the instructor ‘s occupation is truly merely one of leaving information. On the contrary, in an environment that promotes independent acquisition, the instructor ‘s function becomes more compound.A It seems that there is more of a demand to hold greater accomplishments and cognition to react to a potentially wider course of study covered by kids who have had the independency to larn curiously. As a consequence, it was clear to me that the instructors who promote idependence besides need to be prepared to be flexible.A On arrangement I witnessed that instructors are able to help kids ‘s acquisition in legion ways and the instructor has to be prepared that these will change with every lesson and every pupil. I was fortunate to see instructors moving as facilitators ; supplying kids with resource stuffs, giving the kids chance to prove out their acquisition, and assisting kids to do sense of what they have learnt through experimentation. In decision, it is clear to see from the literature discussed in this essay and through my experimental and learning practise that there are legion theories as to why pick and independency should be promoted throughout the course of study in primary schools. Teaching in order to click boxes on the course of study helps students pass the test and teaches them precisely what is required of them and how to carry through those requirements.A However, as clear from the used literature for this essay, this manner of learning does non fix kids for life beyond the schoolroom, and in most instances it stunts their passion, the flicker they might hold had for a peculiar topic, and most significantly their enjoyment. To this terminal, it has been established that advancing independency in primary schools allows kids to hold abilities that will stand them in good position both during and beyond their instruction. Such abilities include the aptitude to obtain and deploy information, communicate expeditiously, work out jobs independently and associate to others. It is critical to repeat that one of the most important functions of a primary school instructor is to advance independency in their kids ‘s learning.A This essay has highlighted that there are a figure of exercisings you can take to accomplish in order to advance independent learning.A These include ; giving kids appropriate choices so they can take to larn about things that involvement them and maintain the flicker ignited, promoting group work in the schoolroom so that kids can larn from each other, work together with students to put shared larning aims, prosecute kids in lesson planning, promote kids to reflect and finish ego and p eer appraisal before their work is handed in. It is besides critical to repeat that the instructor does non go otiose one time independent acquisition is taking place.A In fact, quite the reverse is true.A The instructor ‘s function becomes more important than ever.A It does, nevertheless, change beyond all acknowledgment. Promoting pick and independency in acquisition is n't something that needs to go on throughout English, Maths and Science, but to the whole course of study. I believe that more research needs to be done to back up the bing research and to foreground this further in order for the necessary alterations to be made.