Aboriginal Residential Schooling Essay Example for Free

Aboriginal Residential Schooling EssayThe Aboriginal people had their enculturation stripped away, without any consent but by force. They were labored to adapt their lifestyle to the normal, and children put into schools to learn how to behave like the Canadians. The Aboriginal residential schools implemented by the Canadian Government were a ground attempting to revoke their culture (Ravelli Webber, 2010, p.132). The Canadian Government postulateed to get loose of all aboriginal culture with no trace of their lifestyle. There was a massive cordial problem due to the separation of the races. It in addition raised a huge racist confrontation between the Aboriginals and the rest of society. The Aboriginals were not treated with any respect or dignity, which caused them to loose respect with our Canadian Government, as they were treated like animals.The Canadian Government did not want any Aboriginals to grow up as they were, they did not like the way their lifestyle was, they wanted to destroy their culture. They attempted to destroy their culture in many ways, one of the most obvious modes they used were to put the young children in to residential schools (Ravelli Webber, 2010, p308).These schools taught young Aboriginal children how to live like the Canadian, they were not allowed to do anything that was related to their culture not even allowed to speak their language (Geraldine Marcuse, 1993). The children were punished if they did not follow the rules, these punishments were rattling abusive as well, but by doing so this enforced the children to follow the rules. These residential schools were very structured and strict. Eventually by staying in these schools, due to all the strict rules, abusive punishments, and them not existence allowed to associate with their culture the Aboriginal children forgot their native language (Geraldine Marcuse, 1993). The Canadian Government obviously wanted to get rid of all Aboriginal culture.The resident ial schools brought up a major problems, it created an immense, massive social problem with in the Aboriginal community and the Canadian society. The young Aboriginal children were stripped away from their parents, probably never even saw them again, these children were discriminated by others and were not even allowed to speak a single wordfrom their native language (Ravelli Webber, 2010, p132) .As displayed in the video, the young young woman that had her period out publicly was put to shame by the nuns and the other children, this caused her to be bullied and discriminated because of natural cause (Geraldine Marcuse, 1993). The video also prescribes the punishment received when the rules were broken, as the elder man describes his pain and the punishments received, he explains that these children were being separated entirely from the religion and culture, causing these children to view of their own nation as an abomination (Geraldine Marcuse, 1993). This problems cause a lot of discrimination, causing many social problems with in the community, the children did not have rights, and could not speak for themselves. This massive social issue with in the Aboriginals was created by the ongoing of the residential schools.Canadian Government might not have been too smart by creating the residential schools as they did not calculate the outcome, these residential schools brought up great vengeance to the Aboriginals they wanted their culture back, in doing so it created a racist confrontation later on. This was a huge relation with the involution theory. The Aboriginals found a method to bring back their culture by using the method the Canadians did, they developed their own Aboriginal schools (Geraldine Marcuse, 1993).These schools would apprize the total opposite of what the residential schools taught, these schools were teaching their young children their native language, and bits of their culture, or at least what was left of it (Ravelli Webber, 2010, p309). The difference between the Aboriginal schools and the residential schools were the rules and methods of punishment. The Aboriginals taught in a normal manner, with respect, but in the residential schools it was like prison boththing was eventually forced upon. The residential schools also made the Aboriginals to grow this hate for the Canadian Government causing this huge racist dilemma between the two parties. No good really came out of residential schooling, just a very bad racist confrontation in the long run.The Canadian Government stripped all the rights of the Aboriginal people, they got their culture massacred, dealt with force and abusive power, theypractically seek to destroy the Aboriginal culture. The Canadian Government put a lot of effort in this project, they tried to change the Aboriginal people in every way, they wanted those people to behave and change their lifestyle to the modern Canadian lifestyle. The Canadian Government have attempted to destroy the Ab original culture by bringing up residential schooling to begin the process of elimination.The Government did not want anything that was Aboriginal culture related left, they wanted to get rid of every bit of their culture. The residential schools cause major discrimination cause a massive social problem within the Aboriginal people. These residential schools also raised a huge racist confrontation to the Aboriginals, it separated them from the rest of the society. These schools really have destroyed most of their culture, and was a very cruel method in doing so. The Aboriginals deserved to be heard and have their own rights and freedom.

Death Comparison Essay Essay Example for Free

Death Comparison Essay EssayEditors play influential roles in writings. They can easily alter the overall atmosphere of literature or change the message behind it. Different versions of the poesy I comprehend a Fly buzz by Emily Dickinson demonstrate different caesura, capitalisation and treatment usage. The 1955 variance by Thomas H. Johnson and the victor version by Emily Dickinson portray almost identical ideas and emphasis through limited alteration of caesura and word capitalisation in relation to devastation as somewhat unimportant event. Caesura is one of the most crucial elements in classic English poetry. It can both change the railway yard or the atmosphere of the work. Emily Dickinson uses caesura in her poem Dying to demonstrate death as a slow and unspiritual event. Both the 1955 discrepancy and the original mutation share the same style of caesura from the start to the end.In the original version, Dickinson uses a vast number of hyphens between sentences . For example, the first two sentences of the poem, I heard a Fly buzz-when/ I died-, depicts how the author uses hyphens between every phrase to portray short breaths of a dying individual. The author uses short breathed pace of the poem to describe the narrators slow process of death and nonspiritual side of death.In addition, the author implies how death does not contain any sweet of sudden or spiritual endings. In the 1955 edition, Johnson places caesuras in almost identical places to preserve the original works perception of death. As a result, the 1955 edition successfully displays images of a dying narrator and the short paced poet structure. With the same style of caesura, the 1955 edition brings out the original versions idea about death being a slow yet nonspiritual everyday occurrence.Often poets use capitalization as a tool to emphasize specific words. Two versions of the poem Dying capitalize overlapping words to express equal emphasis. In the original version of the p oem Emily Dickinson constantlyfocuses on incoherent words such(prenominal) as mode and fly. The author uses emphasis on the room to create an illusion of an isolated space. Dickinson utilize this illusion introduce the emptiness of death. The constant capitalization of the word fly causes readers attention to move away from the dying narrator. This ironic emphasis on the fly, transforms this serious theme called death into something that is minor and insignificant.Two versions of the poem, the 1955 edition and the original edition, have minor difference in their capitalization style the only difference is the capitalization of the word around. In the 1955 edition, Johnson capitalizes the words fly and room throughout the poem. As a result of this capitalization Johnson successfully creates an atmosphere that is identical to the original version. Johnson also inherits Dickinsons original intention to minimize the wideness of death and to make something miniscule, a fly, as the cent er of attention.The 1955 edition shares an incredible amount of similarities with the original version the style of caesura and the capitalization of specific words. The 1955 edition places hyphens in the exact same places to preserve the original versions ideas about death being a slow natural process. In addition, both of the 1955 edition and the original version emphasize significant words such as fly and room to represent the insignificance of death, rather than portraying death as a major event in human lives.BibliographyI Heard a Fly Buzz When I Died (591). By Emily Dickinson The Poetry Foundation. N.p., n.d. Web. 11 Oct. 2012. http//www.poetryfoundation.org/poem/174972.

Health Organization Case Study

wellness Organization Case StudyIntroduction waft wellness has its headquarters at Phoenix, AZ and drives 25 hospital branches, related health services in seven states of United States. criterion Health has grown from hospital schema to an compound system including services that atomic number 18 provided through Banner Medical Group and Banner Health Network. Banner Health is considered as a top system in providing stable quality health to the patients. It offers physician services, home care, comprehensive services and hospice. Specialized services are offered by the organization at westward States Burn Center, Banner Alzheimers Institute, Banner Heart Hospital and Banner Concussion Center. The organization runs in seven states of Colorado, Nebraska, Alaska, California, Arizona, Wyoming and Nevada (Banner health at a glance, 2014). healthcare strategies for futureBanner health offers simulation pedagogy program for healthcare professionals, which is considered as a largest program in the country. This program makes use of simulators, mannequins and virtual ingenuousness programs to provide new generation method of learning. Banner health employees after part perfect their medical checkup techniques prior to attending the real patients at the facility ( trick education at Banner health, nd). The medical director of Banner health simulation medical center, Dr. Mark Smith says that he was convinced with the fact that innovation in the current activities would definitely throw light on showing efficient and high quality care towards the patients. He reminds that demand for health services are increasing, while the resources are becoming scarce with the aging population, evolving technology and uncertainty in the health system of the country. With the support of cutting edge technologies, Banner Health is improving the services and minimizing the errors (Banner Innovation, 2011).Simulation training is a training method that gives an opportunity for th e clinical experts to practice and do mistakes in the activities which have no consequences. Therefore, the trainers can easily estimate the cognitive and psychomotor skills of the clinicians. Training in addition includes examining the procedural knowledge of clinician, documenting capacity, decision-making capacity, communicating with the care team and patients, and time management skills of the person (Banner Innovation, 2011). The areas considered to be improved to buildup existing health network are enhancing patient care through skills in emergency care, surgical skills, common procedures, team work, labor and pitch skills. The cardiac life support training courses of Banner health were also restored.Preparedness to handle Ebola CasesThough there are no reported Ebola computer virus looks in any of the places where Banner health services are present, the organization is taking necessary steps to address the Ebola virus cases, if there is any get in the community. All the b ranches of Banner health have policies and procedures sufficiently in form to isolate the patient who is suspected to be infected with Ebola virus. It has been an important initiative on the part of Banner health during the past seven months to conduct special training sessions for the hospital staff with the help of infection prevention specialists. These sessions pore on preventing the virus spread (Ebola virus, nd).Large hospital rooms in non-homogeneous facilities of Banner health are designed to isolate the Ebola patients or patients with pathogenic diseases, and treat them effectively. These isolation rooms are equipped with integral infection go for precautions, specific equipment and airflow. As there is a constant practice of treating various contagious diseases here, these specific rooms are always engaged in accommodating patients regularly with the same precautionary measures. The guidelines provided by the Center for disease control and prevention for the safety of the staff and other patients at Banner health facilities are considered for preparing and intend the necessary activities (Ebola virus, nd).RN Case ManagerBanner Health RN case managers help in providing right care to the patients at the right time. The resources are utilized to the maximum extent to augment the quality of health services and to coordinate healthcare with RN case managers. The case management teams differ based on diverse work settings. These teams comprise of RN case manager, case management technician and social worker. The specific needs of the patient are evaluated by the case management team.The roles of RN case managers in standard health are communicating with insurance companies and acute care setting. The roles of them in banner health network are home health visits, telephonic support service, planning long term care, coordinating communication within the network and communicating with insurance companies (RN Case Manager Careers, nd).Resource managemen tBanner health offers concord practitioner courses to introduce leading-edge technology tools such as electronic medical records, simulation learning centers and remote intensive care monitoring. Medical innovation at banner health is considered as good as healthcare professionals treating the patients. Banner health trains the nurses to confidently and safely deliver patient care. Employing nurses here opens options for nurses to continue clinical education, tuition reimbursement, scholarships and so on (Registered nurse careers, nd).Banner medical group comprises of more than 1300 practitioners across more than 65 specialities to deliver safer and quality patient care. The medical staff is transforming patient care delivery, which can be observed in patient-centered medical home implementation (PCMH). Care planning for patients is done through PCMH by coordination, tracking and working in teams. This results in efficient and quality delivery of healthcare (Healthcare careers at B anner health, nd).Banner health provides sufficient training in business through an advanced simulation center. Competitive compensation, private housing, electronic medical records, attractive bonuses, travel allowance and stability offered by Banner health are enjoyed by the employees of the organization (Banner staffing services Banner health travelers, nd).Patient satisfactionIt is the policy of Banner health to resolve complaints related to the services, healthcare or any alleged actions. Several centers of the Banner health ensure care departments that can be contacted to give any complaint regarding the patient care. Banner health centers provide certain rights for the patient, offer pastoral care, have complaint policy, provide living will, healthcare power of attorney and mental healthcare power of attorney as advanced directive, provide communication assistance for the patients, and provide access to the hospital ethics committee (Patient satisfaction, nd).Advance direct ives and written statements generated by the patients can help the healthcare practitioners and family members to understand what the patient actually desires (Advance directives, nd). There is a notice of privacy practices prepared in the form of a fact sheet by Banner Health to protect the confidentiality of patient information. The notice explains the way patient information is used by the organization inside and outside the campus. The notice also explains the patients rights towards their own health information (Privacy practices for banner health, nd).ReferencesAdvance Directives. (nd). Patients Visitors. Banner Health, retrieved from http//www.bannerhealth.com/_Patients+and+Visitors/Advance+Directives/_Advance+Directive.htmBanner health at a glance. (2014). About banner health, Banner Health,Retrieved from http//www.bannerhealth.com/About+Us/Banner+At+A+Glance.htmBanner Innovation. (2011). Banner Health Innovation Welcome to the future, Focus on Innovation, About Banner Heal th, Banner Health, Retrieved from http//www.bannerhealth.com/About+Us/Innovations/Focus+on+Innovation/_focus.htmBanner Health. Patient satisfaction. (nd). Retrieved from http//www.bannerhealth.com/NR/rdonlyres/16F5B8E2-5E22-4ECA-ABDF-92E62F879E01/25868/PatientSatisfactionEnglSpan.pdfBanner staffing services Banner health travelers. (nd). Banner health careers, Banner health, Retrieved from http//www.bannerhealth.com/Careers/Careers+in+Demand/Staffing+and+Travel/_BPR+BSS+Travel.htmEbola virus. (nd). Banner Health Services. Banner health, Retrieved from http//www.bannerhealth.com/Services/Health+And+Wellness/Ebola/_Ebola+Virus.htmHealthcare careers at Banner Health. (nd). Physician careers, banner Health, Retrieved from http//www.bannerhealth.com/Careers/Careers+in+Demand/Physician+Careers/_Physician+Careers.htmPrivacy practices for banner health. (nd). Patients Visitors, Banner Health, Retrieved fromhttp//www.bannerhealth.com/_Patients+and+Visitors/Patient+Privacy/_Privacy+Practice s.htmRegistered nurse careers. (nd). Banner health careers, Banner Health, Retrieved from http//www.bannerhealth.com/Careers/Careers+in+Demand/Registered+Nurse+Careers.htmRN Case Manager Careers. (nd). Banner Health Careers, Banner Health, Retrieved from http//www.bannerhealth.com/Careers/_RN+Case+Manager+Careers.htm?utm_source=careers-infocus-rncasemgrutm_medium=infocusclickutm_campaign=careers-infocus-rncasemgrSimulation education at banner health. (nd). Courses/Applications, Banner Health. Retrieved from http//www.bannerhealth.com/About+Us/Innovations/Simulation+Education/_Simulation+Education.htm

Why Do Nations Engage In Trade?

Why Do Nations Eng senesce In Trade?Regional Economic Integration Why is it happening? Why do nations engage in make do? Provide examples of the levels of scotch integration.The reason why the Regional Economic Integration is happening because nowadays we get under ones skin the open securities industry in which every countries or state can obtain the free trade to others countries. This integration results from regional economic integration blocs in which member countries turn back to eliminate tariffs and other restrictions on the cross-national hang of products, services, capital and in much advanced stages labor within the bloc (3). One of the intimately great things that twist to this integration is the globalization. It affects no on many types of life including the economy. So that, this is a significance to have the Economic integration in order to have the break d bear economy in which the globalization is making its tacks on.Nations engage in economic integrati on because each country cannot rear all the goods and services it needs. Therefore, countries produce what they ar good at and have abundant supply of raw materials, and then they trade another country in exchange for something that they need. Some countries trade with other nations for particular goods and services because they either lack the technology to produce the goods themselves or the other countries can do it cheaper. One country may have the advance at producing high quality cabinets and entertainment stands for large screen televisions. Another country may have the resources for producing goods but they dont have the technology. It would benefit both countries to trade with one another for their different but complementary goods and services.There atomic recite 18 several levels of the regional economic integration which be the necessitous Trade Area, The Custom Union, The Common Market, and The Economic Union. The Free Trade Area is the least restrictive form of economic integration among countries. In a free trade land, all barriers to trade among member countries argon removed. (1) Therefore, goods and services are freely traded among member countries in much the same way that they flow freely between, for example, Southeast Asia and America. There are no discriminatory taxes, quotas tariffs, or other trade barriers are allowed. Sometimes a free trade area is formed only for certain classes of goods and services. The most notable feature of a free trade area is that each member country is free to engraft any tariffs, quotas, or other restriction that it chooses for trade with countries outside the free trade area. European Free Trade necktie (EFTA) and North American Free Trade Agreement (NAFTA) are one of the biggest free trade areas in the world.The custom union is one step further a coherent the spectrum of economic integration. standardised a free trade area, it eliminates trade barriers between member countries and adopts a comm on external trade policy (2) in goods and services among themselves. One of the biggest customs unions is the Andean Pact. It has Bolivia, Columbia, Ecuador, and Peru as its members. In addition, however, the customs union establishes a common trade policy with respect to nonmembers. Typically, this takes the form of a common external tariff, whereby imports from nonmembers are subject to the same tariff when sold to any member country. Tariff revenues are then shared among members according to a perspective formula.The common commercialise has no barriers to trade among members and has a common external trade policy like the customs union. Additionally, the common market removes restrictions on the movement of the factors of production (labor, capital, and technology) across borders. (2) Thus, restrictions on immigration, emigration, and cross-border investment are abolished. When factors of production are freely mobile, then capital, labor, and technology may be employed in thei r most productive uses.An economic union has the free flow of products and factors of production between members, a common external trade policy, a common currency, a harmonized tax rate, and a common monetary and fiscal policy.(2) EU is the most important economic in the world in which almost European countries are the members. It has the great effect to the world economy. The creation of a true economic union requires integration of economic policies in addition to the free movement of goods, services, and factors of production across borders. downstairs an economic union, members would harmonize monetary policies, taxation, and government spending. In addition, a common currency would be used by all members. This could be accomplished by members countries agreeing to a common currency or in effect, by a system of fixed exchange rates. Clearly, the formation of an economic union requires nations to surrender a large measure of their formation of an economic union requires nations to surrender a large measure of their national sovereignty. Need little to say, the barriers to full economic union are quite strong. Our global political system is built on the autonomy and supreme power of the nation-state, and attempts to undermine the authority of the state will undoubtedly endlessly encounter opposition. As a result, no true economic unions are in effect today.Montessori Education Principles, Philosophy And normalMontessori Education Principles, Philosophy And PracticeThe Montessori Method developed initially at the first Casa dei Bambini that Montessori established in 1906 in San Lorenzo in Rome. As with modern Montessori pedagogics, the basic principles were straightforward. First, Montessori believed that children were innate knowledge seekers and that they taught themselves. As she expressed it, young learners were self-creating. Second, Montessori believed that, at each stage of evolution, pedagogy should include and evolve within prepared environme nts, environments that enabled children to take on accountability for their own encyclopedism as they engaged the processes relevant to becoming able and actu alized adults and citizens. More specifically, according to the American Montessori Society (AMS), Montessoris pedagogy stressed the following critical and structuring notions The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge by dint of both self- and teacher-initiated experiences Learning takes place through the senses. Students learn by manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of minds The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important a nd Respect and caring attitudes for oneself, others, the environment, and all life are necessary. 5Pedagogically, perhaps the most important, and most famous, emphases are Montessoris conceptualizations of the prepared environment and the developmental plane. correspond to the Association Montessori Internationale (AMI, founded by Montessori herself in 1929), the prepared environment of the Montessori classroom is onewhere children are free to respond to their natural tendency to work and where their innate passions for eruditeness are further by giving them opportunities to engage in spontaneous, purposeful activities with the guidance of a trained adult. Here, and through their work, the children develop compactness and joyful self-discipline. Within a framework of order, they rise at their own pace and rhythm, according to their individual capabilities. 6These are environments thatallow children to take responsibility for their own education, giving them the opportunity to b ecome merciful beings able to function independently and hence interdependently. 7From this view, the prepared environment is one that can be designed to facilitate maximum independent skill and exploration by the child, one in which there is a variety of activity as well as a great deal of movement. In this situation, according to the Montessori flak, this necessary preparedness enables children to work on activities of their own choice at their own pace. Further, they children experience a blend of emancipation and self-discipline in a place especially designed to meet their developmental needs. 8The notion of prepared environment is related, more(prenominal)over, to the manipulation of learning materials and to the understanding of normalization.From the Montessorian view, materials are to be accessible (e.g., placed on appropriately high or low shelves) and available for individual student choice, interest, and use. They are, to a large finis, fully the responsibility of students-regardless of age (e.g., students obtain, return, and maintain them). More pedagogically precise, these materials aim at inducing activity, isolating a particular learning quality (e.g., comparison and contrast, size, color, shape, etc.), and inducing self-correctivity (i.e., students can compass errors relative to their learning via the materials and correct them without or with minimal adult intervention) and interrelationality (i.e., that the various materials should build one upon the others). 9 Normalization, for Montessori, meant not its typical (or normal) definition of conformity and what is normal but, instead, a developmental process, one inextricably tied to the appropriate preparation of the pedagogical environment. Montessori observed that children do best in schools (and education more broadly) given maximal emancipation in an environment designed to meet their unique growth and personal and social needs. Through continued work with materials that held their interest, selected independently from within the prepared environment, Montessori tell that children eventually acquired an increased sense of satisfaction, self, and inner fulfillment. The course through which this evolution occurred defined for her the nature and significance of normalization. As she wrote in The Absorbent Mind scarce normalized children, aided by their environment, show in their subsequent development those wonderful powers that we describe spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others An kindle piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the childs energies and mental capacities, and leads him or her to self-mastery One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of revolt to the inner heights of the soul. 10As E. M. Standing, in Maria Montessori Her Life and Work, defined the characteristics of normalization, they are Love of order Love of work involuntary concentration Attachment to reality Love of silence and of working alone Sublimation of the possessive instinct The power to act from real choice Obedience Independence and initiative Spontaneous self-discipline JoyAs the North American Montessori Teachers Association (NAMTA) says, Montessori believed that these are the truly normal characteristics of childhood, which emerge when childrens developmental needs are met. 11 The idea of developmental plane designates the transitions that occur during the birth through adulthood evolution of human beings. According to AMI, the specific planes are Birth to age six children are sensorial explorers, constructing their intellects by absorbing every aspect of their environment, their language, and their culture Age six to age twelve children become conceptual explorers they develop their powers of abstraction and imagination, and dupe their knowled ge to discover and expand their worlds further Age twelve to age eighteen children become humanistic explorers, seeking to understand their place in order of magnitude and their opportunity to contribute to it Age eighteen to age twenty-four as young adults, individuals become specialized explorers, seeking a niche from which to contribute to customary dialogue. 12More specifically, Montessori classrooms are divided into three-year groups, the purpose of which, according to Montessoris theories and observations, is to facilitate precisely and appropriately the continuum of growth and learning via human interaction and personal development and exploration, here both in terms of the individual and the social. 13 The multi-age divisions of the Montessori program are (1) parent-infant (ages 0-3), preschool (ages 3-6), lower and upper elementary (ages 6-9 and 9-12), and middle school (ages 12-14). Again, each presents its own precise purposes, materials, and activities and methodologie s. 14 And yet Montessorian curriculum and instruction can be both complex and multiple, formal as well as unpredictable and less than rigid. Consider the following applied example. At the elementary level, the expectations of the learner and the appropriate pedagogical principles include1. Lesson repetition among students separately, that is after the initial presentation by the teacher, in order to concretize abstract concepts2. Cross-curriculum webbing3. The view that ability is individual-adults and children work to the potential of each person, not to the average4. Ever-deepening interest on the part of the learner5. The perspective that respect, freedom, and responsibility are interdependent.Our question, of course, is what these might mean in practice.Lesson repetition implies recurrence and redundancy-not in a negative way but as individually developed experiences in an effort to habitualize, routinize, and conceptualize key (especially unfamiliar) ideas, such as, perhaps, c ounting and various other mathematical notions. Webbing suggests that each new idea leads to-and connects with-others, whether presented former or presented later. The individual nature of ability, as opposed to the average level of students, indicates focusing on children moving forward according to their own singular lesson paces without unused stigmatizations and without undue pressure to track. The idea of ever-increasing interest insinuates learners follow their own natural curiosities and inclinations (a la Kilpatrick?), particularly vis--vis engaging the essential question of why? Lastly, regarding the case of the interconnection of ideas, such as respect, freedom, and responsibility, Montessori understandings suggest a relationship among values, culture, growth, success, and maturity, settings important, ultimately, to both liberal and conservative critics of contemporary American general schooling.DEFENDING PUBLIC SCHOOLS AND MONTESSORI EDUCATIONAccording to NAMTA, wel l over 200 U.S. usual schools are now Montessori-oriented, a number that continues to grow. 15 When viewed within the context of other contemporary creation (though, granted, sometimes private as well) school reform trends (e.g., Waldorf education, charter schools, vouchers, creation school choice), the commitment to Montessori public education seems to support at least two hearty points. First, it represents, to some extent, the present dissatisfaction with traditional public schooling (or at least dominant images of it). Second, it supports the notion that another way-Montessori, Waldorf, and so on-might provide and prove to be a better way (especially within the contexts of the No Child Left Behind Act and standards-based educational reform).Fundamentally, Montessori education offers but one alternative to the rebukes leveled at public schools from critics both of the political and pedagogical left and the political and pedagogical right. The standard right-wing critique cen ters on the beliefs that schools today are failing because they (1) have standards that are too low, (2) replicate the worthless theories and perspectives of the liberal educational establishment, (3) maintain a monopoly, (4) focus on self-esteem (and the like) over content, (5) rely on progressive methods at the expense of direct instruction, (6) have privileged cultural relativism over traditional values and character, (7) have usurped the power and position of parents, and (8) misguidedly throw more money at schools even though this is neither (from this view) a solution to educational problems nor the answer to educational improvement. 16The standard left-wing critique is that schools fail students because they (1) stifle freedom and creativity in favor of conformity and discipline, (2) are dominated by noneducators (e.g., corporations, politicians, managers, test companies), (3) are too centrally controlled, (4) focus too much on fact- based, standardized content, (5) are to o traditional in terms of assessment and instructional methods, (6) hyperemphasize homogeneity at the expense of diversity and difference, (7) neglect neighborhoods and local communities, and (8) are underfunded. 17 Conceivably, of course, one could make a case in favor of the truth or utility of either or both of these critiques (although, indeed, we are more sympathetic to contemporary left-based criticisms). And, most likely, Montessori educators and other interested stakeholders probably possess and espouse a range of viewpoints relative to the overall effectiveness of traditional public schooling. Yet, what the Montessori approach does is connect with the concerns many (though not necessarily most) parents have (rightly or wrongly) that, at least broadly speaking, American public schools are failing or at least not up to snuff. While our own position is that this is not inevitably the case, 18 even so, Montessori education provides one appropriate and lucid response to dominan t modes of public schooling that can be consistent with a multitude of philosophical, pedagogical, political, and sociocultural goals. In fact, arguably, Montessorianism takes seriously the apprehensions of the entire spectrum of educational criticism (relative to official schooling). It emphasizes, for example, freedom, mastery, diversity, scientific research and methodologies, formal curriculum, individuality, fairness, planning, and grave work (among others)-each of which to some extent can meet the demands of both conservatives and liberals (if not others). That is not to say, of course, that the Montessori system is perfect-obviously, it is not. Yet, it does favorably compare with many aspects of more established modes of public education. According to NAMTA, the quintessential (and implicitly negative) characteristics of contemporary public school classrooms are their propensities toward Textbooks, pencil and paper, worksheets and dittos Working and learning without emphasis on social development Narrow, unit-driven curriculum Individual subjects Block time, period lessons Single-graded classrooms Students who are passive, quieten, in desks Students who fit the mold of their schools Students who leave for special help Product-focused name cards 19Although, to some, this version of traditional education might seem to describe perfectly only the conservative agenda, increasingly it can be seen to qualify what we have previously called the liberal-conservative consensus and to indicate the current will-to-standardize or the standardization imperative of both the liberal and conservative race to the middle of the road. 20 In contrast, NAMTA characterizes the Montessori approach as favoring Prepared kinesthetic materials with incorporated control of error and specially developed reference materials Working and learning matched to the social development of the child Unified, internationally developed curriculum Integrated subjects and learning based on dev elopmental psychology Uninterrupted work cycles Multi-age classrooms A setting in which students are active and talking, with periods of spontaneous quiet and freedom to move A setting in which schools meet the needs of students A setting in which special help comes to students Process-focused assessment, skills checklists, and mastery benchmarks 21In effect, Montessori education provides parents and students an alternative pick within the standard frameworks of public schooling. For those (generally liberal) critics who believe that traditional public education stifles freedom, individuality, and creativity, Montessori instruction offers spontaneity, choice, and creative student-centeredness. For those (generally conservative) critics who believe that public education has been dumbed down, is anti-knowledge, and is too touchy-feely, Montessori instruction offers hard work, discipline (in the most positive sense), and an emphasis on fundamental skills.CONCLUSIONSMontessori educa tion in the public schools raises a number of questions, yet it implies, as well, a number of productive and pedagogically sound principles and practices.Some of the difficulties with the historical criticisms of the Montessori approach include such concerns as immutability versus evolution (i.e., the extent to which Montessori education changes or the extent to which it should or must change), truth or universality (i.e., the degree to which it implies a structure that can, or does, meet the needs of all individual students), and teacher education (i.e., the potential conflict between individual interpretation, creativity, and independence and individual teacher conformity and disciplinarity). At the extremes, these issues (rightly or wrongly, for good or bad) weigh heavily on the capacity of the Montessori approach to meet its educational agendas and its stated purposes.On the other hand, Montessori education represents a little known alternative to more traditional modes of publi c schooling most members of the citizenry have no idea that such a state of affairs even exists. When most people think of public schools-their own, their childrens-they think of a homogeneous setting of traditionalism or of progressivism-either way, the same setup for everyone. Yet Montessori education demonstrates the diversity-often little understood, even unknown-that characterizes contemporary teaching and learning. This is most often, we think, quite a good thing. In any event, it presents the condition of effective methods regardless of ones political or pedagogical orientation-that is, whether one is conservative, liberal, reactionary, or radical. There is more going on, that is, than most people perceive. And, most profoundly, the Montessori effort-the movement-is on the ascendancy.In the end, with respect to public education, the Montessori philosophy and its attendant methodologies imply something new, ironically new given the long and successful history of Maria Montesso ris efforts and influences. If nothing else, it remains, after all this time, an option worth exploring and taking seriously. It is a viewpoint that should be reconsidered, reckoned with, and continuously and rigorously pursued. It is, that is, not the same old thing.

The battle of Uhud

The contend of UhudThe Battle Of UhudIn The Name Of ALLAH The Beneficent The forgivingIn this essay I will be looking at the underlying factors which led to the Battle of Uhud, the master(prenominal) events which occurred, including my own analysis as easy as looking at the result of the battle.The Battle of Uhud was a follow up to the Battle of Badr, the opening clash between the Islamics and the pagans of Makkah. The Makkans had suffered a surprise sledding against the Muslims with many noble hands being killed. After this defeat there was outrage in Makkah. There was a lot of pressure on Abu Sufyan straight that he was drawing card of Quraish. Abu Sufyan had avoided showing up at Badr, choosing instead to save the caravan1. He was even under pressure in his own home from his wife, Hind, who had lost her father, uncle, brother and son2 at Badr. Her relatives were killed by a combination of Hamzah and Ali3 so she had an insatiable thirst for revenge especially against Hamzah as described later.To Abu Sufyans credit, he showed a great desire for revenge himself, pledging the entire proceeds from the caravan in order to raise funds for another battle against the Muslims. He managed to assemble an force of three hundred0 with 700 armoured with 3000 camels and 200 horses. The armament marched towards Madinah arriving there on 6th Shawwal 3 AH45.The prophet (SAW)6 was already aw ar of the threat having received an urgent letter7 from Makkah8. The vaticinator (SAW) held a council of war the chase morning. It was firm that the Muslims would go out and meet the enemy. The Muslim army consisted of 1000 workforce with only 100 armoured and no cavalry. The army reached a place called Ash-Shaikhan where they camped for the night.The following morning, the Muslims had moved to within sight of the enemy. The hypocrites decided to return to Madinah led by Abdullah Bin Ubayy. 300 men withdrew and left(p) wing the Muslims with 700. It is obvious the hypocrites did not wish to fleck so this looks to be a carefully devised plan by Abdullah and his followers in order to weaken the Muslims both in physical strength as well as their morale. The moment of withdrawal was deliberately chosen so close to the start of the battle and within sight of the enemy so that they could cop this occurrence and therefore receive fresh encouragement9.The Prophet (SAW) moved his army again and positi unrivaledd them so that the enemy was between them and Madinah. This shows the incredible military leadership of the Prophet (SAW), having arrived at the battlefield subsequently the enemy he took up a better position which would restrict the numerical advantage of the Makkans as well as being protected on all sides apart from one which would lead the pagans to expose the Muslim rear10. To deal with this he placed 50 archers under the insure of Abdullah Bin Jabir on a mountain with explicit instructions not to vacate the position no matter whether the Muslims were winning or losing.The battle began with the virtually ferocious fighting centring on the Bani Abdu-Dar who were charged by the Qurarish to be the standard bearers. Bani Abdu-Dar fought brawly with each family member picking up the standard later on the ear duplicityr one was slaughtered and until all 10 members of the family are dead11. Then their huge Abyssinian slave takes the standard and continues to fight until he too is slain12. After this there was no one left to carry the standard.Hamzah, one of the heroes of Badr was again fighting bravely. It has already been mentioned that Hind wanted revenge so she hired an Abyssinian slave called Wahshi, who was an expert in the using up of a javelin, to assassinate Hamzah in return for his freedom. Hamzah had just killed his third opponent, when Wahshi, who until that point had been hiding behind trees and rocks trying to get within range of his target, took aim and potty Hamzah straight through the stomach. Wahshi then wait ed for Hamzah to die before removing the javelin and then returned to the Quraish camp. However Hind was still not satisfied and after the battle she mutilated his consistence including cutting open his stomach and taking a bite out of his liver13.Despite the great loss of the uncle of the Prophet (SAW), the Muslims pushed forward and seized the advantage, the bulk of the Quraish army bout and fleeing with the Muslims in hot pursuit. The Muslims managed to raid the Quraish camp and started plundering the booty. This should lay down been the end of the battle and another clear cut victory for the Muslims.Unfortunately, this is where the biggest controversy of the Battle of Uhud occurs. The archers, who until now had managed to hold off the advance of the pagan cavalry, decided to join the plunder and disobey the direct command of the Prophet (SAW) as mentioned earlier. Abdullah Bin Jabir, repeatedly called his men to return to their posts scarce his cries fell on deaf ears as the archers continued towards the Quraish camp intent on a share of the spoils.Khalid Bin Waleed had managed to keep his men under control amidst the chaos surrounding them. Khalid was keeping an eye on the developments taking place amongst the archers and was looking to exploit just much(prenominal) an opportunity that had presented itself. It was at this moment Khalid made his move and pulled off a masterstroke. The remaining archers were very valiant and determined to follow the Prophet (SAW)s instructions down to the last letter. in all of them became shaheed14 whilst defending the position given to them by the Prophet (SAW). Khalid had attempted to pull of this manoeuvre a few times earlier only when was prevented by the archers but had finally succeeded in doing so due to the archers abandonment of their occupied position.This signalled a reversal in fortunes for the Muslims. The bulk of Quraish who had previously being fleeing, seeing the sudden developments, returned to batt le. The Muslims were trap and under attack on two fronts which led to mass confusion and panic even resulting in Muslim killing Muslim albeit accidently15.The Prophet (SAW) was left in an exposed and vulnerable position with only a small group of Sahabah16 with him and the remainder of the army too far for him to control17. The Prophet (SAW) was a courageous man and tried to rectify the situation by putting his own life on the line. He called the Muslims towards him although the idolaters recognised his voice and were closer to him therefore reached him first18. The battle now centred on the Prophet (SAW) and this has to be the most difficult trying and testing moment of his life surpassing the day of Taif19. More pagans left the main battle and charged towards the Prophet (SAW). This small group of Sahabah performed many heroics in order to defend their leader who they loved much than their own lives. They were under sedate pressure but they fought ferociously. Many of them becam e shaheed. The Prophet (SAW) was pelted by stones and received injuries including broken lower font teeth.After this there was a lull in the fighting, objet dart the Makkans were regrouping, Abu Ubaidah used his teeth to remove the rings stuck in the Prophet (SAW)s cheek breaking his own teeth in the process20. Ubayy Bin Khalf rode towards the Prophet (SAW) on horseback. The Prophet (SAW) told the Sahabah to allow him to approach. This man had a personal dual to settle with the Prophet (SAW). The Sahabah moved out the way, the Prophet (SAW) picked up a spear and launched it at him. It reach Ubayy between his collarbone and neck and he fell of his horse and ran back to the Quraish camp21.The fighting resumed once again with greater intensity and purpose. The Prophet (SAW) had a merciful shield22 protecting him from arrows23. Ibn Qamiah managed to strike him with his sword on the shoulder resulting in the Prophet (SAW) falling behind in to a ditch dug as a trap by the enemy. Ibn Qa miah then raced back to declare the death of the Prophet (SAW).The rumour spread quickly. The main army of Muslims were heartbroken. Some fled to the mountains, some toward the desert, some toward Madinah trance the rest only wanted to fight till the end. The Quraish then commit the same mistake as the Muslims, thinking they had completed their objective they started plundering after the booty. The Quraishi women then began mutilating the bodies of the deceased.By now the majority of the Muslim army had dispersed. The Prophet (SAW) began to make a planned withdrawal with the remaining Sahabah who were mostly injured, some more(prenominal) severe than others, were joined by another group of Muslims as they retreated to Mount Uhud. Khalid had spotted this withdrawal and raced after them with some of his men but was inefficient to catch them before they reached Uhud. Khalid realised the situation was not in his favour as he was on horseback on mountainous terrain. Khalid then sure Abu Sufyan who was looking for the body of the Prophet (SAW) that he was up in the mountain. Abu Sufyan approached hoping that the rumour was still true, thereby had an interesting conversation with Omar24.The Muslims started gathering at where the Prophet (SAW) was resting. The Muslim women25 were tending to the injured. Once the enemy had vacated the battlefield the Muslims went to inspect the dead and wounded. The Janaazah26 was performed. The Muslims returned to Madinah27.The Muslims had lost 70 men whilst the idolaters had lost 22. The pagans spent the night celebrating. Meanwhile, in Madinah, the Muslims were counting their scars but on the orders of the Prophet (SAW) they went after the Quraish the following morning. Abu Sufyan was satisfied with the result and felt Badr had been avenged by Uhud. Even Hind was pleased. Khalid was one of those who wished to finish the Muslims while they were atrophied and destroy Islam once and for all. He believed they had achieved nothing w hich was indeed correct because the Prophet (SAW) and the most prominent Sahabah were still alive and the Islamic State was still intact. Abu Sufyan feared the 300 who had withdrawn would return in the event of another battle although the Prophet (SAW) only asked those who had participated the previous day to return. On hearing the news of the approaching Muslim army, the panic stricken Quraish fled.My opinion is that the result of the battle is a win for the Muslims albeit not as clear cut as the Battle of Badr. In slugfest terms, it was a split decision to the Muslims. Although in terms of casualties it is agreed the Muslims suffered the heavier losses but this is a superficial way of looking at the result of the battle. The stovepipe way to judge the battle is to look at the aims and objectives of both sides. Bringing such a liberal army and having spent such a large amount of money, my opinion is the Quraish undoubtedly wished to kill the Prophet (SAW), wipe out Islam complet ely and destroy the Islamic State at Madinah. None of these were achieved. Before Abu Sufyan left the battlefield he knew the Prophet (SAW) was alive, he chose not pursue the Muslims up the mountain and chose not to raid Madinah. It must not be forgotten that Quraish army was 3 times larger than the Muslims28 and yet they only managed to kill 70 Muslims and having had the advantage they did not seize it. It looked to be a comfortable victory for the Muslims. The turning point was certainly the disobedience of the archers and the great manoeuvre of Khalid. A victorious army would not have fled the following morning. There are many lessons to be learned from Uhud such as do not disobey the Prophet (SAW). The Quran contains over 60 verses regarding Uhud29 I would like to end with one such verseAllah verily made good His promise to you when you routed them by His permission, until (the moment) when your courage failed you, and you disagreed about the order and you disobeyed, after He h ad shown you that for which you long. Some of you desire the world, and some of you desired the Hereafter. Therefore He made you flee from them, that He might try you. Yet now He has forgiven you. Allah is a Lord of Kindness to believers.30BibliographyAkkad, M. (Director) (1976) The Message Film Libya Filmco world(prenominal) ProductionsAkram, A.I. (2007) Khalid Bin Waleed Sword Of ALLAH Birmingham MaktabahMubarakpuri, S.R. (2002) The Sealed beebread London DarussalamSubhani, J. (2000) The Message Qum Ansaryian PublicationsWatt, W.M. (1961) Muhammad Prophet Statesman Oxford Oxford University Press1 This caravan contained the property and wealth of the emigrants who sacrificed everything to go to Madinah. The caravan had safely made it to Syria and was on the return journey to Makkah.2 Also Abu Sufyans son3 Khalid Bin Waleed P184 Late March 6255 The Sealed ambrosia P2946 Sallallahu Alayhi Wasallam = may the peace and blessings of ALLAH be upon him7 From his uncle Abbas who was a Muslim yet to declare his faith and still living in Makkah.8 The Sealed Nectar P2939 The Sealed Nectar P29810 Khalid Bin Waleed P2311 The Sealed Nectar P30612 The Sealed Nectar P30713 Khalid Bin Waleed P3914 Martyrs15 Khalid Bin Waleed P3016 Companions17 Khalid Bin Waleed P3218 The Sealed Nectar P31319 When the Prophet (SAW) went to Taif to preach Islam but was ridiculed by the chiefs and stoned by the towns children.20 The Sealed Nectar P32121 When he came to Madinah to ransom his son after Badr, he said he would kill the Prophet (SAW) but the Prophet (SAW) promised to kill him instead. Indeed the prognostic came true. It is reported the wound was only superficial however he was adamant he would die causing hysteria among the pagans. He died after the battle on the way back to Makkah.22 Abu Dujanah23 Khalid Bin Waleed P3324 AS Is Mohammed among you? Is Abu Bakr among you? Is Omar among you? (no response)AS These 3 are dead. They will trouble us no more O You lie O enemy of ALLAH Those 3 are still alive and there are enough of us left to punish you severely AS whitethorn ALLAH protect you O son of Khattab Is Mohammed really alive? O By my Lord Yes Even now he hears what you say AS You are more truthful than Ibn Qamiah AS Glory to Hubal Onow repeating the words of the Prophet (SAW) Glory Be To ALLAH AS We have Uzza. You have no Uzza O ALLAH is our Lord. You have no Lord AS This is our day for your day of Badr. It is equal O they are not equal. Our dead are in Paradise while your dead are in the fire AS we shall meet again at Badr next year. O You have our pledge. It is an appointment. AS You will find among your dead some who have been mutilated. I neither ordered this nor approved of it. Do not blame for this.25 Including the Prophet (SAW)s daughter Fatimah and his wife Aisha26 Funeral Prayer27 The Sealed Nectar P33428 4x after withdrawal of hypocrites29 Mainly in Surah Ali Imran30 3152

Jean De La Fontaine :: essays research papers

Jean de la FontaineLa Fontaine, the most versatile and most widely celebrated nondramatic poet in seventeenth century France. He has practically experienced the misfortune of having the artistry of his stimulates obscured by a host of myths, half-truths, prejudices, and nonaesthetic issues. This great poet, has become a &quotclassic&quot. His fables, on which his Reputations rests, are part of the literary canon of French writers and are studied in schools. His other works, however, have been rediscovered and are the object of quite a few late(a) studies. (Carter, pg.46) Very little is known about the early part of La Fontaines life. He was born in Ch&acircteau-Thierry, a small township in the province of Champagne some fifty miles northeast of Paris. His baptism was entered in the parish of Saint-Cr&eacutepin register on July 8, 1621. Most take this as his developed birth date, but according to the custom of the period, it probably means that La Fontaine was born a day or two earlier. (Mackay, pg.4) He was the son of Charles de la Fontaine, a royal government official who inspected forests and waterways. His mother Fran&ccediloise Pidoux, who came from a nobler family from Poitou. He also had a unexampleder brother who was born two geezerhood after La Fontaine. He also had an older step sister named Anne de Jouy on his mothers side of the family. (Carter, pg. 46)Burns 2The education and formative years of young la Fontaine are non documented. Most biographers state that, in all likelihood, he attended ch&acircteau-Thierry &quotcollege". This is a secondary institution where humanistic discipline were taught to the sons of the middle class. (Encarta n.pag.) He then attended a school at Reims. From there he went to Paris to study medicine and theology, but was drawn into the whirls of friendly life. During that time he became qualified as a lawyer, but never perused it. In 1641 he went to the Oratory of Saint Magloire in Paris , intending to become a non-Christian priest and was soon joined by his brother who later dropped out as did La Fontaine. (Http//localhost, pg. 3) After he left the Oratory he went home and started to work for his dad and eventually took over in 1647. The same year he married Marie H&eacutericart, who was an heiress. In 1653 Marie and La Fontaine had a son, (his name was not found in any of my sources).

Psychological Approach to Little Red Riding Hood Essay -- Little Red R

Psychological Approach to Little Red Riding Hood By sounding at Broumas Little Red Riding Hood you can apply the three Freudian zones of the psychological approach to the poem, which are the id, super ego, and ego. The three Freudian zones seize the reader to look at different aspects that is believed to rule our lives. Each zone has a different meaning that interrelates with the other. Broumas Little Red Riding Hood has dissever of evidence that gives clues to what the main character may have been proposing to her mother. The id is described as the source of all our aggressions and desires. It is lawless, asocial, and amoral (HCAL 130). The id is our desire to do all of the bad things even though we may know that they are wrong or may have consequences. The author of Little Red Riding Hood, Olga Broumas, gives an example of how she has allowed her id to overcome both her ego and superego. She is a feminist lesbian. In ou... ...standing of what the poem may mean. My preference , the psychological approach, seemed fit for the many situations that the character was facing. The poem was a little psycho at get-go but by applying this approach it has helped me to understand not only this poem but some real life situations. Bibliography Guerin, et. al., ed. A Handbook of Critical Approaches to Literature, ordinal edition. Oxford UP. Rabkin, Eric. Stories. Harper Collins