Indian Sale of Goods Act 1930 Essay

It is a Mercantile Law. The Sale of Goods Act is a kind of Indian Contract Act. It came into existence on 1 July 1930. It is a contract whereby the seller transfers or agrees to transfer the property in the goods to the buyer for prize. A contract of sale of goods is a contract whereby the seller transfers or agrees to transfer the property in goods to the buyer for a price. There may be a contract of sale between one part-owner and another. Definition 1. Buyer A person who buys or agrees to buy goods. 2. Seller A person who sells or agrees to sell goods. 3. Goods Every kind of movable property other than actionable things and money. Sale of Goods Act is one of very old mercantile law. Sale of Goods is one of the special types of Contract. Initially, this was part of Indian Contract Act itself in chapter VII (sections 76 to 123). Later these sections in Contract Act were deleted, and separate Sale of Goods Act was passed in 1930. The Sale of Goods Act is complimentary to Contract Act. Basic provisions of Contract Act apply to contract of Sale of Goods also. Basic requirements of contract i.e. offer and acceptance, legally enforceable agreement, mutual consent, parties competent to contract, free consent, lawful object, consideration etc. apply to contract of Sale of Goods also. Contract of Sale – A contract of sale of goods is a contract whereby the seller transfers or agrees to transfer the property in goods to the buyer for a price. There may be a contract of sale between one part-owner and another. [section 4(1)]. A contract of sale may be absolute or conditional. [section 4(2)]. The law relating to sale of goods is contained in the Sale of Goods Act, 1930. It has to be read as part of the Indian Contract Act, 1872 [Sections 2(5) and (3)]. Contract of Sale of Goods According to Section 4, a contract of sale of goods is a contract whereby the seller: (i) transfers or agrees to transfer the property in goods (ii) to the buyer, (iii) for a money consideration called the price. It shows that the expression â€Å"contract of sale† includes both a sale where the seller transfers the ownership of the goods to the buyer, and an agreement to sell where the ownership of goods is to be transferred at a future time or subject to some conditions to be fulfilled later on. The following are thus the essentials of a contract of sale of goods: (i) Bilateral contract: It is a bilateral contract because the property in good has to pass from one party to another. A person cannot buy the goods himself. (ii) Transfer of property: The object of a contract of sale must be the transfer of property (meaning ownership) in goods from one person to another. (iii) Goods: The subject matter must be some goods. (iv) Price or money consideration: The goods must be sold for some price, where the goods are exchanged for goods it is barter, not sale. (v) All essential elements of a valid contract must be present in a contract of sale. features The Act deals with provisions related to the contract of sale of goods The Act deals with provisions of ‘sale’ but not of ‘mortgage’ or ‘pledge’ which come under the purview of Transfer of Property Act, 1882. The Act deals with ‘goods’ but not of all movable goods (ex: actionable claims, money etc.) MEANING OF SALES AND GOODS SALE:- the exchange of a commodity for money; the action of selling something. In general, a transaction between two parties where the buyer receives goods (tangible or intangible), services and/or assets in exchange for money. 2) An agreement between a buyer and seller on the price of a security. The activity or business of selling products or services GOODS:- a good is a product that can be used to satisfy some desire or need. , a good is a material that satisfies human wants and provides utility, for example, to a consumer making a purchase. Condition and warranty.— (1) A stipulation in a contract of sale with reference to goods which are the subject thereof may be a condition or a warranty. (2) A condition is a stipulation essential to the main purpose of the contract, the breach of which gives rise to a right to treat the contract as repudiated. (3) A warranty is a stipulation collateral to the main purpose of the contract, the breach of which gives rise to a claim for damages but not to a right to reject the goods and treat the contract as repudiated. (4) Whether a stipulation in a contract of sale is a condition or a warranty depends in each case on the construction of the contract. A stipulation may be a condition, though called a warranty in the contract. Unpaid seller† defined.— (1) The seller of goods is deemed to be an â€Å"unpaid seller† within the meaning of this Act— (a) when the whole of the price has not been paid or tendered; (b) when a bill of exchange or other negotiable instrument has been received as conditional payment, and the condition on which it was received has not been fulfilled by reason of the dishonour of the instrument or otherwise. (2) In this Chapter, the term â€Å"seller† includes any person who is in the position of a seller, as, for instance, an agent of the seller to whom the bill of lading has been endorsed, or a consignor or agent who has himself paid, or is directly responsible for, the price. Unpaid seller’s rights.— (1) Subject to the provisions of this Act and of any law for the time being in force, notwithstanding that the property in the goods may have passed to the buyer, the unpaid seller of goods, as such, has by implication of law— (a) a lien on the goods for the price while he is in possession of them; (b) in case of the insolvency of the buyer a right of stopping the goods in transit after he has parted with the possession of them; (c) a right of re-sale as limited by this Act. (2) Where the property in goods has not passed to the buyer, the unpaid seller has, in addition to his other remedies, a right of withholding delivery similar to and co-extensive with his rights of lien and stoppage in transit where the property has passed to the buyer. Negotiable Instruments :- The word â€Å"Negotiable† means transferable by delivery and the word instruments means written documents. It entitles a person to a certain sum of money. In simple words we can say it is a written document which is transferable from one person to another by delivery. According to contract act it is defined as , â€Å"A negotiable instrument means a promissory note, bill of exchange or cheque payable by order or bearer.† Example :- Cheques, Bill of Exchange and Promissory Notes are the important examples of negotiable instruments. Characteristics Of Negotiable Instruments :- Following are the important characteristics of negotiable instruments : 1. In Writing :- It is the basic condition of the negotiable instrument that it is always in writing. It can not be verbal. 2. Unconditional :- It is an unconditional instrument if any condition is attached then it can not be called negotiable instrument. 3. Transferable :- It can easily transferable from one person to another. In these instruments right of ownership passes either by delivery or by endorsement. 4. Payable On Demand :- The amount of the instrument is payable on demand or at any predetermination  future time. 5. Payable In Money :- The amount must be written on the instrument and it is always payable in terms of money. 6. Payable To The Bearer :- The amount written on it is payable to the bearer or to a specified person. 7. Payment of Debt :- It can be very easily used for the payment of debt. It is very simple and convenient method of payment. 8. Right of Recovery :- A cheque or Note gives the right to the creditor to recover the written amount from the debtor. He can recover this amount by himself or he can transfer this right to another. 9. Better Title :- If there is a defect in the title of the previous holder it does not affect the holder in due course. So it is abetter little than others. 10. Exception of General Law :- In case of transfer of property the general concept of law is that â€Å"No body can transfer a better title than that of his own.† But in case of instrument this law does not apply. A negotiable instrument even got in good faith from thief is better title. 11. Specified Amount :- It is also a characteristic of negotiable instrument that specified and definite amount is written on the instrument. â€Å"Holder†.—The â€Å"holder† of a promissory note, bill of exchange or cheque means any person entitled in his own name to the possession thereof and to receive  or recover the amount due thereon from the parties thereto. Where the note, bill or cheque is lost or destroyed, its holder is the person so entitled at the time of such loss or destruction. â€Å"Holder in due course†.—â€Å"Holder in due course† means any person who for consideration became the possessor of a promissory note, bill of exchange or cheque if payable to bearer, or the payee or indorsee thereof, if 1[payable to order], before the amount mentioned in it became payable, and without having sufficient cause to believe that any defect existed in the title of the person from whom he derived his title. . Negotiation by endorsement Subject to the provisions of section 58, a promissory note, bill of exchange or cheque 18[payable to order], is negotiable by the holder by endorsement and delivery thereof. Crossing of cheques A crossed cheque is a cheque that has been marked to specify an instruction about the way it is to be redeemed. A common instruction is to specify that it must be deposited directly into an account with a bank and not immediately cashed by a bank over the counter. What is Crossing of Cheque ? A cheque is a negotiable instrument. During the process of circulation, a cheque may be lost, stolen or the signature of payee may be done by some other person for endorsing it. Under these circumstances the cheque may go into wrong hands.Crossing is a popular device for protecting the drawer and payee of a cheque. Both bearer and order cheques can be crossed. Crossing prevents fraud and wrong payments. Crossing of a cheque means â€Å"Drawing Two Parallel Lines† across the face of the cheque. Thus, crossing is necessary in order to have safety. Crossed cheques must de presented through the bank only because they are not paid at the counter. DISHONOUR OF A CHEQUE:- a cheque which the bank will not pay because there is not enough money in the account to pay it Companies Act 1956 The Companies Act 1956 is an Act of the Parliament of India, enacted in 1956, which enabled companies to be formed by registration, and set out the responsibilities of companies, their directors and secretaries.[1] The Companies Act 1956 is administered by the Government of India through the Ministry of Corporate Affairs and the Offices of Registrar of Companies, Official Liquidators, Public Trustee, Company Law Board, Director of Inspection, etc. The Registrar of Companies (ROC) handles incorporation of new companies and the administration of running companies. Companies Act In India, the Companies Act, 1956, is the most important piece of legislation that empowers the Central Government to regulate the formation, financing, functioning and winding up of companies. The Act contains the mechanism regarding organisational, financial, managerial and all the relevant aspects of a company. It empowers the Central Government to inspect the books of accounts of a company, to direct special audit, to order investigation into the affairs of a company and to launch prosecution for violation of the Act. These inspections are designed to find out whether the companies conduct their affairs in accordance with the provisions of the Act, whether any unfair practices prejudicial to the public interest are being resorted to by any company or a group of companies and to examine whether there is any mismanagement which may adversely affect any interest of the shareholders, creditors, employees and others. Following are the main characteristics of a company 1. Legal Entity A company is an artificial person created by law. So, it has a separate legal entity from its members. It can hold and deal with any type of property of which it is owner in any way like, can enter into contracts, open bank account in its own name, sue and be sued in its name and capacity. 2. Perpetual Succession Joint stock company is a corporate body. It acquires a separate legal personality difference from its member with a common seal. It does not depend upon the existence of its members. It means company is not at all affected by the death, lunacy or bankruptcy of its members or shareholders.  The shareholders may come or go but the company goes on forever. Only law can terminate its existence. 3. Limited Liability The liabilities of shareholders of the company is limited up to their capital investment only. The liability of the shareholders in the public limited company is limited to the extent of the amount of share, they have subscribed. The shareholders are not liable for the payment of excess claim of the creditors even if capital of the company becomes insufficient. 4. Common Seal However, a company being artificial person, it can not sign on documents like natural person. Therefore, a common seal is used as a substitute of signature. The common seal affixed on all documents of the company. 5. Transferability Of Share Capital The shares of a company are freely transferable from one person to another person except in case of private companies. 6. Separation Of Ownership And Management Every member or shareholder, who is real owner of the company can not take active part in day-to-day management of the company. It is managed and controlled by a board of directors. 7. Maintenance Of Books Of Accounts A company has to keep and maintain a prescribed set of accounting books and any failure in this regard attracts penalties. 8. Audit Of Account And Publication Of Financial Statements It is compulsory for each and every company to get its accounts to be audited. A joint stock company has to publish its financial statement at the end of every fiscal year. Types Of Companies There are different types of company, which can be classified on the basis of formation, liability, ownership, domicile and control. 1. Types Of Companies On The Basis Of Formation Or Incorporation a. Chartered Companies Companies which are incorporated under special charter or proclamation issued by the head of state, are known as chartered companies. The Bank Of England, The East India Company, Chartered Bank etc. are the examples of chartered companies. b. Statutory Companies Companies which are formed or incorporated by a special act of parliament, are known as statutory companies. The activities of such companies are governed by their respective acts and are not required to have any Memorandum or Articles Of Association. c. Registered Companies Registered companies are those companies which are formed by registration under the Company Act. Registered companies may be divided into two categories. * Private Company A company is said to be a private company which by its Memorandum of Association restricts the right of its members to transfer shares, limits the number of its members and does not invite the public to subscribe its shares or debentures. * Public Company A company, which is not private, is known as public company. It needs minimum seven persons for its registration and maximum to the limit of its registered capital. There is no restriction on issue or transfer of its shares and this type of company can invite the public to purchase its shares and debentures. 2. Types Of Companies On The Basis Of Liability Registered companies are divided into two types, namely, companies having limited liability and companies having unlimited liability. a. Companies Having Limited Liability This liability can be limited in two ways: * Liability Limited By Shares These are those companies in which the capital is divided into shares and liability of members (share holders) is limited to the extent of face value of shares held by them. This is the most popular class of company. * Liability Limited By Guarantee These are such companies where shareholders promise to pay a fixed amount to meet the liabilities of the company in the case of liquidation. b. Companies Having Unlimited Liability A company not having any limit on the liability of its members as in the case of a partnership or sole trading concern is an unlimited company. If such a company goes into liquidation, the members can be called upon to pay an unlimited amount even from their private properties to meet the claim of the creditors of the company. 3. Types Of Companies On The Basis Of Ownership a. Government Companies A government company is a company in which at least 51% of the paid up capital has been subscribed by the government. b. Non-government Companies If the government does not subscribe a minimum 51% of the paid up capital, the company will be a non-government company. 4. Types Of Companies On The Basis Of Domicile a. National Companies A company, which is registered in a country by restricting its area of operations within the national boundary of such country is known as a national company. b. Foreign Companies A foreign company is a company having business in a country, but not registered in that country. c. Multinational Companies Multinational companies have their presence and business in two or more countries. In other words, a company, which carries on business activities in more than one country, is known as multinational company. 5. Types Of Companies On The Basis Of Control a. Holding Companies A holding company is a company, which holds all, or majority of the share capital in one or more companies so as to have a controlling interest in such companies. b. Subsidiary Company A company, which operates its business under the control of another company (i.e holding company), is known as a subsidiary company. Memorandum of association The memorandum of association of company, often simply called the memorandum (and then often capitalised as an abbreviation for the official name, which is a proper noun and usually includes other words), is the document that governs the relationship between the company and the outside. It is one of the documents required to incorporate a company in the United Kingdom,[1] Ireland, India, Bangladesh, Pakistan and Sri Lanka, and is also used in many of the common law jurisdictions of the Commonwealth. A Memorandum of Association (MOA) is a legal document prepared in the formation and registration process of a limited liability company to define its relationship with shareholders. The MOA is accessible to the public and describes the company’s name, physical address of registered office, names of shareholders and the distribution of shares. Articles of association In corporate governance, a company’s articles of association (called articles of incorporation in some jurisdictions) is a document which, along with the  memorandum of association (in cases where the memorandum exists) form the company’s constitution, defines the responsibilities of the directors, the kind of business to be undertaken, and the means by which the shareholders exert control over the board of directors. DEFINITION of ‘Articles Of Association’ A document that specifies the regulations for a company’s operations. The articles of association define the company’s purpose and lays out how tasks are to be accomplished within the organization, including the process for appointing directors and how financial records will be handled.

Entre Notes

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Contemporary Issues in Nursing Essay In todays world of nursing, there are efforts to improve patient care at hospitals. Severalstates across America are considering implementing nursing ratio laws. This ratio law wouldrequire hospitals to have strict nurse-to-patient ratios enforced at all times. Only California hasimplemented nursing ratios so far and it has been the subject of mixed reviews. Steps the legislation went throughThroughout the 1990s, health care labor unions in California tried to implement nursestaffing laws through legislation and ballot initiatives. The California Nurses Association (CNA)campaigned for several years to constitute a mandated nurse-to-patient ratio system in California. The first endeavor was in 1993 when Assembly Bill (AB) 1445 was introduced into theAssembly. Unfortunately, the bill did not succeed. The nurse-to-patient ratios were also a part ofProposition 216, the health care reform initiative introduced by CNA in 1996. Governor PeteWilson vetoed another version of the ratio bill, AB 695, which was passed by the legislature in1997 (Institute for Health, 2001). The CNA organized a rally of nurses and patients throughoutCalifornia to win enactment of AB 394. More than 10,000 letters, post cards and phone callswere made to the governor in support of the bill. Registered nurses (RN) and senior citizens bythe thousands assembled on the Capitol Steps in support of the bill in September, 1999 (Dumpel,H. 2003). Description of issue and recently enacted legislationAB 394 was passed and signed by Governor Gray Davis in 1999. This bill directs theCalifornia Department of Health Services to establish minimum, specific, and numerical licensednurse-to-patient ratios by licensed nurse classification and by hospital unit in acute carehospitals. Although it passed in 1999, it was not implemented until January 1, 2004 due to thefact that the California Department of Health Services could not base deductive evidence onwhich to base the actual ratios (Coffman, J., et al, 2002). The implementation was frozen as anemergency by California Governor Schwarzenegger due to the severe nursing shortage and highcosts. California courts upheld the Governor  and enforced tougher standards (Anonymous,2007). Under the legislation enacted, acute care hospitals in California need to have a minimumof one licensed nurse for every two patients in intensive care units, one nurse for every operatingroom patient and one nurse for every five patients on a medical surgical floor. The legislationcalls for half of the licensed personnel working in intensive and coronary care units to belicensed as an RN. The consequence of the nurse ratio law on quality and access to patientcare is still a subject of debate in California (Coffman, J., et al, 2002). Impact of nursing practiceThe CNA claims that ratios have been successful in creating safer workingenvironments in hospitals. The CNA believes that having the ratio laws in effect will attractRNs that have left the field. Data obtained from the CNA shows that since the ratio law wassigned, the number of actively licensed RNs in California have grown by more than 60,000,with an additional 60% increase in RN new applications. Turnover vacancy rates in Californiasbiggest hospital systems have fallen below 5% as a result of this ratio law (CNA, 2005). Supporters of the ratio law believe that staffing ratios help improve working conditions andattract more young people to the nursing profession. Working conditions within acute carehospitals have an impact on the number of RNs that choose to practice there (Coffman, J, et al,2002). Impact on quality of health care delivery to the patientThere is a strong correlation between nurse-to-patient staffing ratios compared to lowrates of medication errors and patient deaths. Nurse staffing is key to influencing patientoutcomes. In a study of orthopedic and vascular surgery patients discharged from 168Pennsylvania hospitals, the risk of adverse outcomes were 31% higher in the hospitals thatstaffed 1 nurse to 8 patients, compared to 14% higher with hospitals that staffed 1 nurse to 4patients. Hospitals that staff 1 nurse to less than 5 patients also have a lower incidence of patientfalls, medication errors and nosocomial infections (MacPhee, M., et al, 2006). Improved RN topatient ratios also have a reduced rate of  pneumonia, urinary tract infections, shock, cardiacarrest, gastrointestinal bleeding, and other adverse outcomes in acute care settings. Recentresearch indicates that the cost of the RN to patient ratio law is considerably lower than the costof basic safety interventions commonly used in hospitals such as PAP tests for cervical cancerand clot-busting medications to treat stroke and heart attacks. Shorter lengths of stay have alsobeen reported since the ratio laws took place (Needleman, J., et al, 2002)HistoryCalifornia became the first state to mandate minimum nurse staffing ratios. Suggestionsfor nurse-to-patient ratios have been specified in union contracts at hospitals in several otherstates. Since California passed AB 394, related bills were introduced in many other states suchas Massachusetts, New Jersey, New York and Pennsylvania. The cause for staffing ratios was aresult of average patient acuity in the state of California rising and projected increases for acuitylevels to keep increasing through the next 20 years (Institute for Health, 2001). AB 394 mayhave a major impact on demand for nursing personnel, the adequacy of nursing supply and thequality of nursing care provided to consumers. Nursing unions in California representing nursessaw this bill as an aid for improving patient and employee safety. Hospitals throughoutCalifornia were concerned that AB 394 would incr ease the difficulties they face in recruiting andretaining nurses (Coffman, J., et al, 2002). Position of various health organizations on the issueThe topic of nursing ratios seem to be a convincing tool in protecting patient safety andimproving working conditions for nurses. However, realistic thought must be taken inestablishing attainable and pragmatical ratio standards. It is expensive and difficult to attract andretain enough qualified nurses to meet these ratios. Many proponents feel there are not enoughnurses available to meet these requirements. Difficulties in recruiting and retaining hard-to-findnurses costs an estimated $422 million and is a factor in the closure of several hospitals and aleading cause for shutdowns of 11 ERs and psychiatric units throughout California (Leighty, J.,2005). California ranks 49th across all states in the number of nurses per capita. The stateEconomic Development Department states, California will be short  more than 97,000 RNs bythe year 2010. When the ratio law began in California in 2004, 85 per cent of hospitals were notable to be compliant with the regulations. The main contributing factor was not having enoughnurses to cover meal breaks (Anonymous, 2004). Medical surgical nurses see understaffing as a problem that contributes to nurse burnout. Three out of five nurses state that low staffing levels have a negative impact on patient care. Three out of five nurses also state they have thought about leaving the hospital floor nursingsetting in the past two years. Nurses across the country feel that ratio regulations would improveworking conditions (AFT Healthcare, 2003). Impact of this legislationThe CNA believes that nursing ratios protect patients safety and eliminatesdangers associated with patient overload. CNA President Deborah Burger strongly feels that theratio laws have alleviated the nursing shortage by attracting 30,000 RNs to the state. She feelsthat burned -out or retired nurses are coming back into the profession because of betterconditions in the workplace (Leighty 2005). From a nurses point of view, the ratio regulations are what has been needed to improvepatient care and nurse satisfaction. For each extra patient above 4 added to a nurses assignment,there is a 23% increase in burnout and 15 % increase in job dissatisfaction. Research has shownthat better staffing for nurses in hospitals is reflected lower levels of absenteeism and higher jobsatisfaction (MacPhee, M., et al 2006). Legal responsibilities and Ethical dilemmasThe recent ratio regulations have caused problems throughout California. Hospitals areat times unable to receive patients, ambulances are diverted to more far away hospitals andpatients are now waiting longer in the emergency rooms. Before the regulation was made inplace in California, many nurses felt they made  decisions about patient care and were able toplan his or her workday to meet their patients needs. Many feel now, that the regulation is anumbers game. (Leighty, J., 2005). Some hospitals may look to cut costs to keep up with thecost of the ratio laws. They may look to decrease other personnel such as unlicensed caregivers,ward clerks, transporters and housekeepers. This could make nursing jobs in the hospital lessappealing to RNs. Higher personnel costs can also sway hospitals from ordering new medicalequipment with state of the art safety features (Coffman, J., et al 2002). Although the ratios are a subject of mixed reviews, many nurses in California are happywith the regulation. As a newer nurse who recently entered the profession, I am overwhelmed attimes with my patient load of five patients. I am thankful to work in a state where nurse ratiolaws are in place. Adding more patients to my daily assignment would more than likely makeme leave the hospital setting due to burn-out due to high levels of job dissatisfaction. References AFT Healthcare (2003, April) Patient- to- Nurse Staffing Ratios: Perspectives from HospitalNurses. Retrieved February, 10, 2004 from http://www.aft.org/pubs-reports/healthcare/HartStaffingReport2003.pdfAnonymous (2004). California Hospitals Express Disappointment Over Court Ruling on NurseStaffing Regulation: Ruling Jeopardizes Hospitals Ability to Guarantee Access to Care. Retrieved February 13, 2007 from http://www.calhealth.org/public/press/Article%5C103%5CCHA%20News%20Release%20on%20Nurse%20Ratio%20Lawsuit%205-26-04.pdfAnonymous (2007). Does Nurse-To-Patient Ratio Legislation Help Patients or Harm Hospitalsin the United States? Retrieved February 10, 2007 from http://www. Globalinsight.com/Perspective/PerspectiveDetail6099.htmCalifornia Nurses Association (2005) RN to patient Ratios. Retrieved February 10, 2007 fromhttp://www.calnurses.org/nursing-practice/ratios/ratios_index.htmlCoffman, J., Seago, J., Spetz, J., (2002) Minimum Nurse-to-Patient Ratios in Acute CareHospitals. Health Affairs, 21(5), 53-64. Retrieved February 13, 2007, from Research LibraryDatabase.

Effect of Marijuana on PTSD Patient Stress Levels

Effect of Marijuana on PTSD Patient Stress Levels Does marijuana decrease stress levels in patients with PTSD? Marijuana and the topic of its effects and whether it should be legalized or not is a popular controversy. Advocates for legalization claim that there are multiple benefits for medical cannabis use, such as treating PTSD patients to reduce their symptom severity and many others. With growing interest in marijuana and its benefits across the world, more knowledge on its composition and effects are vital to ensure that misuse doesn’t become dangerous. Multiple studies have been done on the topic of the correlation between marijuana use and PTSD symptom severity. With varying results, there is significant evidence supporting both sides of the argument. This encourages the fact that more studies need to be conducted to gain a more definitive answer. However, it is evident that marijuana may reduce stress levels in patients with PTSD. Two studies on the effects of cannabinoids on the brain on the consolidation of a traumatic event show that marijuana can be used as a sort of therapy. One of the studies discussed tested the specific cannabinoid and glucocorticoid receptors and their reactions in the amygdala and hippocampus. The other studied the effects of enhancing endocannabinoid signaling and blocking corticotrophin releasing receptor in the amygdala and hippocampus. Both these studies were very specific and had positive results. The findings of the first study suggested that the basolateral amygdala is an area of action of cannabinoids and glucocorticoids in moderating consolidation of traumatic memory in a rat model with PTSD.1 The findings also showed the specific receptors that are activated and deactivated in the amygdala and hippocampus when being treated with cannabinoids for PTSD. The findings of the second article also suggested that enhancing endocannabinoid signaling in the amygdala and hippocampus produced a favorable spectrum of effects. Marijuana dependence is shown to moderate the effect of PTSD on trauma reactivity in substance dependent patients. One of the studies explored the role of marijuana dependence in the relationship between PTSD and subjective and biological emotional reactivity in response to a stressful situation. The findings of the study showed that patients with PTSD who were also marijuana dependent may experience changes in their emotional processing in response to said stressful situations.2 This dampens their emotional reactivity in order for them to not have triggering symptoms. Studies show that with moderate amounts on a regular basis, PTSD symptoms in patients were reduced. One such study explored the moderating role of the tendency to engage in strategies to reduce unpleasant personal experiences in the PTSD–cannabis dependence relationship. This study was conducted among a sample of patients with PTSD in residential substance abuse treatment. Another study reported and statistically analyzed psychometric data on PTSD symptoms. Both of these studies showed evidence for marijuana reducing PTSD symptoms. The studies showed that they are consistent with evidence that marijuana use may serve an avoidant role among individuals with PTSD3 and that cannabis is associated with drops in PTSD symptom severity in some patients.4 Both the studies had positive findings that supported the affirmative side of this argument, but also stated that more experiments and studies are crucial for a more definite and well-rounded answer. Some studies show that PTSD patients who use marijuana with expectations regarding their symptoms decreasing experienced no relief, or their symptoms worsened. One study surveyed over 650 male combat veterans who used marijuana to treat their symptoms. These studies not only discuss the dangers of developing a substance use disorder, but the issue of the patients then resorting to other dangerous and potentially harmful drugs to alleviate their disorder. The results of this study showed combat-exposed veterans who use cannabis appear to use more as the magnitude of their PTSD symptoms and the expectations of cannabis-induced relief of those symptoms increase.5 Not only did marijuana consumption not help them, but their symptoms got worse and in turn, their drug intake also got heavier. Veterans reported expecting marijuana-related improvement of all types of symptoms, but significantly more relief from symptoms of intrusion than hyperarousal, followed by avoidance and then numbing.5 Another study also showed that starters and continuing users of marijuana had significantly higher measures of PTSD symptom severity at follow-up tests compared to patients that have either never used marijuana or have stopped. Marijuana consumers also showed significantly higher measures of violent behavior at follow-up than all other groups.6 Some studies also show that treating PTSD with marijuana while having substance use disorders (SUD) and/or cannabis use disorder (CUD) is ineffective. One study conducted a test on the effects of cannabis on patients with PTSD as well as SUDs. Another study did a CUD diagnosis and observed changes in PTSD symptoms over time after discontinuation. This study claimed to present the first evidence of a potential relationship between problematic cannabis use and PTSD symptoms. This indicated that individuals with a CUD are likely to experience lower levels of change in PTSD symptoms over time.7 Some studies show that patients aren’t benefitted nor harmed by marijuana treatments. However, if the patient continues using marijuana to a point where they develop a CUD, then they will also experience lower or no levels of change in the severity of their symptoms. One of the studies stated that there were no significant positive nor negative associations between cannabis use and end-of-treatment PTSD symptom severity.8 These results support the argument that there are no effects to marijuana treatments. This study also stated that cannabis use was not linked to symptom outcomes at end-of-treatment across participants.8 This again shows that there was no correlation between cannabis use and positive nor negative symptom progress. There is significant evidence for both sides of this argument. Studies show that cannabinoids block certain receptors and dampens emotional reactivity, which in turn, lessens the severity of PTSD symptoms. More studies show that many patients are benefitted by marijuana treatments and they report significant decreases in their stress and anxiety levels. However, some studies also show that cannabis treatments can worsen symptoms. As the patient’s symptoms worsen, their intake is increased until they develop a cannabis-use-disorder (CUD). Studies show that patients with CUDs experience lower levels of change in their symptoms, or don’t experience any changes at all. Some others also state that there is actually no benefit, nor harm as cannabis is not directly correlated with PTSD symptoms at all. However, like all medication, certain individuals experience different effects at different levels since no one is the same. These results clearly show that different people can either benefit from marijuana, develop worse symptoms, or not have any effects at all. Taking into consideration all the factors and study results, more research, experiments and studies need to be conducted to achieve a more thorough answer. References 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shoshan, N. & Akirav, I. The effects of cannabinoid receptors activation and glucocorticoid receptors deactivation in the amygdala and hippocampus on the consolidation of a traumatic event. Neurobiol. Learn. Mem. 144, 248–258 (2017). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aisenberg, N., Serova, L., Sabban, E. L. & Akirav, I. The effects of enhancing endocannabinoid signaling and blocking corticotrophin releasing factor receptor in the amygdala and hippocampus on the consolidation of a stressful event. Eur. Neuropsychopharmacol. 27, 913–927 (2017). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bordieri, M. J., Tull, M. T., McDermott, M. J. & Gratz, K. L. The moderating role of experiential avoidance in the relationship between posttraumatic stress disorder symptom severity and cannabis dependence. J. Context. Behav. Sci. 3, 273–278 (2014). 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Greer, G. R., Grob, C. S. & Halberstadt, A. L. PTSD Symptom Reports of Patients Evaluated for the New Mexico Medical Cannabis Program. J. Psychoactive Drugs 46, 73–77 (2014). 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Earleywine, M. & Bolles, J. R. Marijuana, Expectancies, and Post-Traumatic Stress Symptoms: A Preliminary Investigation. J. Psychoactive Drugs 46, 171–177 (2014). 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wilkinson, S. T., Stefanovics, E. & Rosenheck, R. A. Marijuana use is associated with worse outcomes in symptom severity and violent behavior in patients with posttraumatic stress disorder. J. Clin. Psychiatry 76, 1174–1180 (2015). 7.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bonn-Miller, M. O., Boden, M. T., Vujanovic, A. A. & Drescher, K. D. Prospective investigation of the impact of cannabis use disorders on posttraumatic stress disorder symptoms among veterans in residential treatment. Psychol. Trauma Theory, Res. Pract. Policy 5, 193–200 (2013). 8.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ruglass, L. et al. Impact of Cannabis Use on Treatment Outcomes among Adults Receiving Cognitive-Behavioral Treatment for PTSD and Substance Use Disorders. J. Clin. Med. 6, 14 (2017). 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   by MJG,   compiled. Hemp History Timeline on RediscoverHemp.com. RediscoverHemp 7 (2015). Topic Justification: I selected my topic for a variety of reasons. I strongly believe that marijuana could be a revolutionary drug with multiple medical benefits if more thorough research and experiments are conducted. As someone with a passion for helping people medically, I envision the advantages humankind can extract from the beneficial components of the drug. Starting from the treatments done on PTSD patients, I believe that more enlightenment on the drug could help us to understand it better and hopefully cater it to heal multiple diseases and conditions. Marijuana has been used for centuries as a herbal remedy throughout the world. In fact, the earliest use of marijuana and hemp dates back to 4000 B.C, where it was used in ancient China and Chinese-occupied Turkestan9. With no recorded deaths resulting from overdoses (ever) in history, the fact that marijuana is classified at the highest drug classification alongside harsh drugs like cocaine and heroin seems astounding. This also significantly limits the amount of legal research and experiments that can be conducted. I believe that starting off with PTSD patients, as more recognition is received to marijuana as a medical drug rather than a â€Å"dangerous illicit substance†, the benefits can be thoroughly explored and new medical breakthroughs can be achieved.

Influential Softball Coach Essay -- College Admissions Essays

Influential Softball Coach I met a life changing individual in middle school. We referred to him as â€Å"Mr. D†. He was my seventh and eighth grade English teacher. I sat in his class and dozed off during his grammar lectures. He often sparked my attention with jokes, sports scores, stories from literature books. However, the majority of Mr. D’s classes were not overly exciting or stellar in anyway. In the spring of my seventh eighth grade year I decided to branch out and try a new sport. I signed up for our school’s softball team. A new coach was going to be taking on the difficult task of teaching the love of the game to a group of girls. The coach was going to be my English teacher. Mr. D taught the team to play softball well. He also taught us that softball was a lot like life. I le...

Joan Didions On Morality :: essays research papers

Morality is, in essence, subjugated by he who defines it. This being the case, morality (defined as right or wrong, good or evil) is malleable as long as it does not impede upon any “ipso facto virtue';(Didion). In the essay “On Morality';, by Joan Didion, this aspect ‘on morality’ is composed. This will be utilized to verify that William Saroyan’s (author of “Five Ripe Pears) guilt of an immoral action is conflicting given specified conditions. To begin, “On Morality'; is an essay of a woman who travels to Death Valley on an assignment arranged by The American Scholar. “I have been trying to think, because The American Scholar asked me to, in some abstract way about ‘morality,’ a word I distrust more every day….'; Her task is to generate a piece of work on morality, with which she succeeds notably. She is placed in an area where morality and stories run rampant. Several reports are about; each carried by a beer toting chitchat. More importantly, the region that she is in gains her mind; it allows her to see issues of morality as a certain mindset. The idea she provides says, as human beings, we cannot distinguish “what is ‘good’ and what is ‘evil’';. Morality has been so distorted by television and press that the definition within the human conscience is lost. This being the case, the only way to distinguish between good or bad is: all actions are sound as long as they do not hurt another person or persons. This is similar to a widely known essay called “Utilitarianism'; [Morality and the Good Life] by J.S. Mills with which he quotes “… actions are right in the proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.'; Consequently, Saroyan’s action of taking pears could be viewed as moral or immoral given certain circumstances. At the age of six, Saroyan was categorized as a thief for taking five pears from a tree. His argument, although a spiked fence protected the pear tree, is “some branches grew beyond the fence.'; This, to Saroyan, makes whatever is on the exposed branches public property. With Didion’s argument of morality, Saroyan is only guilty of immorality if his action hurt another individual/individuals. Thus, two seemingly obvious circumstances will be examined being as impartial as possible. Case one: First and foremost, the owner of the pear tree seems like an immediate victim of the taking of the fruit, although nothing is said about him/her in the essay.

Interpersonal communications improvement plan Essay

Problem: I have developed a bad habit of not having confidence in myself at college, in my study habits, and expressing myself. Goal: To improve my self-confidence, I will keep a good self-image. I will imagine myself as a strong, confident and decisive person. I will think and act positively. I plan to learn new study habits. I will be able to speak with my teachers and advisors about my problems. Procedure: First, I will have the confidence to ask for help. Next, I will not waste time, energy and effort by worrying about my weakness and deficits. I will seek help and ask more questions to better myself. I will be more open about my problems. Finally, I will stop worrying about problems and work through them. Test of Achieving Goal: I will know I have achieved this goal, when I become more comfortable asking for help to develop better study habits. The proof will be seen in my test scores and research papers, which will show me that I can improve my grades in college through perseverance. Journal Entry 1 Date: Oct. 4, 2006 Results: I talked to my English teacher about my research paper that is due next week. She helped me with my mistakes. She said it was a good paper overall. Journal Entry 2 Date: Oct. 4, 2006 Results: I talked to my baseball coach and explained my problems with my grades. He wants to help me in any way possible. Journal Entry 3 Date: Oct. 5, 2006 Results: I talked with my advisor. I opened up to him by explaining that I can’t believe my tests scores, after doing so much studying. He led me in directions that should increase the effectiveness of my study habits. He knows that I can do it. Journal Entry 4 Date: Oct. 6, 2006 Results: I emailed all of my teachers. I asked them how to improve my grades. I also requested study tips from them. Journal Entry 5 Date: Oct 7, 2006 Results: I put to use the study tips from Dr. Bommarito. I didn’t get frustrated with all of the information that I needed to learn for my history test. I had to do it, so I did. Journal Entry 6 Date Oct. 8, 2006 Results: I asked my parents to see how my studying was coming along. They asked me questions from flash cards that I made. They were very supportive. They were very happy to see the new methods I have been using. They could see how I was not getting as frustrated while studying and writing research papers. Interpersonal Communications Improvement Summary My original intention was to use confident behavior to improve my study skills, so that I may get better grades. I feel that I accomplished this, even in such a short time. Emailing my teachers was a small step, but I believe it will pay off in the long run. Each time I talked to one of my teachers and coaches, it gave me more confidence to try again. They were all receptive to my needs, and gave me good advice to help improve my grades and my study habits. I would have to say that my biggest concern was asking for help from my parents. However, by the time I talked to my parents, my confidence level was up from my interactions with my teachers and coaches. I do not get as frustrated as I have in the past. I also felt concern over how my coach would view me after I opened up to him. His reaction was very supportive, as were my parents. I now feel a lot of encouragement from the people who are most important to me. It means so much to me that they were all willing to sit down and go over assignments with me and give me many good study tips. I am now more comfortable talking to them because I know they believe in me. I was surprised about how much easier studying has become since applying the tips I have received, especially from Dr. Bommarito. I am anxious to see the results in my improved test scores and research papers. My self-concept has greatly improved. I feel confident that I can get the help I need by just asking for it. I feel confident in my new study skills. I feel confident that I can continue to learn more study skills, and that I can improve my grades by applying what I have learned. This has been a good experience for me overall.

Examine the opening five minutes of ‘High Noon’, ‘Butch Cassidy and the Sundance Kid’, and ‘Unforgiven’

Examine the opening five minutes of ‘High Noon', ‘Butch Cassidy and the Sundance Kid', and ‘Unforgiven'. Discuss what each of the directors seek to achieve in these sequences and how they locate their film within the genre. The three films ‘High Noon', ‘Butch Cassidy and the Sundance Kid', and ‘Unforgiven' are all classic films that are located in the Western genre. Principally these Westerns are set between the period 1860 to 1900 and often located to the west of the Missouri and the Mississippi. The production of these three films span through a period of 40 years from 1952 to 1992 showing a change and progression in the style of filming. From examining the opening five minutes of each of the three films and with great reference to the key concepts I shall be able to establish what notions build a Western and analyse how effectively they are used within each of the three films. High Noon directed by Fred Zinnemann was produced in 1952 and tells the story of Miller, a renowned villain who was sentenced in the town of Hadleyville to a lifetime imprisonment in Texas. Much to the town's distress Miller is released and back with a vengeance and together with a group of other villains they return to Hadleyville to seek revenge on the town's sheriff. This is a story about the final triumph of good over evil yet also touches upon other subjects like testing friendships and the rise of women in power. This was the first film to use real time, by 1957 it was being parodied. High Noon begins with a non-diagetic soundtrack, ‘Don't forsake me, oh my darling,' which tells the story that is to follow. The film opens with a wide shot of the great grassy plains with a lone rider in the distance, showing great iconography of a typical Western scene. Its narrative clues are very strong in the first five minutes where the essentially ‘bad' characters are here shown with the stereotypical look of being roughly shaven and wearing ragged clothes and a Stetson hat. This is further backed up when they ride into the town, where people shocked and scared by their appearance stop immediately what they are doing and some even run to hide. One Spanish woman crosses herself when she sees them showing their bad reputation and is obvious here, that they are not often at that town and it is not a welcomed sight. There is a great contrast here between the ‘good' and the ‘bad,' mainly between Will Kane and Miller. In almost everyway they are opposite relating to Claud Levi-Strauss idea on binary oppositions. The connotation of colour is very noticeable here, where the bad guys are all wearing dark colours and ride on black horses in contrast to Will Kane who is about to wed Amy who is wearing white which reflects their innocence. This film uses conventions effectively to locate itself in the Western genre. It is located in a small town with one high street that is lined with tall wooden buildings. It also includes the familiar saloon and sheriff's office. These all link together to provide a representation of the stereotypical image of a western town. Butch Cassidy and the Sundance Kid directed by George Roy Hill (1969) is based on a true story that follows the lives of Butch Cassidy and the Sundance Kid who are famous for great bank and train robberies. After many successful takes they encounter resistance and in a bid for freedom flee the country. This film takes the idea away from the evil cowboy and by the end of the film you feel less anger for them as in most Westerns but like them and feel a sense of sorrow and pity for them. This film opens with a short film reel shot in sepia. It tells of one of their many great train robberies as ‘the hole in the wall gang. ‘ The sepia is a good reflection of the period of which this film is located, it also highlights and emphasises iconography of Westerns straight away. It then cuts out of sepia to the next scene in which Butch is examining the security of the town's bank in preparation for the robbery. There is a lot of exposure to the heavy bars and strong locks, obviously new, and unforeseen, Butch asks the bank teller â€Å"What happened to the old bank, it was beautiful†, the bank teller replies, â€Å"People kept robbing it! † Like High Noon the way Butch Cassidy and the Sundance Kid are dressed reflects their personality and means that they can be more easily recognised. As well the bad guy is well renowned and scares a lot of people. Here, the Sundance Kid is well known for his precise firing aim, shown in the scene where the Sundance Kid is playing cards and his opponent accuses him of cheating not knowing who he is, â€Å"I didn't know you were the Sundance Kid when I accused you of cheating†¦ If I draw on you, you'll kill me. † He then asks him how good of a shooter he actually is, the Sundance Kid then demonstrates this and shows to the audience his character whereas Butch Cassidy appears to be a lot more rational and ‘the brains' behind the operations. The Sundance Kid is very sombre and does not show much facial expression. Male pride is very dominant in this film, especially among the Sundance Kid, where his reputation is very important and must be maintained to uphold the ‘bad guy' image. Unforgiven is the most recently produced film of the three, made in 1992 and directed by Clint Eastwood who also stars and won 4 Oscars. It follows the story of William Munny, a notorious killer who is offered the chance to earn a large sum of money by reverting to his old ways and killing two cowboys. The story line develops to show a more in depth side of the stereotypical villain of the West and the corruptness of people who are supposed to be on the ‘good' side. This film demonstrates 3 themes common to the Western genre: Love, honour, and loyalty. The opening shot of the film has a simple scene of William Munny tending to his wife's grave in a silhouette cast by a glowing sunset. This is further explained by the use of a short paragraph that tells of Munny's past. The first few minutes shows how William Munny has become much more of a settled family man since his wife died and so his gangster days are long gone and now owns and runs a ranch with his two children, whom can further accentuate his now much more innocent personality. Due to his presence as a family man we do not initially see him as a villain, and due to the different nature of the story, whereby Munny is asked to kill the villains who cut up the young girl's face, which is well deserved, it makes the audience portray Munny more as a hero, who was only looking out for the best interests of his family. This first scene of tranquillity is contrasted by a stormy second scene as it makes the change from the country to a small Western town, and gives a narrative clue that something that could upset the equilibrium is about to take place. There is a shot emphasising the sign saying billiards upstairs and then we see women being paid for sex. Screaming then breaks the silence and the pace is speeded up using fast editing which portrays the commotion that's taking place. This is stopped abruptly with the pointing of a gun. As in many Western films women are used to demonstrate the issue of male power and pride at this time in history. Within Unforgiven Little Bill, the town sheriff, talks to the head prostitute with little respect and does not listen to her opinion. Within the three films I have examined all three directors use similar iconography to portray the familiar Western scene and the villains always wearing dark clothes, with roughly cut hair and stubble around the mouth. The hero of a Western will always contrast the bad guy. The main themes that are covered are; male pride, loyalty and honour. Women are used repeatedly to show male power in society and are used as mere objects. High Noon is a base that most Western films use and its ideas are often revised. Tying together narrative theories, iconography and typical themes makes these film fit into the Western genre.

The Impact of Local Television in Today’s Society

Local Television in Today's Society Since the early 1940's, it has been clearly evident that television has played a crucial role in the way people receive and perceive news media on a day to day basis. According to State of the News Media, viewership and ratings have drastically changed over the years and as of 2012, it is suggested that it is in large part due to the pressing and irreversible shift towards social media.Now our country not only relies on our friendly local newscasters to fill us in on the weather or breaking news irst thing in the morning, but also on the latest KRQE tweet on Twitter or status update on Facebook. Our world is turning digital and as hard as many may try to stop it, there is no denying that a future in news will rely heavily on the efficiency and effectiveness of social media. So where does this leave our local television stations and ultimately, how will this digital frenzy effect their overall viewership, ratings and longevity?This is the prominent concern in our local news media world today and a question that must be discussed and actively researched to ensure the future of local elevision news. Throughout the course of this semester, the students in this Media Management course have had the opportunity to pick the brains of various news anchors, producers, directors, and Journalists to question and investigate this shift from both print media and local television, to our growing reliance on internet and various social networking sites.Each of our guests was forced to explore the same question: In a time of slipping credibility and growing opinion, how do you succeed in the digital era while maintaining values and traditions of great Journalism that rought us here in the first place? With no surprise, each speaker responded with a similar statement. The gist being that as a society, we must, as a whole, focus on seeking the truth behind any story. We must provide valid, reliable and timely information that pertains and relat es to the lives of every member in our community and remain a trustworthy source of news for years to come.We must place precedence on social responsibility. Seems a lot easier said than done considering there has been a noticeable decline in local TV news viewership since 2007. And lthough there was a slight increase in 2011, the mostly steady decline has been cause for great concern in the news world. While reading the substantial amount of information that State of the News Media provided on this issue, it was apparent that network and local stations alike are predominantly losing viewers (or in some rare cases reaching a time of stabilization) in both primetime television spots as well as in nontraditional time slots.The research suggests that although there is the occasional increase in viewers during times of national or worldwide distress, there is indeed a uantitative measure proving simply a sta bilization ot local news audiences in specific time slots (no increase) versus the drastic decline that was evident beginning in 2007. However, this ‘improvement' was not substantial enough to propose that local TV news has entered a period of new audience growth. According to SNM, â€Å"viewership of network affiliates was up for newscasts in both the morning (5 to 7 a. m. ) and late evening (11 p. m. when averaged across all sweeps periods studied. In the early evening time slot (5 to 7 p. m. , viewership was down slightly. † Delving a little deeper into the sweeps periods offered a clue to at least one reason behind the improvement – there has been higher interest in the news (for example the coverage of the chaos, rebellion, and distress surrounding Egypt and Libya earlier in the year or the 2012 Presidential election. ) But breaking news or continuous coverage of a significant event may not always dominate the airwaves considering there are times when news is slow and not as easily accessible.At that point reporters must rely on heir o wn investigative skills and creative thinking to find their own stories to dissect and examine. These facts were reiterated by a large number of our guest speakers in class including Alex Tomlin, Bill Anderson, Doug Fernandez and Jessica Garrate. They all made it a clear point to discuss the importance of understanding the average news consumers' daily routine, the most critical time of day that any one individual can be reached and what it is that truly attracts a news consumer to a particular station. That is the indeed the key to success for any local station.Understand the consumer and their wants and needs, take initiative on finding imperative stories regarding our community, and consistently provide viewers with the most up to date and relevant news possible while maintaining a good reputation by being credible, reliable and original. In todays news world, this in many instances means Jumping on that social media bandwagon and making the decision to provide consumers with pla y by plays via the internet. â€Å"Almost every station in the country now has a Facebook page, according to the annual RTDNA/Hofstra survey, and almost 90% have t least one Twitter feed. (SNM, 2012) This move to digital news has proven to be in some cases effective, and in others somewhat irrelevant to the success of local stations (or newspapers) as mentioned by Bill Anderson, general manager of KRQE, and Dan Mayfield, Sr. writer for NM Business Weekly. However, although results of viewer increase due to social media is not definitive; it has great potential to become a positive influence for any news team because social media can encourage consumers to sample any station's newscast.And once that seed has been planted, it becomes the responsibility of the news team to deliver a quality show that maintains that viewers' interest. Alex Tomlin, news reporter and correspondent for KRQE, discussed in great detail the value of delivering hard and entertaining news, without focusing on the trend of social media. She mentioned briefly how a reliance on networking sites is viewed in the news world as a method of being lazy and therefore unreliable because it is difficult to attribute any fact to the alleged statements being made.

Miracle of Life

Contents Page Lesson Section Ideal setting for babys birth| 19,20| 6 | 2| Diet for a 4 year old (Winter and Summer)| | 7 | 2| Child with feeding problems| | 7 | 2| Teacher-parent relationship| | 8| 2| Involving parents in school life| | 8| 2| Basic psychological needs| | 9| 2| How teaches can provide for psychological needs| | 9| 2| Intergrated whole (will, mind, body and spirit)| | 9| 2| Three stages of obedience| | 10| 2|How deviations manifest themselves in children| | 10| 2| Mixed ages in the learning enviroment| | 11| 2| Five different modes of learning| | 11| 2| Intergrate a handicapped child| | 11| 2| Useful development chart| | 11| 2| SECTION 2 Assignment 2 Lesson 6 1. Describe the ideal setting for a baby’s birth. (500 words) ‘Before him there is a period of life different from that which he led in the womb ‘the spiritual embryo Care of the newborn Child has two lives: Age starts when life starts from the time the child is conceived natal being lifePrenata lBeforenot enough attention PostnatalAftermost attention Maria Montessori believed not enough attention was given to pre natal life and the actual birth of the child. Trauma at birth Until the moment of birth, the baby is in a warm fluid, protected from the bright lights, sounds and drop in body temperature. We have to consider the great adaptation the baby has to make leaving the mothers womb and entering the great big world. Environment Baby’s 1st experience of breathing on his own (before via mums umbilical cord) Baby’s 1st experience of carrying his own body mass.Baby’s 1st experience to feel his sense of touch (skin, blanket etc) Baby’s 1st experience of the impact of light and sound We cannot say exactly how the baby feels by conscious awareness and memory, but we cannot assume that he is insensitive to all the factors. ‘mneme’ Recording by the unconscious memory of all the sensations experienced which influence the learning and develop ment of every individual and therefore influence the later development of the child. How sensations affect the child. What mom’s environment becomes a part of who the child becomes? Immediately after birth Maria Montessori believed experience immediately after birth are important factors in the Childs subsequent development and the importance of the mother to the child. * Ideally the child should be delivered into his mothers hands in a calm environment in a warm room that is dimly lit. * Should be left to bond with his mother immediately after birth, leaving the weighting and bathing for afterwards. * The body of the newborn is delicate. The skeleton is not fully ossified, the bones of the feet are still cartilaginous and the skull is not joined over the top of the brain. Extreme care should be taken in handling the newborn child. * Traditional attention should be given to emotion. * Childs needs are to be considered and emphasized at all times. First days of life * Initiall y not realized the child has mental needs in his first two years of life. * Maria Montessori believed in the unconscious absorbent mind (0 to 3 years) * Consider transformations, adaptions, achievements during the 1st periods of life. * Conscious absorbent mind (3 to 6 years) Good example: a child who didn’t feel love will find it hard to drive. * Active seekers in this world. Related essay: Practical Life Exercises Montessori Free EssayAlways looking for impressions to absorb. * This becomes an integral part of his personality * Children who are not allowed to grow and develop do not thrive. * A mother gives off an unnoticed force that the child is familiar with; this helps him to go threw difficult days. * The communication between mother and newborn still exist even after baby has left the womb. Lesson 7 1. Set out a diet for 1 day in winter and 1 day in summer for a 4 year old. Include a table for each day detailing the nutritional value. group| servings per day | examples| grain| 6| Rice, pasta, breads, cereals, muffins| egetable| 3| Cucumber, broccoli, carrot, cauliflower ,spinach| fruit| 2| Apple, banana, strawberry, pear, grapes, melons| dairy| 2| Milk, cheese, yoghurt, smoothie| meat| 2| Chicken, mutton, beef, beans| Fats | 1| Sugar, honey, butter, margarine, oil| Nutrient| benefit| | zinc| Essential for normal growth and physical developmentOptim al immune function| | | | | Essential fatty acids| Metabolic & structural functions| | iron| Essential for building healthy blood cells| | Vitamin B complex| Energy production and releaseImmune function and nervous system| | | | |Vitamin A| Normal visionHealthy skinSkeletal developmentTooth developmentBoost resistance to infection| | | | | | | | | | | | | | Vitamin C & E| Antioxidant vitaminsKeeps cells healthyBoost the immune system to help body resist infection| | | | | | | | Vitamin D| Increases the absorption of calcium and phosphorusVital for healthy bones and teeth| | | | | carbohydrates| Provides energy| | proteins| Materials for growth and repair| | fats| Materials for growth and repair| | Vitamins| Helps regulate body process| | minerals| Growth and repair and regulate body process| |BALANCED MEAL 5 TIMES A DAY Winter Breakfast | 30g Oats cooked with 250ml low fat milk and cinamonand 1 banana| Playtime snack| 1 small fruit yogurt1 bran muffin| lunch| Tuna mayo sandwhich ser ved with salad (lettuce, carrots, cumcumber, pineapple)| Afternoon snack| 2 wholewheat crackers and a small handful of raisins and nuts| supper| Pasta with meatballs and tamato sauce| Summer Breakfast | French toast dipped in egg and fried in butter, sprinkled with cheese and a glass of milk| Playtime snack| Fruit and nut Muesli and plain yoghurt| unch| Pasta with salmon and mushroomAnd a glass of fresh orange juice| Afternoon snack| 1 fresh fruit salad and a bran muffin| supper| Chopped steak served with rice and spinache, Corn on the cob and sweet potato| What would you do to help a child who has feeding problems? (500 words) A healthy child is active in body mind and spirit. If a child is active, developing adequately and growing at the expected rate for his age than the food refusal should be regarded as a phase of development. Being a picky eater may be normal. Toddlers are so fussy about what and how much they eat so every bite should be pure yet nourishing.It is of utmost imp ortance that your child does follow a healthy balanced diet as her brain is developing at an amazing rate. After a year of rapid growth, (first year) the average one year old triples in weight, toddlers gain weight more slowly and need less food due to a decreased appetite and a sense of security other than food. Another reason is toddlers are suddenly mobile and curious to discovery, which makes them less interested in food. Toddlers also become more independent at this stage learning they have little or more control over choices.Their taste buds are more discerning, so they know exactly what kind of food they do and don’t like. Children may also get stuck on certain food and then suddenly dislike eating them after a while. So snacking is an important part of a toddler’s diet but too many snacks in-between meal times may also play a part in the toddler not eating proper meals during breakfast, lunch or supper. Another big mistake is too many drinks during the day. Wat er is the best option. As it is essential for living but not considered as a nutrient. But has no artificial colours yet will keep the body well hydrated.By the age of 4 or 5 years children should become god eaters if parents guide them correctly during there toddler years. With good eating habits instilled children are less likely to develop eating disorders and becoming obese, and less likely to suffer diseases such as heart conditions and diabetes eating should never be a ‘battle of wills’ and early independence in feeding should be allowed and encouraged. we must bear the nutrients in mind and how we use them towards planning a meal. Bearing in mind if there are any special diets to consider. Meal timesValuable social time for family members or children in a class can get together for a common purpose so make food look attractive and fun. Learning opportunities to develop motor skills and co ordinate the use of fork and knife. Practical communication skills and deve lop social skills like table manners. Encourage children to learn responsibility by helping prepare food, laying the table and proper food hygiene, and food storage Learn where food comes from, how it keeps us healthy and grace and courtesy. Mealtimes should be social and educational. Lesson 8 1. a) Why are teacher-parent relationships so important? include 10 factors in your answer) 2. b) How can we involve parents in the life of the school? (include 10 factors in your answer) Lesson 9 1. A) What are the basic psychological needs? (500 words) We need to understand that children have different needs at different stages and levels in their development, within five vast categories namely Social Intellectual Emotional Physical Spiritual Children begin to develop and become skilled even before they are born. Discovery never stops, it continues through our childhood and adulthood. Each stage is totally unique from the next.The child has a totally different manner of thinking, different c haracteristics, and different needs and these require totally different surroundings , different opportunities, a different way of learning and even a different willing adult to help fulfill the childs needs. Periods of development are vital as children absorb very fast creating a foundation to what their future is built on. We need to learn how to guide them to strong concrete foundations for a better future. We need to realize children from all backgrounds, countries and race develop in the same basic ways. The child is in a continual state of growth and metamorphosis.Bodily or physical change The comparision of a new born is completely different from that of an adult. NEEDS| NEW-BORN| 2-3 YEAR OLD| 6 YEAR OLD| physical| Needs must be fulfilled by an adultNeed of movementRelationship with mother| Needs activityNeeds to touch and explorePurposeful activityAcknowledgment and couragespace| More energy Can challenge themselvesPerfect refine movements| emotional| Need for loveSecurityN eed to trust environmentRoutine consistency| Confident and happyCreates independenceChild deserves respectChild learns to trust| Need to feel satisfied without being acknowledged| intellectual| 0-3 years| 3-6 years| Calm, serene, peacefull| Need activities to stimulate ntellectual developmentLanguage and educationNumeracyWorking with hands| spiritual| The same needs apply to ll ages| | Will have the need for love and to express it to othersTo be respected and show respect to othersTo feel joy and happiness and to show it to othersPurpose in life. | social| | CHARACTERISTICS| NEWBORN| 2-3 YEAR OLD| 6 YEAR OLD| hysical| MovesDependent on motherMovement of limbsLarge heavy headSoft on skull| Active/balanceGetting into proportion with body for balanceWalks independentlyUse sensesUse maximum strengthSkin soft and hairy| Body streamlinedTaller and independentMore balanceBetter- co ordinationMore strength| emotional| Cries to show emotionsDependant on adultMust be lved to fulfill emotions| Shows emotion in body language| Talks to express emotions| intellectual| One year old| 6 year old| Immatates and observesRemembersAtraacted to colours, sounds and shapesShort concentraton span| Does things on their ownConscious acts taking place| spiritual| Immates you prayingSense of whats happeningPure and innocentInstinct and connectionAbsorbing suroundings| Innocent and accepting to everyoneDevelopes by interactionIs contentShows joyDevelopes independence| Shows joy and contentment feels completesharing| social| | | | Mental change 6 months| Recognizes familiar faces| 1 year | Say 1ST word| 2 years| Use of objects by trial and error. Can use names. Knows difference between one and many.Understands simple language| 2 years +| Understands more words than usedKnows own genderWill try blocks and shapesImagination developes| 3 years| Knows own age in yearsKnows difference between big and smallCan judge depth and height| 4 years| Speaks more fluent using many wordsKnows yesterday , t oday and tomorrowUnderstands higher, longer, heavierTries to reason but gets confussed| 5 years| Can see and judge objects wellCan count well May lean to readMay learn to write| b) What can us as teachers do to provide for these psychological needs? (500 words) the environment most suited to meet his needs he work opportunities most suitable to his needs to learn in a way most suitable to his needs the adult most suitable to his needs surroundings that best suit the child 0-3 years home enviroment| | 3-6 year pre school enviroment| Safe stimulating environmentLoving communication with all the childrenCleanHappy and friendlyFreedom and spacecomfortable| | Safe and cleanRoom for playStimulating purposefull gamesBright and cheerful surroundingsCalm and peacefulChild friendlyFree choiceVertical groupingSocial awareness| Emotional and spiritual needs| | newborn| toddler| |LoveCareConsistencySafetySecuritynaturing| TrustSpaceFriendly safe enviroment| | Opportunities the child needs| Type of adult best suited to the child| | Newborn and toddler| 3-6 year old| MoveWork with handsExploreExpress themselvesGive and receive lovePositive role modelsGiven choices| ResponsibleMatureLovingPatientTrustworthyHappy/ joyfullVigilant to needsCalmrespectfull| Positive role modelStimulatingCreativeEducationalAdapt to different needsSpontaneousReliable| Emotional changes happy| When they get food or something they wantor when seeing their mother again after being away from her for a while. Sad| When they leave their parents or family or friendsOr not getting what they want| afraid| When someone shouts or loud banging noisesOr if they near an unfamiliar animal or surroundingOr even if there is a thunder storm| Children cannot easily talk about their feelings, often it is because they donot have the right words to express themselves. By helping them to learn words we would help them to talk about there feelings. It is also important to observe a childs behaviour to understand what the child is feeling. it is very important we listen to the child so we can understand what he is trying to inform us.By listening to what a child is feeling it gives the child a sense of respect . by listening to them we will encourage them to express what they feelings more often. In this way it will help build the childs confidence as they will be more aware. It will also be a great example teaching them to also be willing and compassionate in listening to other peoples feelings. We need to listen to what the child is feeling. If it is fear we need to help them not be afraid and explain the difference between real fear and anxiety. Children can express there emotions in various waysThrough songs and singing Drawings Discussion groups books puppets 2. Describe an exercise that would help the child use his own will, mind, body and spirit and contrast it with one that would not help him to function as an integrated whole. (500 to 600 words) include an explanation of your choices in your answer. Lesson 10 1. What are the three stages of obedience? Give detailed descriptions and examples. (150 words for each stage) Young children can repeatedly experience periods of spontaneous concentration on a piece of work freely chosen.They will begin to display the characteristics of a normal development for the love of work, attachment to reality, the love of silence, to work alone. Wills development Three stages in development of will. Law of work Repetition of an activity Attention polarized Degree of concentration Obvious satisfaction Independence and power to the child Law of independence self discipline as a way of life choice of his own freedom as a person point of self knowledge and self possession artistic use of his own talent accountable for his own actions confinement within the truth of actuality ower of attention c)power to obey this power is a natural observation ‘shows itself’ impulsively and unexpected after the procedure of maturity 2. Discuss ho w deviations in children manifest themselves. (500 words)-That Secret of childhood. What is meant by the term deviations Behaiour commonly seen in children that is the result of some obstacle to normal development. Such behaviour ( serious or not) may be understood as negative. (timidity, destructiveness, untidiness, disobedience,, greed, egoism or positive. ( passive child) What is a single factor resulting in such deviationsThe child s unable to develop according to his inner psychic guide due o a hostile unsatisfactory environment encounted during those formative years of the unconscious absorant mind. Lesson 11 1. What is the main key for being able to mix all types and ages of children in the learning environment? (150 words) 2. What are the five different modes of learning? State the 5 different modes of learning with a short explanation of each mode, to show your understanding. Development of movement Devlopeent of language Development of independence Development of freedom P rincipals revealed through the childs development Imagine that you wish to integrate a handicapped child. Describe what you would be aware of and how you would help. (400 to 500 words) include in your answer the physical environment, the other children and the spiritual preparation of the directress. Ikraam, a brainy lad that’s full of passion for life decides a wheelchair will not hold him back. Despite his survival on a manual wheelchair a VP shunt and his renal treatment, Ikraam wants to attend school and have fun with friends like any other four year old. At 1st the challenge seemed far fetched but on noticing the little boys will I asked the mum if I could spend some time with Ikraam.Assessing the child was paramount as I realized his needs where special. I was amazed as his personality and how quick a trust was built. His potential was exploding with ideas. His mobility was beyond words. Like everything he lst in his legs where made up for in his mind and speech. I noti ced his well nourished body bulge to one side. He had absolutely no movements in his lower limbs. When I put him on the carpet he abled himself to sit independently balancing on one hand. He walked around pulling his bottoms to where he wanted to be. He had ability and a strong sense of personal dignity.This child could not be deprived of a Montessori environment. I arranged he be sent him to school with a care taker to ensure his safety at all times and decided to take it a step at a time. Fortunately very minor adjustments had to be made with regard to ramps etc. but we became more observant of pick up and drop of. And made parents more aware of Ihram’s needs The other children were amazing around Ikraam. They were always curious and willing to accommodate for his needs. A lot of mystery entered their little minds as in to why cant this boy walk and run. Why is he in a wheelchair?They befriended him just like every other child but they wanted to know why. So we kindly arran ged for the mum to explain Ikraam's disability and how they could help him to help himself. All the tables and chairs were child sized and Ikraam insisted on sitting on a chair like every other child. I realized he knew what’s best for himself but it was not safe enough for him to be sitting alone. An idea popped in my head, I had an organza runner over the display table. I had it washed and ready for the next day. Time to be in his chair I tied it several times around his entire upper body and chair.And it worked like a dream. That’s when I realized Spiritually I had to be very positive and devoted to my task. I also had to bear in mind every child is special and carried the same right as Ikraam. I needed to trust Ikraam to the freedom of choice. Trust the children to treating him equally and helping when he needed it and to trust myself in being a guide and trusting and observing the outcome. 3. Useful development chart Imagine a child with a certain disability and f ill in the chart as you would expect to find him in attainment in the early development stages. Fill this n on the chart provided on pg 36 of the manual. The chart can be copied manually or photocopied for submission. This should be a practical question and we recommend that the learner observes such a child before filling in the chart. Useful development chart Name: Ikraam JeewaDate:17 February 2012 Address: 50 Tagore Drive Roshnee Gross motor| success| Some success| No success or very little| Balance (left, right of own body)| | x| | Laterality and direction| x| | | Co-ordination (jumping etc. )| | | x| Body image (going round and threw objects)| | x| | Rhythmic movement| | x| | | | | Fine motor| | | | Co-ordination of fingers and other small muscles| | x| | | | | | Visual motor and perception| | | | Visual regognition| x| | | Visual discrimination| x| | | Visual memory| x| | | | | | | Auditory-motor perception| | | | Recognition of sounds| x| | | Discrimination of sounds| x| | | Auditory memory| x| | | | | | | Communication| | | | Listening ability| x| | | Understanding| x| | | Good vocabulary| x| | | Use of grammar correctly| x| | | | | | | Concept formation| | | | Matching| x| | | Sorting| x| | | Making associations| x| | | Making relationships| x| | |Understanding of ‘same’ or ‘different’| x| | | SECTION 3 Lesson 12 1. a) What are the reasons for these exercises? Your answer must include comments on the role and function of the teacher and why children are attracted to â€Å"practical life† exercises. (1000 words) For us as adults it’s the simple activities we perform daily that control our environment, our everyday chores where the end result is more important than the process itself. We do it because we have to as it relates to our social environment, in order for us to maintain social relationships. A means of us fitting into society.To a child ‘practical life’ is very important, because it is the s trongest link between home and school. A child from birth grows up living and watching the adults around him, so he adapts to his environment around him. Watches his parents in their everyday lives and that’s how he constructs his reality. So when he goes out and realizes everybody does what his parents do it becomes a norm in society. So to a child performing and perfecting activities must be as real as possible as part of his development. To a child the process is much more important than the end result.Maria Montessori introduced the activities of practical life because she observed their interest was familiar to activities the children observed in their own homes. They means of satisfying the child’s needs and tendencies common to all children regardless of their age, race or background. According to Dr Montessori’s observations, she discovered the 12 needs and tendencies that were noticed (secret of childhood page 119) 1) Child prefers to work instead of pl ay. 2) Child has amazing concentration. 3) Each child learns at his own pace. 4) Child has a tendency to repeat. 5) Child has a love for order. ) Child needs choice. 7) Children do not need reward or punishment. 8) Children love silence and working alone. 9) Children don’t need sweets as a distraction. 10) Children have a strong sense of personal dignity. 11) Children can read after they write. 12) Children develop positive self-discipline. 13) Practical life activities indirectly prepare children for other areas of the learning environment. Practical life as a foundation for future learning. Builds up good practical working relations and good working habits. Activities are character forming. It integrates the mind and body through the use of hands.They reason and act intellectually. The role of a directress * Service Always be available to be of service to the children. Maintain order Remove obstacles that distract learning. Act as a role model Be calm, graceful and courteou s. Follow all ground rules. Practice what is preached in the classroom. * Self preparation Constantly strive for knowledge Prepare yourself spiritually, physically, emotionally and intellectually. * 3 stages of preparation 1) Custodian and keeper of the environment Caretaker of equipment Apparatus in perfect order. Beautiful, clean and shining No parts missing 2) Behavior towards childrenEntice the child to work Protect the child from distraction Be just and fair Be consistent 3) Child’s interest in apparatus Build up child’s concentration with practical life exercises Compliment only when the child has completed Don’t offer help to a struggling child Re present activity when needed Show how to use equipment Present or re presents it in steps Guide threw materials Active at the beginning Passive afterwards Settled environment as if distress is not there Have faith in the child End of the year children normalize Mingle around children Recognize children’s motivation Freedom to choose taskMotivation from within Inner self/child to guide child The greatest sign for a distress is the ability is to say ‘The children are working now as if i don’t exist’ quote (absorbent mind) When the class becomes undisciplined look at you Sort it out and correct it. Learn from your mistake and don’t repeat it. It is the directress dedication that helps prepare, normalize and maintains, need and order in the environment. She has to make sure items are intact, complete and always maintained. Note all items needed for each activity is arranged and should readily be available in a tray or basket before you begin the activity.Practice and rehearse the presentation of a new task several times. Give facial expression, the attitude is important. A check has to be done of all teaching materials before and after every new day. Distress needs to be patient and present each activity step by step. Each activity consists of a series of indi vidual movement and threw the activity the child learns attention . Practical exercises require little or no talking. Important what you say or don’t say. All attention should be placed on action. The distress doesn’t have to check for right and wrong but she should make the child very aware of control of error.She needs to teach the child to search for inspection. Children should be able to realize error for him and that should make him target better results every time. In that way he won’t need praise or blame. She has to introduce fresh and interesting new ideas from time to time. I Analysis of movement and clarity of each distinct movement draws the child’s attention to activity. A distress should realize it’s not only the immediate aim of the material but the long term fulfilled task that matters. Recording all important writings that help in a Montessori environment. Acquire new skills constantly.Characteristics of tools and materials of prac tical life. Essential for a distress to keep in mind when creating a practical life environment. * Materials have real working direct or indirect aim. * Materials must be child sized and attractive. Materials must be adapted to child * Materials must be real to the control of error. Children can learn to use glass etc†¦ * Materials need to be in good repair order. Children won’t want to use broken items. * Materials need to be freely available for free choice. Children shouldn’t have to ask for it. It should be in their reach. Materials should be relevant and culture specific. * Activities should start from simple to complex. It helps order of the mind. * Only one set of activity should be kept per environment. Teaches children patience and sharing. * Materials should be kept in meticulous order. * Materials should be at children’s eye level b) What are the four main groups of â€Å"practical life†? There are four groups of exercises of Practical Lif e. 1) a) Elementary movements – simple easy tasks that develops skills e. g. : spooning, pouring, cutting etc b) Primilary movements -1st steps to success. To know basics E. . : to roll ; unroll a mat etc 2) Caring ; looking after the environmentIndoor ; outdoor- E. g. : dusting, sweeping, table scrubbing etc 3) Care of personal self hygiene E. g. : Dressing, combing hair, brushing teeth etc 4) Social SkillsGrace and courtesy E. g. ; whispering, greeting, speaking softly etc Lesson 13 1. How would you cater for: pg9 sec 3 a) The child’s physical needs? (250 words) b) His emotional needs? (250 words) c) His social needs? (250 words) d) Five areas of childhood development from practical life activities. e) Physical-fine and gross motor skills.Helps control movements, co-ordination, dexterity and character. f) Emotional child gains independence, self-esteem, confidence, trust and self-discipline. g) Social child learns acceptable behavior. Politeness and develops a sense of helpfulness h) Intellectual- aided by organized, orderly work, reasoning skills, organized skills and language development. i) Spiritual – Activities in practical life feeds the soul. j) k) l) 2. Select one exercise from each of the main groups of â€Å"practical life† and write out in full using the same heading as those set out for â€Å"sweeping† on page 23 of your manual.The length of each exercise will depend on the number of actions for each section. Be careful to brake down each action in detail. Elementary movementsspooning Material. Tray, Sugar Beans,(placed already in a glass bowl,) another identical empty bowl, a spoon with a long enough handle for the child to hold Presentation. 1) Invite the child ‘would you like to do some spooning today? ’ 2) Take the child to the shelf to see where it is kept 3) Name the material so the child knows in future 4) Show the child how to carry the tray from the shelf to the table 5) Sit on the right of a right handed child ) Tell the child I’ll show you how then you can get a turn’ 7) Place the 2 bowls apart from each other on the tray Slowly pick up the spoon griping between your thumb and index finger 8) Gently scoop a spoon full of beans 9) Steadily hold the filled spoon for a few seconds waiting for beans to settle 10) Slowly move the spoon to the empty bowl working from right to left 11) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 12) Pause, make eye contact with the child 3) Continue from step 8 again to step 11 until the full bowl is empty 14) Pause so the child understands all the beans are now in the empty bowl 15) Without moving the bowls gently scoop a spoon full of beans 16) Steadily hold the filled spoon for a few seconds waiting for beans to settle 17) Slowly move the spoon to the empty bowl now working from left to right 18) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 19) Pick up betw een finger and thumb every dropped bean and return to unspoiled bowl 20) Gently continue until the original bowl is filled with the beans again 21) Make sure no spilt beans on the tray or left in the bowl 22) Offer the child a turn 23) Watch and wait patiently with arms neatly on your lap 24) When the child is done from the full bowl to the empty 25) Then again from left to right 26) Encourage the child to pack the tray the same way it was found 27) Show the child how to take it back to the shelf 28) Allow the child to go back with you 9) And see where and how you placing the tray back again 30) Give the child permission to use whenever he likes. Direct Aim from one bowl to another ; how to hold a spoon Indirect Aim concentration, pencil grip, strengthen wrist Control of errorthe noise of dropping beans on the tray Age of interest2, 3 and 4 years Final social skillsHelps child eat independently Points of interestwhen the bowl gets completely empty Looking after the environmentTable Scrubbing Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest Care of themselvesBlowing Nose with tissues Material. Presentation. Direct Aim Indirect AimControl of error Age of interest Language Points of interest Social intercourse-How to walk without stepping on anther child’s work Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest a) What is the benefit to the child of the ‘Silence Game’? (500 words) b) When would you expect the child to be able to play the ‘Silence Game’? Include 5 points an expand on each one. Lesson 14 1. What is meant by the ‘Periods of Sensitivity’? List and discuss the main ‘Sensitive Period’s’(800 words) the sensitive period for co-ordinated movement the child is sensitive to movement/ activity and work through out life eak: 1 to 2 years of age to enable the child to explore his own environment and perfect himself and his personality through work with his hands. The childs life force, the horme, drives this need to develop co-ordinated movement, which is vital to thechilds life. Without movement the spirit dies and thechild has no intelligence. The sensitive period focuses the childs whole attention on leaning to walk and dvelope his balance using his hands and then to unite these functions so he can work. Movement being physical movement eg moving hands , feet, body as well as movement of the mind eg his eyes move and take in all that’s around him making the mind move. child takes +_ a year before his mobile because so much has to happen in a childs mind before he is able to rackle life at a faster pace. we therefore realize that much movement is in the mind, where the hands, mouth and eyes work as instruments of the mind for walking to take place. Nabeelas pink file 2. What happens if we starve children of the right environment for these ‘Se nsitive Periods’? (100-150 words) 3. What is the Absorbent Mind’? Include in your answer when and how the child’s mind becomes fully conscious. (500 words) 4. Write out in full the ‘3 period lesson’ that you would give your child to teach the color names ‘red’ and ‘blue’.You would f course have made sure the child is able to recognize the colors by easily pairing the color tablets first. 5. List, in your own words at least 5 characteristics of the Sensorial Didactic materials. SECTION 4 Lesson 15 1. Choose two pieces of sensorial material and describe in your own words how to present them. In your answer include the materials to be used, direct and indirect aims, control of error and age of interest. The presentation should be in sequence and consist of at least 12 actions. 2. Make a list of 12 words you could use for each of the presentations you did in question 1? 3. a) Why should the child be free to repeat the materials again and again? 500 words) c) What is the difference between ‘adult time’ and ‘child time’ and why do you think nature has made it like this? (500 words) Lesson 16 1. a) What is the small child interested in from the sounds around him (150 words) B) is there a sensitive period for language and how does it show itself? Discuss each one from birth to six years of age (800 words) c) Who is a well-known researcher on language? Explain how Maria Montessori, through her observation and insight set the stage for researchers work. (200 words) d) How does the sensorial material help language acquisition? Pg 43 manual for assistance. (500 to 800 words) 2. a) Why is movement important for reading ability? (200 words) b) What are the skills that have to be integrated to be able to read?List all 5 skills and give a brief description of each one. c) How can a mother give her child reading encouragement? (20 points) d) How can a Montessori teacher see that a child has h elp applicable to the time before beginning to read? Include at least 10 points. e) Draw the four basic symbols for writing. f) What is meant by; the explosion in writing? ’ include in your answer all the aids. List some activities in the practical life and sensorial areas that assist the child as well. (700 words) g) Describe the presentation of the sandpaper letters. Include the 3 period lessons. h) Describe the metal insets and write out the full presentation of the metal insets.Remember to include all the headings as per the manual. i) Describe the first presentation you would do with the movable alphabet? (120 words) j) How many different activities can you think of that the child might enjoy doing with the movable alphabet? Include at least 10 activities. k) When would you know the child would rather write by himself? (120 words) l) In what way would the child still use the movable alphabet? List 5 activities. SECTION 5 Lesson 17 1. Make a list of the main types of mate rials or activities which will help to develop the child’s language ability. List at least 10 points and explain each one, including practical life and sensorial activities. 2.Make a list of all the activities that the child with the ability to build up words phonetically. List at least 10 activities and explain each one. 3. Make a set of reading cards showing something new for this day and age. Refer to diagram in handbook for correct size. Use white card and write the names with a black fine line pen. Remember to write in lower case letters as per example. Your writing must be neat and consistent as possible. The materials you submit should be of a high standard, as if they were made for the classroom. Correct font used for all material. Words must always be centered on the card. a b c d e f g h I j k l m n o p q r s t u v w x y z 4.Why is the grammar more enjoyed at this early stage than later? (200 words) 5. Make a set (6) of pink (3 letter phonetic words). Each set must consist of 6 cards with a picture and 6 cards with the corresponding word. Use pale pink and pale blue cardboard, 6cm x 6cm each. 6. Choose a short paragraph from a book that you admire. Write it out and draw in color the grammar symbols above each word. If you find this too difficult, make up a series of sentences for yourself. 7. Geography – Make the land and water forms with their names. Example and size in hand book. For the land use either brown paper, green or brown cardboard. For the sea use blue cardboard. 8.Make a land and water form definition booklet for ne form at least. Refer to manual. Page 34 9. Write out the general way of developing one particular detail in one subject by ‘classified reading’, e. g. Details of a bird. Pictures should be identical, on white cardboard and one part picked out in red each time with matching name and a definition booklet. Make the material and write out in detail how to present it. E. g. in handbook. 10. Write an acco unt of the work of the two sides of the brain. (500 to 600 words) 11. How would you prepare the environment for the children to learn a second language? (500 to 700 words)- use some of your own ideas. SECTION 6Lesson 18 1. Make a math’s chart for yourself, showing clearly the main materials for each major step in the earl arithmetic. The chart should start with the number rods, through and including the birds eye view of the decimimal system. Your answers should be in sequence. The chart should be the size that complies with the regular postage size for easy mailing. It may consist of more than one page. 2. Choose two of the following and describe how they are presented: Number rods Spindles Counters and cards Teen boards Include headings as per presentation in manual and include in your answer two exercises that come before and after this presentation. 3.What are the main characteristics of the mathematical materials as described on pages 5 to 8 inclusive. (800 words) 4. Des cribe the presentation, using the golden beads , of one of the following operations: Subtraction Multiplication Division Include headings as per presentation in manual and include in your answer 2 exercises that come before and after this presentation. 5. Describe in detail all the exercises you have been introduced so far to teach addition, state how each leads the child towards abstraction. Describe at least 5 exercises in sequence. 6. List some extra exercises one could use not using Montessori materials, to help gain an understanding of number and the various operations involved in the study of mathematics.List at least 10 activities. 7. ‘And if we look now at sensorial apparatus which is able to evoke such deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but also to the development of the mathematical mind. ’ 9’the absorbent mind. Chap 7) Discuss referring to unit 6, particularly pages 5-9 inclusive and mathematics which can be found in your own environment. (500 words) SECTION 7 Lesson 19FURTHER EXERCISES IN ADDITION 1. Describe the dot game. Give an example and say how it may be used. (refer to manual) 2. Describe the presentation of the addition strip board. (refer to manual) 3.How the control of error is used in the addition charts? Incl all 5 chart. Lesson 20FURTHER EXERCISES IN SUBTRACTION 1. What are the main characteristics of the subtraction strip board? ( list at least 6 characteristics) 2. Describe in detail the methods of a) decomposition b) complementary addition used in teaching subtraction what are the essential differences between the 2 methods? (page 16 of manual) lesson 21FURTHER EXERCISES IN MULTIPLICATION 1. Describe how you would teach children to multiply by 10 and 100 ( page 16 manual) 2. Explain the use f the working charts in the teaching of tables. As per exercise 1, 2 and 3 of manual. Page 19.Lesson 22FURTHER EXERCISES IN DIVISION 1. De scribe how you would use the stamp game in teaching long division. ( page 20 manual) Lesson 23THE SMALL BEAD FRAME 1. Make an outline sketch of and list the main characteristics of the small bead frame. Do this question on your own. List at least 10 points. Lesson 24FACTORS ; PRIME NUMBERS 1. Prepare a list of the prime numbers found between numbers 1 to 100. ( do this question on your own) Lesson 25LINEAR ; LIQUID MEASUREMENT 1. Devise further problems to enable children to use and apply measurement or prepare a working list of examples, to use with children, to enable them to further their knowledge of capacity.Lesson 26THE LARGE BEAD FRAME 1. Write a brief outline of how you would use the large bead frame to help children count up to 1, 000,000 (one million) (pg35) Lesson27LONG MULTIPLICATION WITH BANK GAME 1. Describe the sets of number cards used in teaching long multiplication. (pg 38) Lesson 28FRACTIONS 1. How would you introduce written symbols in the teaching of fractions g ive e. g. ( pg 41) 2. Devise a list of examples to be used to prepare children to understand the concept of equivalence of fractions. List at least 5 e. g. 3. Describe I detail the stages of preparing children to understand the division of fractions using the divided skittles. (pg 43) use own e. g. nd feel free to use sketches Lesson 29GEOMETRY 1. a) List the metal insets used to introduce geometry. (pg 45 manual) b) Show how they are used to enable children to understand equivalent, identical and similar figures. (pg46) Lesson 30MONEY 1. List the stages, materials and method you could use to teach children to use your own currency. 500 to 700 words. incl diagrams and activities. SECTION 8 Lesson 31 1. What are the ‘fine arts? ’ (200 words) 2. What fine work of literature would you enjoy reading to small children? (150 words) incl your own e. g. 3. How do you help the children to know and enjoy great work of art? ( 250 words) incl your own ideas 4.Choose a poem for the children to recite and act, and give the reason for your selection. In your answer your selection must be applicable to the age group of 3 to 6 years. 5. What are Montessori’s beliefs on fantasy for children up to the age of 6? You will find your answer in your text books. Lesson 32 1. How does a Montessori child obtain good manual dexterity and understanding for drawing? (500 words) incl in your answer practical and sensorial exercises. 2. Give an example of an activity you would use to help the child’s power of observation. (250 words) use your own e. g. 3. Describe a group handicraft activity using the materials of your choice. Incl materials, presentation, aims and an e. g.Bare in mind that your choice should allow the children to participate withut restrictions and with independence. Lesson 33 1. What is the 1st experience of rhythmic beat for the tiny baby? (30 to 50 words) 2. Which Montessori activity would help a child with Dyslexia, and why? (300 words) incl a brief description of Dyslexia. 3. Try to walk on a line carrying a pile of books. Walk carefully toe to heel and move rhythmically, if possible to music. Write a few lines about this experience. (100 words) 4. How does rhythm help a child who has great difficulty in spelling? (250 words) Lesson 34 1. Why did Dr. Montessori talk about ‘Cosmic Education? ’(1000 words) 2.How would you help the children to adapt to the environment of their own day? (500 words) include the four planes of development(Physical,spiritual,social and emotional) Lesson 35 1. On a scale of 1cm. to a year, make a time-line of your own life. Include some interesting points and highlights and visuals, if possible. Lesson 36 1. Give an idea of the materials for teaching your own religion or for the teaching of comparative religions. List at least 10 activities and explain each one with a short paragraph on the background of your religion. Lesson 37 1. What are the characteristics of a Montessori class ? List 20 characteristics with an explanation for each one. 2.What is the teacher’s relationship to the children in her class? (500 words) 3. How would you help the children towards becoming independent? (800 to 1000 words). Include all the areas of the Montessori classroom that you would like to prepare. 4. Describe the decor of a Montessori Include in your answer the outdoor and indoor, with an indoor floor plan. 5. What would be your main activities with the children during their first days at school? (250 words) Environment freedom, structure and order. reality and nature beauty and atmosphere, Montessori materials, development of community life Materials and exercises *The difficulty or the error that should be discovered by the child and an nderstanding should be isolated in every individual piece of material. The isolation makes the task easier for the child making it easy for him to figure the problem more readily. All Ebola rated one at a time not all at once. E. g. Variation in sizeColourNoise Design *the materials progress from simple to more complex design and usage. E. g. ;numerical rods ! st length 2nd numbers and length helping to understand simple addition and subtraction 3rd introduces writing numerical problems *the materials are designed to prepare the child indirectly for future learning. E. g. the indirect preparation for writing. Knob on materials to co ordinate thumb and motor actionUse of metal insets to guide movements with the ability to use a pencil Using fingers to trace of sandpaper letters helps develop a muscle memory of pattern to form letters. *the materials are concrete expressions of an idea and become more abstract. Helps the child grasp the abstract essence of the concrete material leaving the child independent without concrete evidence allowing for natural development. A solid wooden triangle is a good e. g. ;! st a solid wooden triangle is sensor ally explored. Then the separate base and sides are explored. Then di mensions are discovered. *control of error and auto education allows for the materials to be self correcting where a child can independently realize error without the help of an adult which allows the child to be in control. Teachers