Project 5 Assignment Example | Topics and Well Written Essays - 250 words

Project 5 - Assignment Example The tax revenue of the company amount to 12.3 billion dollars plus the excise duty of 2.6 Billion. The ashtray and cigarette indicators for the company indicate that the high-income group will use the product. The competitors for ashtray products are Altadis and Tabacalera. The economic sales of Altadis stood at 1938 million in the first quarter of last years with 50 euros as its market share. The previous year disposals affected negatively the economic sales of the company, whereas the dollar has an average of 8.1% below the previous year, thus the organic growth for the company’s economic sales recorded a 2.2% increase (Pampel, 75). Conversely, Tabacalera recorded an economic sale of 881 million. This was a 7.7% increase from the sales recorded in 2012. The country provided a remarkable growth to the Division sales. The marketing share of the company stands at the market share for the company is 55 Euros as of last year (Hirschfelder,  86). With a view to create an additional value to the customer, the launched company will deliver superior return and growth to its customers. The group target for Earnings before Interest and Tax will be 1 Billion at a fixed consolidation scope (Brown,  64). The group expected sales is anticipated to 5 per cent per annum, with EBITDA growth expectation of 15% annually. The trends will have a positive influence on the launch of my

Define Spirituality using the Peer-Reviewed Article An Emerging Essay

Define Spirituality using the Peer-Reviewed Article An Emerging Paradigm for the Investigation of Spirituality in Nursing by Pamela G. Reed - Essay Example In this feeling of connectedness, she was able to transcend the mundane dimensions of her ordinary life and transcend into a higher dimension, thereby elevating herself as an individual. Spirituality has been defined by some experts as engaging in four patterns of connectedness, intrapersonally - within oneself, or interpersonally - with others or interaction with the environment and lastly, transpersonally, or by relating with an unseen power – God (Brewer 1979). In her response to Brewer’s views, the woman was able to confirm that she had also come to the clinic seeking such a network of connectedness. She was able to interactbetter within herself, with the nurses at the clinic, with the environment of the care facility and also connect with God by praying with the nurses. The result of this feeling of connectedness the woman felt to other people and to God was that she felt healthier and experienced a feeling of well being and peace. The feeling of connectedness made her feel less alone, and therefore and whole. This is also the view expressed by Hungleman, who directly related the state of a person’s human spirit to their state of health (Hungleman et al 1985). Therefore, one aspect of spirituality as revealed in the woman’s view and corroborated by Hungleman’s views is the interconnection between spirituality and health and how one impacts positively upon the other. Newman (1989) has emphasized the importance of nurses praying with the patients (Shelley and Fish 1988) and allowing them to express their spirituality as a means to promote their health and well being, reiterating the views of Hungleman that there is a positive relation between the human spirit and a person’s health.. This woman, when questioned on this aspect, also responded that she felt soothed and happy by praying with the nurses, because she was able to ascend into a higher dimension through the feeling

The Montessori Method early childhood

The Montessori Method early childhood Introduction The Montessori Method was conceived in the early 1900s by Dr Maria Montessori, and was developed as an alternative method of early childhood learning. (Stevens, (n.d.) Montessori centres became established and recognised internationally including within Aotearoa NZ. Basic to Montessori is the premise that children are deemed individuals and need to be understood and given the freedom to be guided or directed through the system as opposed to being instructed. Learning should be determined by, and adapt to the needs, as they change through childhood. (Chattin-McNichols, 1992) Emphasis is placed on the use of specific equipment and other designated resources. The whole environment of a Montessori centre is designed to capture interest and lead to self learning, self discipline and fulfilment of a childs potential. (Montessori, 1912) As with other countries, a sociocultural aspect has been introduced here, and along with the introduction of Te WhÄ riki, brings modifications to the original dogma. Although long controversial, the method is in demand as a valid means of alternative education and a wide variety of literature presents a valuable source of theoretical and practical knowledge. (Shuker, 2004) Background Early years Maria Montessori (1870 1953). She graduated as a doctor of medicine with honours in 1896 from the University of Rome. Her CV in the following few years included research work at a psychiatric clinic where her interest in children was sparked. She studied the works of academics and practitioners such as Seguin, Rousseau, and Froebel and undertook courses in anthropology, philosophy and psychology. Tests and experiments in the 1900s at a school for the retarded children successfully helped develop her theories. This was followed in 1907 with the successful application of her methods at a new school in the slums of Rome. With success came global fame and acclaim for her and her system, followed by the establishment of centres globally. (Hainstock, 1997) Montessori in NZ In Aotearoa New Zealand, Montessori started in 1912, continuing till the 1950s when there was a decline. A revival started in 1975 continuing to this day. (Shuker, 2004) Montessori terminology A few examples of Montessori terminology integral to the system are as follows: didactic materials, discovery of the child, liberty, normalised child, order, prepared environment and sensorial exercises. (Hainstock, 1997) Overview Purpose The essence and essential purpose of Montessori is well encapsulated in the following statement. If young people are to meet the challenge of survival that faces them today, it is imperative that their education develop to the fullest extent possible for their potential for creativity, initiative, independence, inner discipline and self confidence. (Lillard, (1972) p. 138) Written in the 1970s, the statement is timeless in concept, being just as applicable today as it was then. Environment Montessori believed that the most important factors in achieving her ideal concept were the environment and the teachers. Apart from being organised and free from clutter, the environment had to be supporting, encouraging and foster a self belief in the child that would reveal his personal attributes and interests. The indoor and outdoor environments provided activities that were meaningful learning experiences. This environment contained only resources and materials that were specifically made to Montessoris standards; chairs, tables, equipment, all made in regard to the childs size and strength. (Lillard, 1972) Two very important pieces of furniture that could not be done without were a long low cupboard for the resources, and a set of colourful drawers for the child to put their belongings in. (Montessori (1912) as cited in Shuker, 2004) Teachers role The role of the teacher is to be able to understand from observation, the childs individual learning needs and the changes in those needs as they occur. This leads to directing or facilitating, the childs interest in and use of the didactic materials, exercises and games. The teacher is simply a link and therefore needs to be Montessori trained so as to be knowledgeable in the use of all the materials, techniques and processes to be used. (Montessori, 1988) Curriculum delivery and content The delivery of the curriculum is fed through observations to five essential stages: practical life, sensorial education, language education, mathematics and the cultural area. The materials used in these areas all helped the childs perception using size, shape, volume, colour, pattern, odour, sound and texture. Later materials help the children in discoveries relating to mathematics, language and literacy, art, music, science, and social studies (Chisnall, 2008, web-based) The practical life experiences cover all the everyday routines and how to cope with them; tying shoelaces and opening and closing drawers. Sensorial education covers the use of the five senses: smell, touch, taste, sight and hearing. Language development encompasses reading and writing and learning how to use good speech. This area is closely attuned to the sensory training, for without knowing how to feel and hold a pencil; a child cannot learn how to write. The mathematics stage teaches the child the fundamental decimal system of counting up to and in groups of 10. The cultural aspect is shown through pictorial material, along with a globe of the world, puzzles and similar resources. (Hainstock, E.G. (1968) Discussion There are few similarities between a Montessori Method and a traditional mainstream approach while the differences are many. Some examples of both are as follows: Similarities Montessori believed that each child is unique with a potential that needs releasing. (Montessori, 1912) The Te WhÄ riki Curriculum takes this approach and states that children learn through individual exploration and reflecting. (Ministry of Education, 1996, p. 9) Montessori encouraged parents and caregivers to visit the classroom at any time; however, they were not allowed to distract the children or the teacher. (Montessori, 1912) Parents and caregivers are encouraged to visit the mainstream classroom and take an interest in their children. Parental involvement and understanding are necessary ingredients to realising the full potential of a Montessori education. (Hainstock, 1997, preface) Montessori believed that every child had a right to an education regardless of class, culture, race and ability. (Montessori, 1912) Te WhÄ riki states the curriculum assumes that their care and education will be encompassed within the principles, strands and goals set out for all children in early childhood settings. (Ministry of Education, 1996) Differences Montessoris method was to stand back, observe, and let the child solve the problem themselves regardless of time taken. (Montessori, 1912) Education is different today. Teachers have to use the New Zealand curriculum which dictates what and when they have to teach. (Ministry of Education, 2007) There is still a certain amount of flexibility; however, the teachers are unable to leave children for a long time. Montessori grouped children into three age groups which they stayed in until they were old enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912) Our education system insists that children are put into aged related classrooms. (Ministry of Education, 2007) Montessori was a great believer in children working individually or in small groups. (Montessori, 1912) Todays children are taught in classroom group situations. (Hainstock, 1997) Influences Controversy and confusion, mainly through misunderstanding, misinterpretation, and partial application of the method were common over the years. Other influences impacting include: mainstream resistance, political and philosophical vagaries, and funding problems, statutory and regulatory impositions. Cultural elements have also been introduced into the curriculum and modifications have occurred. The shortage of Montessori trained teachers had a detrimental effect as well. (Shuker, 2004) Contribution to educational setting The whole concept, philosophy and application of the Montessori Method obviously confine it to an alternative role in the field of education in Aotearoa New Zealand. Enthusiastic pioneers of the system such as Martha Simpson and Binda Goldsbrough have been followed by equally enthusiastic and committed parents. The formation of a Montessori movement, teacher training standards, and the evolution to higher education levels shows there is an enduring and well supported demand for the Montessori approach. The survival of Montessori for over 100 years is due in some part to its portability, culture sensitivity to its resident country and adaptability. (Shuker, 2004) Conclusion Personal reflection by Catherine Mitchell Maria Montessori was ahead of her time. She had the childrens best interests at heart. However I feel had she been able to accept criticism in a constructive way then her methods would have had more of an influence in society today. Montessoris methods were built on her observations of the children and were adapted to meet their needs. I will use a lot of Montessoris methods in my teaching, as I agree with her approach. Each child is an individual; we should be embracing this and allow the child to develop at their own pace. It is important as a teacher that you do what is best for the children in your care. My own attitudes have not changed; instead they have enforced my beliefs that each child is unique. Personal reflection by Faye Winter What to make of Montessori? With no real previous knowledge, apart from being aware that is was an alternative education centre, this study has been extremely interesting and revealing. The credibility of the method is well supported by the founders wide academic background allied with her actual experience and observations with both special needs and mainstream children. In this regard, the method is well founded. Although there is a wide range of literature on the subject, acceptance or otherwise of the approach invites further in-depth study, preferably along with hands on experience. As a staff member at an early childhood centre, I can see the potential for the introduction of certain elements, in particular, the use of Montessori didactic materials. Montessori once said she had discovered the child. This may well be the key to her method.

Barbara Ehrenreichs The Hearts of Men Essay -- Barbara Ehrenrech Gend

Barbara Ehrenreich's The Hearts of Men Barbara Ehrenreich, in The Hearts Of Men, illustrates how gender roles have highly constricted men, not just women, and therefore have inhibited American society from developing its full potential. She deviates from conventional wisdom, which says that gender roles have been largely detrimental to only half the population, which is simultaneously confined to working in the domestic sphere and prevented from participating in the public realm. Her theory says that Americans subscribe to a "sexuo-economic system" which reduces men to "mere earning mechanisms" and forces women to "become parasitic wives" (6, 4). As she explains, members of both sexes adhere to a system which forces them to succumb to specific gender roles, which in turn prevent them from becoming their true selves. Thus, every American has a vested interest in restructuring the ways men and women interact. The most striking element of Ehrenreich 's argument, however, lies in the her assertion that men have suffered more than women from their gender role. This provides a compelling incentive for the American patriarchal power structure to want an end to stifling gender roles. The power of her argument comes from the union that would occur, if men agreed a change must be made with women who have felt this way for centuries. Ehrenreich hopes that men and women "might meet as rebels-not against each other but against a social order that condemns so many of us to degrading or meaningless work in return for a glimpse of commodified pleasures" (182). The most illuminating element of The Hearts of Men is the unique approach Ehrenreich takes in evaluating the effect gender roles have on men financially. She takes the fact that ... ...ts Amendment it was women who voice the loudest protest. For anti-ERA women like Phyllis Schlafly, "the interests of the sexes are irreconcilably opposed; the survival of women depends on the subjugation of men; the most intimate relationships can be used as instruments of a larger coercive scheme" (168). Ehrenreich looks at the issue of gender equality from a unique, untraditional perspective. Instead of focusing on female benefits, The Hearts of Men demonstrates how much men stand to gain through gender equality. "Men will have to give up ruling-class privileges, but in return they will no longer be the only ones to support the family, get drafted, or bear the strain of power and responsibility" (116). An article was written in Time in 1970, entitled "What would it be like if women won?" Ehrenreich book "strongly suggests in would be like men had won too" (116). Barbara Ehrenreich's The Hearts of Men Essay -- Barbara Ehrenrech Gend Barbara Ehrenreich's The Hearts of Men Barbara Ehrenreich, in The Hearts Of Men, illustrates how gender roles have highly constricted men, not just women, and therefore have inhibited American society from developing its full potential. She deviates from conventional wisdom, which says that gender roles have been largely detrimental to only half the population, which is simultaneously confined to working in the domestic sphere and prevented from participating in the public realm. Her theory says that Americans subscribe to a "sexuo-economic system" which reduces men to "mere earning mechanisms" and forces women to "become parasitic wives" (6, 4). As she explains, members of both sexes adhere to a system which forces them to succumb to specific gender roles, which in turn prevent them from becoming their true selves. Thus, every American has a vested interest in restructuring the ways men and women interact. The most striking element of Ehrenreich 's argument, however, lies in the her assertion that men have suffered more than women from their gender role. This provides a compelling incentive for the American patriarchal power structure to want an end to stifling gender roles. The power of her argument comes from the union that would occur, if men agreed a change must be made with women who have felt this way for centuries. Ehrenreich hopes that men and women "might meet as rebels-not against each other but against a social order that condemns so many of us to degrading or meaningless work in return for a glimpse of commodified pleasures" (182). The most illuminating element of The Hearts of Men is the unique approach Ehrenreich takes in evaluating the effect gender roles have on men financially. She takes the fact that ... ...ts Amendment it was women who voice the loudest protest. For anti-ERA women like Phyllis Schlafly, "the interests of the sexes are irreconcilably opposed; the survival of women depends on the subjugation of men; the most intimate relationships can be used as instruments of a larger coercive scheme" (168). Ehrenreich looks at the issue of gender equality from a unique, untraditional perspective. Instead of focusing on female benefits, The Hearts of Men demonstrates how much men stand to gain through gender equality. "Men will have to give up ruling-class privileges, but in return they will no longer be the only ones to support the family, get drafted, or bear the strain of power and responsibility" (116). An article was written in Time in 1970, entitled "What would it be like if women won?" Ehrenreich book "strongly suggests in would be like men had won too" (116).

Simple Justice

The chapter shows the deep relentless struggle of the black community and the racist white people who would not allow it. This case would take 4 years before getting to the courts of the government of the United States. Insane! Its appalling to think of the deep level of HATE and evil that the local white people in these areas had back then. The white schools got two-thirds more money towards their education and had full operating bus systems, while the black kids actually had to pay for their education. This lead to the case of Briggs v.Elliot. It was very interesting to read about how the â€Å"N-double A-C-P† had an influence in the uprising of this bus moment in this community. The level of bravery by the black community and the leaders in this moment are amazing and I love the level of courage and righteousness they had to of had. Over those four years, the illegal government manipulation to suppress and try and stop the black communities efforts in court to obtain equal rights for education is horrific and upsetting, it's a mindset I can not understand.Black farmers lost their land, some had to watch their corps die because whites oldest allow there corps to be bought or use necessary equipment to reap the land. Black people who signed the partition for a lawsuit in Summerset and their spouses were fired from their Jobs and threatened. This book made me think about what racism is and the utter disgrace and hate that it signifies; it is so saddening to read about. This was only 60 years ago, that is one human beings lifetime.Nothing is more upsetting than these actions by hateful whites to use the United States Constitution as evidence for their reasoning for segregation and slavery. White preachers saying it's Gods will that segregation is meant to be and white superiority. To believe that all men are equal but not apply that line in reality behooves me. What is racism? What act is considered racism in our day and age? Calling someone a racial slur is racism, so is hating someone for the color of their skin tone.But what was going on since the beginning of the United States Unionization to the mid sass's seemed to be a whole other deeper sinister level of racism. The black people in these communities were not Just facing racial slurs, they were facing death every minute ND they knew it, that is why every black individual in the south who fought for equality in education and constitutional freedom are heroes; all the people who signed there names on court documents to try and change the illegal injustices of segregation and inequality are heroes.This level of racism is a ruling an oppressive savagery that is disgusting to try and comprehend. The courts allowed the slavery to continue and progress, and the courts eventually ended it. It is Just saddening it took so long. Mr.. Slugger's writing style Mr.. Kluges paints a clear brush stroke of the scene and atmosphere of the time eroded. His style is a bit wordy but the words he uses are colorful, expressive and flow nicely. However, at times I felt inpatient and wanted him (Kluges) to get to the point.He wrote eloquently but I would prefer the â€Å"streamlined version† that tells me the setting and story, not paint a picture of all intimate and personal features of every individual. He bought up a very interesting point how a lot of black men fought in WI against racism and racial murder of Jewish culture but they (black American men) came back home were facing similar acts of oppression, murder and occupation. An then you realize the time period your reading about is in the mid sass's!It is still sad to see the residue of hate lingering and living here and now. Mr.. Kluges was successful in his diligence and service towards an unbiased account of the time period during Brown v The Broad of Education and the time period leading up to the case, where he eloquently described historical cases that lead to and showed the momentum towards the final verd ict. Also Mr.. Kluges was successful in his last chapter showing the history of the Brown v The Board of Education 50 years after the fact. Oppression Mr..Kluges softly shows the level of oppression during this time period. He at times gingerly portrays a situation then presents quoted lines from someone during the time period that would bring a knockout punch of shivery. The real life quotes of some of the people from that time period really helps to place the reader in the time period being written about. While reading the book I how did these communities last this so long, and are they still going on like this? Are there hateful mindsets still living in communities throughout the US?Throughout the world? Unfortunately I know the answer to those questions, but how do they continue to persist. Slavery Over four centuries of slavery before the verdict of Brown v The Board of Education. It is appalling to and impossible to fathom that time frame for a federal verdict to acknowledge t hat all humans are created equal. Mr.. Kluges showed how Brown v The Board of Education represented a long and indentured fight for the recognition and legal right of freedom for black humans in America.The verdict acknowledged a lifetime of of inequality for black people in American history. What this book has taught me What this book has taught me is the power of the court systems. How men, Judges and lawyers can be socially wrong about personal freedoms and impose these beliefs as natural law. How they (Supreme Court Judges) used twisted truth and words like â€Å"natural law' to segregated and beat-down another human being based solely on their skin tone – this is horrific.But its amazing that the same court system and new judges and lawyers were able to get the verdict right. It is Just sad how long it took and how many people died. I am concern of the hate and ignorance that is still embedded in the minds of people n our society. We need not look further than the curre nt media story of the Los Angels Clippers basketball team. About the team owner speaking hateful and racial comments about African-Americans. Here 2014 and the same slave master mentality of property ownership of African-Americans and their inferiority.We have came far in our society because with this basketball owner incident he was banned from his team and forced to sell, this verdict was swift from the NAB and a majority of people are in favor of the owner's life time ban. The Book One of the most gripping moments in the book is when Mr.. Kluges described the the slavery condition in the south which can be considered the worst ever treatment of human slavery in human history. When the length of US slavery is considered it is outrageous to believe this kind of treatment went on for centuries.Unprecedented slavery conditions never seen in such length and non-revengeful fashion. Back during Romans, Greek and Persian times slaves were captured as enemies unlike Africa slaves who had done now harm to the Angelo-Saxon people, the African people ere captured and stolen from their land for the pure intent of like being cattle. It is downright disgusting. In a section from the book: â€Å"Slavery as practiced in the American South, it is now generally acknowledged, was probably as severe as any form of it in recorded history.This is especially so if one considers that the African blacks were not brought to America for punitive reasons: they had committed no transgressions against the people who purchased and then savaged them. If the system was to work in a sparsely settled land, white repression ad to strain the limits of black endurance. † What was a shocking moment when reading was about how black men could not be good father back they by today standards because family life was not allowed as it was for white families. The black man was simply there to breed.A father couldn't protect his wife if she was badly treated, harmed, harassed or raped by a white m an; nor could that father show any protection for the son. How could men be closely attached to their family when they could so easily be sold off to another plantation for the next years harvest, sold of like a mule. The slave masters treated the African Americans like cattle, by federal law African Americans weren't even considered human, they were property, like a commodity to be bought, sold and owned.They (slaves) had no rights, they had curfews, could not be in big groups together and were only given a few clothing items a year. An excerpt from the book states, â€Å"A slave had no legal standing. He could take no action to control his sale. He could not be a party to a lawsuit. He could not offer testimony except against another black. He could not swear an oath that would be legally binding. † Founding Fathers Furthermore I am completely appalled at the contradictory behavior of our founding fathers actions and their hypocrisy.As Mr.. Krueger stated, â€Å"Fifteen of the delegates to the Constitutional Convention owned slaves†¦. Neither the word â€Å"slave† nor â€Å"black† nor â€Å"Negro' nor â€Å"African† nor â€Å"colored† was therefore written anywhere in the document those men composed that very long summer. † I learned that slave was a hot topic and the leaders from the north who may not of had slaves sure perpetuated the ability for the slavery to continue and also even if they (north delegates) didn't ant slavery the majority still saw the black man as two-thirds a human.

Merchant of Venice †a Tragedy or Comedy Essay

* â€Å"The tragic feeling is invoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing, his sense of personal dignity† – Arthur Miller * Leading up to Shylock’s trial he undergoes a lot of struggle with regards to his bond with Antonio where. Antonio deceives Shylock when he doesn’t pay him and escapes the clause of the bond (pound of flesh). * Shylock At the same time Shylock loses his daughter, whom he loves very much, to a Christian man. Shylock was betrayed by his daughter and deceived by Antonio and the rest of the Christians. * I would my daughter were dead at my feet, and jewels in her ear! Would she were hearsed at my foot, and the ducats in her coffin! * Therefore it is tragic when Shylock is stripped of his money and forced to convert religion. Against all his struggles he was just conducting his way of business and has to suffer so much. * This story is also tragic for the Jewish communities: * They were mocked and scorned by the Christians and perceived as â€Å"different† from other people (personality and physical attributes) * They were forced to live all together in a separate part of the city known as â€Å"ghettos† * When they exited the â€Å"ghettos† and went to different areas amongst Christians they had to wear red hats (this is a sign of the segregation of religions) * They could not engage in any other jobs except merchandise. This is why the Jews were mostly known as ‘usurers’. * Revenge is a theme of tragedy * Revenge is dark and hateful and particularly in this play Shylock is consumed with it. * He wants revenge with his daughter because he feels betrayed and hard one by. She disobeyed him and their religion and stole money from him. * He is consumed with revenge towards Antonio and his Christian friends because of the way Antonio deceived him where he did not pay off his bond and the way the Christian friends mocked him. This was emphasised in his famous monologue â€Å"hath not a Jew eyes† where he describes the way he is treated. * The way the director personifies the characters * In most renditions of the play, especially in the most modern movie, the main characters (Bassanio, Antonio and Shylock) are very serious characters and this adds to the tragic mood of the play * When dealing with problems these characters do not seem to be in a light-hearted or joyous mood, they are more dull and serious. * At the time tragic characters had to be very static and weren’t versatile and this is evident, mostly in the characters of Antonio, Bassanio and Shylock.