Malcolm Knowles

According to Malcolm Knowles there are four â€Å"distinct contexts† that motivates adults who want to learn. The four contexts are Practical, Personal, Experiential and Idealistic. First we'll start with Practical. Practical motivation describes that the adult learner motivated their self by personal gain. The learner wants to learn something new but at the same time knowing it could be helpful now or later down the road. Personal context is when the learner has personal goals he/she wants to achieve.Experiential context motivation is the time when you want to learn from your past mistakes and use the knowledge you gained for the future challenges the adult learner might encounter. The last learned motivation context is Idealistic. Idealistic motivation is when the learner wants to learn everything instead of one goal at a time. My choice of motivational context is experiential because when I was younger I was troubled. I would run away from home, hit my mom, curse at her, an d hang out with the wrong crowd. You name it and I did it.Eventually she sent me back to live with my dad because she couldn't take it anymore. My dad disciplined me and taught me to respect my elders. Now that I'm an adult, my mother has no respect for me because of what I had done to her in the past. We don't talk unless it's at a family get together like Christmas or Thanksgiving. I remember when I was 15 years old, we lived in Washington State. I ran away for a month and was doing things I shouldn't have been doing. When I went back to my mom's, she told me to pack my bags that I was going to live with my dad.On the way to the airport I called her every name in the book, punched her and jumped out of the car on the freeway. Unfortunately she still sent me on my way to live with my dad. My daughter is already following in my foot steps at the age of six and that's not something I want to happen to her. I can take what happened with my past experience and use what knowledge I gain ed from getting my Bachelor's Degree in Applied Behavioral Science to help the youth with their problems.

Bad Credit Credit Card

With the buy-now-pay-later mentality of today's society, many people have fallen onto trap of bad credit. An increasing number of consumers are facing credit problems in recent years. For many reasons, some lenders face a high-debt-to-income ratio along with other credit problems. And, it will take several years to remove the bad credit card marks in you credit history. People with poor credit often find it difficult to be approved as well, for a regular credit card especially if he has low credit score and limited credit history.Through bad-credit credit card, bad credit history can still replaced with the good one. Bad-credit credit card is a good alternative to you regular credit card with bad debts. This is no different from any other credit card. It can also be used wherever credit cards were accepted. This is also generally intended to cater for the group of people who have had problems in the past or even to those who have no credit history. It is good way for consumers with a poor credit history to establish and rebuild a solid one. Bad-credit credit cards may also be known as secured credit cards.This type card is also intended for individuals whose credit is damaged and who have no credit history at all. They are secured by collateral in a form of funds deposited in a saving account with the bank that issues the credit card. The amount of money determines the credit limit. If the history of the credit card is good, the credit card issuer may extend you line of credit or offer an unsecured credit card, which are generally intended for people with good and excellent credit history. Reference: www. credircardcube. com

Pathophysiology of Acute Pulmonary Oedema Essay

Pathophysiology of Acute Pulmonary Oedema - Essay Example It is evidently clear from the discussion that because of the lung’s diminished capacity to oxygenate the blood, hemoglobin is circulated without being adequately oxygenated; in effect, this causes shortness of breath and cyanosis in the patient. With more oedema, oxygen supply to the brain decreases and this causes disorientation and altered cognition in the patient. Dyspnoea manifests with decreased oxygen supply and lung stiffness. The air moving into the alveolar field causes the crepitations and crackles heard upon lung auscultation. With the fluid moving through the larger air paths, the crepitations and crackles become louder. Mr. Smith’s dyspnoea, as was discussed, is caused by the accumulation of fluid in the lungs. â€Å"Excessive secretions and inability to clear such secretions can compromise airways and increase airway resistance†. In physically separating the alveoli from the pulmonary capillary vessels, the swelling or oedema would interrupt the ca rbon dioxide and oxygen exchange. In effect, there is lesser space in the lungs for slow and deep breaths; as a result, the patient’s dyspnoea manifests with rapid and shallow respiration. This difficulty in breathing causes the patient to exert more effort in breathing and in lung filling – hence the increased use of accessory muscles in breathing. His decreased oxygen saturation is primarily caused by the decreased oxygen being carried and circulated to the different cells of the body. Due to decreased volume of oxygen taken in by the lungs and due to the decreased capacity of the alveoli to exchange carbon dioxide for oxygen, the oxygen saturation of the cells is compromised and is detected by the pulse oximeter as lower O2 saturation. The patient’s anxiety is triggered by his above symptoms. His difficulty in breathing and other symptoms like his pink-tinged sputum all trigger his anxiety. As his pulmonary oedema becomes worse, his anxiety is also bound to i ncrease. As his anxiety increases, the more that he will seem confused, and later, stuporous. Five core nursing interventions 1. Monitor vital signs every 10 to 15 minutes This is a crucial intervention on the part of Mr. Smith because vital signs are the best parameters of a patient’s condition. It is an essential part of client’s care and it often forms the basis for identifying issues and planning interventions. In Mr. Smith’s case, it is possible to evaluate the worsening or the improvement of his condition through vital signs monitoring. Since Mr. Smith is a critical care patient, his vital signs are not stable and are expected to abruptly change. It is therefore important to monitor his vital signs at closer intervals. Such monitoring would assist in detecting abrupt changes in the patient’s vital signs. In such case, adjustments in the patient’s medication and interventions may be made accordingly and as each incident unfolds. Mr. Smith†™s condition is critical and is bound to change based on each intervention implemented on his behalf.

Case brief 2 Research Proposal Example | Topics and Well Written Essays - 3000 words

Case brief 2 - Research Proposal Example Rogers, 131 S.Ct. 2507 Vote: 5-4 I. Facts of the Case A family court in South Carolina order that the appellant pay a weekly sum of $51-73 in child support. The appellant was held in contempt on five separate occasions. Upon release the family court submitted a show cause process since the appellant was in arrears. At the civil contempt hearing the appellant was not represented by legal counsel and was found to be in wilful contempt and received a 1 year custodial sentence although the court did not rule on the appellant’s means or capacity to make the child support payments. After completing the sentence the appellant filed a complaint which was rejected by South Carolina’s Supreme Court on the grounds that the matter was civil. II. The Law Article III of the US Constitution only permits the US Supreme Court to hear cases and controversies so that an issue deemed moot does not fall within the US Supreme Court’s Article III jurisdiction. The 14th Amendmentâ€℠¢s due process clause requires that no person shall be deprived of his or her liberty or property without due process. III. Legal Issues/Questions Is the appellant’s claim moot since he had already completed his sentence? Is the appellant entitled to legal counsel pursuant to the due process clause in a civil contempt hearing? IV. Holding/Decision and Action The decision of the lower court was reversed and remanded. V. Opinion The majority opinion was delivered by Breyer J. who ruled that the appellant’s claim was not moot since it could be repeated. Breyer J. also reasoned that the due process clause does not require the provision of legal counsel in civil contempt hearings for failure to pay child support if the state makes provisions for â€Å"alternative procedural safeguards. The safeguards would include notice that capacity to pay was a crucial issue; financial means and ability was elicited; the defendant has an opportunity to argue his financial means; and the court makes a ruling relative to the defendant’s ability to pay. Since the appellant was denied these alternative safeguards he was entitled to legal counsel pursuant to the due process clause. VI. Separate Opinion Justice Thomas filed a dissenting opinion in which he agreed with the lower court and found that the majority opinion was based on issues not raised by the appellant. VII. The Decision as Legal Precedent The decision is not a legal precedent it merely applied a ruling in a similar civil case to the facts of this case. VIII. Summary of Legal Principle A case is alive if it involves an issue that could be repeated for the claimant. Due process cannot be denied in a civil contempt hearing where the defendant faces incarceration. Failure to provide due process would impose upon the government a duty to provide legal counsel for the defendant. IX. Evaluation Due process inevitably means that a defendant in any proceedings, civil or criminal, confronting the deprivation of freedom or property is entitled to safeguards that protect his/her right to be heard and to defend a claim against him/her warranting such deprivation. X. Free Space Florence v. Board of Chosen Freeholders, 566 U.S. ___ (2012). Vote: 5-3 I. Facts of the Case The appellant was a passenger in a car driven by his wife who was pulled over for a traffic offence. A computer check erroneously revealed that the appellant had an outstanding warrant. The appellant was subsequently arrested, detained and strip searched, although he was subsequently released by the court. The appellant filed suit

Proposing to work flextime Case Study Example | Topics and Well Written Essays - 500 words

Proposing to work flextime - Case Study Example It will aid the bosses on getting to the right decision whether to approve the said proposal or not. For this reason, the employee should mash up all his or her efforts in order to present a well documented template. If he or she really wants to get the approval of the boss, then he or she should clearly define the things that he or she would be able to do given the chance to telecommute. In any other circumstances, in order for one to arrive at an excellent decision and the right choice, he must first look on different sides. He should weigh the consequences whether that would bring him a great deal or it would just cause him trouble. And in business, managers always choose the one that would of course, bring him triumph. So if an employee wanted to get his proposal approved, then he should provide the things that he thinks would be beneficial for the growth of the company. A manager would resist a proposal that would seem to jeopardize the company’s operations. A manager would not approve a proposal if he thinks it would mean less productivity on the employee’s part. Telecommuting might not be applicable for everybody. An employee must show why he deserves to get the approval for his proposal and it must be on the positive side. Else, the manager may think he is just wasting time on trying to convince him that such employee needs to telecommute. As stated earlier, telecommuting might not be applicable for everybody. It might be because the proposal does not seem right. But most of the time, it is only because of the employee’s doings. For everything we do, there is what we call ethics or the norms on how things should be. Even in work, ethics is present. And according to Ferrell and Fraedrich (2008), work ethics should be properly exhibited. This would most likely be the criteria as to how well you can do work. It is the basis to which all are dependent to – promotion, salary increase, incentives and so on. Some of

Philosophy of Locke Essay Example | Topics and Well Written Essays - 1500 words

Philosophy of Locke - Essay Example . . we will arrive at the conclusion that their testimony is reliable. In particular, Locke never doubted that the deeds of Jesus to which the gospel writers testify and which they interpreted as miracles, were in fact miracles; and further, that these miracles authenticated Jesus' prophetic status" (Chappell, 195-96). Locke believes that morals could be a seriously affectionate science. He said that some day we might to reach moral and ethical conclusions as free from hesitation as the conclusions of mathematics. However, he fears that gaining this knowledge is rather complicated than gaining mathematical knowledge. Hi states, that the absence of a true moral science is replaced by moral teachings which are given toto us by Lord through his son - Jesus. God gave to his son a great power to make miracles exactly because He wished to notice these moral teachings. AbstractLocke considers miracles to be critical in establishing the trust and reasonableness of Christian revelation and faith. He argues that the performance of miracles has a great significance in establishing the "credit of the proposer" who makes any assertion to giving a divine revelation. Locke links reason a main role in distinguishing false from sincere claims to divine revelation, including miracles. By this philosopher, sincere miracles contain the hallmark of the divine such that pretend revelations become intuitively obvious. Some argues that serious tensions are in Locke's position of miracles regarding. This is impacts on the reasonableness of the consent to Christianity which he thinks they give. Locke said that miracles are events which were "above the comprehension of the spectator, and in his opinion contrary to the established course of nature" and which are, "taken by him to be divine" (Works [London, 180110], IX, 256, my emphasis) In his book On the Reasonableness of Christianity, Locke acknowledged that the truths wich Jesus taught can be understood and discovered by the facilities of human reasoning and thinking. Locke believed that miracles that Jesus created would make people to accept Lord's truth. Locke convinced that the only intuitive knowledge that a human has is that of one's own existence. By Locke, from the knowledge of one's own existence as a "cognitive" (knowing) being, one can proof that there is a cognitive (knowing) Being called "Lord" because "something cannot come from nothing." Locke, in his works, said that in the other way than our innate or intuitive knowledge existence of our's, one's knowledge goes from senses - through sight, hearing, touch, smell, and taste, and through "reflection". It means using of the mind to make and form ideas by using things we perceive. An "An Essay concerning Human Understanding", in 1690, Locke had showed his belief that truth that is beyond comprehension of people should be accepted if it comes through "revelation." But of cause it must be tested to be sure that it is not objections by reason, and that there is proofs that this truth came from God. In his book, In his Reasonableness of Christianity, Locke wrote that the "miracles" which are Jesus performed were proofs that Jesus is the Son of God

Current topic 2 Essay Example | Topics and Well Written Essays - 250 words

Current topic 2 - Essay Example This will pose a barrier because it will be difficult to convince them beyond doubts that the existing policies are of no use, or there are better alternatives. Policy change may not only entail existing ones, but also those policies being proposed of implemented. For example, NYC schools are providing birth control to students who are requesting the service in the school health clinic (Edelman & Fagen, 2012). This policy is not good for students because of some reasons. First, providing birth control pills and condoms to students who are under 18 years means endorsing sexual behavior among students. Therefore, this health policy will be encouraging immorality among students where sex is allowed provided it does not end up in pregnancy. Even though the local department provides these services, it will be doing so illegally because birth control services are meant for adults. There is, therefore, no justification for the policy to be implemented in school even though there is somewhere else where students can access such services (Guttmacher Institute, 2012). If money were not an issue for students, it would still remain unethical to have free birth control in a school environment. The act cannot be justified under any circumstances because bi rth control among teenagers or students in school will never be a universal

Literature Review about statistical process control (SPC) Term Paper

Literature Review about statistical process control (SPC) - Term Paper Example It can be employed in any production unit (which generates material or data as outputs) where the process can thus remain independent from constant supervision. Although there can be variety in products and the required steps necessary for the production process, the SPC analysis remains uniform. SPC is advantageous over other methods of control particularly since it ensures that the production is not affected to any significant degree due to interruptions since it requires no direct inspection. Only "Out of control" process can be covered by SPC. An â€Å"in-control-process† does not always refer to an acceptable and desirable output. This conceptual misunderstanding often results in misleading applications of SPC. If not properly perceived, SPC can lead to loss of production. The Control chart is the fundamental tool for SPC. It is a graphical representation defined by the plot of measured data (at least 15 observations) on the chart. Using control charts the changes in the inherent process from the accumulated data can be identified. This, in turn determines the ‘special’ cause that affects the results. In a control chart the ‘central line’, denoted by a solid line reflects the average of the accumulated data points and passes through the middle of the graph. Control limits are the lines (a specified distance is maintained from the central line) in the control chart which are calculated by using statistical tools and indicate the behavior of the process i.e whether the process is ‘out of control’ or ‘in-control’. There are two type of control limits- (i) the upper control limit (UCL) and (ii) the lower control limit (LCL). UCL and LCL are defined by the following rule: UCL = centre line + 3* SD †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ equ.(1) Recall that a Percentile is given by the division of pointed data in hundred equally divided groups. The nth percentile Pn is defined as- n% of the data points are on or below this

Applying theory to the News Essay Example | Topics and Well Written Essays - 750 words

Applying theory to the News - Essay Example On the other hand, intellectual heritage involved development of the social control theories as modern versions of the strain theories (Carol). The social theory became popular in mid 1970s due to three major trends in criminology. Firstly, the reaction to conflict and labeling, as well as the return to examination of human behavior prompted some criminologists develop little interests to ‘new criminology’. Secondly, advanced in criminology studies enhanced more pragmatism and orientation of criminology. The theory enhances determination of new research techniques. Surveys for juveniles and their unbecoming behavior enhanced a new paradigm for criminology. For instances, in the article by Chris Tongneri, most of the such behaviors have been embraced by the society and considered as virtue. While the adults, media people and other prominent persons in the society cried of the rottenness of the young people, the youths enjoyed every bit of the criminal behavior done (Chris ). They perpetuated this by circulating embarrassing pictures in social media. Therefore, social control theories allow criminologists an opportunity to solve using the new methodologies. Theoretically, social control theories relate social factors with the restraint on harmful actions. According to Durkheim (1895), society possesses certain deviance and deviants in normal phenomenon, and every society possesses certain form of crime. Therefore, crime in the society must serve a certain function. Deviance helps in maintain the social order due to the vagueness of social boundaries defining the approved and disapproved acts. Such boundaries specify the degree of approval for different acts that range from legal sanction to mild displeasure and imprisonment. For instance, according to containment theory, delinquency entails both inner and outer interplays. The theory explains both deviance and conformity that encompasses various middle age behaviors. Outer containment entails the soci al environment like school and family. This plays a major role in influencing the values and norms that determine the belongingness and opportunity for acceptance. On the other hand, the inner containment encompasses the self concept formed in people when young. Such a concept results in both good or bad self image, and acts as a buffer to the outside influences (Chris). According to the theory, there are certain inducements to commit delinquent acts based on the inner strength and outer containment. An individual possessing good self concept withstands external social controls and resists committing delinquent crimes. In ‘standing by when horror happens’ article by Erin Anderson, the two young football players rape a drunken girl without her consent. According to the article, the video indicated that other partying teens enjoyed watching the naked girl. No, any teenager turned up to prevent the rape from happening. According to the law, failure to report such an incide nt results in crime. However, morality plays a major role in such a situation. Rather than assisting the girl, bystander effect came into play due to diffusion of responsibility and pluralistic ignorance (Erin). According to Hirshi (1969), behavior reflected the different degrees of morality. He believed that the power of internalized norms, desire for approval and conscience enhance the development of conventional behavior. He

Examine the role of the witches in Macbeth Essay Example for Free

Examine the role of the witches in Macbeth Essay King James I succeeded Queen Elizabeth I on the throne of England in 1603. He was a member of the Stuart dynasty and was already the King of Scotland. This meant he united the two kingdoms, ending incessant warring between the two nations. James hoped to end the period of religious turmoil that had engulfed England for the previous century. The people in 17th Century England were very superstitious and witchcraft was the object of fevered fascination. In 1604 a law was passed that said anyone convicted of witchcraft should be executed. King James I was as fascinated by witches as his subjects, and in 1590 he personally interrogated a group of witches who had plotted to kill him. Misogyny and a strong belief that morality was being upheld fuelled societys hatred of witches. World Order was an important factor of seventeenth century life. World Order was a system in which God was at the top of the chain, followed by the King or Queen, then humans, birds, animals and fish. They believed that the King had been directly chosen by God and therefore did not have to answer to parliament. The human section of the Order was split into subdivisions of classes. It was believed that each person was born into their social status and ambition to rise above their position was considered unacceptable and was punishable by political means or by fate. The audience would immediately realise that once Macbeth had murdered the King, he would have to die, as he had disturbed Gods natural order. The first scene of Macbeth prepares the audience for the entrance of the witches with the use of pathetic fallacy. This is used to dramatic effect, with thunder, lightning and rain applied to create a feeling of chaos. The scene being set in a desolate place reinforces this idea, with the setting making it seem like the events that will unfold will be of an ominous nature. The words the witches use support the idea of chaos and disturbance. The word hurly-burly is used to show the turmoil at the time, with the area being ravaged by battle. Another phrase used to show disturbance is fair is foul and foul is fair. This phrase makes the audience wonder how anything fair can possibly be foul, thus creating confusion. There are many indicators that the three weird sisters are witches. These include the use of the number three, the familiars and the language of the sisters. The number three is a number often believed to be magical, and throughout the play Shakespeare frequently uses this number throughout the play. All three of the sisters have familiars, demons who take the form of creatures to aid witches with their evil craft. This is shown when the witches say I come Graymalkin, Paddock calls and Anon. Some of the sisters say things that can be interpreted as being related to witchcraft, including that will be ere the set of sun. This relates to witchcraft, as traditionally it was believed that witches performed magic at sunset. In Act I Scene 1, the Captain tells the story of Macbeth being a brave and noble man who is valiant and trustworthy. He gives an account of a battle that has just taken place and tells the king of Macbeths role in it. As the man telling the story holds the rank of Captain, trust is established between him and the audience. The use of words such as carved, unseamed and steel have connotations of murder and butchery, showing Macbeths bloodthirstiness in battle. The Captain also uses the phrase or memorise another Golgotha. This compares Macbeths fighting as being as bloody and savage as the crucifixion of Jesus Christ. This is a huge comparison, as Christ is a holy figure. I think that this shows Macbeth fights with such passion it could be almost a religion. A semantic field of warfare and battle supports this scene, with lexis including choke; rebel; galloglasses; smoked; over-charged; bloody; execution; carved; battlements; cannons and wounds. I think the words choke and over-charged are strong words, as they both show the zeal and ferocity Macbeth fought with. There is a large contrast between the way the witches and the Captain portray Macbeth. This creates an ambivalent presentation of Macbeth, allowing the audience to interpret Macbeths character in different ways. As a result of this, Macbeths entrance to the play is delayed until the third scene to allow the witches and the Captain to speak. The contradictory ideas about Macbeth that are spoken create tension, as the audience waits to see the true nature of Macbeth. A witch speaks before Macbeths arrival in Act I Scene 3, the line A drum, a drum, Macbeth doth come. This line has a strong aural quality, and the rhyming of drum and come creates a sound like a heartbeat, or a drum signifying war. This creates uncertainty in the audiences mind, and prepares them for an ominous scene. Throughout the first scene of the play the witches are presented to the audience as puzzling creatures, possibly closer akin to Satan than humans. Their characters seem uncertain and their strange speech patterns are an enigma. They speak many contradictions including when the battles lost and won and fair is foul and foul is fair. These contradictions could possibly be affiliated to world order, and the 17th Century audience may interpret the witches speech as a disturbance of that. The second appearance of the witches gives an insight into the power of the witches. The first witch tells the others about a woman who insulted her and how she would take her revenge upon the womans husband. The womans husband was the captain of a ship and the witch says in a sieve Ill thither sail and Ill do, Ill do, and Ill do. One of the skills witches were credited with was the ability to sail in sieves and the use of this and the way in which Ill do is repeated three times, suggests some form of incantation will be used upon the sailor. The other witches offer to give a wind, allowing her to create a storm at the ships location. This shows that while the witches cannot directly control people, they do have control over the environment and they can use this to change the circumstances of people. What the witches plan to do with the captain is very alike what happens to Macbeth in the future. Sleep shall neither night nor day is similar to Macbeth after murdering Duncan, where he is plagued by nightmares and cannot sleep. This links Macbeth to the witches and shows his evil nature. When Macbeth meets the witches he is greeted with the witches saying hail to thee, Thane of Glamis, hail to thee, Thane of Cawdor and All hail Macbeth, that shalt be king hereafter. The three lines indicate the three states of being: past, present and future. Glamis shows the past tense, as Macbeth has been Thane of Glamis for a significant amount of time and he is aware of his position. Cawdor represents the present, as unbeknown to him, Duncan has just stripped the previous Thane of Cawdor of his title, and will issue it to Macbeth. The final greeting is a prophecy, and it tells Macbeth that he will become King of England. The close repetition of the phrase gives the parallelism a strong rhythmic value, creating a sound that is similar to a spell or incantation. This reminds the audience that the prophecy has come from the mouths of evil, and so cannot be pure. After hearing these prophecies Macbeth responds by physically jolting. Banquo saying why do you start and seem to fear shows this. There are three possible explanations for him jumping. Either Macbeth jumps in fear of the witches, jumps because he knows Duncan must die, or because the idea of murdering the king was already in his mind. In my opinion the reason Shakespeare put Banquos line into the play was to make the audience wonder if Macbeth had already thought about killing Duncan and claiming the throne. After the prophecies are given, Macbeth also orders the witches to tell him more. Imperative verbs are used to show his commands. These include stay and speak. These show Macbeth wants to know more and show his military commanding background. It appears that he is used to having his orders carried out. Ross a herald of King Duncan then gives the news that Macbeth is Thane of Cawdor. Macbeth responds by saying The Thane of Cawdor lives. Why do you dress me in borrowed robes? This is part of a set of clothes images throughout the play. This series of images supports the theme of the play, assuming a false identity and assuming someone else place. Clothing is used because Macbeth appears to be hiding his true nature behind the valiant robes of kingship. The set of images is effective because clothing can suggest concealment and disguise. After being assured of his position as Thane of Cawdor, Macbeth edges into a soliloquy. This is a dramatic technique and shows a characters innermost thoughts. The phrase if ill, why hath it given me earnest of success? is spoken by Macbeth, and shows how he cannot understand how the prophecies can possibly be evil when they have given him success. This shows he fully believes the witches and so means he will be likely to commit the murder of the king. A series of images from the stage is in this soliloquy with words such as prologues; act and imperial theme. Another one of William Shakespeares plays, As You Like It has a similar theme and a character in it says All the worlds a stage and the characters merely players. They have their exits and their entrances. This displays world order, and it can be seen that each person has a part to play and must not step out of his or her role. By killing Duncan, Macbeth will step out of his role and cause chaos. I also think this can be related to Macbeth, as the witches have carefully orchestrated his life and have great control over his destiny. This is very much alike to the lines or acts in a play, while his exit will be his fate. At the end of the soliloquy there is also another clothes image, when Banquo says look how our partners rapt. This is a pun, as Macbeth is spellbound but also metaphorically wrapped in the clothes of another man the king. The language of Macbeths letter to his wife shows that he has chosen to believe the witches prophesies. The letter opens with the phrase They met me in the day of success. This shows that all the experiences he had that day were successful, the battle and the encounter with the witches. The phrase they have more in them than mortal knowledge shows that he fully believes they have magical powers, and that he trusts they will be beneficial to his cause. He says he burned in desire to question them further, showing the audience his desperate need to know more information. The phrase fate and metaphysical aid doth seem is used by Lady Macbeth in her response to Macbeths letter. This phrase is significant as it shows her readiness to ally herself with evil and the magic of the witches. It also shows that she believes fate has placed the supernatural witches in their paths and they would be wrong to side against them. Lady Macbeth has a large soliloquy in Act I Scene 5. A soliloquy is where an actor turns to the audience and speaks directly to them, as if the character were daydreaming. The actor speaks the truth as their character perceives it to be to the audience. This technique is used to great dramatic effect by Shakespeare. In her soliloquy her deadly intent is revealed. The words I feel now the future in the instant spoken by Lady Macbeth are very significant. They show that she believes their future will be decided by their actions regarding the king. I think that at this point she knows what must be done for her husband to become King. Lady Macbeth graphically indicates her decision to bring about the death of King Duncan by saying O never shall sun that morrow see. This shows that when the king goes to sleep, he shall never see daylight again: his fate is inevitable. Sun is used as an image because the sun is a symbolic representation of monarchy. Also, in world order, kings where the highest placed creature, just as the sun is the most important thing in the sky. When Macbeth rejoins his wife, they speak of their plans to kill Duncan. She advises Macbeth to look like thinnocent flower, but be the serpent undert. This means she wants Macbeth to look honest and friendly on the outside, yet on the inside, be as venomous as a vicious serpent and murder the king. The audience at the time would make a link between this and the Gunpowder Plot. The medals awarded during the plot to commemorate James escape featured a flower intertwined with a snake. As this had only recently happened in Shakespeares time, the audience would immediately recognise the connection. In Act I Scene 6, Duncan visits Macbeths castle. At the scenes start, Duncan remarks upon how agreeable the castle is, with phrases such as hath a pleasant seat and recommends itself displaying his thoughts. This is ironic, as the castle looks like thinnocent flower but is really the serpent undert, as the king finds out. Lady Macbeth uses many euphemisms for murder in her soliloquy. Examples of these are provided for, great business and dispatch. The use of euphemism shows that she does not want to explicitly state her murderous intentions clearly. A reason for this could be that she is afraid of being overheard and accused of treason. However, I think the main reason is that if she clearly said murder the situation would seem more real and she would see the extent of the crime. I believe she is still unsure herself about the gravity of the situation. The euphemisms all have double meanings, and these could be seen as a type of test for Macbeth to see how he would react to the suggestions. Provided for could mean to be fed or to be killed. The great business could be seen to be the feasting or the murder that would mean greatness for the Macbeths. The word dispatch could mean welcoming the guest, or the murder. In Act I Scene 7 Macbeth has a soliloquy that shows his indecisive state of mind. There are many words which show doubt, including if and but, displaying how he is considering his actions and is not fully committed to the cause. This is supported by the language of thought, including but how, if and could. Macbeth shows he is aware of just how immoral the murder would be, with the lines hes here in double trust: first, as I am his kinsman and his subject then as his host. Here Macbeth lists his reasons why he should not kill Duncan, as he is his subject, his host and is even related to him. Through the soliloquy Macbeth shows that he understands there will be consequences for murder. Might be the be-all and the end-all here is a line spoken that shows the murder will not be the end of his troubled time; it will be the beginning of an even more distressing state. He recognises that consequences will occur to whoever carries out the action and shows it through the phrase bloody instructions which being taught, return to plague thinventor. Macbeth also says to himself that Duncan has been a good king and that his virtues will plead like angels. At the end of the soliloquy an extended metaphor of horsemanship develops. This includes words such as spur; prick; vaulting; oerleaps and falls. This is prefigures Macbeths life, as his vaulting ambition is all he has to spur him on, and it will eventually reach too high (the position of king) and oerleap. He will then fall and will receive the consequences of his actions. The image of horsemanship was used to remind the audience of Macbeths strict militaristic background. Macbeths soliloquy shows a huge difference in character between himself and his wife. While his wife immediately resolves that they must kill the king, Macbeth thinks about the consequences. This shows Macbeth does have a conscience and I think this causes the audience to feel sympathetic to his plight. Macbeth has a second soliloquy in Act II Scene 1. Here his intensified fragile state of mind is shown to the audience. Macbeth sees an apparition of a floating dagger, shown through the phrase is this a dagger which I see before me. This shows that his mind is so focused upon the murder of Duncan, it is seeing weapons everywhere he turns. Phrases such as a dagger of the mind proceeding from the heat-oppressà ¯Ã‚ ¿Ã‚ ½d brain, show the mental strain Macbeth is under. A semantic field of the supernatural underpins this soliloquy, with words including: witchcraft; Hecate; murder; sentinel; wolf; stealthy; ghost and fear. I think that Hecate is a particularly powerful word to use as Hecate was traditionally thought to be the goddess of witchcraft. At the beginning of the soliloquy Macbeth is using euphemisms for murder, like the bloody business. However, towards the end of the soliloquy, the language has developed and now includes words like murder and horror. This shows that Macbeth has now fully made his decision and accepts what he must do. The soliloquy ends with a rhyming couplet, reminiscent of the witches. By using the language of the witches on Macbeth, Shakespeare has identified Macbeth closely with them. This creates the impression that the soliloquy ends with him making his own spell that will mean the death of Duncan. The two soliloquies depict the way in which the witches have effected Macbeth. They have given him advice and he has taken it in the way that he believed was correct. The witches have only influenced him, they have not directly told him what to do. I think Shakespeare has used these soliloquies to give the audience an insight into the mind of a murderer. As this was a 17th Century production, psychology and other studies into the mind had not been begun. This would mean the audience would be enthralled by what would have been revolutionary viewing. Act II Scene 4 takes place outside of Macbeths castle and is a conversation between Ross a thane and an old man. Though this scene takes place after the murder of Duncan, the two characters discussing the night do not yet know anything about his death. It is important that the man speaking is old, as this means he has lived for a long time among the feuding Scottish warlords. This creates an impression of knowledge, and that the old man would have seen many unusual things. Pathetic fallacy is used, with the phrase dark night strangles the travelling lamp signifying an eclipse. I think an eclipse has been used for the nights weather, as it is highly unusual and would have been considered to be supernatural. This would have given the night an eerie atmosphere. The old man begins the scene by saying this sore night hath trifled former knowings. This shows that while the man is very old, he cannot remember a night as strange as this. A bank of images relating to the stage is found, including act and stage. These relate to the previous stage images, found in Act I Scene 3. The images link to world order and the way in which everybody has a part to play that they cannot change. By murdering Duncan, Macbeth has stepped out of his role and his upset the balance of world order. A falcon towring in her pride of place was by a mousing owl hawked at and killed. The falcon is top of the food chain, and this is metaphorical for a lesser animal (Macbeth) killing something that belongs at the top of world order (Duncan). The horses have turned cannibalistic and are eating each other: turned wild in nature, broke their stalls they eat each other. This shows just how disturbed the order of the world is, yet it is also metaphorical for Macbeth killing his own kind. The use of language such as entomb, strange and unnatural show the precarious state the world is now in, with Duncan dead. Act IV Scene 1 begins with the three witches casting a spell in preparation for their meeting with Macbeth. Pathetic fallacy is once again used, with thunder giving the audience the impression the spell will be destructive. The chant shows many of the prejudices of the time. The witches put many parts of creatures that were considered inferior to the majority into the cauldron. These inferior creatures are: frog; bat; dog; adder; blind-worm; lizard and howlet. All of the animals mentioned are creatures of the night, and so were considered very rudimentary forms of life. After more chanting, the witches begin to put in parts of other items associated with death. The mythical dragon, the predatory wolf, the evil witches mummy and the poisonous hemlock are all placed into the pot. This adds to the feeling of death and evil. Societys prejudices come to the forefront of the chant with body parts of non-Christians being added to the pot: liver of blaspheming Jew, nose of Turk and Tartars lips. As Jews, Turks and Tartars were not Christian, the audience would have feared them as they were foreign and their cultures were unknown to them. There is a semantic field of poison in the incantation, and the lexis included are: poisoned; entrails; toad; sweltered; venom; sleeping; boil and bubble. These were all added by Shakespeare to make the witches concoction appear to be very deadly. Towards the end of the spell, the finger of a birth-strangled babe, ditch delivered by a drab. A drab was a prostitute and the child would have been killed at birth, as an illegitimate child would bring shame upon the family. As it was strangled at birth, the child is unblessed and so would never enter Heaven. This is familiar magic and works through association. This could prefigure Macbeths murder of Macduffs children. The magic number three is also used, when the witches say thrice towards the start of the spell. The rhymes and rhythm of the words help to reinforce the idea of a deadly spell. The spell has a heavy aural quality, and this meant the audience could feel a part of the play. Rhyming couplets are used throughout the spell, helping to make it seem like a chant. An example of a rhyming couplet is Ditch delivered by a drab, make the gruel thick and slab. This phrase also has many labials in it, helping to create a sense of evil and decay. Shakespeare also employs onomatopoeia in Macbeth. This helps to reinforce the tension and make an aural sound of a spell. Examples of onomatopoeia are double, trouble and bubble. There is a language link between this and Act I Scene 2 where the captain describes Macbeth as having doubly redoubled strokes upon the foe. This helps to tie Macbeth to the witches. I think that Macbeth returns to the witches because he wants to know his future. He has been tortured by the spirit of Banquo whom he has had killed and he fears for his sanity. Macbeth goes to the witches to seek assurances that he will not be dethroned in the future. I think he is looking for a future, as his guilt seems to tell him he will not have a pleasant one. The fact that he comes to the witches for reassurance shows that he has chosen to fully believe them and he trusts them. By consulting them, he is trying to change his own fate. This could further upset the order of the world. Macbeth greets the witches in the following way: How now, you secret, black, and midnight hags! What ist you do? Black and secret connote concealment and this links to the clothes images that run throughout the play. The use of the phrase midnight hags shows that Macbeth understands the power of the witches and that they have just created a spell. Midnight is the witching hour, and this can be cross referenced to Act I Scene 1 where the witches say that will be ere the set of sun. A witch responds by saying a deed without a name. This is in keeping with the earlier euphemisms for murder. When Macbeth speaks to the witches he instantly commands them by saying I conjure you. This is a play on words, as the witches have the ability to conjure things and because he is commanding them. Imperative verbs are once again used, showing that he is used to having his orders carried out. Examples of imperatives are answer and speak. Macbeth is prepared to take the world to the edge of destruction to get the answers he seeks. Castles topple and pyramids do slope their heads to their foundations shows he does not care about the destruction he causes in his quest. He ends by saying even till destruction sicken. I believe this would be said with finality, showing how deeply he will pursue his aims. A semantic field of chaos underpins this whole section, with words like: winds; yeasty waves; confound; swallow; lodged; blown down; topple; slope; tumble and destruction. Semantics are used here to show just how much Macbeth has already disturbed world order by murdering Duncan. The witches create three apparitions that give Macbeth a prophecy each. The first apparition is of an armed head and it tells Macbeth:Beware Macduff, Beware the Thane of Fife. Macbeths immediate response is thou has harped my fear alright, meaning he has confirmed what he thought. Towards the end of the scene, he says he will act on his first impulse and do what his first instincts say: The very firstlings of my heart shall be, the firstlings of my hand. After hearing Macduff has fled Scotland, Macbeth turns into a blind rage and orders his men to give to thedge othsword his wife, his babes, and all unfortunate souls that trace him in his line. The second apparition is of a bloody child and tells Macbeth: Laugh to scorn the power of men, for none of woman born shall harm Macbeth. This greatly pleases Macbeth and gives him more security. Although he is reassured, he still makes an oath that he will kill Macduff. I think he does this for extra reassurance in light of the first apparition. The bloody child prefigures the decision Macbeth will make to kill Macduffs children. The third apparition is of a child crowned, with a tree in his hand. The child tells Macbeth: Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane hill shall come against him. Macbeth responds by saying no one can make the trees move at their will. This shows that he dismisses the prophecy and does not take into consideration the possibilities of how this could occur. Macbeths confidence has improved greatly after hearing these prophecies and he confidently asks the third apparition shall Banquos issue ever reign in this kingdom? By asking the question, Macbeth shows he is still intrigued by the original prophecy of the witches which said Banquos descendants will be monarchs. The witches then tell him seek to know no more. This annoys Macbeth and he childishly says deny me this, and an eternal curse fall on you, showing his arrogance. After he does this, the witches summon another apparition, this time eight kings with Banquo following behind. Macbeth realises the answer to his question about Banquos heirs when he says: Now I see tis true, for the blood-boltered Banquo smiles upon me, and points at them for his. Macbeths reactions to all the prophecies show his precarious state of mind. Throughout Act IV Scene 1 he lapses into bravado, attempting to show he is confident when in actual fact he is very nervous and afraid. Two examples of bravado used are call em, let me see em and had I three ears, Id hear thee. Although he is nervous and fearful of his future, Macbeth still feels superior to the witches. This is shown through phrases such as tell me and filthy hags. Macbeth misses the significance of the third prophecy, where the obvious interpretation of the trees being camouflage is overlooked. This shows that he is no longer thinking like a soldier, and rather a desperate man. The apparition showing Banquos heirs is believed to have political significance. The eight king bears a glass (mirror) and it is thought that it would have been pointed at King James I, watched the play. As it was facing James, the audience would have seen the kings face while the line, some I see, that two-fold balls and treble sceptres carry was spoken. These represent the two orbs James I carried at his two coronations in Scotland and England, as well as the three kingdoms he now ruled: Scotland, England and Ireland. I think this was put into the play to try and support James. When he came to power, he promised better things for both Catholics and Protestants. However, he seemed not to fulfill these promises in the way that the people wanted and the Gunpowder Plot challenged his rule. I think that Shakespeare put this section in Macbeth to try and show James had a legitimate claim to the throne as he was descended from ancient royalty. In the scene, Macbeths assistant is called Seyton. This could possibly be pronounced Satan, adding to the impression of Macbeths growing evil. I think the use of an assistant called Seyton makes it sound as though Macbeth now has his own familiar, the Devil himself. Towards the end of the scene, the doctor tells Macbeth that Lady Macbeth is suffering from a mental ailment. Macbeths immediate response is to order the doctor to cure her of that. The next few lines of the play detail Macbeth asking if the doctor cannot cure a mind diseased. However, I believe the audience would see the question as Macbeth asking for help himself, as the anxiety and sorrow he describes is what he himself is suffering from. The question is reinforced by a semantic field of cleaning, with words such as: minister; pluck; raze; antidote and cleanse. I think this shows just how badly Macbeth wants his mental state to be cured. When the doctor says patients must cure themselves, he responds by angrily saying throw physic to the dogs. This shows his precarious mental state. Act V Scene 8 details the battle between Macbeth and Macduff outside Dunsinane Castle. The scene begins with Macbeth saying he wants to become the great soldier that he once was, and will not commit suicide. The line why should I play the Roman fool and fie on mine own sword? shows this. Macbeth tells Macduff that he has avoided him for the entirety of the battle, but his soul is too much charged with blood. This means he has seen so much death he no longer cares about who he faces. As he is facing Macduff, Macbeth boasts that no naturally born man can kill him. This makes Macduff reveal his own Caesarean birth. Hearing this, Macbeth almost physically collapses. The mental stress and the fake promise of glory from the witches suddenly leave Macbeth, and he is free to sadly muse about his shortcomings. And be these juggling fiends no more believed That palter with us in a double sense, That keep the word of promise to our ear And break it to our hope. This section shows how Macbeth now views the witches and their prophecies. The first line shows how he no longer believes the witches. The use of the phrase juggling fiends represents his view that the witches have been juggling with fate, emotion and peoples lives. That palter with us in a double sense means Macbeth now accepts that the witches prophecies could have been interpreted in different ways and he made the wrong choices. That keep the word of promise to our ear shows how they misled him by speaking of future greatness, but then break it to our hope. Despite realising that Macduff will kill him, Macbeth decides to die fighting, in an attempt to reclaim some of his lost honour. Another reason for his decision to die fighting is the fact that he cannot bear the thought of being subservient to Malcolm after being in a position of power all his life.

Young Womens Political Empowerment Day

Young Womens Political Empowerment Day A Research Summary The results of the 2016 Presidential Election were shocking, to put it mildly, for many people in the United States. After the blatant misogyny, racism, Islamophobia, and anti-immigrant rhetoric continuously spewed by Republican candidate Donald Trump, it was nearly unbelievable that he won the presidency. Hillary Clinton, the Democrat candidate, in her concession speech in the following hours perfectly addressed one of the largest concerns feminists had after this result: And to all the little girls who are watching this: never doubt that you are valuable and powerful and deserving of every chance in the world to pursue your dreams (Clinton). This statement flies in the face of the messages being sent by the current administration and is the message feminist groups should be sending to young women and girls. These current events inspired the Local Groups to dedicate our project to the political empowerment of young women. The planning and organizing of the Local Groups Young Womens Political Empowerment Day had two distinct phases. The first phase decided what topics and issues were most relevant to the young women of the United States and the second phase planned specific events around these issues. As such, my research for the groups was split into two parts: one, to determine if voter turnout and voter registration should be a focus for our projects and two, to find appropriate venues for our events. This research paper will follow that process by first expanding on the research concerning voting statistics in the United States then moving into feminist event organizing. The research concludes that while women, in general, do not need significant time and energy dedicated to voter registration and turnout there is evidence that organizing spaces for women to learn about the United States system of government may encourage them to participate in the process. Before delving into the statistics about voting demographics in the United States, I decided to look at the global trends analyzed in the Engaging the Electorate: Initiatives to Promote Voter Turnout From Around the World report written by Andrew Ellis, Maria Gratschew, Jon H. Pammett, and Erin Thiessen from the non-governmental organization (NGO) International Institute for Democracy and Electoral Assistance (International IDEA). This report takes all available data on democratic elections from over 180 countries between the years of 1945 and 2006. The report had two major findings in relation to voting in the United States. First, the preliminary data showed that the United States like many other countriesà ¢Ã¢â€š ¬Ã‚ ¦suffers from declining voter turnout (Ellis, Geatschew, Pammett, Thiessen 33) but did not analyze the turnout rates beyond this point. Second, the report showed that the United States also follow the global patterns that countries where women gained the vote earlier tend to have higher turnout than those that made this reform more recently (Ellis, Geatschew, Pammett, Thiessen 15). These trends show the United States to be an average nation in comparison to the rest of the democratic world but do not give us enough information on the gender specific voting statistics in the nation. I then turned to the book Who Votes Now?: Demographics, Issues, Inequality, and Turnout in the United States by Jan E. Leighley and Nagler Jonathan. Chapter Two Demographics of Turnout of the book focuses on the long-term voting turnout patterns of the United States. Using data from the United States Census Bureaus Current Population Survey (CPS) and the American National Elections Studies (NES), the authors showed that between the years 1972 and 2008 there was voter turnout decline but that it has been slightly higher in some election years (Leighley Nagler 45), that women were more likely to vote than men, and that the wealthy were more likely to vote than those in poverty. These patterns were shown again the next year by the United States Census Bureau when Thom File authored a report titled Who Votes? Congressional Elections and the American Electorate: 1978-2014. This report preformed the same analysis along race, socioeconomic status, and age lines on the most recent data on n on-presidential elections available in 2015. This report also expands on the fact that women register to vote at higher rates than men and the increase in the use of alternative methods of voting (File 13) over the past decade. Lastly, the Center for American Women and Politics (CAWP) released a fact sheet on their analysis of voter turnout trends from the mid-1960s, the earliest voting data available for the United States, to 2012. They also found the trend that women register to vote and vote at higher rates than men. However, they found slight differences for Asian/Pacific Islanders, who in 2000à ¢Ã¢â€š ¬Ã‚ ¦[had] men vote at slightly higher rates than women (CAWP 2), and the older, 75 years old and up, voters, where the pattern is reversed (CAWP 2) completely. After presenting this data to the Local Group, we decided that we would not focus on voter turnout or voter registration during our Political Empowerment Day. However, we did agree to have the paperwork needed to register to vote at the workshops for the young women who could register to vote but had not. Ultimately, we decided to have four workshops: Government 101, a presentation that focused on how local and federal government work; How to Lobby a Legislator, a workshop where a lobbyist from Planned Parenthood would teach how to lobby; How to Jump Start Your Political Career, a workshop focusing on internship opportunities; and Ask a Woman Legislator, a panel of two to five New Jersey women legislators to answer questions about their careers. Our group then shifted to organizing these events where I focused on finding spaces for these events. As before, I started with the history of feminist organizing for historical context with the book The Oxford Handbook of Gender and Politics. The seventeenth chapter, Feminist Organizing: Whats old, whats new? History, Trends and Issues, focuses on the history of feminist organizing and speculates on where it may be heading. Our project directly relates to the historic debate about whether feminists should work inside out where one is working with or within the state (Ewig Ferree 420) or outside in where one works with grassroots campaigns. Our project aims to do both, first by empowering young girls to possible run for office and second by teaching them about government in general if they wish to challenge it. This led to Susan Brackens article Understanding Program Planning Theory and Practice in a Feminist Community-Based Organization which discussed some of the traditional problems feminist groups face such as the paradox of agency as members struggle with individual and collec tive agendas (Bracken 124) or basic technical issues such as how much to use spreadsheets in grant reports (Bracken 127). However, these traditional problems do not appear to apply to our group at this current time. There is some work that suggests that these challenges do not appear to apply to young feminists organizations because of a generational difference in activism. Julia Schuster makes this argument in her article Invisible feminists? Social media and young womens political participation where she states that social media serve[s] as a useful tool for the young womens political activities (Schuster 25) due to cost and accessibility; however, the use of the internet causes a break in communication between the second and third wave feminism and causes young feminist groups to have different challenges than their predecessors. Groups such as FRIDA The Young Feminist Fund and the Association for Womens Rights in Developments Young Feminist Activist Program have recognized this disconnect and responded by studying young feminist groups in their report Brave, Creative, Resilient: The Global State of Young Feminist Organizing. In this publication, they explore the common problems of young femi nist organizations rather than feminist organizations in general. Their finding that young feminist groups have difficulty getting funding and spaces for their events is far more applicable to our groups situation than the challenges faced by older feminist groups (FRIDA AWRD 4). This report also suggests a solution that Sarah Frey focuses on in her community outreach. Many young feminist organizations work with local community groups, like the partnership Sarah Frey wants to forge with the Eastern Service Workers Association (ESWA), to get the space they need to put on their events. Lastly, I researched ways feminist organizations have been attracting attendance to their events and how they judged their success. Betsy Sinclair, Margaret McConnell, and Melissa Michelson argue that unlikely votersà ¢Ã¢â€š ¬Ã‚ ¦can be moved to turn out with a brief face-to-face conversation at their home (Sinclai, McConnell Michelson 52). A similar thing can happen with our events if we canvas local areas for participants to attend workshops about political empowerment. More suggestions for engagement were found in Rayo Amirsoleymanis research proposal Planning for Public Participation and Community Engagement in Contemporary Feminist Art Programs where she suggests engagement techniques such as public participation (Amirsoleymani 10) where the public takes part in the art. From this research, I knew I needed to find a place where our group could work with an already established group, an area that would be easy for the students to come to the events, and a place where students c ould engage with the presentations and workshops that would be done. From those criteria, I decided to contact the Young Mens Christian Association (YMCA) of Trenton, a well-established organization located near housing developments; the Trenton Public Library, another well-established organization but not as easy to get to for participants; the New Jersey State Museum, again another well-established organization that may be difficult to get to but much more engaging for the participants; and, as a last resort, the College of New Jersey, a location that would be difficult to get to but would be free for our group to utilize. My research focused on voter statistics in the United States and how to choose a location for events that would maximize attendance. I found that for the past several decades women have been voting and registering to vote at higher rates then men. I also found that a good location for empowerment workshops must be easy to get to, engaging for the possible participants, and would be best if they were connected to a local group with ties to the community for maximum participant turnout. These results led the Local Group to decide against focusing on voter turnout during out Political Empowerment Day and to focus on local community groups with ties to the community rather than locations to find a venue for our event. Work Cited Amirsoleymani, Roya C. Planning for Public Participation and Community Engagement in Contemporary Feminist Art Programs. OU Library. University of Oregon, June 2013. Web. Bracken, Susan J. Understanding Program Planning Theory and Practice in a Feminist Community-Based Organization. Adult Education Quarterly 61.2 (2011): 121-38. Clinton, Hillary. Concession Speech 2016. 9 November 2016, Wyndham New Yorker Hotel, New York, NY. Concession Speech. Center for American Women and Politics (CAWP). Gender Differences in Voter Turnout. Fact Sheet. Rutgers University. New Brunswick, N.J. 2015 Web. Ellis, Andrew, Gratschew, Maria, Pammett, Jon H., and Thiessen, Erin. Engaging the Electorate: Initiatives to Promote Voter Turnout From Around the World. Ed. Ivo Balinov, Sean W. Burges, Laura Chrabolowsky, David McGrane, Juraj Hocman, Kristina Lemon, and Svitozar Omelko. Stockholm: International Institute for Democracy and Electoral Assistance, 2006. Print. Ewig, Christina and Ferree, Myra M. Feminist Organizing: Whats old, whats new? History, Trends and Issues. The Oxford Handbook of Gender and Politics. Ed. Georgina Waylen, Karen Celis, Johanna Kantola, S. Laurel Weldon. New York: Oxford University Press, 2013. 411-435. Print. File, Thom. Who Votes? Congressional Elections and the American Electorate: 1978-2014. Washington, DC: Population Characteristics, U.S. Census Bureau, 2015. Print. P20-577. FRIDA The Young Feminist Fund and Young Feminist Activist Program. Brave, Creative, Resilient: The Global State of Young Feminist Organizing. FRIDA and Association for Womens Rights in Development, 2016. Print. Leighley, Jan E., and Jonathan Nagler. Demographics of Turnout. Who Votes Now?: Demographics, Issues, Inequality, and Turnout in the United States. Princeton: Princeton U Pres, 2014. 16-51. Print. Schuster, Julia. Invisible feminists? Social media and young womens political participation. Political Science 65.1 (2013): 8-24. Sinclair, Betsy, McConnell, Margaret, and Michelson, Melissa. Local Canvassing: The Efficacy of Grassroots Voter Mobilization. Political Communication 30.1 (2013): 42-57.

Personal Narrative- Time Spent in Waiting Rooms :: Personal Narrative

Personal Narrative- Time Spent in Waiting Rooms As I get older there are a few things I’ve started to notice. One that really stands out is the amount of time I spend in waiting rooms. In my particular situation, I have an 85-year-old father, a wife, a fifteen-year-old son, four house cats, goats, horses, dogs, a few other relatives, and assorted other animals that turn up from time to time. My father, who has been a widower for several years, has a variety of ailments. Primary among these ailments are boredom and loneliness. When a person gets to his age all he can think about is "what hurts, how bad, if it hurts real bad will I wake up on the right side of the grass, and who will notice if I don’t." With each of these pains he thinks, "maybe I should see the doctor, I know he cares what side of the grass I wake up on, and he will alert my uncaring family to the gravity of the situation." Well, being almost blind he needs a driver. You can guess who that might be; it’s me, his uncaring son. So we go to the doctor, he gets my attention, and the doctors. I get stimulating conversation about hemorrhoids, in the waiting room. As I mentioned in the beginning, I also have my own oblivious 15-year-old son. Any of you privileged enough to have your own teenager will know that they think they can leap over a reasonably large building, and not get hurt. He’s bullet proof, just ask him. However, the other day Mr. Bulletproof decided to open a package of hot dogs with a foot long butcher knife. "Slice, and heigh-ho, heigh-ho, off to the waiting room we go." There is also in my life, my wife. Well, as far as that goes, I should leave it there. She just may read this sometime, and in case she is, "you know your never any trouble honey, and I am sure that accident was my fault." In fact, "I’m happy to wait for you in the waiting room." Then there are the animals. Just the sound of that last sentence, brings certain fears to my mind. An example of why occurred this summer. I was mowing hay, and low and behold what should appear out of the corner of my eye, but the dog. This dog had a mission and it started on the other side of the sickle bar mower. Personal Narrative- Time Spent in Waiting Rooms :: Personal Narrative Personal Narrative- Time Spent in Waiting Rooms As I get older there are a few things I’ve started to notice. One that really stands out is the amount of time I spend in waiting rooms. In my particular situation, I have an 85-year-old father, a wife, a fifteen-year-old son, four house cats, goats, horses, dogs, a few other relatives, and assorted other animals that turn up from time to time. My father, who has been a widower for several years, has a variety of ailments. Primary among these ailments are boredom and loneliness. When a person gets to his age all he can think about is "what hurts, how bad, if it hurts real bad will I wake up on the right side of the grass, and who will notice if I don’t." With each of these pains he thinks, "maybe I should see the doctor, I know he cares what side of the grass I wake up on, and he will alert my uncaring family to the gravity of the situation." Well, being almost blind he needs a driver. You can guess who that might be; it’s me, his uncaring son. So we go to the doctor, he gets my attention, and the doctors. I get stimulating conversation about hemorrhoids, in the waiting room. As I mentioned in the beginning, I also have my own oblivious 15-year-old son. Any of you privileged enough to have your own teenager will know that they think they can leap over a reasonably large building, and not get hurt. He’s bullet proof, just ask him. However, the other day Mr. Bulletproof decided to open a package of hot dogs with a foot long butcher knife. "Slice, and heigh-ho, heigh-ho, off to the waiting room we go." There is also in my life, my wife. Well, as far as that goes, I should leave it there. She just may read this sometime, and in case she is, "you know your never any trouble honey, and I am sure that accident was my fault." In fact, "I’m happy to wait for you in the waiting room." Then there are the animals. Just the sound of that last sentence, brings certain fears to my mind. An example of why occurred this summer. I was mowing hay, and low and behold what should appear out of the corner of my eye, but the dog. This dog had a mission and it started on the other side of the sickle bar mower.

History Of Money Essay -- essays research papers

What is Money? At first sight the answer to this question seems obvious. A man or woman in the street would agree on coins and banknote which could be known as checks, for a good or a service but would they accept them from any country? They would probably be less willing to accept them than their own country's coins and notes but bank money actually accounts for by far the greatest proportion by value of the total supply of money. Credit cards and gold are some what different. The gold standard belongs to history but even today in many rich people in different parts of the world would rather keep some of their wealth in the form of gold than in official, inflation-prone currencies. Gold is a attractive type of material which led to its use for monetary transactions for thousands of years. All sorts of things have been used as money at different times in different places. Like amber, beads, cowries, drums, eggs, feathers, gongs, hoes, ivory, jade, kettles, leather, mats, nails, oxen, pigs, quartz, rice, salt, thimbles, umiacs, vodka, wampum, yarns, and zappozats (decorated axes). It is almost impossible to define money in terms of its physical form or properties since these are so diverse. Therefore any definition must be based on its functions, which are units of account, common measure of value ,medium of exchange, and store of value. So with that in mind money is anything that is widely used for making payments and accounting for debts and credits. Money originated becau...

Passive Women in Chaucers Canterbury Tales? Essay examples -- Chaucer

Passive Women in Chaucer's Canterbury Tales? One argument that reigns supreme when considering Chaucer’s The Canterbury Tales is whether or not there is an element of anti-feminism within the text. One thread that goes along with this is whether or not the women of The Canterbury Tales are passive within the tales told. This essay will explore the idea that the women found within the tales told by the pilgrims (The Knight’s Tale, The Miller’s Tale and The Wife of Bath’s Tale to name a few) are not passive at all, but rather influence the turn of events within the stories. It is seen even in the first tale told – The Knight’s Tale – that the women portrayed within it are not passive at all, but, as previously stated, manage to persuade the males in charge to help them or do what they feel should be done. In the tale itself, the weeping of women is seen twice, and both times their weeping influences the men’s actions. The second example of weeping within the tale, as shown here: The queene anon, for verray wommanhede / Gan for to wepe, and so dide Emelye / And all the ladyes in the compaignye. / Greet pitee was it, as it thoughte hem alle / That evere swich a chaunce sholde falle†¦ â€Å"Have mercy, Lord, upon us women alle!† And on hir bare knees adoun they falle / And wolde have kist his feet ther as he stood; / Til at the laste aslaked was his mood / For pitee renneth soon in gentil herte. (Benson p. 49.) influences Theseus to agree to a battle to the death for the knights as opposed to simply beheading them as he was about to do. If these women were truly passive, then they would have not spoken up at all, or Theseus would have ignored them in favor of following through with his own wishes. Instead, he is ... ...of the women presented within Chaucer’s Canterbury Tales are passive and allow anything to happen. Indeed, quite the opposite is true and can be seen in just the few tales presented as well as many others. Though there are obvious signs of anti-feminism within the text, or anti-feminism that can be read within the text, there is also the opposite counterpoint of the activity of women within the text versus the passivity of women within the text. Works Cited Benson, Larry D. ed. The Riverside Chaucer. Huppe, Bernard F. Rape and Woman’s Sovereignty in the Wife of Bath’s Tale. Modern Language Notes. Vol. 63, No. 6. June 1948. pp. 378-381. Mann, Jill. Feminizing Chaucer. Patterson, Lee. â€Å"For the Wyves love of Bathe†: Feminine Rhetoric and Poetic Resolution in the Roman de la Rose and the Canterbury Tales. Speculum. Vol. 58, No. 3. July, 1983. pp 656-695.

Analyzing White America Essay

After viewing â€Å"Analyzing White America† by Paul Mooney, I was initially taken aback by the content. I never expected the rawness that Mooney brought to the stage and he hit the ground running with such a tone without looking back. A lot of the material made me laugh or at the very least smile because i found it to be identifiable with my own life and some of the surroundings that I was brought up in. The part that I found most amusing was Mooney’s suggestion that white people were happier before slavery was abolished. I believe racism is very much present in today’s world. When I was growing up, I can recall plenty of neighborhoods in my hometown that were considered â€Å"white† or even â€Å"black† for that matter. In these neighborhoods, if you were not from that part of town, you were not considered welcomed there. Any parts of the film that I did not laugh at, there was no particular reason other than I simply was not amused by the material because there were not any parts that I found personally offensive. I feel as though the word â€Å"nigger† is so controversial solely because of it’s history and the origin of it’s meaning. This word was meant to degrade and disparage African Americans when it was originated.Today, people use the term in a different context. The new meaning is one of affection but with it’s use comes this unwritten rule that white people are prohibited from saying it. I never could wrap my mind fully around the idea that I can say the word â€Å"nigga† in reference to a friend of mine but a white kid was not allowed to use it, in the same context, all because we are of different races. In my opinion, it’s not right for either myself or a white person to use the word in any context. In today’s society, everything is just as much about race as it was in the days of slavery. The only difference between now and then is that openly addressing the issues that we, as a culture, all have with race is socially unacceptable. Mooney’s antics on stage were not without warrant. He recognizes that racism is still a major issue and he chooses to address it differently than the average person. Paul’s words are not meant to slander or belittle any one race, religion, or ethnice group, but instead he wants to make his audience to expand their minds and think about what it is he is really saying. Granted, his demeanor is controversial, I believe he achieves just that.

Hari Raya Festival

Hari Raya Festival Hari Raya Puasa will be celebrated by the muslims after one month of fasting. Me and family as a muslims, Hari Raya Puasa is a special fasting on the month from foods and drinks from Subuh until Maghrib . This festival will be celebrate for month either. In Malaysia, we can see the muslims early prepared for the becoming special day. They decorate their house, buying new clothes and making many types of food and cookies for the special day.The night before the special day arrived, my family and I as usual    a lot of activities happen same as the other festival. I can see my parents and my grandmother will busy making delicious food, while my little brother were enjoying themselves playing fire-crackers with other family members. The house    which is located far from the town especially, will be decorated with ‘Pelita’ arrowed the house. ’Pelita’ is made up from bamboo stick actually, but now people had invented a new kind of ‘ Pelita’ which is made from plastic that is safe to used.The main menu for muslims on Hari Raya are ketupats,lemang ,rendang and many types of biscuit. These food can be seen other peoples and relatives houses. Usually, there must be held by the muslims. Different kind of races will be visiting their muslims neighbours house to celebrate together the special day. Lastly, I hope that Malaysian people can maintain that style. Every festival have their own specially. I also hope that from the coming years, Hari Raya Puasa will be celebrated more happening as I’ve done my job as a student. Amin.

Finance Test Bank

Chapter 9 Multiple Choice Identify the choice that best completes the statement or answers the question. _e___1. Schalheim Sisters Inc. has always paid out all of its earnings as dividends; hence, the firm has no retained earnings. This same situation is expected to persist in the future. The company uses the CAPM to calculate its cost of equity, and its target capital structure consists of common stock, preferred stock, and debt. Which of the following events would REDUCE its WACC? a. The market risk premium declines. b. The flotation costs associated with issuing new common stock increase. . The company's beta increases. d. Expected inflation increases. e. The flotation costs associated with issuing preferred stock increase. __c__2. Duval Inc. uses only equity capital, and it has two equally-sized divisions. Division A's cost of capital is 10. 0%, Division B's cost is 14. 0%, and the corporate (composite) WACC is 12. 0%. All of Division A's projects are equally risky, as are all of Division B's projects. However, the projects of Division A are less risky than those of Division B. Which of the following projects should the firm accept? a. A Division B project with a 13% return. . A Division B project with a 12% return. c. A Division A project with an 11% return. d. A Division A project with a 9% return. e. A Division B project with an 11% return. 2010 Fall Chapter 10 ___b_3. You are considering two mutually exclusive, equally risky, projects. Both have IRRs that exceed the WACC. Which of the following statements is CORRECT? Assume that the projects have normal cash flows, with one outflow followed by a series of inflows. a. If the two projects' NPV profiles do not cross, then there will be a sharp conflict as to which one should be selected. . If the cost of capital is greater than the crossover rate, then the IRR and the NPV criteria will not result in a conflict between the projects. The same project will rank higher by both criteria. c. If the cost of capit al is less than the crossover rate, then the IRR and the NPV criteria will not result in a conflict between the projects. The same project will rank higher by both criteria. d. For a conflict to exist between NPV and IRR, the initial investment cost of one project must exceed the cost of the other. e.For a conflict to exist between NPV and IRR, one project must have an increasing stream of cash flows over time while the other has a decreasing stream. If both sets of cash flows are increasing or decreasing, then it would be impossible for a conflict to exist, even if one project is larger than the other. 2010 Fall, FIN 6100, Chapter 11, iClicker Questions __e__1. Which of the following is NOT a relevant cash flow and thus should not be reflected in the analysis of a capital budgeting project? a. Changes in net working capital. b. Shipping and installation costs. c. Cannibalization effects. . Opportunity costs. e. Sunk costs that have been expensed for tax purposes. __a__3. Which of t he following should be considered when a company estimates the cash flows used to analyze a proposed project? a. The new project is expected to reduce sales of one of the company's existing products by 5%. b. Since the firm's director of capital budgeting spent some of her time last year to evaluate the new project, a portion of her salary for that year should be charged to the project's initial cost. c. The company has spent and expensed $1 million on R associated with the new project. d.The company spent and expensed $10 million on a marketing study before its current analysis regarding whether to accept or reject the project. e. The firm would borrow all the money used to finance the new project, and the interest on this debt would be $1. 5 million per year. __c__4. Dalrymple Inc. is considering production of a new product. In evaluating whether to go ahead with the project, which of the following items should NOT be explicitly considered when cash flows are estimated? a. The com pany will produce the new product in a vacant building that was used to produce another product until last year.The building could be sold, leased to another company, or used in the future to produce another of the firm's products. b. The project will utilize some equipment the company currently owns but is not now using. A used equipment dealer has offered to buy the equipment. c. The company has spent and expensed for tax purposes $3 million on research related to the new detergent. These funds cannot be recovered, but the research may benefit other projects that might be proposed in the future. d. The new product will cut into sales of some of the firm's other products. . If the project is accepted, the company must invest $2 million in working capital. However, all of these funds will be recovered at the end of the project's life. __e__7. A firm is considering a new project whose risk is greater than the risk of the firm's average project, based on all methods for assessing risk . In evaluating this project, it would be reasonable for management to do which of the following? a. Increase the estimated IRR of the project to reflect its greater risk. b. Increase the estimated NPV of the project to reflect its greater risk. c.Reject the project, since its acceptance would increase the firm's risk. d. Ignore the risk differential if the project would amount to only a small fraction of the firm's total assets. e. Increase the cost of capital used to evaluate the project to reflect its higher-than-average risk. Chapter 12 iClicker Questions __b__1. Which of the following assumptions is embodied in the AFN equation? a. None of the firm's ratios will change. b. Accounts payable and accruals are tied directly to sales. c. Common stock and long-term debt are tied directly to sales. d. Fixed assets, but not urrent assets, are tied directly to sales. e. Last year's total assets were not optimal for last year's sales. __b__2. The term â€Å"additional funds needed (AFN) † is generally defined as follows: a. Funds that are obtained automatically from routine business transactions. b. Funds that a firm must raise externally from non-spontaneous sources, i. e. , by borrowing or by selling new stock to support operations. c. The amount of assets required per dollar of sales. d. The amount of internally generated cash in a given year minus the amount of cash needed to acquire the new assets needed to support growth. . A forecasting approach in which the forecasted percentage of sales for each balance sheet account is held constant. _b___4. A company expects sales to increase during the coming year, and it is using the AFN equation to forecast the additional capital that it must raise. Which of the following conditions would cause the AFN to increase? a. The company previously thought its fixed assets were being operated at full capacity, but now it learns that it actually has excess capacity. b. The company increases its dividend payout ratio. c. The company begins to pay employees monthly rather than weekly. . The company's profit margin increases. e. The company decides to stop taking discounts on purchased materials. Chapter 13 iClicker Questions Multiple Choice Identify the choice that best completes the statement or answers the question. __b__1. Which of the following statements is NOT CORRECT? a. The corporate valuation model can be used both for companies that pay dividends and those that do not pay dividends. b. The corporate valuation model discounts free cash flows by the required return on equity. c. The corporate valuation model can be used to find the value of a division. . An important step in applying the corporate valuation model is forecasting the firm's pro forma financial statements. e. Free cash flows are assumed to grow at a constant rate beyond a specified date in order to find the horizon, or terminal, value. __a__2. Which of the following does NOT always increase a company's market value? a. Increasin g the expected growth rate of sales. b. Increasing the expected operating profitability (NOPAT/Sales). c. Decreasing the capital requirements (Capital/Sales). d. Decreasing the weighted average cost of capital. e.Increasing the expected rate of return on invested capital. _a___3. Which of the following is NOT normally regarded as being a barrier to hostile takeovers? a. Abnormally high executive compensation. b. Targeted share repurchases. c. Shareholder rights provisions. d. Restricted voting rights. e. Poison pills. Chapter 14 iClicker Questions Multiple Choice Identify the choice that best completes the statement or answers the question. __d__1. Which of the following should not influence a firm's dividend policy decision? a. The firm's ability to accelerate or delay investment projects. . A strong preference by most shareholders for current cash income versus capital gains. c. Constraints imposed by the firm's bond indenture. d. The fact that much of the firm's equipment has bee n leased rather than bought and owned. e. The fact that Congress is considering changes in the tax law regarding the taxation of dividends versus capital gains. __a__2. Trenton Publishing follows a strict residual dividend policy. All else equal, which of the following factors would be most likely to lead to an increase in the firm's dividend per share? a. The firm's net income increases. b.The company increases the percentage of equity in its target capital structure. c. The number of profitable potential projects increases. d. Congress lowers the tax rate on capital gains. The remainder of the tax code is not changed. e. Earnings are unchanged, but the firm issues new shares of common stock. Chapter 15 iClicker Questions Multiple Choice Identify the choice that best completes the statement or answers the question. _b___1. Which of the following statements is CORRECT? a. A firm's business risk is determined solely by the financial characteristics of its industry. b.The factors that affect a firm's business risk are affected by industry characteristics and economic conditions. Unfortunately, these factors are generally beyond the control of the firm's management. c. One of the benefits to a firm of being at or near its target capital structure is that this eliminates any risk of bankruptcy. d. A firm's financial risk can be minimized by diversification. e. The amount of debt in its capital structure can under no circumstances affect a company's business risk. __c__2. Which of the following statements is CORRECT? a. Increasing financial leverage is one way to increase a firm's basic earning power (BEP). . If a firm lowered its fixed costs while increasing its variable costs, holding total costs at the present level of sales constant, this would decrease its operating leverage. c. The debt ratio that maximizes EPS generally exceeds the debt ratio that maximizes share price. d. If a company were to issue debt and use the money to repurchase common stock, this act ion would have no impact on its basic earning power ratio. (Assume that the repurchase has no impact on the company's operating income. ) e. If changes in the bankruptcy code made bankruptcy less costly to orporations, this would likely reduce the average corporation's debt ratio. Chapter 23 Multiple Choice Identify the choice that best completes the statement or answers the question. __e__1. Which of the following are NOT ways risk management can be used to increase the value of a firm? a. Risk management can increase debt capacity. b. Risk management can help a firm maintain its optimal capital budget. c. Risk management can reduce the expected costs of financial distress. d. Risk management can help firms minimize taxes. e. Risk management can allow managers to defer receipt of their bonuses and thus postpone tax payments.

How Is the Child’s Exploration and Orientation in His Physical Environment Complimented by the Montessori Materials and Presentation

How is the child’s exploration and orientation in his physical environment complimented by the Montessori materials and presentation? Dr. Maria Montessori’s goal of education is to develop a global vision within the children. Montessori calls the path to this perspective â€Å"Cosmic Education†, which develops in children a sense of gratitude for the universe and their lives within it. The concept of cosmic education presents a comprehensive whole picture of the world- a world in which the child sees himself as being a part. Montessori had much to say about world peace. She always says about the importance of developing an understanding of the human problem and restricting human society. She firmly believed that the way to do this was through the child, and that the work of education was to establish a lasting peace. Throughout history, humans have relied on their ingenuity and adaptability for survival. Regardless of race, country ,or culture, people follow similar patterns. After years of careful observation in children, Maria Montessori was able to identify 14 important tendencies that compel human beings to construct and refine the world around them, which she considered these as â€Å"Tendencies of man†, they are exploration, order, gregariousness, communication, abstraction, curiosity, calculation, repetition, concentration, self-control, perfection, creativity, independence and work. The Montessori prepared environment with its carefully chosen and beautifully arranged materials is build around these tendencies. Because of this, Montessori teachers do not need to force their students to; children are naturally drawn to the materials because they appeal to their instinctive drives. Today’s child unconsciously displays the same traits that early human did, and without realizing it,we often stand in the way of their exploration and manipulation because it is an inconvenience to us. When we are able to remove any hinderences to a child’s natural tendencies, the child will flourish and likely surprise us with their pursuit of knowledge, their innovative thinking, and their limitless curiosity. Children are naturally attracted to the nature. So a Montessori environment bust well prepared with natural things such as choice of plants and flowers with a small garden in the outdoor and with some pats such as rabbits, gold fish. These simple things attract the child to study about the plants and animals, to care for them and also to explore specimens found in our living world. The Montessori cultural materials were designed to allow the child to explore an abstract concept in the concrete form. Like the other areas of Montessori curriculum, the sequence of presentation begins with simple to complex and concrete to abstract. The next activity is identifying animals (more specially grouped). This activity also presented in the same way as loosely group, but each group is specifically grouped, for e. g. Birds that can fly and Bird that can’t fly. This activity leads the child further into classification by encouraging groups and also make the child aware of similarities and differences between spices. The next activity in zoology is Jigsaw puzzle of an animal. The materials for this activity are Animal puzzle and identical picture card as control card. The child is given a particular animal puzzle and she will be discussed about that animal. For e. g. Fish, at first the child will be asked â€Å"What is this animal? , What does it eat? , Where does it live? Then the teacher will point each part and asks the child, â€Å"Do you know what part is this? If the child doesn’t know she will teach the names of the parts. Then the teacher will show the child how to place the head in the picture card and she asks the child to place the rest. Then again putting back she reinforces the child by, â€Å"Would you like to put the fin first? In this manner the directress will present the activity. So while working with this material the child will get a sensorial awareness of the different parts of animals and also provide information and increase the child’s vocabulary as well. The next activity in zoology is Terminology cards (Identifying parts of the animals). The materials for this activities are a set of control cards which the parts of the body of a particular animal is highlighted in red and the names of the parts are written on them. The next setof cards are picture cards same as control cards but unnamed and the name tags. There are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non-reading child and the other one for reading child. For the non-reading child the teacher will place the non-highlighted pictures of an animal, for e. g. Elephant the control card near the child and she will discuss about elephant. Then she will give any of the highlighted picture of an elephant say for e. g. the head and she will ask , â€Å"Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, â€Å"Head†. Like wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she gives the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary increase, it develop awareness of similarities and differences in animals, develop child observational and classification skills. The next activity will be Terminology cards; identifying plant parts. This activity presented in the same manner as Terminology cards; identifying animals’ body, but the pictures should be a plant picture and each part of plant is highlighted in red. This activity teach the names of the parts of the plants, it provide information about the plants, develop awareness of similarity and differences in the plants and also it develop the child’s observation and classification skills. The next activity is flower pressing. Children love flowers, so this activity provides them to work with flowers. They are encouraged to find different types of flowers and leaves and they are showed how to press them and make lovely greeting card, or a design for them to hang in their room wall. This activity prepares the child for art and also it appreciates the design in nature. The next activity in botany is first introduction to the leaf cabinet. This cabinet is same as geometrical cabinet in sensorial area, having three leaf shape drawers and the removable insets which are in green. In this activity children are encouraged to trace the shape of the leaves, there fore it create awareness of the variety of leaf shapes in the environment through visual and muscular knowledge of leaf shapes. So this activity increase the children observation skill, it help foster the child’s respect for the wide diversity of plant forms in the world and also it prepare the child for future works in botany and create interest in designs. The next activity which is an important activity which is presented to the children is the importance of the sun. Teacher talks about the children why sun is important? She tells the children it gives us heat, otherwise it will be cold, it would be difficult for us human , animals and plants to survive. She explains some other important facts about sun. Teacher shows the children how sun is important using chart, the food chain how the sun helps the plants to grow, when the plants grow only animal can eat plant and they can grow, if the animals grow only we can get food from animals, so all are dependent in the single element that is sun. The teacher must be creative and innovative to present this activity. So the children will understand how the sun is important for all living creatures. This activity prepares the child for future work in photosynthesis. The next activity which is presented to the children is growing plants. The children are shown how to grow a plant. They were asked to water the plant daily and also not to expose the pot to the sun too much which cause the plant to dry or die and also they were asked to observe the development daily. This activity teach the children to plant seeds and how to care for plants, it develop a sense of responsibility and ownership in the child and also children will have the concrete experience as to what a plant needs to grow. The last activity presented to the children is plants life stories. The pictures of life cycle of a plant are made as frieze. The picture shows the seed, sun, water and finally a plant. This will be present in the same manner as life stories of animals. By showing each picture the teacher will describe each stage, how water and sun important for the seed to grow and finally how the plant grown fully. This activity help the children to understand the life cycle of plants, to identify the sequence of growth, and also this leads the child to take care of the plants. The next subject which is presented to the children is Geography. Maria Montessori adds this subject in cultural subjects to launch the child’s exploration of the world’s physical environment. Montessori approach always introducing new ideas with concrete objects or pictures for the child to see, touch and manipulate. The first activity which is presented in Geography is Sandpaper globe. The globe which has the continents covered with sandpaper and the sea is painted in blue. The teacher brings the sandpaper globe to the table and shows the child how to feel it with her both hands and she ask the child to feel the same. Then she gives the name of land and water using three period lessons by feeling with her two fingers. So while working with the sandpaper globe initially the child learn things the shape of the world is sphere and that is made up of land and water. The next activity which is presented to the child is the coloured globe. In the coloured globe the continents painted in different colours- Europe is red, Asia is yellow, Africa is green, Australasia is brown, north America is orange, South America is pink and the Antartica is white. Teacher brings the colored globe and sandpaper lobe to the table and shows the child, the coloured globe is same as sandpaper globe. Then using the coloured globe she tells the child that the land on the colored globe is divided by colors and each colour represents masses of land and they are call as continents. While working with the colored globe, the child will become aware of the relative sizes, shapes and positions of the land masses and oceans. The next activity which is presented to the child is Jigsaw map of the world. The Montessori Jigsaw map of the world made up with 2 hemispheres, each with the continents removable as whole puzzle pieces. The colours are the same as the colored globe. It is easier for a young child to see how the world is represented on a flat map. There is a control map for the child to place the pieces on that. Directress will shows the child how to place the pieces on the control map and she invites the child to do the same. The child learns the names of the continents with the Jigsaw map of the world with the three period lessons. The next activity is continent cards. The child will further reinforce to learn the names of the continents with this activity. After learning the names of the continent the child learn about animals which live in each continent. This activity given to the child to relate animals to the continents on which they live. After learning about each continent the child will learn how they are divided into different countries which are areas of land with a name, flag and national anthem. Then the child learns various countries with the pictures from various continents. The child also has a great natural interest in others who are different from him self. The teacher will shows the child any picture of a country flag, the important places, their foods, their festivals and etc. he learns much more about the lives of others through this presentation. The next activity which is presented to the children is introduction of the three elements. The child will be discussed about the three elements and she tells the child theses three elements are very important and without any one of them, earth will not exist† so the child will be aware how important these three elements how to save them from pollution. So children have freedom to choose to their own inner needs. Repetition is necessary for them to master and perfect his skills and build his competency and knowledge. Through free choice and repletion children acquire their knowledge step by step depending on their own needs. So the teacher needs to understand that children will reveal him self through work. She can help them to remove their obstacles and guide them to next step according to their own needs and desires. If the teacher helps him in this manner, it cultivate the child’s character, it help children to live in peace and harmony with all people and establish an innate awareness that they are citizens of the world and stewards of their own communities. Dr. Montessori said, â€Å"To serve the children is to feel one is serving the spirit of man, a spirit which has to free itself (Absorbent Mind, Chapter 27, p. g. 283) Bibliography Maria Montessori, To educate the human potential, A KALAKSHETRA PRESS, 84, kalakshetra road, madrass- 600 041. PAULA POLK LILLARD, MONTESSRI TODAY, Schocken Books inc, New York. LESLEY BRITTON, MONTESSORI PLAY & LEARN, Vermilion, re print by Random House, 20 Vauxhall Bridge Road, London, SW*1* V *2* SA. *Maria Montessori, The Absorbent Mind, Henry Hold and company, LLC, 115, West 18th* street, Ney York, New York, 10011, 1995. DMT 108, Modern Montessori International LTD, 107 Bow Road, Bow London E3 2AN. Maria Montessori, the Discovery of the Child, The Random House Publishing group, New York, 1967.