Introduction to Human Resource Aristotles Rhetoric

Question: Describe about the Introduction to Human Resource for Aristotles Rhetoric. Answer: Introduction Aristotles rhetoric is a concept that dates back to the 4th century B.C. It has been noticed that ever since the advent of the concept there has been a crucial development in the art of rhetoric. The Aristotelian doctrine has been used by researchers, to, incorporate the rhetorical arguments in ethical, logical and psychological findings. The present study deals with the debate and counter arguments based on the rhetorical elements or Aristotle with relation to a study of Qantas group. The study would deal in understanding the concept of reasoning along with different types of employment arrangements in aviation organisation like Qantas (Shanahan and Seele 2015). Discussion and analysis Aristotles rhetorical triangle includes there models or components. These are ethos, pathos and logos. Ethos in the elementary stage deals with the character that is projected by the speaker. In order to be credible a speaker must be competent, should have empathy and good intention. Pathos deals with the concept of values, beliefs and audience. This element is to understand the emotional influence of the speaker on the spectators or the audience. The emotional quotient is important and serves as the base in the present component of rhetoric. The final component includes the logos that are the reasoning. In this case, the speaker wants to influence the audience with the help of the logical reasoning. Hence, in nutshell it may be said that the three steps or components illustrates the interrelation of the credibility of the speaker along with his reasoning power to establish a mark in the mind of the audience. In the article by Sarina and Wright, it has been found that there are different hybrid measures that have been taken by the organisation Qantas to deal with organisational performance and workplace conflict (Sarina and Wright 2015). In the competitive world where luxurious airline system has to be prompt, there are different pivotal strategies that are to be taken by the organisation. It is mentioned by the top-level management that this helps in retaining relational co-ordination. In this regard, it can be stated that Qantas has taken neither the high road approach nor the low road approach but the hybrid approach of maintaining employment relations. It can be inferred that Quantas has the reasoning of meeting the organistional goals as they take a mid way approach. This method would help both the employer and the employees in the organization (Nicolae 2015). However, this concept can be contradicted by the fact that hybrid model of employment might not be the correct method of orga nistional performance. It can be contradicted that the hybrid strategies might not be effective in the changing market condition. Human resource management and framework needs to be flexible in dealing with the changing products in the market. However, in the current article the reasoning of the article is missing the point of persuasion. Hybrid employment framework cannot be the only solution to the issue of employee subsystem (Mshvenieradze 2013). The human resource management must take a way that is flexible in taking the suitable approach of high road approach, low road approach and flexible approach as and when required. The main argument of the article is to understand the methods that are to be used in the changing employment relation strategies. In the article, it is found that the ethos or the credibility of the speaker is missing. The main reason being the author is not open to flexible ideas for Qantas. It is found that he is mostly trying to incorporate the idea of hybrid employment. The interest of the article is vague at some points as the authors have tried to implement too many ideas for the organisation. This might lose the interest of the readers half way in the article. The integration of the values and beliefs are not strongly inculcated in the article. The issue of the organisational performance and employment relations outcomes could have been analyzed in the first half of the article. This could have been followed by the flexible approaches that Qantas might take (Nicolae 2015). However, the authors have created confusion in the minds of the readers by not only applying too many app roaches but also, confusing the readers about which approach might be fruitful for an aviation organisation. The best approach with the support of data could have served the purpose of the readers. Hence, the arguments of the article could have been better and clean (Lefsrud, Graves and Phillips 2015). In the article few of the areas are convincing like the authors approach towards making a strategies that are both integrative and disruptive. However, in this regard it might be said that the avoidance approach might not work as per the expectations. In any service industry it is important to understand that employees should be effective in dealing with organisations change (Heracleous and Klaering 2014). In the changing situation of the employment relation in the Quantas it has been found that the authors have missed the reasons of the way unions can bring in the change. The work of the unions has been given in a general way but a comparison of the work of the unions through graph could have supported the reasoning for the readers (Sarina and Wright 2015). Conclusion It could be said that finally inferred the article could have been better by comparing more dat. That would have sufficiently worked in keeping the interest of the readers along with reasoning. Secondly, the article could have been sub divided with different aspects of the employment structure like the issues that may be faced with the high road approach. The same part could have been made better with the analysis of data of atleast last five years. The similar method could have been used in the low road approach. Finally, a paragraph could have been added with the help of the hybrid approach and the way a flexible approach would have been essential for the Quantas. The issue organizational performance could have been dealt with the specific strategies that other competitive companies have applied. Similarly, the way these strategies or other specific measures of Quantas could have been discussed with proper management theories. The above mentioned aspects would have helped in creati ng the element of ethos, pathos and logos. Reference Heracleous, L. and Klaering, L.A., 2014. Charismatic Leadership and Rhetorical Competence: An Analysis of Steve Jobss Rhetoric.Group Organization Management, p.1059601114525436. Lefsrud, L.M., Graves, H. and Phillips, N., 2015. Analyzing Visual Rhetoric in Organizational Research.Forthcoming in Handbook of Innovative Qualitative Research Methods: Pathways to Cool Ideas and Interesting Papers edited by Kimberly D. Elsbach and Roderick M. Kramer. Mshvenieradze, T., 2013. Logos ethos and pathos in political discourse.Theory and Practice in Language Studies,3(11), p.1939. Nicolae, A.O., 2015. Leaders banking on ethos.Persuasive Games in Political and Professional Dialogue,26, p.217. Sarina, T. and Wright, C.F., 2015. Mutual gains or mutual losses? Organisational fragmentation and employment relations outcomes at Qantas Group. Journal of Industrial Relations, 57(5), pp.686-706. Shanahan, F. and Seele, P., 2015. Shorting Ethos: exploring the relationship between Aristotles Ethos and Reputation Management.Corporate Reputation Review,18(1), pp.37-49.

Maria Montessori Her Life and Work Essay Example

Maria Montessori Her Life and Work Paper Montessori Education SA Montessori, Pre-Primary Philosophy 2 1Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2Where did Maria Montessori go to school, what did she study and why5 3Write about Maria Montessori’s Medical training, why, where6 4Note where she first practised medicine, why, and what did she learn7 5What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6When did Maria Montessori first start writing and why11 Why do you think Maria Montessori never married, substantiate with research12 8Who was the father of Maria Montessori’s son and why did they never marry 13 9Mario Montessori, write about his part in his mother’s life14 10What happened to Maria Montessori in Italy before World War II15 11Where did Maria Montessori Spend World War II16 12What effect, if any, did Maria Montessori’s 17 stay in India have on the spread of her method? 13How did the teaching colleges start and where18 14How did Maria Montessori spend her last few years of life, 19 where and when did she die Extracts from Maria Montessori’s Last Will and Testament20 15Try and find out what events and inventions took place in her life-time21 16Who were her contemporaries? 22 Important Dates In Maria Montessori’s Life24 Question One: -Write a page about Maria Montessori’s family, where they lived, the profession of her father, her mother and her siblings? Maria Montessori ?Maria Montessori’s parents were married in the spring on 1866; both mother and father were devoted to the liberation and the unity of Italy this was the common ground on which Maria Montessori’s parents met. They were devout Catholics. ?Alessandro Montessori was a descendant of a noble family from bologna, ? In his youth he was a soldier and then an accountant in the civil service in his later years, he was well known for his courteous politeness. ?â€Å"He was an old fashioned Gentleman, with a conservative temper and was of military habits†. (Rita Kramer, 1976, pg22). In the year 1865 Alessandro Montessori, aged 33 came to the town of Chiaravalle which was a provincial agricultural town and here he met the love of his life Renilde Stoppani then aged 25. Renilde Stoppani Montessori was the niece of the great philosopher-scientist-priest Antonio Stoppani a monument of him was erected at the University of Milan on the event of his death. ?Renilde was a beautiful a well educated woman for her time she loved to read books, this was incredible because in Chiaravalle, persons who could read and write their own names were praised, she was a firm believer in discipline, but loved her dau ghter and supported her in all she did, Renilde was very patriotic and was devoted to the ideals of the liberation and union for Italy, she was a lady of singular piety and charm. We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Maria Montessori Her Life and Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Renilde Montessori passed away in 1912. ?Alessandro Montessori and Renilde Stoppani were married within a year of his placement as a government civil service accountant in the small town of Ancona. ?After two years in Venice the couple moved back to Chiaravalle and it was a year later 1870 there were two major events the one being Italy became a unified and free nation the second being Alessandro and Renilde were blessed with a beautiful buddle of joy on August 31 and they named her Maria. ?In 1873 the government transferred Alessandro to the city of Florence and then his last move was to Rome in 1875. It was in Rome that Maria grew up. Maria Montessori did not have any siblings. Question Two: -Where did she go to school, what did she study and why? ?Maria was six when her parents enrolled her in first grade just 2 yrs before public education became mandatory. The first few years Maria was uncompetitive, receiving awards for good conduct and her needle work, she wanted to become an a ctress like most young girls of the time. ?At the age of twelve the family moved to Rome here she could receive a better education. ?At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ?Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ?Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural scienc es her favourite of all her classes was math. Question Three: -Write about her medical training, why, where, etc? ?When she was ready to graduate she was very drawn to the study of biological sciences her family were shocked to say the least but her father was very disapproving of her desire to study medicine he stopped short of forbidding her to continue with this idea. Maria first checked with the University of Rome and spoke to â€Å"Dr Guido Bacelli the head of the board of education†. Dr Bacelli explained to her in no uncertain terms that her desire to study medicine was not going to be happening, with this Maria stood up, shook hands cordially, thanked the Dr politely and then quietly remarked â€Å"I know I will be a Doctor of Medicine† she then bowed and left the room. ?Taking a new look at this problem Maria enrolled at the University to study physics, mathematics and natural sciences. In 1892 she passed her exams with and eight out of ten and received a †Å"Diploma di licenza† this made her eligible to study medicine. ?There was still the small matter of her being a woman that was standing in her way (there is not much recorded information on how she did it) but Maria persisted until she was accepted into the school. In the biography by Kramer it is mentioned that Pope Leo XIII helped her somehow. ?Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She won a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. ?Her time at medical school was not easy. She faced prejudice from her male colleagues and had to work alone on dissections since these were not allowed to be done in mixed classes. ?She was a dedicated student and on July 10th 1896 Maria presented her thesis to a board of ten men, they were truly impressed with her and granted her the degree of doctor of medicine. ?This made her the first woman to graduate from Medical School in Italy. She graduated with a very impressive score of 105 considering anything over 100 was considered brilliant (Rita Kramer 1976) ? Her first post was in the universities psychiatric clinic ? Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria Montessori was appointed professor of anthropology at the University of Rome Question Four: -a) Note where she first practised Medicine, why? b) What did she learn? ?On graduation Maria was immediately employed in the San Giovanni Hospital attached to the University. It was later in that year she was asked to represent Italy at the International Congress for Women’s Rights and in her speech to the Congress she developed a thesis for social reform, arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied â€Å"†¦they know intuitively when someone really cares about t hem†¦ It is only the upper classes that have a prejudice against ? Women leading a useful existence. † 1 ?In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. Much of her work there was with the poor, and particularly with their children. As a doctor she was noted for the way in which she ‘tended’ her patients, making sure they were warm and properly fed as well as diagnosing and treating their illnesses. ?In 1897 she volunteered to join a research programme at the psychiatric clinic of the University of Rome and it was here that she worked alongside Giusseppe Montesano As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. She relates how, on one such visit the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. ?Montessori realised that in such a bare unfurnished room the children were desperate for ? Sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. ?She began to read all she could on the subject of mentally retarded children and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who made his name working with the ‘wild boy of Aveyron’ and Edouard Seguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard developed a technique of education through the senses which Seguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Seguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was to later develop in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestallozzi and Froebel. Some sixty years earlier, Froebel had established a school for very young children which placed an emphasis on play in early learning. In these ‘Kindergartens’ Froebel devised a series of toys or apparatus which he called ‘gifts’. ?Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria was appointed professor of anthropology at the University of Rome. Question Five: -a) What was the ‘Children’s house’ and where was it Located? b) What was Maria Montessori’s role? ?Maria was given a menial task: to try to educate the idiots and the uneducable in Rome ? On 6 January 1907 Maria Montessori opened her first school â€Å"Casa dei Bambini† (Children’s House), in probably one of the poorest areas in Rome the notorious â€Å"Quartered di San Lorenzo. † ? Within six months of opening the Casa dei Bambini, people from all walks of life, from every continent came to see Maria Montessoris miracle children. In observing all these developments in the children, Montessori felt she had identified significant and up till then unknown facts about childrens behaviour. She also knew that, in order to consider these developments as representing universal truths, she must study them under different conditions and be able to reproduce them. ?In this spirit, a second school was opened in San Lorenzo that sam e year. ?A third in Milan and a fourth in Rome in 1908, the school in Rome was for children of well-to-do parents. By the autumn of 1908 there were five Casa dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. News of Montessori’s new approach spread rapidly and visitors arrived to see for themselves how she was achieving such results. Within a year the Italian speaking part of Switzerland began switching its kindergartens to the Montessori approach and the spread of the new educational approach began. The school was for children between the ages of three and six, each of these children came from extremely poor families, and most of the parents were illiterate. ?The children themselves were â€Å"rough and shy in manner† they were very tearful and frightened, their faces expressionless and their bewilderment in their eyes was as though they had never seen anyt hing in their lives. ?These children were referred to as â€Å"idiots† and uneducable ? Maria Montessori was quoted in saying: It was January 6th (1907), when the first school was opened for small, normal children of between three and six years of age. I cannot say on my methods, for these did not yet exist. But in the school that was opened my method was shortly to come into being. On that day there was nothing to be seen but about fifty wretchedly poor children, rough and shy in manner, many of them crying, almost all the children of illiterate parents, who had been entrusted to my care They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives. It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world. ? By 1909, all of Italian Switzerland began using Montessoris methods in their orphan asylums and childrens homes. Question Six: -When did Maria Montessori f irst start writing and why? ?Maria Montessori’s book â€Å"The Montessori Method† was published in 1909. The book was originally titled â€Å"The Method of Scientific Pedagogy as Applied to Infant Education and the Childrens House† and it was later re-titled to â€Å"The Discovery of the Child†. ?Maria Montessori began writing to document her findings and to share her knowledge with all people. ?Word of Montessoris work spread rapidly. ?Visitors from all over the world arrived at the Montessori schools to verify with their own eyes the reports of these remarkable children. ?Montessori began a life of world travel- -establishing schools and teacher training centres, lecturing and writing. The first comprehensive account of her work, The Montessori Method. Question Seven: -Why do you think Maria Montessori did not marry – substantiate with research. ?It was very difficult for Maria Montessori to become a doctor as this was a male dominated profession , it was unheard of that a woman do medicine, all of the other student doctors were men. They men made fun of her and threatened her. The only way she could do what she wanted to was to block them out completely and I think this was one of the reasons Maria never married. I think it was also due to Dr Montesano’s dishonesty (as discussed in Question 8) that destroyed her faith in men; Dr Maria Montessori was a woman with great integrity and high moral standing. ?I also believe that she was totally emerged in her work and perhaps did not want the distraction, she was totally devoted to her work, and this is clearly evident in her writings. Question Eight: -Who was the father of Maria Montessori’s son and why did they not marry? (You may have to research this one). ?When Maria Montessori was at the Orthophrenic School, she worked with Dr. Giuseppe Montesano. One thing led to another, and they had an affair. Maria Montessori’s mother was devastated and knew that a scandal could destroy her daughters career. It was not the done thing in the day to have a child out of wedlock and therefore everything was kept quiet. ?She gave birth to a son, Mario Montessori. ?Mario was sent to a wet nurse and then lived with family in the country near Rome. ?There are many different takes on this part of Maria Montessori’s life one group said that Dr Maria Montessori and Dr Giuseppe Montesano agreed not to marry, they would also keep their relationship a secret and by doing so they would not reveal that he was Mario Montessori’s Father. They agreed that neither of them would ever marry another person, it was not long after this that Dr Montesano fell in love and married some-one else, Montessori and Montesano still worked together on a daily basis in constant contact and it was this betrayal of trust that prompted her to leave the Orthophrenic School ? Biographer Kramer speculated that Maria Montessori’s pregnancy as well as the break up w ith Dr. Montesano must have occurred in 1901 as this is when Maria Montessori suddenly resigned from the Orthophrenic School, and for about a year M. M was out of the public eye, she also abandoned her successful work with defective hildren at this time. Question Nine: -Mario Montessori – Write about his part in his mother’s life. ?On 20th December 1912 Maria Montessori’s her mother died at the age of seventy-two. ?Maria was deeply affected by this event and in the year following her mother’s death she brought her fourteen year-old son Mario to Rome to live with her. ?His dedication to her was of his own free will and it can not be said that it was because of a mother/son attachment. ?Mario Montessori had many loves in his life but none compared to the love he had for his mother and her work. His love for her was encompassing and it dominated his entire existence. He lived for her, with her but definitely not through her. ?Mario Montessori had no real scholastic or academic background but his total understanding of his mother’s work. His intuitive intelligence and openness of spirit allowed him to keep abreast with her quantum leaps from the first to the nth dimension even sometimes arriving just ahead, thus enabling her to soar even further. There was nothing his mother deducted, developed or stated that ever surprised him. It was said that thanks to Mario Montessori his mother never suffered the isolation that is common to genius, he was not just a sounding board for her ideas; he helped her to clarify them and give them shape, by doing this she was able to continue developing her unique mind to the end. Mario Montessori also presented his mother with fresh, new ideas. ?He began taking more of the workload from his mother as she grew older He would do the organi zing of courses, examining students, lecturing on materials, practical life etc. He coped with any unexpected complications during the training courses. By doing this he enabled Maria Montessori to concentrate fully on her creative work. As the years progressed, their complicity became total. Without him she would have grown frustrated by the lack of understanding of those around her, she would have retreated spiritual isolation, unable to cope and fight alone to preserve the purity of her work. ?It was because of his understanding, his enthusiasm and belief in her vision for the development of mankind; he became a pillar of her work. ?Even after she died, Mario Montessori continued the fight for the child the child, father of man. Here is an extract form the Last Will and Testament of Maria Montessori, and perhaps we can understand from this the importance of her son in her life. Question Ten: -What happened to Maria Montessori in Italy before World War II? ?The Spanish government invited Maria to set up a research institute which she did in 1917. She began conducting a series of teacher-training courses in London in the year 1919. ?In 1922, Benito Mussolini took over the government of Italy. Mussolini being a politician wanted Maria on his side. So, initially he encouraged and fully supported the Montessori movement in Italy. The government of Italy funded the Montessori schools and also helped Maria establish a training centre for teachers. ?Mussolini was nurturing colonial ambitions and in 1934 he was planning an attack on the African state of Abyssinia. ?To carry out his designs he needed the people of Italy, especially the youth, to be war-minded. To achieve this he set up a Fascist youth organisation whose members wore uniform at all times and gave the Fascist salute. ?Mussolini insisted that all children should enrol into this organisation. This meant even children from the Montessori schools should join. Maria disagreed with this and would not compro mise her principles and her beliefs to comply with his wishes. ?With this Mussolini ordered the immediate closure of all Montessori schools, and with this Maria was exiled from Italy. ?She moved to Spain and lived there until 1936. This again was a mistake. A civil war broke out in Spain. General Franco another fascist took over the government of Spain. She was rescued by a British cruiser. Maria opted to stay in the Netherlands for sometime. In 1938, she opened the Montessori Training Centre in Laren in the Netherlands. She continued with her work in the country till 1939. Question Eleven: Where did Maria Montessori spend World War II? ?Maria Montessori Spent World War II in India. ?It was here that she developed her â€Å"Education for Peace†, and developed many of the ideas taught in her training courses today. ?The outbreak of the World War II made Maria extend her stay in India. ?In 1940, when India entered the war, she and her son were interned as enemy aliens, but Maria was allowed to conduct training courses. ?She continued to stay in India till 1946 well after the war. ?She returned to Europe for a brief period. In 1947, she founded the Montessori Centre in London. ?In 1949 Maria Montessori travelled to Pakistan and also toured Europe in the same year. ?In 1951 Maria toured Austria. Question Twelve: -What effect, if any, did Maria Montessori’s stay in India have on the spread of her method? ?In 1939, the Theosophical Society of India extended an invitation to Maria Montessori who was 69 years of age. She accepted the invitation and reached India the same year. The journey from Holland in those days was very tedious. But this did not seem to trouble Maria. She was full of energy and keen to start work in India. She made Adayar, Chennai her home and lived there along with her son, Mario. Here, Dr. Maria came in close contact with Rukmini Devi, a Bharat Natyam dancer and the founder of the world famous centre for music, dance, and other fine arts Kalakshetra and her husband George Sidney Arundale, who was the president of the Theosophical Society of India. ?Between 1939 and 1949, Maria Montessori, with the help of her son Mario, conducted sixteen Indian Montessori Training Courses, thus laying a very sound foundation for the Montessori movement in India. Question Thirteen: How did the teaching Colleges start and where? In 1909 she gave her first Montessori course, expecting to have as students only Italian teachers. ?There were about 100 students that atte nded ?To her amazement people attended from many different countries. Probably that was the origin of what would become a serious handicap in the evolution of Montessori pedagogy. Since the beginning Montessori pedagogy has been appropriated, interpreted, misinterpreted, exploited, propagated, torn to shreds and the shreds magnified into systems, reconstituted, used, abused and disabused, gone into oblivion and undergone multiple renaissances. There are various reasons why this should be so. Perhaps the most important is that although Montessori pedagogy is known as the Montessori Method, it is not a method of education, in other words, it is not a programme for teachers to apply. Maria Montessori was not a teacher. ?In the summer of 1909 Dr Montessori gave her first training course in her approach to around 100 students. ?Her notes from this period developed into The Montessori Method, which was published in the United States in 1912, reaching second place in the US non-fiction bes t sellers. Soon afterwards it was translated in to twenty different languages. It has become a major influence in the field of education. Question Fourteen: How did Maria Montessori spend her last years of life? When and where did she die? ?Maria Montessori was nominated for the Nobel Peace for three consecutive years, 1949, 1950, 1951. But sadly the Nobel Prize eluded her on all three occasions. ?In 1951, Maria Montessori went to Holland from India. She made Noordwijk aan Zee, which is a coastal town, her home. The last few days of Montessoris life were characterized by the same activity and zeal she had shown throughout her career. ?Her long and self-sacrificing labours on behalf of the child came to a sudden end on the 6th of May, 1952. Maria was 82 years when she passed away. ?Her work lives on till today through the thousands of proud Montessorians all over the world who are continuing with her good work. Extracts From Maria Montessoris Last Will and Testament I declare that i t is my wish that Mario Montessori be the general executor of this my Will. ith regard to my property, I declare that this belongs both materially and spiritually, to my son: that is, to him belong by right not only the material goods of every kind or sort that I may eventually possess at any time of my life until the end; but to him belongs by right also, everything that may accrue from my social and intellectual works, either because they were inspired by him or because, from the time that he was able to act in the world, they were undertaken with his actual and constant collaboration, since he totally dedicated his life to helping me and my work. Therefore he is the sole heir to my work, and the only one qualified to be entrusted with the safekeeping and preservation of my work; and thus the legitimate and rightful successor to the work that I have embarked upon and that I hope he may continue and successfully complete, for the benefit of that humanity that together we have loved, finding in our shared ideals and actions the highest solace of our lives. So be it: and may his children bring him consolation; and may the world render him justice, according to his merits, which I know to be great and sublime. Revoking all preceding Wills, I declare this to be my last and only valid Will. I sign with my name. And so may friends and all those who benefit from my work, feel their debt toward my son! Question Fifteen: Try and find out what events and inventions took place in her life-time? The telephone and patent issues ?Bell filed an application to patent his speaking telephone in the United States on February 14, 1876, ? On June 3, 1880, Alexander Graham Bell transmitted the first wireless telephone message on his newly invented photo phone. ?Bell believed the photo phone was his most important invention. The device allowed for the transmission of sound on a beam of light. ?Of the eighteen patents granted in Bells name alone, and the twelve he shared with his collaborators, four were for the photo phone. Colour Photography ?Was explored throughout the 1800s. Initial experiments in colour could not fix the photograph and prevent the colour from fading. ?The first permanent colour photo was taken in 1861 by the physicist James Clerk Maxwell. ?The first colour film, Auto chrome, did not reach the market until 1907 and was based on dyed dots of potato starch. Other systems of colour photography included that invented by Sergei Mikhailovich Prokudin-Gorskii, which involved three separate monochrome exposures of a still scene through red, green, and blue filters. ?The first modern colour film, Kodachrome, was introduced in 1935 based on three colour emulsions. ?Most modern colour films, except Kodachrome, are based on technology developed for Agfa colour (as Agfacolor Neue) in 1936. ?Instan t colour film was introduced by Polaroid in 1963. Question Sixteen: Who were her contemporaries? A few of Maria Montessori’s contemporaries were Helen Keller (1880 – 1968) It was with a great deal of willpower and determination that Helen Keller became a world-famous speaker, author, lecturer and activist. ?She was an extraordinary lady because when she was 19 months old was struck by a fever that left her blind and deaf for the rest of her natural life. ?At the age of 7 she had invented over sixty different signs that she could use to communicate with her family. ?Graduated from Radcliffe, ?Gave many speeches on behalf of the physically handicapped and wrote several books ? Helen Keller made it her life’s mission to fight for the sensorially handicapped in the world Aletta Jacobs (1854 – 1929) Aletta Jacobs was the first woman in Dutch history to be officially admitted to university. ?This took place in 1871. As a schoolgirl she had written a letter to Prime Minister Thorbecke requesting permission to be allowed to attend â€Å"academic classes†. ?Aletta Jacobs’ dream was to become a doctor. ?Thorbecke answered within a week, but did not write to Aletta herself. Instead, he wrote to her father that permission had been granted. ?So, thanks to a seventeen-year-old girl, in 1871 universities in the Netherlands were opened to women. Prior to this time, universities and most schools as well, were only open to young men. It was with the exception that Anna Maria van Schurman, an educated woman (she had a command of no less than ten languages) who lived in the seventeenth century, had ever been allowed to attend any lectures (in Utrecht). However, she had had to sit behind a curtain so as not to cause a distraction for the young men. ?Throughout her life, she fought for the rights of women. ?As a doctor, for example, she opened a practice that assisted women with contraception so that they did not have to be pregnant every year. ?She also fought against the abuses of the retail trade. Aletta Jacobs also fought for the right to vote for women. ?It was only in 1919 that the right to vote for women was established. In 1922, Dutch women voted for the first time. Aletta Jacobs was 68 years old at the time. Anna Eleanor Roosevelt (1884 – 1962) ?Was an American human rights activist, a diplomat and of course she was Franklin D. Roosevelt’s wife who was president from 1933-1945 making her, the longest serving First Lady of The United States Of America. ?Eleanor Roosevelt was active in the formations of numerous institutions most notably the United Nations, United Nations Association and Freedom House. She chaired the committee that drafted and approved the Universal Declaration of Human Rights. ?President Harry S. Truman called her ‘The First Lady of the world† in honour of her extensive travels to promote human rights. ?She travelled for President Roosevelt during World War II visit ing troops at the frontline. ?She was a first-wave feminist and an active supporter of the American Civil Rights movement. Amelia Earhart (1897 – 1937? ) ?A famous American aviator, known for breaking new ground for female pilots. She is remembered for her mysterious disappearance during a flight over the Pacific Ocean? While trying to fly around the world. ?She was the first American woman to fly across the Atlantic Ocean alone. Alexander Graham Bell (3 March 1847 – 2 August 1922) ?He was a scientist, inventor and the founder of the Bell Telephone Company as the â€Å"Father of the telephone. ?In to his work in telecommunications technology, he was responsible for important advances in aviation and hydrofoil technology. Researched by Alana Jane Polyblank Information from Wikipedia and other sites on Maria Montessori

Use a Sample Composition to Write an Essay

Use a Sample Composition to Write an EssaySample Composition Essay PDFs are essays that can be used in a variety of ways. Students may use them to read or re-read a single paragraph, or use them to write a paper. The power of a single-page essay is that it is easy to adapt to a variety of contexts and can serve as an excellent tool for students who find writing difficult.Students have numerous options when writing a composition. An essay is generally divided into two sections, the body and the introduction. The body is typically composed of five paragraphs with a main argument or thesis statement and a conclusion. The introduction, on the other hand, is shorter, typically five to ten paragraphs.As students learn about writing they come to realize that different things are appropriate for different audiences. In the pre-college and early elementary grades, students may wish to use examples from life or their own experiences in order to illustrate points or concepts. As they progress t hrough the grades, they may use more words and be less concerned with simplifying a concept into a short essay. It is not uncommon to see students repeat passages they have already read a number of times in a composition, but it is also acceptable to use descriptive language.A sample composition is particularly useful for those in high school and first grade. To prepare for their handwriting or essay skills, they may write a different version of what they would type into a computer. At this point, they are learning basic written communication and are finding out how to spell and write. They need to focus on the essential elements of their essay, which means using descriptive vocabulary to make sense of the material.Students also benefit from a brief guide that teaches them how to structure their essays and how to use the simple ways of composing a formal essay. A sample composition is easy to use. All it takes is a quick explanation of the structure of a straightforward sentence str ucture to move on to the main content of a composition.A sample composition is also useful for teachers and parents who may be struggling with the writing style of their students. It is particularly helpful for teachers who struggle with allowing their students to express themselves in their own words. The layout of the composition makes it easy to break up longer sentences and paragraphs into short ones.The ability to use a sample composition also gives students a better understanding of the writing process. For example, a student who writes a paragraph and then simply re-reads it is a poor writer. He or she needs to read the paragraph several times to find the correct style, and then to rearrange the sentences to make the introduction and conclusion flow from the first paragraph. The sample is also useful for those who have trouble figuring out the correct punctuation in the composition.Students who are writing their essay for college credit or practice will find a sample composit ion easier to understand. While taking college-level courses in English requires the ability to write without much guidance, most college students only have the limited knowledge of grammar. The sample allows them to practice writing in a variety of contexts.

The Process For Firing a Government Employee

The Process For Firing a Government Employee The federal government’s disciplinary personnel process have become so cumbersome that only about 4,000 employees a year 0.2 % of the total workforce of 2.1 million are fired, according to the Government Accountability Office (GAO). In 2013, the federal agencies dismissed around 3,500 employees for performance or a combination of performance and conduct. In its report to the Senate Homeland Security Committee, the GAO stated, â€Å"The time and resource commitment needed to remove a poor performing permanent employee can be substantial.† In fact, found the GAO, firing a federal employee often takes from six months to over a year. â€Å"According to selected experts and GAO’s literature review, concerns over internal support, lack of performance management training, and legal issues can also reduce a supervisor’s willingness to address poor performance,† wrote the GAO. Remember, it actually took an act of Congress to give the Secretary of the Department of Veterans Affairs the power to outright fire senior VA executives who failed to meet performance standards. As the GAO noted, the in 2014 annual survey of all federal employees, only 28% said the agencies they worked for had any formal procedure for dealing with chronically poorly performing workers. The Probationary Period Problem After being hired, most federal employees serve a one-year probationary period, during which the lack the same rights to appeal disciplinary actions – like firing – as employees who have completed probation. It is during that probationary period, advised the GAO when the agencies should try their hardest to identify and carve out the â€Å"bad word† employees before they gain the full right to appeal. According to the GAO, about 70% of the 3,489 federal employees fired in 2013 were fired during their probationary period. While the exact number is not known, some employees facing disciplinary actions during their probationary period choose to resign rather than have a firing on their record, noted the GAO. However, reported the GAO, work unit managers â€Å"often do not use this time to make performance-related decisions about an employee’s performance because they may not know that the probationary period is ending or they have not had time to observe performance in all critical areas.† As a result, many new employees fly â€Å"under the radar† during their probationary periods. ‘Unacceptable,’ Says Senator The GAO was asked to investigate the government firing process by Sen. Ron Johnson (R-Wisconsin), chairman of the Senate Homeland Security and Governmental Affairs Committee. In a statement on the report, Sen. Johnson found it â€Å"unacceptable that some agencies let the first year slip by without conducting performance reviews, never aware that the probationary period had expired. The probationary period is one of the best tools the federal government has to weed out poor-performing employees. Agencies must do more to evaluate the employee during that time period and decide whether she or he can do the job.† Among other corrective actions, the GAO recommended the Office of Personnel Management (OPM) the government’s HR department extend the mandatory probationary period beyond 1-year and include at least one full employee evaluation cycle. However, the OPM said extending the probationary period would probably require, you guessed it, â€Å"legislative action† on the part of Congress.

5 Reasons Building a Personal Website Will Help You Find a Job

5 Reasons Building a Personal Website Will Help You Find a Job It’s all about the branding†¦how many times have we heard that mantra? How many times have we used it ourselves? Lots, and there’s a good reason: you need to stand out. In life, sure, but especially when you’re looking for a job. When you apply for a job, you know you’re great (confirmed by your fifth grade soccer trophy, among other things), but how do you prove that when there are 10, 20  other applicants with similar resumes? Building a personal website! It seems overwhelming, but a little bit of time up front can yield great results for your job hunt. Read on to find out why.1. It impresses hiring managers.Having a supplemental website that outlines your professional goals and achievements shows that you’re committed to your job search, and are trying to find ways to stand out in the crowd.2. Like your career, a website can evolve.A resume is what it is: a frozen snapshot of you at a particular point in your career. Once you send it out t he door via email or on paper, there’s no taking it back, no making changes in the short term. Having a personal website (which you’d link in the cover letter or the resume itself), gives you the opportunity to update information that hiring managers can see in real time. Think of it as a kind of living resume to supplement the traditional one that goes out.3. It’s easy.Even if you’re not comfortable with doing web design yourself, these days everyone has a brother, cousin, or roommate’s buddy who does freelance web design. And if you don’t go that route, there are plenty of free and inexpensive tools online that can help you get started with a basic website. Sites like Strikingly or GoDaddy can help you get your brand online quickly and easily.4. It’s a way to collect your branding in one place.Chances are, hiring managers are going to Google you. Normally what would come up is a smattering of social media accounts (and hopefully not that blog you started back before people knew they needed to moderate their online presence). Having your own branded site can collect all of those things in one place, creating a hub that’s all about you. (Of course, make sure that only the social media that shows you in your best professional light are included.)5. It can raise your profile.Your website won’t just be accessible to hiring managers- you might be surprised at the opportunities that could come from potential employers searching online. A website can also enhance your social media presence, and start building the kind of network that could introduce new opportunities as well.If you find that you’re struggling to get interviews or stand out from the pack as you apply for jobs, it’s time to shake things up a bit and add something new. Building a website shows a commitment to your professional brand, and could be just the extra edge you need to get in the door for an interview.

Unit IV Assessment#2 Sick Building Syndrome Essay

Unit IV Assessment#2 Sick Building Syndrome - Essay Example The agents coagulate in the rooftops and walls and people end up inhaling the particles in them (Wargocki et al., 2000; pg. 72). The biological contaminants inhibit respiratory activities thus causing SBS. SBS has been associated with several symptoms. The major symptom is a feeling of acute discomfort that results from throat, nose, and eye irritation, headaches, sensitivity to stenches, dizziness, fatigue, dry and/or itchy skin, and inability to concentrate. The occupants also have trouble in breathing, an inordinate feeling of weariness and tiredness. These symptoms fluctuate from person to person depending on the degree of exposure to the contaminants and the type of SBS (whether type 1 or type 2) (Gurjar et al., 2010; pg. 121). Though the symptoms are increasingly becoming prevalent due to occupants spending most of their time indoors, no medication for SBS has been discovered. The long lasting solution to SBS is improving the building techniques to improve structures and make them less problematic (Wargocki et al., 2000; pg. 104). This is attained by ensuring that buildings are fitted with ventilators and chimneys that absorb the contaminants and allow inflow of fresh air. The number and efficiency of HVAC ventilations should be improved. However, the short term and immediate solution to SBS is leaving the building (Gurjar et al., 2010; pg. 120). Those affected by SBS report feeling better after leaving the building, to acquire fresh air. Gurjar,  B.  R., Molina,  L.  T., & Ojha,  C.  S. (2010).  Air pollution: Health and environmental impacts. Boca Raton, FL: CRC Press. Retrieved from

Motivation Assignment Example | Topics and Well Written Essays - 1000 words

Motivation - Assignment Example Fred Mertz is an undergraduate student of computer sciences, having no interest in this field. He only opted for this field to attain a good job and salary at the end of the day. Else than that, his interest in computer sciences was nothing more than a way to make big money. On hearing about the decreased demand of computer scientists in the market, his motivational level has decreased to an alarming rate and he has become a below average student in the class. Fred’s prime goal is to graduate and get a good job. He could have done this by opting for a field in which he has interest and tempts him. One can’t be motivated towards a task unless it gives him satisfaction and intrigues him. The way/path Fred chose to fulfill his goal is inappropriate and that is why he is de-motivated towards his work and isn’t initiating his work related behavior. Further, according to goal setting theory, goals need to be well defined, challenging yet achievable. In the case of Fred, his goal is quite vague and he just flew with the wind to achieve his goal and opted for computer sciences without realizing this very fact that he has no interest in this field and the consequences would be alarming at the end. According to Vroom’s VIE Theory; people will be motivated because they perceive that their effort and performance will lead to a desired outcome. Work motivation is very much dependent upon the perceived association between performance and outcome. Individuals do change their behavior after they predict the outcome (Isaac, Zerbe and Pitt 213). Below is an illustration of expectancy theory: Fred lacks both instrumentality and valence to become a computer science graduate and afterwards, get a good job. After knowing about the declining demand of computer scientists, his expectancy to get a good job has declined a lot. As his expectancy to get the desired reward and outcome is lacking, he is de-motivated to perform well