A Comparison of Wilfred Owen’s Dulce et Decorum est to Alfred Tennyson’

A Comparison of Wilfred Owens Dulce et Decorum est to Alfred Tennysons Charge of the Light BrigadeIn this essay I will attempt to compargon and contrast Wilfred Owens Dulce et Decorum est to Alfred Tennysons Charge of the Light Brigade. I will visualise the use of poetic devices in the poems as well as outline what is happening in each.Wilfred Owen was born on the 18th of March 1893 in owestry, join Kingdom. He was the oldest of four children and was educated in an evangelical school. Though Owen rejected most of his beliefs by 1913 the influence of his education still remains evident in his poems and their themes of sacrifice, biblical language and his vivid, frightening description of hell. One of the main influences on Owens poetry was his meeting with Siegfried Sassoon, though Owen soon fashioned his deliver genius and approach to the contend. The characteristics of Owens poetry are the use of Para rhyme (The rhyming of two words which have the same consonants but whose stre ssed vowels are different), alliteration, and assonance.Alfred Tennyson was born on 5th August 1809 in Somersby, Lincolnshire and died on the 6th October 1892 to later be buried in the poets corner in Westminster Abby. Tennyson was a lot regarded as the chief representative of the Victorian age in poetry, succeeding Wordsworth as poet laureate in 1850. Wilfred Owens poems are inspired by the horrors of his own experiences in World War One from 28th July 1914 to 4th November 1918, the day that he died 1 week before the armistice. At the meter of this poem in that respect were excessive amounts of propagandistic poetry for example Jessie Popes Whos for the game?Lord Alfred Tennysons Charge of the Light Brigade was written to immortalise the suicidal charge by British light cavalry over open terrain in the Battle of Balaclava (Ukraine) in the Crimean War from 1854 to 1856. This was the first war to have photographic media coverage. Of the 637 men involved in the charge, 247 were ki lled or injured.Tennyson describes the valiant charge of the light brigade into the jaws of death. Tennyson makes use of repetition, allusion, and personification to paint a vivid picture of the charge and at the same time give the reader an insight into the mind of the brave soldiers of the light brigade. The rhythm of this poem imitates the plump of the horses galloping towards th... ...nly minor injuries can me sustained from war for example a broken leg.I preferred Charge of the light brigade because the pace and rhyming strategy give a sense of action and excitement. Strong metaphors and similes are used to provide the reader with an insight into the minds of the soldiers. I especially like how Tennyson describes the conflict itself in the 4th stanza, as this is a strong example of the sense of action in his work.The perception of war has gone through much change since the time of Tennyson, in Tennysons time war was regarded as a good thing but over time the perception of wa r has completely reversed, and in my opinion it seems these days that war is something that should be avoided at all costs mainly due to the technical advances made giving war much more(prenominal) potential to destroy more than just lives. I will conclude this essay with a quote from the charge of the light brigade which I conceptualize shows the heroism of those men who died for their country and persevered under impossible odds.When can their glory fade? O the wild charge they madeAll the world wondered. abide by the charge they made,Honour the Light Brigade, Noble six hundred.

Investigate the Osmotic Point of Equilibrium in a Potato :: GCSE Biology A2 A-Level Coursework

Investigate the Osmotic Point of Equilibrium in a PotatoThe following Passages are information which I have managed to findwhen researching the topic of Osmosis -The cell membrane controls the movement of substances going into andout of the cells. The cell wherefore controls the Chemical compositionof the internal environment of the cell. It does this in two waysPassive Process - this does not implore energyActive Process - this does require energy to occurThis works in principle which diffusion in which molecules and ions ina solution move from an area of high concentration to an area of lowconcentration resulting in the equal distribution of molecules. Cellsmembranes are selectively or partially permeable, this means movingthe membrane allows certain molecules to pass finished it moving freely go across the concentration gradient but not others.OsmosisThe cell membrane is partially permeable in that it allows somemolecules to diffuse quickly but slows the passing of others.The glucose molecules try to diffuse to the outside but cannot getthrough the membrane because the pores are too small. The watermolecules diffuse trough the pores down the concentration gradient.This membrane- controlled diffusion of water molecuse is controlled byosmosis, it can works both ways so that it can pass into and out ofthe cell.Osmosis and DiffusionIf water is withheld from a flowering plant, the flowers wilt. Ifbacterial cells are placed in concentrated salt water solution, theycollapse and die. Human red blood cells placed in late water expandand burst. These are examples of the effects of osmosis, the fulfilby which water passes through a cell membrane.Osmosis is possible because of the constant state of motion thatexists at the atomic and molecular levels of matter. Specifically, inliquid solutions, molecules of solute (the dissolved substance) andsolvent (the substance, usually liquid, in which the solute isdissolved) move about randomly, spreading from regions of hi ghconcentration into regions of low concentration. This process iscalled diffusion.If a cell membrane allowed an equal passage of solute and solvent,diffusion through the membrane would lead to a cell whose internalcomposition would be indistinguishable to its environment. This does not occurbecause the cell membrane is differentially permeable, orsemipermeable-that is, it is permeable to some molecules but not toothers. Water molecules (and dissolved gases such as atomic number 8 and carbondioxide) pass through the membrane much more readily than dissolvedsolid solutes, such as sugar and salt (see Cell, The Cell membrane).If the environment is hypertonic (having a higher concentration ofsolute than the cell), water diffuses out of the cell.

Things Fall Apart Essay -- essays research papers

The book Things Fall unconnected by Chinua Achebe is a fictional look at the social and heathenish life of an African family of the lower Niger River region. It depicts the every day life of the tribe and its members. It also shows the culture and customs of the tribe.The book focuses on one of the tribe members, Okonkwo. He is a well respected member of the tribe. Okonkwo is a good example of a respected member of the tribe who also has great renown. He is known as a great wrestler and warrior of the nine villages of the tribe. He is a very powerful and influential member.Throughout the story, certain unfortunate events occur, preventing Okonkwos rise to the top. Those who knew his drive knew him to be lazy and unmanly. This is something that Okonkwo would spend his life trying to change. Okonkwo is depicted in the story to be a very strong and doughty man, ruling his kinsfolk with a firm hand. He stifles any emotion that would make him seem weak or like a woman. He shows po cket-sized affection toward his children and his wives.His great disappointment is the fact that his son is not turning out to be the man that Okonkwo wants him to be. He sees his father in his son, Nwoye, rather than himself. This is greatly displeasing to Okonkwo. This qualification be why Nwoyes mother is never mentioned by name, since she produced a woman for a son. He does find that Ikeme... Things Fall Apart Essay -- essays research papers The book Things Fall Apart by Chinua Achebe is a fictional look at the social and cultural life of an African tribe of the lower Niger River region. It depicts the every day life of the tribe and its members. It also shows the culture and customs of the tribe.The book focuses on one of the tribe members, Okonkwo. He is a well respected member of the tribe. Okonkwo is a good example of a respected member of the tribe who also has great renown. He is known as a great wrestler and warrior of the nine villages of the tribe. He is a very powerful and influential member.Throughout the story, certain unfortunate events occur, preventing Okonkwos rise to the top. Those who knew his father knew him to be lazy and unmanly. This is something that Okonkwo would spend his life trying to change. Okonkwo is depicted in the story to be a very strong and fearless man, ruling his household with a firm hand. He stifles any emotion that would make him seem weak or like a woman. He shows little affection toward his children and his wives.His greatest disappointment is the fact that his son is not turning out to be the man that Okonkwo wants him to be. He sees his father in his son, Nwoye, rather than himself. This is greatly displeasing to Okonkwo. This might be why Nwoyes mother is never mentioned by name, since she produced a woman for a son. He does find that Ikeme...

Law of Nature - Wordsworth Essay -- William Wordsworth

Nature is granting immunity, it knows no boundaries. Bronislaw Malinowski wrote, Freedom is a symbol which stands for a sublime and powerful ideal. The call down of nature is a term in political philosophy that describes a circumstance prior to the state and societys establishment. John Locke, whose work influenced the American Declaration of Independence, believes that the state of nature is the state where are individuals are completely equal, natural law regulates, and every human being has the executive power of the natural law. Nature is the very essence of freedom, and freedom is the essence of singularity. An Infinite and Unbound Singularity would require infinite and unbound degrees of freedom. Each individual mind represents an infinite degree of freedom separated by Nothing but its own Perspective. Just as there is Nothing that separates one spacial dimension from the other but the perspective view. The height, weight, and depth of our spatial dimensions are interchangea ble, and are only defined by our current point of view. Rotate them by 90 or 180 degrees in any billing and one be...

Offshore Outsourcing Essay -- Outsourcing Economics Economy Essays

Offshore OutsourcingCurrently, it has been reported that many of our jobs, as much as angiotensin converting enzyme out of every three private-sector jobs are being sent overseas.What is offshore outsourcing? Outsourcing occurs when a firm subcontracts a business function to an outside supplier. Outsourcing is mainly the vector sum of companies who will always pursue the lowest-cost structure, which means less skilled work will move out of the U.S. to emerging economies. Many believes that this is a good thing, because animated standards around the world will rise, and workers in developing nations will get new and higher-paying jobs, and consumers in the U.S. will be able to buy products that are cheaper than if they were do at home. This paints a scenario where everyone seems to be at the winning end right? This expansion of labor has provoked many controversial debates questioning whether sending so many American jobs overseas is healthy for our economy.One side of the argument is that with the sudden increase in outsourcing high-technology and professional jobs, that we may be in risk of infection of being on the fast-track to becoming a third world country and that our position in the world as the lead economic power big businessman be in jeopardy.On the other side, people are arguing that even though offshore outsourcing forces our economy to suffer job outletes that it is plainly temporary and that the long term benefits will outweigh the short term suffering.The question is, just how serious for America, its workforce, and its economy is the shift? Many supporters for outsourcing defends the process, optimistic, referring to two decades ago, during the loss of auto jobs and other high-paying manufacturing jobs wh... ...hat this will help create win-win solutions and ensure that everyone benefits from a more competitive and healthier global economy.BibliographyMinoli, Daniel. Analyzing Outsourcing. 1995Johnson, Mike. Outsou rcing in brief. 1997Raynor, William. Outsourcing Jobs Off-Shore Short and Long-Term Consequences. 2003. The landed estate University of New York.http//www.newwork.com/Pages/Opinion/Raynor/Outsourcing%20Consequences.htmlKling, Arnold. Please, Outsource to My Daughter.2003. TCS Tech Central Station.http//www.techcentralstation.com/071403D.htmlSteidtmann, Carl. The Macro-Economic Case For Outsourcing.2003. A Deloitte Research Economic Brief. http//www.dc.com/researchMcKinsey Global Institute. Offshoring Is It a Win-Win Game? 2004.http//www.mckinsey.com/knowledge/mgi/reports/offshore.asphttp//www.rppi.org/offshoringwinwin.shtml

Offshore Outsourcing Essay -- Outsourcing Economics Economy Essays

Offshore OutsourcingCurrently, it has been reported that many of our jobs, as much as one out of any three private-sector jobs are being sent overseas.What is offshore outsourcing? Outsourcing occurs when a firm subcontracts a business function to an outside supplier. Outsourcing is mainly the result of companies who will evermore pursue the lowest-cost structure, which means less skilled work will move out of the U.S. to emerging economies. Many believes that this is a good thing, because living standards around the ground will rise, and workers in developing nations will get new and higher-paying jobs, and consumers in the U.S. will be able to buy products that are cheaper than if they were made at home. This paints a scenario where everyone seems to be at the winning end right? This expansion of labor has provoked many controversial debates questioning whether sending so many American jobs overseas is healthy for our economy.One side of the argument is that with the sudden increase in outsourcing high-technology and professional jobs, that we may be in danger of being on the fast-track to becoming a third world country and that our position in the world as the lead economic power might be in jeopardy.On the another(prenominal) side, people are arguing that even though offshore outsourcing forces our economy to suffer job losses that it is only temporary and that the dour term benefits will outweigh the short term suffering.The question is, just how serious for America, its workforce, and its economy is the shift? Many supporters for outsourcing defends the process, optimistic, referring to two decades ago, during the loss of auto jobs and other high-paying manufacturing jobs wh... ...hat this will help create win-win solutions and ensure that everyone benefits from a more competitive and healthier global economy.BibliographyMinoli, Daniel. Analyzing Outsourcing. 1995Johnson, Mike. Outsourcing in brief. 1997Raynor, William. Outsour cing Jobs Off-Shore Short and Long-Term Consequences. 2003. The State University of New York.http//www.newwork.com/Pages/ panorama/Raynor/Outsourcing%20Consequences.htmlKling, Arnold. Please, Outsource to My Daughter.2003. TCS Tech Central Station.http//www.techcentralstation.com/071403D.htmlSteidtmann, Carl. The Macro-Economic Case For Outsourcing.2003. A Deloitte Research Economic Brief. http//www.dc.com/researchMcKinsey Global Institute. Offshoring Is It a Win-Win Game? 2004.http//www.mckinsey.com/knowledge/mgi/reports/offshore.asphttp//www.rppi.org/offshoringwinwin.shtml

Marx and arnold †individual in the class

Karl Marx was one of the most influential ideologues of all times. His ideas fired men to revolutions and empowered them as a class de noned by the proletariat to wage struggle against domination by the bourgeois. (Marx. Engels. Et Al.1998). His ideology of man-to-man empowerment contributing to class control over corporation holds sway amongst a large swathe of humanity even to this day. While Marx was a powerful believer in individual power, it was through its regulation that change in society was brought about.This change was not the way a person pleased or sought it to be but on the basis of history and as per breathing circumstances. (Marx. Engels 1986). In the struggle of the classes, Marx believed that it was individual influence as denoted in labor power which had been undermined over the years by the bourgeoisie. The control granted to individuals through their shape denoted labor power which comprised of the prime energy which created a vital force in nations. (Marx 19 99).Marx values labor power as it is the only means which croupe produce more value than its worth, thus this is the productive value of individuals. (Marx 2003). Class struggle as per Marx begins with individual power generated by personal toil which is coagulate to destroy those elements which work against their interests. Thus Marx believed that the exploitative nature of individual power particularly amongst the bourgeoisie will be brought to an end through collective way of individuals of the proletariat. (Karl Marx 2006). Marx states that each man in a capitalist system works in his own interest and thus ultimately results in the destruction of the existence as a whole. (Aron 1965).The ideal structure for rein ining individual power is thus felt to be the communist system wherein the power of each individual stick out be channelised for the collective good. An individuals role is related to his role in class and economic relations and thus his power is also channelised in that direction. (Marx 1999). The view of individual power held by Marx is thus of production, material creation and contribution to the class struggle. The individual soul loses its power in the collectivity of the class to which he belongs.Arnold was a poet in the Victorian era who is said to have guidance and rationality in an age which was increasingly industrialized and when individuals were losing their moorings to increased vocationalisation of human activity. By adopting the analogies of the Barbarians, Philistines and Populace wherein individuality was subordinated, Arnold attempted to bring back a sense of power to the individual. (Arnold EB 2006). Arnolds philosophy of identity was based on the ability of the individual to change society by following a contrarian approach rather than just blindly following reality.Arnold abhorred the average man who he believed failed to kick in to caliber in society. It is the individual who is not average, the, remnant as he called it who contributes most to the social order and democracy. A remnant is required to be humble and should reflection upwards to some standard. Once a majority of the people assume such a quality, as per Arnold, the whole society will rise preceding(prenominal) the normal. For raising such a social order, education was a key parameter.Education has to be humanist and religious and not merely utilitarian or sentimental. The scientific temper of education has been reducing the humane standards that people have. There was a greater need for reinventing education to enable a holistic approach. (The communication 2006).Arnold calls for finding the best amongst oneself and then follow it. This self needs to be one which is the best and not what is upper most in the mind. An individual should not go against this, best light and ensure that this light is not darkness. (Arnold 2000). Pursuit of culture which generates beauty and intelligence or what Arnold has called sweetness and light in i ndividual is its main purpose. (Arnold 2000) Action by individuals should be guided by such sweetness and light. There should be no fear that such men cannot protrude the trials of a tough life, by avoiding rough action.By relying on less random action people can confront such acts. Arnold believed that the central penning of British society was assertion of personal liberty. However he was clearly against individualism resulting in anarchy. (Arnold 2000) Arnolds identified religion as per Christ as a force which was based on individual proclivities acting on himself rather than injunctions from outside. Thus the individual can gain control over himself and thus contribute to society. (Style 2006).Arnold spawned the movement of humanism in the United Staes which provided the guiding light of morality from past civilisations for individuals to survive in a world which was turning towards greater individualism and materialism. (New Humanism 2006). The strength of Arnolds style l ay lies in his use of the satirical and analytic to denote his theories which made them more explicit. (Genre 2006).The individual power denoted by Marx is one which has been harnessed for creation, production and destruction. (Marx. Engels 1986). It is power in the individual for action resulting from his labor, as against intrinsic power developed through intermix with education and culture. Marx wants to harness individual power to change society, to bring class struggle Arnold wants individual power to raise the resistance of humans to survive in an increasingly mercenary and industrialized World. (Marx. Engels 1986).The strength or power in an individual as per Arnold came from within, while Marx believed that individual power came from the society and the environment surrounding him. The power of individuals as per Marx rests in his ability to produce value through labor, it is to be harnessed collectively, on the other hand, Arnold believes in power of the individual which is derived from his culture and sensitivities and which guides him to do the mature things for the overall good of society. (Arnold 2000). Thus there was a major differentiation between the identification and use of power between Marx and Arnold.Reference1. The Dialogue. 2006. The Dialogue Of The drumhead With Itselfhttp//www.nhumanities.org/arnold.htm (30 whitethorn 2006).2. Culture and Anarchy. http//www.authorama.com/culture-and-anarchy-4.html. (31 May 2006).3. Arnold, Matthew. 2000. Culture and Anarchy An Essay in Political an Social Criticism (Collected Works of Matthew Arnold). Classic Books.4. Arnold, Matthew. EB 2006. Encyclopdia Britannica. Encyclopdia Britannica Premium Service.http//wwwa.britannica.com/eb/article?tocId=9009580. (30 May 2006).5. New Humanism. (2006). In Encyclopdia Britannica. Encyclopdia Britannica Premium Service http//wwwa.britannica.com/eb/article?tocId=9055477. (30 May 2006).6. Style. 2006. http//www.victorianweb.org/authors/arnold/style1.html. (3 1 May 2006).7. http//www.victorianweb.org/genre/ej/2c4.html. (31 May 2006).8. Karl Marx. 2006. http//www.anu.edu.au/polsci/marx/classics/manifesto.htmlKarl Marx. (31 May 2006).9. Marx. 2003. http//plato.stanford.edu/entries/marx/. (31 May 2006).10. Aron, Raymond. 1965. Main Currents in Sociological Thought. base Books. New York.11. Marx, Karl. 1999. Das Kapital. Gateway. New York.12. Marx, Karl. Engels, Friedrich McLellan, David. 1998. The Communist Manifesto. Oxford University Press, New York. New Ed edition.13. Marx Engels. 1986. Collected Works. International Publishers.

Swot Analysis of Network Rail

SWOT Analysis Strengths Net dissemble check took over ownership by buying Railtrack plc, which was in railway administration, from the Railtrack base plc for ? 500 million in 2002. Railtrack had become subject to broad-based and persistent criticism, notably over cost escalations and delays with the West Coast Main Line modernisation and the lot surrounding accidents at Southall (1997), Ladbroke Grove (1999) and Hatfield (2000).After these incidents Railtracks cost spiralled out of control, to remedy this situation which would ultimately lend to the company collapsing and being purchased by the government. By purchasing Railtrack when the company was being firmly criticised and by renaming it electronic network Rail it was seen as a favourable action because Railrack was in such a sad state it could only change by being taken over. meshwork Rail are currently investing ? 800 million into the railway tracks every to improve and maintain the tracks, in 2006 alone the company sp ent ? billion on engineering projects improving stations, track and the efficiency of the railway industry. The company has also use this gold to acquire state-of-the- art technology and invest large amounts of money in machinery such as ballast cleaners, the high-output modernize and track-relaying train. Spending this amount of money on the railway shows current and potential passengers that the company is very dedicated to maintaining and improving the railway and the services they provide. WeaknessesDuring the Christmas period of 2007 Network Rail planned victuals to take purport whilst passenger levels would be low with the expectation of the work being complete by New Years Eve. However this railcare work got delayed and passengers were advised to check getling schedules before attempting the go to their destination. The delays lasted for a total of 3 days and the service resumed to normal on 2nd January 2008. These delays heavily affected passengers as well as operati ng companies such as Virgin trains as 50,000 people had booked tickets to travel on 31st January.By not informing the operating companies of the maintenance work they had planned for the holiday period they hurl damaged their relationship with the operating companies. They demand also damaged their relationship with passengers as the delays hindered them from getting to spend the holiday period with their families. The derailments which occurred at Grayrigg, Potters Bar and Epsom have affected the reputation of Network Rail as they have accepted responsibility for the incidents.As a result of this the Rail Accident Investigation Branch (RAIB) are currently conducting an investigation in to the incident and wicked charges may be brought. In the eyes of the public these incidents may bring back memories of the accidents at Southall, Ladbroke Grove and Hatfield and the public may begin to question the maintenance work which is being carried out on the railways. Network Rail announc ed at the beginning of 2008 that they would be raising train ticket fares. The regulated fares which include season tickets change magnitude by an average of 4. % and many unregulated fares were set to rise by much more. The increase in ticket damages did not go down well with consumer groups who said the rises were unjustified, but train operators claimed the rises were needed to improve the railway and its services. Opportunities Network Rail has the opportunity to transform Britains railway. They are try to do this with their current projects such as Providing faster pilgrimages between London, Manchester and Glasgow Investing into the UKs busiest railway line, the West Coast.In the last two years the London-Manchester journey time has come down by over 30 minutes. Vital work continues in 2008 to reduce the bottleneck at Trent Valley and to improve capacitor through Rugby and Nuneaton. Improving communications between train drivers and signallers Investing ? 1. 2 billion i n building a nationwide system which enables train drivers and signallers to communicate securely at all times. This is an important safety improvement for the railway. Upgrading Londons transport network Plans to upgrade the Thameslink route A merry north-south artery through London are progressing and the company plans to build world class stations in the UKs capital. Changing the face of Scotlands railway Plans to re-introduce the railway line between Airdrie and Bathgate. This is in addition to the redevelopment of Edinburgh Waverley station which is already underway Network Rail is also planning to have a large programme of investment for the London 2012 Olympic Games.By raising the fares on train tickets Network rail have the potential to have an increased net profit at the end of 2008. If the company figures show more profit than the previous this means the company has more money to invest into the railways. Threats The threats that Network Rail face are fines from the Office of Rail Regulation (ORR) for the delays to train services over the Christmas period. Network Rail have already bugger offred 2 fines from the ORR ? 2. 4m during Christmas in 2006 following signalling problems at Portsmouth and a record ? 4m for engineering overrunning during the New Year of 2008. By not meeting the standards of the ORR Network Rail will continue to incur fines, by having to pay fines costing millions of pounds they are losing money which they could use to invest back into the railways. Another threat which Network Rail faces is the threat of passengers deciding to travel by car and also companies wanting to use Lorries to transport goods (road haulage). Road haulage is the use of heavy goods vehicles to transport products and materials from place to place.This could take chances if railway lines get congested or routes are closed due to maintenance work or lack of use. PESTLE Analysis Political Network Rail has to follow the rules of the Office of Rail Regu lation (ORR). If they do not adhere to the rules and regulations of the ORR, they could face a fine which could result in the company pay millions of pounds. With England being damp of the European Union (EU) Network Rail can buy and sell materials from any country in the EU because the has lowered the dole out barriers. EconomicThe railways can be used to transport goods all over the country. Some of the benefits of using a train to transport goods are Faster than lorries/trucks Trains have multiple carriages so a number of goods can be delivered at once Its cheaper than using lorries/trucks As well as being part of the EU, Britain can trade materials with countries outside of the EU. Being able trade goods with a number of countries allows Network Rail to negotiate better deals on goods. The inflated impairment of fuel and the introduction of the low emission zone may increase the demand for railway industry.As the inflation arise the costs of living increases indeed the pric e of using the railway must be at the price that the country can afford. Often delays to the passengers and delivering goods may costs the individuals and businesses, which may impact on the UK economy. Social With Network Rail increasing the prices of train tickets at the beginning of the year consumers were not happy with the unjustified price increase, however operators said that the price increase would mean that more money would be spent on the trains, railways and other services.The railway system is a system that will always be needed in England because the trains reduce journey times and some trains produce lower emission fumes than cars. Having fast trains means passengers can get from place to place within 3 hours. Since network Rail has been investing money over the last 2 year the journey time from London to Manchester as decreased by over 30 minutes Technological Network Rail have used large sums of money to purchase state of the art echnology to help improve the commun ication between train drivers and signallers to communicate securely at all times, which is very an important part of railway safety. They have also invested money in machinery such as ballast cleaner, the high-output train and track-relaying train. Spending large sums of money to improve communication and improve the railway shows that Network Rail are trying to the railways and other components up to date. Legal Network Rail need to follow the rules and regulations of transport or railway acts which have been set by the government.The modern railway statutes are Railways Act 1993 Competition Act 1998 (insofar as it confers competition powers on the Office of Rail Regulation) Transport Act 2000 Railways and Transport guard Act 2003 Railways Act 2005 The company is accountable to a body of Members through its corporate constitution, to its commercial train operator customers through its contracts with them (the contracts are subject to regulative oversight), and to the public inte rest through the statutory powers of the Office of Rail Regulation.The Office of Rail Regulation in turn operates within the overall transport polity set by the UK Department for Transport Environmental Being a company which is governed Network Rail need to be seen as acting environmentally friendly. In an article written by The Times Newspaper (2007) the title for the article reads Rail industry admits that its often greener for families to travel by car. This statement means that travelling by car is less harm to the environment then travelling by train.Network Rail has a friendly responsibility to keep pollution emissions low as the government is currently working towards reducing the carbon emissions in the UK to slow down global warming. neo diesel-powered trains are so polluting that a family of three or more would be responsible for at least double the carbon dioxide emissions on many routes when travelling by rail compared with driving in a typical medium-sized car. Sou rce http//travel. timesonline. co. uk/tol/life_and_style/travel/article2067255. ece

Introduction Internet Protocol Suite Essay

The meshwork protocol suite is the set of communications protocols employ for the Internet and similar networks, and generally the most popularprotocol stack for wide area networks. It is commonly known as TCP/IP, because of its most important protocols Transmission visualise communications protocol(TCP) and Internet Protocol (IP), which were the first networking protocols defined in this standard. It is occasionally known as the DoD bewilder due to the foundational influence of the ARPANET in the 1970s (operated by DARPA, an agency of the United States Department of Defense).TCP/IP provides end-to-end connectivity specifying how selective information should be formatted, addressed, ravishted, routed and received at the destination. It has four abstraction layers, each with its own protocols. From net to highest, the layers are The merge layer (commonly Ethernet) contains communication technologies for a local network. The internet layer (IP) connects local networks, then e stablishing internetworking. The deportation layer (TCP) handles host-to-host communication.See more origination paragraph exampleThe application layer (for example HTTP) contains all protocols for specific selective information communications services on a process-to-process level (for example how a web browser communicates with a web server). The TCP/IP present and related protocols are main(prenominal)tained by the Internet Engineering Task jam (IETF). SRI First Internetworked Connection diagram Layers in the Internet protocol suite Two Internet hosts connected via two routers and the corresponding layers used at each hop. The application on each host executes read and write operations as if the processes were directly connected to each otherwise by some pattern of data pipe.Every other dot of the communication is hidden from each process. The underlying mechanisms that transmit data surrounded by the host computers are located in the lower protocol layers. Encapsulation of application data descending through the layers described in RFC 1122 The Internet protocol suite uses encapsulation to provide abstraction of protocols and services. Encapsulation is usually reorient with the division of the protocol suite into layers of general functionality. In general, an application (the highest level of the model) uses a set of protocols to send its data down the layers, being further encapsulated at each level.The layers of the protocol suite near the pennant are logically impendent to the exploiter application, while those near the bottom are logically closer to the physical transmission of the data. Viewing layers as providing or consuming a service is a method ofabstraction to isolate velocity layer protocols from the nitty-gritty detail of transmitting bits over, for example, Ethernet and collision detection, while the lower layers avoid having to know the details of each and every application and its protocol.Even when the layers are examined, th e assorted architectural enumerations in that respect is no single architectural model much(prenominal) as ISO 7498, the Open Systems Interconnection (OSI) modelhave fewer and less rigidly defined layers than the OSI model, and thus provide an easier fit for real-world protocols. In point of fact, one frequently referenced document, RFC 1958, does not contain a stack of layers. The lack of emphasis on layering is a strong difference between the IETF and OSI approaches.It only refers to the existence of the internetworking layer and generally to upper layers this document was intended as a 1996 snapshot of the computer architecture The Internet and its architecture have grown in evolutionary fashion from modest beginnings, rather than from a Grand Plan. slice this process of evolution is one of the main reasons for the technologys success, it nevertheless seems useful to record a snapshot of the current principles of the Internet architecture.RFC 1122, entitled Host Requirements, is structured in paragraphs referring to layers, but the document refers to many other architectural principles not emphasizing layering. It loosely defines a four-layer model, with the layers having names, not patterns, as follows Application layer (process-to-process) This is the scope within which applications create user data and communicate this data to other processes or applications on another or the same host. The communications partners are often called peers.This is where the higher level protocols much(prenominal) as SMTP, FTP, SSH, HTTP, etc. operate. Transport layer (host-to-host) The transport layer constitutes the networking regime between two network hosts, either on the local network or on remote networks separated by routers. The transport layer provides a uniform networking interface that hides the actual topology (layout) of the underlying network connections. This is where flow-control, error-correction, and connection protocols exist, such as TCP. This layer deals with opening and maintaining connections between Internet hosts. Internet layer (internetworking) The internet layer has the task of exchanging datagrams across network boundaries. It is therefore also referred to as the layer that establishes internetworking, indeed, it defines and establishes the Internet.This layer defines the addressing and routing structures used for the TCP/IP protocol suite. The primary protocol in this scope is the Internet Protocol, which defines IP addresses. Its function in routing is to transport datagrams to the next IP router that has the connectivity to a network closer to the final data destination. Link layer This layer defines the networking methods within the scope of the local network subsume on which hosts communicate without intervening routers. This layer describes the protocols used to describe the local network topology and the interfaces needed to effect transmission of Internet layer datagrams to next-neighbor hosts. (cf. the OSI da ta cogitate layer). The Internet protocol suite and the layered protocol stack design were in use before the OSI model was established.Since then, the TCP/IP model has been compared with the OSI model in books and classrooms, which often firmness of purposes in confusion because the two models use contrasting assumptions, including about the relative importance of strict layering. This abstraction also allows upper layers to provide services that the lower layers outhousenot, or choose not, to provide. Again, the original OSI model was extended to include connectionless services (OSIRM CL). For example, IP is not designed to be certain and is a best effort delivery protocol.This means that all transport layer implementations must choose whether or not to provide reliability and to what degree. UDP provides data integrity (via a checksum) but does not guarantee delivery TCP provides both data integrity and delivery guarantee (by retransmitting until the receiver acknowledges the reception of the packet). This model lacks the formalism of the OSI model and associated documents, but the IETF does not use a formal model and does not consider this a limitation, as in the comment by David D. Clark, We reject kings, presidents and voting.We believe in rough consensus and running code. Criticisms of this model, which have been made with respect to the OSI model, often do not consider ISOs later extensions to that model. 1. For multiaccess tie in with their own addressing systems (e. g. Ethernet) an address mapping protocol is needed. Such protocols can be considered to be below IP but above the existing link system. While the IETF does not use the terminology, this is a subnetwork dependent convergence facility according to an extension to the OSI model, the internal organization of the network layer (IONL). . ICMP & IGMP operate on top of IP but do not transport data like UDP or TCP. Again, this functionality exists as layer management extensions to the OSI mo del, in its Management Framework (OSIRM MF) . 3. The SSL/TLS subroutine library operates above the transport layer (uses TCP) but below application protocols. Again, there was no intention, on the part of the designers of these protocols, to comply with OSI architecture. 4. The link is treated like a black box here. This is fine for demonstrateing IP (since the whole point of IP is it will run over virtually anything).The IETF explicitly does not intend to discuss transmission systems, which is a less academic but practical alternative to the OSI model. The following is a description of each layer in the TCP/IP networking model starting from the lowest level. Link layer The link layer is the networking scope of the local network connection to which a host is attached. This regime is called the link in Internet literature. This is the lowest component layer of the Internet protocols, as TCP/IP is designed to be hardware independent.As a result TCP/IP is able to be implemented on to p of virtually any hardware networking technology. The link layer is used to move packets between the Internet layer interfaces of two different hosts on the same link. The processes of transmitting and receiving packets on a given link can be controlled both in the software device driver for the network card, as well as on firmware or specialized chipsets. These will perform data link functions such as adding a packet header to prepare it for transmission, then actually transmit the frame over a physical medium.The TCP/IP model includes specifications of translating the network addressing methods used in the Internet Protocol to data link addressing, such as Media Access Control (MAC), however all other aspects below that level are implicitly assumed to exist in the link layer, but are not explicitly defined. This is also the layer where packets whitethorn be selected to be sent over a virtual private network or other networking turn over. In this scenario, the link layer data ma y be considered application data which traverses another instantiation of the IP stack for transmission or reception over another IP connection.Such a connection, or virtual link, may be established with a transport protocol or even an application scope protocol that serves as a tunnel in the link layer of the protocol stack. Thus, the TCP/IP model does not dictate a strict hierarchical encapsulation sequence. Internet layer The internet layer has the responsibility of move packets across potentially multiple networks. Internetworking requires sending data from the source network to the destination network.This process is called routing In the Internet protocol suite, the Internet Protocol performs two basic functions Host addressing and identification This is accomplished with a hierarchical addressing system (see IP address). Packet routing This is the basic task of sending packets of data (datagrams) from source to destination by sending them to the next network node (router) cl oser to the final destination. The internet layer is not only agnostical of application data structures at the transport layer, but it also does not distinguish between operation of the various transport layer protocols.So, IP can carry data for a variety of different upper layer protocols. These protocols are each identified by a unique protocol number for example, Internet Control Message Protocol (ICMP) and Internet Group Management Protocol (IGMP) are protocols 1 and 2, respectively. Some of the protocols carried by IP, such as ICMP (used to transmit diagnostic information about IP transmission) and IGMP (used to manage IP Multicast data) are layered on top of IP but perform internetworking functions.This illustrates the differences in the architecture of the TCP/IP stack of the Internet and the OSI model. The internet layer only provides an unreliable datagram transmission facility between hosts located on potentially different IP networks by forwarding the transport layer dat agrams to an appropriate next-hop router for further relaying to its destination. With this functionality, the internet layer makes possible internetworking, the interworking of different IP networks, and it essentially establishes the Internet. The Internet Protocol is the rincipal component of the internet layer, and it defines two addressing systems to identify network hosts computers, and to locate them on the network. The original address system of the ARPANET and its successor, the Internet, is Internet Protocol version 4 (IPv4). It uses a 32-bit IP address and is therefore capable of identifying approximately four billion hosts. This limitation was eliminated by the standardization of Internet Protocol version 6 (IPv6) in 1998, and beginning production implementations in approximately 2006.

Gold and Diamond Mines

rhombuss Modern Africa is know for its huge mineral wealth, which overshadows every last(predicate) its other resources. In 1886 baseball fields were discovered. The name De Beer became associated with the adamant find. De Beer was a Boer kindleer whose barren farm had suddenly revealed that baseball fields were under it. He soon sold his land and the diamond rush was on. H. V. Morton described it as the strangest look trek in southeast struggled African history. Sailors deserted their ships, soldiers their regi custodyts, merchants their shops, clerks their offices, farmers their land, and the weirdest crowd ever seen in South Africa, good and bad, came over the mountains on horse plump for, on foot, in mantelpiece carts, ox wagons, stage-coaches anything that would take them to the biggest lucky dip in history. Kimberley became the orb s diamond capital. The place was named after the first earl of Kimberley (1826-1902), who was a British statesman and colonial secretar y. The early geezerhood at Kimberley were a chaos of individual miners.The thousands of workforce who had rushed there from all break aways of the world each bought little claims and began to perish shafts. Not God, the Rock of Ages, that the refreshed source of hope became the rock diamond. When the newly discovered 83 carat diamond, which would subsequently be known as the 2 Star of Africa, was held up before the House of Assembly in mantlepiece Town, the colonial secretary declared, Gentlemen, this is the rock upon which the prospective success of South Africa pass on be built. But the diamond industry didn t bring peace and happiness.Instead, it established the future pattern of white employment in South Africa as surely as it was done for the blacks. Poor whites would al trends be protected from the competition of plane poorer blacks by createal job discrimination. In 1859 the first diamond discovery was made in South Africa however South Africas diamond heritage stems from a pretty little pebble picked up on the bank of the chromatic River in 1867, not far from Hopetown. Erasmus Jacobs, fifteen years old and the son of a poor labourer, took it home as a plaything.The stone was then habituated to a neighbouring farmer, Schalk van Niekerk, a casual collector of unusual stones. He in repeal entrusted it to the trader John OReilly, who sent it (in an unsealed envelope ) to Dr. G. W. Atherstone, a Grahamstown physician and one of the hardly a(prenominal) people in the Cape Colony who knew anything about minerals. The stone was judged a veritable diamond of 21. 25 carats and valued at ?500. once cut, the stone weighing 10. 73 carats, was called The Eureka and is now kept at the Library of Parliament in Cape Town. The news triggered a flurry of ardour in the Hopetown area, just eager prospectors be and a few shrimpy stones to reward their efforts and drifted away disillusioned. The discovery must have been a hoax, it was suggested everyo ne knew diamonds came except when from India and Brazil Almost ternion years later in March 1869, a Griqua shepherd named Booi, from the farm Zandfontein, picked up a pebble that caught his eye, he first tried and true to barter the stone for a place to sleep, then for breakfast everyone turned him down.He ultimately found his way to Schalk van Niekerk. By now Schalk had learned something of uncommon stones and bought it for virtually all that he possessed 10 oxen, a horse and 500 sheep. The discovery of this stone set off the diamond rush that transform South Africa from a struggling agricultural state to a leading industrial nation. Van Niekerk, in turn, sold it to a firm of local jewellers for ? 11200. The 83. 50 carat diamond, to be named The Star of Africa found its way to England, where it was bought by the Earl of Dudley for the then princely sum of ? 5000. Said Colonel Secretary Sir Richard Southey to his political colleagues, Gentleman, this is the rock on which the f uture success of South Africa will be built. How right he was, without the diamond finds there would be no Kimberley without Kimberley there would have been no capital to finance the capital mines of the Reef and without the Reef and its industries there would be no South Africa as we know it. Diggers flocked to the area and staked their claims along the banks of the Orange and then the Vaal River and its tributaries to the north.They lived in camp out communities in very harsh conditions blistering heat during the day followed by icy cold nights. Most made little for their efforts, some made underage fortunes. It was only 30kms from the Vaal River where the first significant finds were made, dry diggings on three farms, one of which was called Vooruitzicht. This farm was bought ten years prior for only ? 50 by two De Beers brothers who found themselves beleaguered by a swarm of gem-hungry diggers. They hurriedly sold it for ? 6300, a good profit but a drop in the sea compared t o the ? 0 million it would yield over the following years. Nearby was the discovery of Colesburg Kopje, site of the future Kimberley and the richest treasure house of high quality gem diamonds the world had ever known. The year was 1871 and the New Rush had begun. The diggings draged hordes of fortune researchers who came from all walks of life and many countries. By 1872 some 50000 men had encamped in the area. Soon the tents were replaced by corrugated iron and mud-brick houses and rudimentary hotels, bars, brothels, banks, stores, a church, a school, the famed Kimberly Club and the stock exchange.The haphazard nature of the diggings were dangerous and could not be worked at all during the rainy season until an enterprising 19 year old Englishman named Cecil John Rhodes imported a steam operated pump to keep the diggings dry. That inspiration in turn set him on the road to fortune Rhodes became a well known, high powered businessman and more famously an explorer who funded some of his expeditions by means of his involvement in the diamond industry. Some time later, Rhodes had decided that consolidation was the key to the success of the diamond fields.Along with his associates he linked hands with a hard-headed diamond buyer called Alfred Beit, and so the monopolisation process began. By 1885, with Rhodes as chairman, the De Beers Mining Company was the major claimholder in the De Beers mine (named after the original owners of the farm Zandfontein) and had remove get word by 1887. Barney Isaacs stop known as Barney Barnato had successfully plied his trade as a kopje-walloper (under-the-counter middleman among buyer and digger) and a claim-dealing entrepreneur.Like Rhodes, showing infrequent business acumen Barnato became a multi-millionaire, and within five years of arriving in Kimberley he controlled Kimberley Mine. Kimberley Mine has been closed for decades but is now a popular tourer attraction known as The Big Hole. By 1889, the future of the diamond world depended on the outcome of a battle for total control between Rhodes De Beers and Barnatos Kimberley Mines, each backed by powerful overseas interests. Rhodes emerged the victor, a cheque for ? 5 338 650 changed hands and the two mines were brought under the control of a ew company, De Beers unify Mines, the company which today, almost 110 years later still has its registered office in Stockdale channel, Kimberley. With Rhodes as chairman and Barnato and Alfred Beit as life governors De Beers Consolidate Mines won control of the other two major mines in the area and soon after a recently discovered fifth mine. Virtually the entire industry was coupled and the near monopoly was complete. In 1902 a young German-born diamond buyer arrived at Kimberley as the representative of a London diamond broking firm.Ernest Oppenheimers family had been involved in South Africas diamond industry for many years. He decided to settle in South Africa and soon became mayor of Kimberle y. In 1917, he moved to Johannesburg and was chiefly slavish in founding Anglo American, initially a flamboyant excavation house but planned from the outset as a power in the diamond world. After the First World War, South Africa was granted a League of Nations mandate over German South West Africa (now Namibia), whose alluvial deposits now began to attract serious attention.A syndicate, led by Anglo American, formed Consolidated Diamond Mines (CDM) in 1919 to exploit the deposits, and amalgamated eleven mines north of the Orange River. Later, when diamond discoveries were made in the Belgian Congo (formerly Zaire, now the Domocratic Republic of Congo) and Angola, De Beers underestimated the significance of these checkments, musical composition Anglo American moved in. When huge deposits of alluvial diamonds were located in Namaqualand on South Africas western United States coast and, in 1927, near Lichtenburg in the western Transvaal, Oppenheimers Anglo American again made it s claim.Oppenheimer was soon becoming the leading light in the diamond world, and in spite of opposition from De Beers directors who resented his swift progress was soon elevated to the board. As if to confirm his supremacy, Anglo American geologists working north of the Orange River found new deposits of gemstones even richer than those of Namaqualand. It was only a matter of three years before Oppenheimer was elected chairman of De Beers. Ernest Oppenheimer remained at the helm until his death in 1957, when his son, Harry, took over to run the devil conglomerate with outstanding success for the next quarter of a century.Today it is run by Nicky Oppenheimer, who became chairman of De Beers on the 1st of January 1998. gold The discovery of gold on the Witwatersrand in 1886 was a turning point in South African history. Far more than diamonds, this changed South Africa from an agricultural society to become the largest gold-producer in the world. aureate increased trade between S outh Africa and the rest of the world. For the main trading nations ie the Europe and the United States, gold was of value because their currencies were backed by gold. This was known as the gold standard.Under the gold standard, these countries had to keep gold in a bank vault to the value of the currencythey issued. For example, if the government of a expanse wanted to photographic print more money, it had to buy gold to back that money. If that state did not produce gold itself, it had to import gold from another(prenominal) country. Under the gold standard the scathe of gold was fixed internationally. It was kept low as this benefited nations in Europe and the United States amongst others. These strong nations did not produce gold and had to buy it from elsewhere to back their own currency.In the 1930s many countries abandoned the gold standard. The effect that this had on the South African economy will be exa tap later on this feature. The gilded Rush On summers day in 188 6, two prospectors discovered gold on a Transvaal farm called Langlaagte. Gold was not new to the Transvaal. African had mined gold hundreds of years earlier. More recently, gold had been found in the Eastern Transvaal. In most cases this gold ran out, forcing small mining towns to close down. The gold found at langlaagte was different. The gold discovered there ran for miles and miles underground, an unfading treasure of gold.The Richest Gold-Mining Area in the World. Gold changed the face of the Transvaal. Before 1886 it was a poor, struggling Boer republic but ten years later, it was the richest gold mining area in the world. As news of the gold find spread throughout South Africa and the rest of the world, men made their way to the Transvaal. They walked, rode on horse back, or came by ox-wagon. Ships no longer passed South Africa on their to Australia and New Zealand. Instead, boatloads of men arrived at ports and hurried to suck the next coach to the Transvaal, hoping to fin d the riches of their dreams. The importance of the gold-mining industry The South African goldfields, 1996 (click on the map to see it larger, and to do the next exercise) A few years after the discovery of gold on the Witwatersrand, a string of mining towns marked out the gold-bearing Reef. The map that follows shows that the gold-mining towns formed a issue starting from the East Rand in Heidelberg, extending westwards across to Krugersdorp and Randfontein. Later more gold mines were discovered further south and east. As a result of this endless treasure of gold, gold mining very quickly became the largest and most meaning(a) part of the economy. The worlds gold production for 1930 Percentage of the worlds gold produced in the Transvaal from 1895 to 1940YEARVALUE (POUNDS)TRANSVAAL (%)18954084300021,01900523120002,819057775600026,819109333200034,31915972180 0039,719206973900049,719258081700050,41935131 68000034,8194017335400034,4The nature of gold mining on the Witwa tersrand The gold mining on the Witwatersrand had to soon evolve. The gold that was mined was very near to the surface of the ground. As with the diamond mining in Kimberley, the first stage of gold mining took the form of outcrop harvesting.Under the supervision of a prospector, labourers would dig up the ground with picks and shovels in order to reach the gold-bearing ore. Deep-level mining Before long it became necessary to dig a lot deeper to reach the gold, even as much as a kilometre beneath the ground. This became known as deep-level mining. Deep-level mining required new and expensive machines. Machines were used to sink shafts hundreds of metres beneath the ground. By 1906 the Robinson Deep Mine just off Eloff Street in Johannesburg had become, at 800 metres, the deepest producing mine in the world.Because of the heat and the gases underground, ventilationwas necessary for people working at such depths. Also, the deeper the line was, the more water was encountered. Special pumps had to be imported to remove the rater. Low-grade ore The rock from which the gold is extracted is called ore. The gold can be described as being trapped in ore. A characteristic of the ore in the Witwatersrand is that it is low-grade. This means that a very large amount of ore always has to be dug up and crushed in order to get a small amount of gold.Even today in some mines in Gauteng, as little as 3 grams of gold is obtained from 1 ton of ore. An endless treasure of gold Although the ore is low-grade, the gold reef stretches for over 400 kilometres from Evander in Mpumalanga to Virginia in the Free State. This area produces most of the gold in the world. Depending on the gold price, people could carry on mining here years to come. The needs of the gold mines follows below. It shows the huge amount of money needful start a gold mine along with a supply of cheap labour. Without these, gold mining in South Africa would not have been profitable. The needs of the gol d mines The problem of mining, since the discovery of gold on the Witwatersrand, has been to get in the poor ore product profitable. Some historians believe that if such poor ore had been found anywhere else in the world, it would have not have been mined at all. The rich supply of cheap labour available to the gold mines in South Africa made this viable. Who invested money in the gold mines? The amount of money needed to develop a mine was very large. Most mines were owned initially by investors who brought money in from other countries, hoping to profit from the new mining industry.This money was played out on things like importing special machines for sinking shafts in order to reach the gold-bearing org in the depths of the earth. In addition, the mines needed people who were skilled at deep level mining. These people were mainly immigrants and their labour was expensive. Skilled workers came from Australia, America, Eastern Europe and especially Britain. In Britain the tin mi nes in Cornwall were closing down the akin time as the gold mines in South Africa were starting up. So many skilled miners from Cornwall came to work on the Witwatersrand.Because of the gold standard, the price of gold was internationally controlled and remained fixed for long periods of time. This meant that an increase in working costs could not be passed on to the buyers by increasing the price of gold. It soon became clear that the only way of mining profitably on the Witwatersrand was to secure a very large supply cheap, inexpert labour. How the mines got their labour In order to be profitable, the mines needed an ongoing supply of cheap labour. The mine owners therefore had to think very carefully about when they would get labour from and how they would make it cheap. We must have labour. The mining industry without labour is as it would be to imagine that you could get milk without cows. President of the Chamber of Mines, March 1912 The problem that faced the mine owners was that there was no ready-made supply of workers whom they could recruit to work in the mines. They had to use many different methods to create and keep a supply of cheap labour. Workers in turn resisted these methods in various ways. Few Africans were willing to leave their fields to work underground. Most African farmers were not interested in working in the mines while they still had land.Some, like the Pedi, had been prepared to work as migrants for short periods on the diamond mines in order to get money to buy farming implements, as well as guns to defend themselves. Even mine owners had to find a way of turning the migrant system into a cheap one. In the years between 1890 and 1899 the number of African mineworkers rose from 14 000 to 100 000. This section shows how mine owners managed torecruitthose 100 000 migrant workers and how the migrant labour system was turned into a cheap one.The governments (both Boer and British) and the mine owners worked together to guarantee the mines an ongoing supply of cheap labour. The conquest of the African kingdoms African independence was largely destroyed by the 1880s. cardinal examples of this were the conquest of the Pedi and the Zulu kingdoms. The methods used to force Africans to become migrant labourers include taking advantage of internal conflicts within African kingdoms. Going to war against the African kingdoms was another method used by both the Boers and the British. Once the African kingdoms had been defeated, the Boer and British governments levyes and land control easures left people with few options for survival except to seek work in the towns. Control over land By the 1880s the Boers had formed governments in the Transvaal and the Orange Free State. The British ruled over the Cape Colony and Natal. The Boers and the British were slowly extending their control over the land and the people living in these areas. By 1900 most of the land in South Africa had been taken over by wh ite farmers, mining companies, land companies and by the government. In the Cape and Natal in areas like the Transkei and Zululand, land still belonged to African farmers but there was much less of it.There were some Africans involved in commercial farming in the Orange Free State and the Transvaal. But Africans did not farm their own land in these provinces. Most of them farmed land that belonged to white farmers or unused land that belonged to land companies or the government. They were like the tenant farmers in Britain. botheration of taxes Soon the Boer and the British governments started to impose taxes on their subjects. They made new fairnesss that demanded taxes be paid in cash and not in cattle. Africans had to cave in a shack tax of R1 per year for every chanty.It took a man about three months on the mines to earn this and many men went to work on the mines to pay the hut tax. Every man over 18 years old, black or white had to pay a poll tax of R2 a year. Black unski lled workers were earning between 5c and 19c a day on the mines. They had to use most of this money to buy food and clothes for themselves. It therefore took them months of extra work on the mines to pay the poll tax. The third form of tax was the labour tax. In the Cape, the then Prime minister, Rhodes, passed a law called the Glen Grey Act in 1894.Among other things, this law forced all Africans in the Cape to pay R1 to the government every year. However, they did not have to pay this tax if they proved that they worked for wages for at least(prenominal) three months of the year. Most African men therefore either had to earn money to pay the hut tax and the poll tax by exchange produce, or working for a short time either on white farms or in towns, or avoid paying the labour tax by working for wages for short periods either on farms or in towns. In these ways thousands of men were forced to become migrant workers.Most chose to go to the mines rather than to do farm labou r because they could earn higher wages on the mines. They would go to the mines for specific lengths of time as short as three months or as long as two years while their wives and children stayed at home keeping the farms going. As result more and more men were separated from their families for increasingly long periods. Rhodes claimed that these taxes were meant to encourage independent African farmers to work for wages and to use the cash that they earned to ay for wise and good government. Early attempts at recruiting From Vusi goes back, Prezanian Comix/E.D. A. Because of the very large supply of labour that the mines needed, the mine owners had to ensure that a sufficient number of men would spend enough time working on the mines every year. There was competition for labour between the richer mines and the poorer mines. The richer mines were usually able to attract workers by offering higher wages. At the same time, the very human beings of the poorer mines depended on reducin g working costs by keeping wages as low as possible. The mine owners solved this tension between the richer and the poorer mines by flooding the market with recruited workers.These were workers who were encouraged to come and work on the mines by special agents or touts. Touts were paid by recruiting agencies for every worker they recruited. In this way mine owners created a situation where there were more workers than jobs so that workers would be forced to work for lower wages. The mining industry was a major taxpayer to the Transvaal. As a result, the Kruger government co-operated with the mine owners. Although the government was concerned to ensure that the mines did not take African labour away from Boer farmers, it did agree to recruit labour for the mines.This included allowing foreign labour from neighbouring countries to work on the mines. The Kruger government in like manner introduced and policed a pass system. Africans were required to carry passes, a form of document, which allowed them to travel and find jobs only with the approval of the government or an employer. This was designed to control the number of Africans coming to the urban areas. The pass system remained in place in one form or another until 1986. The rinderpest Another blow to those farmers who were able to hold onto their independence came with the rinderpest epidemic of 1896-7.This cattle disease reduced many herders to scantiness and starvation and many were forced to seek work on white farms or in the mines. Explaining causes Many causes or reasons have been provided to explain why thousands of African farmers went unwillingly to work on the mines every year from the late 1880s onwards. Some of these causes may have had a greater effect on peoples lives than others. crumb the scenes of the world of the workers 1897 Lord Miner became governor of the Cape Colony and British High Commissioner in South Africa. He was known for his dislike of Kruger, president of the Tr ansvaal.He also had a strong desire to expand Britains sphere of influence in South Africa. 1899-1902 The South African War (previously called the Anglo-Boer War) broke out and lasted for three years. An important cause of the war was the struggle for control over the goldfields. The mines were forced to close during the war. Workers returned home. This affected productivity and cost the mine owners and the economy millions of rands. Some say the war paved the way for the Cape Colony, Natal, the Transvaal and the Orange Free State to form one state. 904-1908 South Africa had to be rebuilt or reconstructed after the war. As part of its reconstruction programme the government under Milner secured cheap indentured labour from China. This enabled the mines to lower wages and ignore the demands of Southern African workers for higher pay and better working conditions. Milners reconstruction programme was similar in some ways to the Reconstruction and Development Programme (RDP). Milners g overnment had to tackle the task of rebuilding the country after the South African War.Africans did not accept the loss of their land or the imposition of taxes, passively. But it was hard for them to fight back because of the strength of the British and the Boers. The development of the mining industry largely destroyed independent farming as a way of life. It changed previous patterns of trade to produce a new economy and a new political system. This new system was controlled by whites. And, particularly during the period from the 1860s to 1910, Britain (and internationally-based companies) had a great influence over the way the country was governed.

Lord Liverpool Government’s Reactionary Policies in the Years

In early 19th century Britain, law enforcement e. G. The police, was unheard of, this was a problem for noble Liverpool government due to the f movement that there was no physical means of controlling activity on a public level. When rebellions began to take place and started occurring much frequently Liverpool decided that something readed to be done. As a response, particularly to Spa fields, Liverpool Imposed the Suspension of Habeas Corpus in 1817.This suspension along with the Sedulous meetings act worked as a short- full term deterrent to protesters and due to Its severity of enmeshment, meant that it was particularly effective at stopping any form of revolt. The physical protesting was bad equal for victor Liverpool, however it was only small part of why he imposed reactionary measure a large part of it was down to tending and paranoia. In 1789 Lord Liverpool had been in France and witnessed firsthand the storming of the Pastille.The fall of the Pastille signified the fa ll of order, power and structure of the hierarchy in France this was exactly what Liverpool was most shitless of happening in England, and that people would turn against the overspent the country and each other. In 1819 60,000 people met at Petrol to listen to Henry Hunt talk about reforms, It was a peaceful protest that went wrong. Cavalry had been move by magistrates who feared there would be a revolution due to the sheer amount of people, magistrates lost their nerve and sent In the cavalry causing major panic 11 people were killed and over 400 Injured.As a response the Six Acts was introduced giving magistrates powers to invade peoples privateness if they ever suspected any conspiracy or plot to create a mass gathering, it provided more representative actions to stop people in their tracks. Lord Liverpool paranoia meant that he was transfixed on keeping control on power, an idea that could be considered as the root of his reactionary policies. In response to the Coat route c onspiracy and the Derbyshire risings spies were used infiltrate radical groups.Spies enabled the government to stay one step ahead of the protesters. Staying In power was vital for Liverpool, he was very gloomy and most of his reactionary policies benefited those of higher classes as they provided the cost political support for Lord Liverpool. By using spies there was the allusion that the government were out to protect the monarchy and the aristocracy, moreover building support for Lord Liverpool.It also gave Liverpool means of keeping tabs on want was going on In ten puddle demeanor, tans links capital of Bangladesh no law enforcement so spies were used instead. Tanat tanner was During the first half of this ministry the cabinet consisted of eighteenth century politicians who were unwilling or unable to see the need to alter a constitution which invited them, yet still wanted to have total control over the people of England this was virtually impossible when the rate of expansio n, persistence and rebellion was so fast.It wasnt until the second half of this period, with the influence of younger men from different backgrounds and of differing outlooks, that major reform took place. Liverpool followed reactionary policies with the sole intention of them to be short- term fixes in society, make as a response to rebellions that were simply unheard of in Britain at this time. The main driving force behind these policies being made wasLiverpool paranoia of a revolution occurring fuelling his need to keep and maintain control over the people of Britain. Liverpool also had to contend with the fact that he had never planned to set out across such anger and desire for change that he had to think quickly to put measures in place that would make a difference, whether they be acrid or not. They were simple a means of gaining control and power back over the people so some reformations could be made without the imminent holy terror of revolution, as was thought by Lor d Liverpool.

A comparison of three songs of Brecht’s “Mother Courage and her Children” with the parados and 3rd stasimon of Sophocles’ “Antigone”

The play, Mother Courage and her Children was written by Bertolt Brecht in 1939 as an anti homo War II play. Antigone, by Sophocles, was written somewhere between 400 and 500 B.C and burbles about the debate between family laws and state laws in the approach pattern of a popular drama.Through analyzing the three songs The Fraternisation poem (scene 3), The Song of the Wise and the Good (scene 9) and The Song of the Hours (scene3), it will be seen that these songs can be contrasted with the parados and third stasimon of the play Antigone.The Fraternisation Song is a song of caution voiced by Yvette, the camp prostitute, to the gullible Kattrin. Yvette denounces the opportunistic faade of love and the foolishness of smell in the higher concepts of love. In the first stanza consisting of 12 lines, Yvette portrays her deflowering by the enemy. The three types of rhyming patterns are abcb, aabb and abba. In the second stanza of 12 lines, Yvette gives us a finisher look at the idiocy when she gave herself up to the camp cook and saw other girls do the same. The third stanza of 12 lines relates the birth of recognition and understanding in Yvette as it dawns upon her that war brings nothing but melancholy and disaster in its wake. She describes how men condescended with her looks of love and how love was twisted to rape towards December. The month December is an simile for the departure of the soldiers as well as the loss of innocence. There is grief and a sense of terrible loss etched in those two terminology December came. Her song brings to clarification the public futility of conflict and the personal loss of her innocence. The second and third stanzas follow the same rhyming pattern as the first.The Song of the Wise and the Good boldly criticises and ridicules virtues during times of war. The first stanza of 10 lines is a simple tale of the wise Solomon who was acclaimed for his lofty ideals and his throne like position above the littleness of mortals . The first stanza goes on to tell the readers how Solomon was cut down because of his wisdom. The second stanza of 10 lines describes Julius Caesars mighty fall from his invulnerability due to his reckless courage. The third stanza of 10 lines shows the death of Socrates because of his honesty. Death because of altruism is seen in the death of the unfortunate martin in the fourth stanza. The fifth stanza jests at the essence of the Ten Commandments and the precarious position that righteousness occupies. All the stanzas follow the rhyming patterns abcc, ab and abab. Throughout the song, the following four lines act as a necessary refrain to reinforce the idea that virtues are unreliable during warBut ere night came and day did goThe fact was clear to everyoneIt was our wisdom/bravery/honesty/unselfishness/godliness that brought us low. pause for you if you have none.The Song of the Hours consists of 10 stanzas of 4 lines each. The song is presented by the hapless Chaplain which t alks about Jesus Christ and the Crucification. The song describes how Jesus was condemned of murder in the 1st hour by Pilate the heathen and later taken to King Hesiod. In the tertiary hour, Jesus is flogged mercilessly and the mockery of a crown make of thorns was placed on his head and a robe flung over his body. The 6th hour recounts the Crucification and Jesus plight and his continual mockery by bandits resigned to the same fate. The scene is so cruel that even daylight looks away. In the 9th hour, Jesus gives up his soul and miracles are seen. The most interesting aspects of the song are the last two stanzas which talk about Jesus maltreatment by the heathens who laugh at this simple son of man The song, in context of the play, reminds the readers of the imminent death of Swiss Cheese who is compared to Jesus in this regard. It tells us that war reveals all the blood and gore and the ugliness of society and any semblance towards beauty is mutilated.All three songs from the pl ay bring to light one aspect of the play. They are all reminders to Mother Courage of war bringing along agents of destruction and mayhem in its wake. but, not even a drop of profit can be wrenched from a time of war it tends to suck in all virtues and innocence.The parados in Antigone highlights the events that have occurred till the moment of the creation of the Chorus and the present situation. The Chorus talks about the battle between the seven commanders of Argos and seven heroes of Thebes outside its seven gates. The Chorus claim that victory was foreseen as Zeus and Ares had themselves lent a hand towards their aid. The Chorus also notes with misery the death of the brothers, Eteocles and Polyneices. Finally the Chorus harks for peace and forgetfulness. There is also a general stir as they have no idea why they are summoned to council by the new king, Creon.The tertiary stasimon projects the theme of Love as an evil entity. Eros, denote of passion, is omnipresent and omni potent. No man or god can resist its allure. The 3rd stasimon records how love drives beings to unreasonable actions and fires them up into activity. The 3rd stasimon underscores the fact that Antigone, a young lady of Oedipus, had committed treachery because of the love of her brother.The parados and the songs are both lyrical pieces which relate to war. However, unlike the ridicule of virtue and the loss of innocence which revolve as themes, the parados applauds and glorifies the notion of war. Lines such as he flew over the land/Screaming like an eagle and Too much for him as he fought/The dragon of Thebes adds an appealing whole tone of myth and heroism to war. The stark contrast is evident in The Song of the Hours in which the lines And the blood and water ran/And they laughed at Jesus tells us that the best of intentions and sacrifices mean nothing to minds fed by war. The concentration of the parados is on war itself whereas the songs examine lateral themes as a consequenc e of war. The other point to note is the fact that there is a sight of victory and virtues like forgetfulness are broached and seen with optimism. The songs shun notions of victory and virtue.The 3rd stasimon condemns the idea of love as an unpardonable sense which drives men to recklessness. However the contrast is seen when love is feared and given a godlike stature whereas the songs treat any semblance to virtue like dirt. Love is, clearly, laughed at. Moreover the objects of criticism are not similar as love does not entirely constitute a virtue. There is an underlying similarity seen in the 3rd stasimon and The Song of the Wise and the Good. Virtues and love drive men and women to commit recklessness which sentence their existence to the doldrums consequently. Yvette and Antigone are clear examples. In the 3rd stasimon, love as a flaw is the object of focus whereas in the songs the idiotic behaviour is brought to light. Both the 3rd stasimon and the songs look at criticism mo reover the songs view the object with ridicule whereas the 3rd stasimon criticizes with unconditional reverence.

“Adrienne Rich’s poem: Living In Sin” Analysis Essay

Adrienne Richs poem supporting In Sin is a absolve verse poem about a womans fairy tale dream of marriage versus the reality of the sin of not loving distributively other. The subject of the poem is a woman starting a life of hope and happiness in a perfect alliance only to divulge the true reality of the blood. The speaker of the poem observes the womans life as sad and boring using the quondam(prenominal) tense versus the present, and short expand on lines that set the hopeless mood of the poem. Imagery and rich language is also exampled to describe the unhappy relationship throughout the poem. Living In Sin shows a womans life without rhyme in four meaningful images and as the tone changes she sees the relationship/marriage she expected and the relationship as it actually is.To begin with the speaker uses run-on lines, past tense and tone to illustrate the first image. She had thought the studio would keep itself shows that in the generator of the relationship she pictu red a fairy tale marriage like Cinderella. There would be no chores, no dusting, everything would be a perfect marriage. The use of past tense means she is thinking of what is not. The lines are also short and choppy devising everything sound hopeless. The next line, Half heresy the speaker comes top to the present tense of the leaky faucet, noise and dirty windows. The mood then shifts again and she paints a pretty picture of her home with fruit and happiness on the table, a lightly with an expensive shawl, and a cat as a nice pet. The short, choppy run on lines makes the womans life step up hopeless and tired of doing this day afterwards day.The next image the speaker speaks about is the dinner from the night before. By using the past tense again, not that at five. shows the image of a romantic dinner that never was. The poem looses this imagery with the sound of the milkman waking her up as the cold dayspring dawns only to ruin her semblance dream of the frustration of cle aning up from the night before. The use of language to describe last nights give up is a metaphor to show how sour their relationship really is. The speaker also uses three sepulchral bottles, sepulchral meaning burial or tomb, as a metaphor or image of the bottles lined up as dead soldiers from the night before of drinking and partying. The woman feels as if she too has died inside and is living in atomb. The bug, a pair of beetle-eyes would fix her own, is another example of an image of what the woman doesnt expect from life as she writhe under the milkmans tramppersonifies her bending in pain.Finally the man in her life is introduced. Again run on, choppy lines are utilise to describe him in only four lines shows he is not in her life very often and she is frustrated and angry at him. He is describe as yawning which shows that he is ignoring her and just goes on with his on self absorbed life. He then plays the piano which is out of tune like their relationship is in need of he lp. Next he shrugs at the mirror and leaves for a cigarette suggests he doesnt care about her. Then the reality, using past to present, as the woman realizes by the minor demons, her inner thoughts of the fantasy versus the reality of the house work he left behind for her to do.The woman goes back to making the house look perfect on the outside to keep up the idea of a fairy tale life that she once thought she great power have. The image of the coffee-pot boil over on the stove shows that even though she is going on like nothing is wrong, inside she is boiling. Comparative imagery is use to show life then and now in the the pears are now last nights cheese, the cat is now a beetle-eye bug, a piano with a Persian shawl is now an out of tune keyboard, and no dust upon the furniture of love is now a dusty table-top. The illusion of a fantasy and now the reality of her life.The final image ends with By evening she was back in love again, shows the fantasy versus the reality of waking t o feel the daylight overture when she can start all over again. Like a relentless milkman up the stairs, she has to wake up and do the same thing day after day like the milkman waking up and starting all over again to deliver the milk. The woman goes back to her job that life will yield better and someday will have a fairy tale ending, but until then she has to live in her tomb of a relationship, hence, living in sin of not being happy with what she has.Adrienne Richs poem does an interesting job of describing the miserable life of a woman looking for love. She uses colorful language and imagery to show the dark, unhappy life of this woman. There is a lot of emotion and popular opinionsthroughout the poem. The words like, grime, writhe, coldly, sepulchral, beetle-eyes, jeered, and demons all give a feeling of the sadness that this woman feels every day. The poem is easy to read and feel the loneliness this woman has in four, choppy run on images. In conclusion, Living in Sin pain ts a picture of a woman finally realizing that her marriage is not a fairy tale ending. Through imagery, run on lines, and tone the sin is in the guilt from not living in the present and not being in love with her husband, whos not in love. This was an interesting poem on the sin of not loving each other and accepting each other for who they are.

Dbq Mechanization of India and Japans Cotton Industry

Trevor Olds DBQ During the period of time from the 1880s to the 1930s, japan and India both were beginning to equip their cotton industries. Both of these countries had similar recruitment techniques, but differed when it came to who the players were and where they came from, and the working conditions they had in the dweeb. memorials 1, 2, and 6 all verbalize the increased usage of machines in lacquerese and Indian cotton factories.The chart in roll 1 that details the business of cotton yarn and cloth in India shows how India utilized to a greater extent machines to create more yarn and cloth in 1914 than in 1884. The chart shows how machine spun yarn was surpassing the amount of hand-woven yarn, as well as how the amount of machine-made cloth is quickly catching the amount of hand-woven cloth, which shows the automation of Indias cotton attention. This history is reliable because it is data collected from British colonial officials who would have no acquire of altering the data in any way.The Indian economist Radhakamal Mukerjee who wrote The Foundation of Indian Economics (1916) in Document 6 talks of how handloom cloth weavers cannot compete with the machines in the factories and are rapidly declining. This shows Indias feeling towards a more mechanized cloth industry. The entry is not completely reliable because as an economist, the seed may have all overemphasized the decline of Indias handloom weavers to show economic growth. Comparable to Indias increased production of machine spun yarn is Japans outlined by the chart in document 2.Japans incredulous increase in machine spun yarn from five million pounds in 1884 to 666 in 1914 dwarfs Indias growth that was 151 million pounds in 1884 to only 652 in 1914. Document two may not be completely reliable because the data may have been alter to make Japans exertion is improving just a bit faster than Indias. Though Japan and India were similar in their capital punishment of machines in the cot ton industry, Documents 7, 8, and 10 show that the workers in these factories are different.Documents 8 and 10 are pictures of an Indian and a Japanese fabric mill. The photo of a Japanese cotton mill in document 8 is not reliable because it is from an official company history, that means that the company could only be exhibit the nicer part of the mill where the labor environment is not that bad. The same goes for the picture of an Indian material mill in document 10. Moving on the Indian textile mill in Document 10 shows all male workers, indicating that many more men worked in Indian textile move than women did.However, in contrast to India, the Japanese mill in Document 8 shows quite a few women with several(prenominal) men here and there, which indicates that Japan was different from India and had more women workers than men. The comparative chart of egg-producing(prenominal) workers in Japan and India in Document 7 shows that less than a quarter of Indian textile laborers were female and that over three-fourths were women in Japan, which is promptly opposite in Japan and India.The chart also shows how the helping of female workers goes d sustain while the equivalent Japanese percentage rises slightly. This shows the difference of workers between Indian and Japanese textile mills. Document 7 is not very reliable though considering the chart was taken from a harangue of which we have no knowledge of the author. Document 4 is a written source pertaining to the high percentage of female workers in Japanese mills. This document explains the reason for the increased number of women working in textile factories.The reason is that since the grangers are so poor the money made by their daughters is often more than the farmers annual income and that they virtually provide for the family. Of course, since the document is written by a Buddhist non-Christian priest the document is not completely reliable, his idea would be that these girls in the factories a re the families salvation, so he pays no attention to the negative aspects of the girls leaving home because Buddhism places individual meditation and salvation over family bonds.A useful document would be a journal entry by one of these girls talking round how they felt about being sent away to work in the textile mills and how her absence would affect the family. charge though the people that worked for the mills were of different nationalities, the systems that textile mills used in India and Japan were similar. Documents 4, 5, and 9 talk about how workers were taken from peasant families. Document 5 talks about how the cheap workers came from inelegant farming communities.In Japan, the person who leaves their family is no longer a financial load for the family, which explains why families sent workers to the mills. Document 4 basically explains the same ideas, but adds the factor of extra income that can come from the workers in Japan that supports the family. Document 9 stat es that the Indian mills also sent people from rural farming communities. about of the workers are peasants from agricultural villages and earn depressive disorder wages, resembling the systems of the Japanese mills.Documents 3 and 9 show one of the close to important differences between the countries their respective working conditions. The story of the Japanese mill worker in Document 3 talks of long working hours, no heat, and little food. There are also low wages, with the possibility of no pay for the first year. When the high amount of sick people at the factory who no one will go near is added, we learn that the working conditions in the Japanese mills were terrible.This document also shows the truth because it is a personal recollection from a female worker in one of the mills. People also had to sleep together at the factory. This last fact by itself is directly contrasted by document 9 because the huts Indian workers lived in when working in the factories. Indian worker s lived in their own hut and only worked at one factory for two years, as opposed to the Japanese worker who is only likely to get paid starting their second year. This shows that the Indian workers had better living conditions than the Japanese workers.Since the Indian document is written by a commissioner and not a worker, the author could have altered the information that was presented affecting the reliability of the document because of his bias. Two extra documents that would be helpful would be an report from an Indian worker and a report from a Japanese official to provide an all-around semblance of the countries. In conclusion, the mechanization of the textile industry saw a great rise from 1880 to the 1930s in both Japan and India, who both found the majority of their workers from farming peasants to work in the mills.Japan used generally female workers with worse working conditions than Indian workers, who were mostly male. An additional document would be a compare of machines used in India over this time compared to those used in Japan to determine the importance of mechanization in the textile industry of the two countries comparatively to properly examine the similarities and differences of the mechanization of the cotton industry in Japan and India.

Miracle of Life

Contents P time Lesson send office Ideal memorialiseyting for luxuriates birth 19,20 6 2 Diet for a 4 year bug out of date (Winter and Summer) 7 2 Child with eating problems 7 2 T to to for individu participator cardinal one iodiner-pargonnt relationship 8 2 Involving p atomic number 18nts in domesticate behavior sentence 8 2 Basic psychological postulate 9 2 How teaches push aside provide for psychological postulate 9 2 Intergrated whole ( willing, head word, body and spirit) 9 2 ternion stages of obedience 10 2How deviations manifest themselves in tiddlerren 10 2 Mixed ages in the facts of life enviroment 11 2 Five unthe similars of modes of learning 11 2 Intergrate a handicapped s read upr 11 2 Useful bringment graph 11 2 air division 2 assignment 2 Lesson 6 1. Describe the ideal inuredting for a babys birth. (500 words) Before him in that location is a distributor point of spiritedness different from that which he led in the wo mb the spiritual embryo Care of the tonicborn Child has two lives mature starts when flavor starts from the conviction the electric s motherr is conceived natal existence deportmentPrenatalBefore non enough tutelage Postnatal aft(prenominal) about concern Maria Montessori believed non enough aid was given to pre natal life and the actual birth of the kidskin. Trauma at birth Until the moment of birth, the baby is in a impregnable fluid, protected from the b make up lights, sounds and drop in body temperature. We have to consider the gr play out alignation the baby has to make leaving the conveys womb and entering the great over size of itd world. Environment Babys maiden experience of breathing on his ca office ( sooner via mums umbilical cord) Babys 1st experience of carrying his possess body mass.Babys 1st experience to feel his sense of touch (skin, blanket etc) Babys 1st experience of the impact of light and sound We can non say exactly how the baby feels by assured awareness and retrospect, only we cannot assume that he is in affectionate to solely the factors. mneme Recording by the unconscious memory of all the sensations experienced which influence the learning and development of every individual and at that placefore influence the aft(prenominal) development of the tiddler. How sensations affect the kidskin. What moms environment becomes a fracture of who the sister becomes? Immediately later birth Maria Montessori believed experience immediately after birth are great factors in the Childs later(prenominal) development and the importance of the mother to the child. * Ideally the child should be delivered into his mothers hands in a lull environment in a warm room that is dimly lit. * Should be left to bond with his mother immediately after birth, leaving the burthening and bathing for afterwards. * The body of the newborn is delicate. The skeleton is not in full ossified, the bones of the feet are still cartilaginou s and the skull is not joined over the top of the brain. Extreme dish out should be taken in handling the newborn child. * Traditional attention should be given to emotion. * Childs necessitates are to be considered and emphasized at all times. First days of life * Initially not veridicalized the child has mental ask in his world-class two historic period of life. * Maria Montessori believed in the unconscious absorbent intellectual (0 to 3 years) * Consider transformations, adaptions, achievements during the 1st periods of life. * Conscious absorbent mind (3 to 6 years) Good example a child who didnt feel passionateness will find it secure to drive. * Active seekers in this world.Related essay Practical Life Exercises Montessori Free EssayAlways looking for impressions to absorb. * This becomes an integral part of his personality * Children who are not provideed to grow and develop do not thrive. * A mother gives off an unnoticed force that the child is acquainted(predic ate) with this service of processs him to go threw difficult days. * The communication among mother and newborn still exist even after baby has left the womb. Lesson 7 1. Set out a diet for 1 day in winter and 1 day in summer for a 4 year over-the-hill. Include a table for each day stageing the nutritional value. convocation servings per day examples grain 6 Rice, pasta, breads, cereals, muffins egetable 3 Cucumber, broccoli, carrot, cauliflower ,spinach fruit 2 Apple, banana, strawberry, pear, grapes, melons dairy 2 Milk, cheese, yoghurt, smoothie meat 2 Chicken, mutton, beef, beans Fats 1 Sugar, honey, simplyter, margarine, oil Nutrient benefit zinc Essential for normal yield and poppycock developmentOptimal immune function Essential blubberty acids Metabolic & structural functions iron Essential for create healthy blood cells Vitamin B complex Energy production and releaseImmune function and nervous system Vitamin A Normal visionHealthy skinSkeletal develo pmentTooth developmentBoost eliminateance to infection Vitamin C & E Antioxidant vitaminsKeeps cells healthyBoost the immune system to sponsor body resist infection Vitamin D Increases the absorption of calcium and phosphorusVital for healthy bones and teeth carbohydrates Provides energy proteins Materials for growth and recourse fats Materials for growth and doctor Vitamins Helps regulate body shape minerals Growth and repair and regulate body process BALANCED MEAL 5 TIMES A DAY Winter Breakfast 30g Oats cooked with 250ml low fat milk and cinamonand 1 banana Playtime eat 1 small fruit yogurt1 bran muffin tiffin Tuna mayo sandwhich served with salad (lettuce, carrots, cumcumber, pineapple) Afternoon snack 2 wholewheat crackers and a small handful of raisins and crackers supper Pasta with meatballs and tamato sauce Summer Breakfast French toast dipped in egg and deep-fried in butter, sprinkled with cheese and a glass of milk Playtime snack Fruit a nd nut Muesli and nude yoghurt unch Pasta with salmon and mushroomAnd a glass of fresh orange juice Afternoon snack 1 fresh fruit salad and a bran muffin supper Chopped steak served with rice and spinache, Corn on the black-backed gull and sweet potato What would you do to jockstrap a child who has feeding problems? (500 words) A healthy child is active in body mind and spirit. If a child is active, developing adequately and growing at the expected rate for his age than the nutrition refusal should be regarded as a phase of development. Being a picky eater may be normal. Toddlers are so fussy about what and how much they eat so every bite should be pure yet nourishing.It is of utmost importance that your child does acquire a healthy balanced diet as her brain is developing at an dire rate. After a year of rapid growth, (first year) the average one year old triples in weight, toddlers step-up weight more slowly and need less(prenominal) food due to a decreased appetite and a s ense of security other than food. Another reason is toddlers are suddenly mobile and curious to discovery, which makes them less persona uped in food. Toddlers also become more incountent at this stage learning they have little or more check into over choices.Their taste buds are more discerning, so they neck exactly what kind of food they do and dont akin. Children may also get stuck on certain food and then suddenly dislike eating them after a while. So snacking is an all- measurable(a) part of a toddlers diet but too many snacks in-between meal times may also play a part in the toddler not eating proper meals during breakfast, lunch or supper. Another big mistake is too many drinks during the day. Water is the scoop up option. As it is essential for living but not considered as a nutrient. But has no ersatz colours yet will keep the body closely hydrated.By the age of 4 or 5 years children should become god eaters if parents guide them neutralizely during there toddl er years. With good eating habits instilled children are less likely to develop eating dis poses and becoming obese, and less likely to suffer diseases such as heart conditions and diabetes eating should never be a battle of wills and early independence in feeding should be allowed and encouraged. we essential(prenominal) bear the nutrients in mind and how we utilisation them towards planning a meal. Bearing in mind if there are any special diets to consider. Meal timesValuable social time for family members or children in a secernate can get together for a common purpose so make food look attractive and fun. Learning opportunities to develop ride skills and co ordinate the design of complication and knife. Practical communication skills and develop social skills like table manners. get on children to learn responsibility by helping grind away food, laying the table and proper food hygiene, and food storage Learn where food comes from, how it keeps us healthy and grace and courtesy. Mealtimes should be social and educational. Lesson 8 1. a) Why are teacher-parent relationships so important? overwhelm 10 factors in your arrange) 2. b) How can we involve parents in the life of the schooling? (include 10 factors in your answer) Lesson 9 1. A) What are the basic psychological needs? (500 words) We need to generalize that children have different needs at different stages and levels in their development, within five vast categories namely fond Intellectual mad Physical Spiritual Children begin to develop and become skilled even before they are born. break through with(predicate) never stops, it continues through our childishness and bountifulhood. severally stage is wholly unique from the next.The child has a totally different manner of thinking, different characteristics, and different needs and these direct totally different sur turn of eventsings , different opportunities, a different way of learning and even a different willing adult to help go through the childs needs. Periods of development are vital as children absorb very fast creating a al-Qaida to what their future is built on. We need to learn how to guide them to strong concrete foundations for a better future. We need to realize children from all back realms, countries and race develop in the equivalent basic ways. The child is in a continual state of growth and metamorphosis.Bodily or physical change The comparision of a new born is alone different from that of an adult. NEEDS NEW-BORN 2-3 YEAR doddery 6 YEAR OLD physical Needs must be ful modify by an adultNeed of endeavourRelationship with mother Needs bodily processNeeds to touch and explorePurposeful activityAcknowledgment and couragespace More energy preempt repugn themselvesPerfect refine movements emotional Need for loveSecurityNeed to trust environmentRoutine consistency Confident and happyCreates independenceChild deserves respectChild learns to trust Need to feel commodious without being ac knowledged intellectual 0-3 years 3-6 years Calm, serene, peacefull Need activities to stimulate ntellectual developmentLanguage and educationNumeracyWorking with hands spiritual The same needs apply to ll ages Will have the need for love and to conduct it to othersTo be respected and instal respect to othersTo feel joy and happiness and to collection it to othersPurpose in life. social CHARACTERISTICS NEWBORN 2-3 YEAR OLD 6 YEAR OLD hysical MovesDependent on motherMovement of limbsLarge heavy headSoft on skull Active/balanceGetting into proportion with body for balanceWalks independentlyUse sensesUse upper limit strengthSkin soft and hairy Body streamlinedTaller and independentMore balanceBetter- co ordinationMore strength emotional Cries to show emotionsDependant on adultMust be lved to fulfill emotions Shows emotion in body wording Talks to express emotions intellectual One year old 6 year old Immatates and observes immortalizesAtraacted to colours, sounds and shapesShort concentraton span Does things on their consumeConscious acts taking place spiritual Immates you prayingSense of whats kick d give birthstairsingPure and innocentInstinct and connectionAbsorbing suroundings Innocent and evaluate to everyoneDevelopes by interactionIs contentShows joyDevelopes independence Shows joy and contentment feels completesharing social Mental change 6 months Recognizes familiar faces 1 year Say 1ST word 2 years Use of objects by trial and wrongful conduct. Can use names. Knows difference between one and many.Understands dim-witted language 2 years + Understands more words than usedKnows proclaim genderWill try blocks and shapesImagination developes 3 years Knows own age in yearsKnows difference between big and smallCan judge depth and height 4 years Speaks more fluent using many wordsKnows yesterday , today and tomorrowUnderstands higher, longer, heavierTries to reason but gets confussed 5 years Can see and judge objects substantiallyCan count well M ay lean to readMay learn to hold open b) What can us as teachers do to provide for these psychological needs? (500 words) the environment most suited to meet his needs he induce opportunities most adequate to his needs to learn in a way most suitable to his needs the adult most suitable to his needs surroundings that best suit the child 0-3 years home enviroment 3-6 year pre school enviroment Safe stimulating environmentLoving communication with all the childrenCleanHappy and friendlyFreedom and spacecomfortable Safe and cleanRoom for playStimulating purposefull gamesB near and cheerful surroundingsCalm and peacefulChild friendlyFree choiceVertical groupingSocial awareness ruttish and spiritual needs newborn toddler LoveCareConsistencySafetySecuritynaturing TrustSpaceFriendly safe enviroment Opportunities the child needs Type of adult best suited to the child Newborn and toddler 3-6 year old MoveWork with handsExploreExpress themselvesGive and receive lovePositive role mode lsGiven choices ResponsibleMatureLovingPatientTrustworthyHappy/ joyfullVigilant to needsCalmrespectfull Positive role modelStimulatingCreativeEducationalAdapt to different needsSpontaneousReliable Emotional changes happy When they get food or almostthing they wantor when seeing their mother again after being remote from her for a while. Sad When they leave their parents or family or friendsOr not getting what they want afraid When person shouts or loud banging noisesOr if they near an unfamiliar animal or surroundingOr even if there is a thunder storm Children cannot easily talk about their feelings, often it is because they donot have the flop words to express themselves. By helping them to learn words we would help them to talk about there feelings. It is also important to observe a childs demeanor to understand what the child is feeling. it is very important we listen to the child so we can understand what he is trying to inform us.By listening to what a child is feeling it gives the child a sense of respect . by listening to them we will encourage them to express what they feelings more often. In this way it will help build the childs confidence as they will be more aware. It will also be a great example breeding them to also be willing and tender in listening to other peoples feelings. We need to listen to what the child is feeling. If it is fear we need to help them not be afraid and rationalise the difference between real fear and anxiety. Children can express there emotions in various waysThrough songs and singing Drawings Discussion groups books puppets 2. Describe an exercise that would help the child use his own will, mind, body and spirit and contrast it with one that would not help him to function as an integrated whole. (500 to 600 words) include an explanation of your choices in your answer. Lesson 10 1. What are the three stages of obedience? Give detailed descriptions and examples. (150 words for each stage) Young children can repeated ly experience periods of spontaneous concentration on a piece of start dispatchly chosen.They will begin to display the characteristics of a normal development for the love of work, attachment to reality, the love of silence, to work alone. Wills development Three stages in development of will. Law of work Repetition of an activity forethought polarized Degree of concentration Obvious satisfaction Independence and power to the child Law of independence egotism discipline as a way of life choice of his own freedom as a person point of self knowledge and self possession artistic use of his own endowment accountable for his own actions confinement within the truth of actuality ower of attention c)power to obey this power is a infixed observation shows itself impulsively and unexpected after the procedure of maturity 2. Discuss how deviations in children manifest themselves. (500 words)-That c refineestine of childhood. What is meant by the term deviations Behaiour commonly seen in children that is the provide of some obstacle to normal development. Such behaviour ( serious or not) may be understood as negative. (timidity, destructiveness, untidiness, disobedience,, greed, egoism or positive. ( passive child) What is a single factor resulting in such deviationsThe child s unable to develop according to his inside psychic guide due o a hostile unsatisfactory environment encounted during those formative years of the unconscious absorant mind. Lesson 11 1. What is the principal(prenominal) key for being able to mix all types and ages of children in the learning environment? (150 words) 2. What are the five different modes of learning? State the 5 different modes of learning with a short explanation of each mode, to show your understanding. using of movement Devlopeent of language Development of independence Development of freedom Principals revealed through the childs development Imagine that you wish to integrate a handicapped child. Describe what you wou ld be aware of and how you would help. (400 to 500 words) include in your answer the physical environment, the other children and the spiritual preparation of the directress. Ikraam, a brainy lad thats full of passion for life decides a wheelchair will not hold off him back. Despite his survival on a manual wheelchair a VP shunt and his renal treatment, Ikraam wants to attend school and have fun with friends like any other four year old. At 1st the quarrel seemed far fetched but on noticing the little boys will I asked the mum if I could spend some time with Ikraam.Assessing the child was paramount as I realized his needs where special. I was amazed as his personality and how quick a trust was built. His potential was exploding with ideas. His mobility was beyond words. Like everything he lst in his legs where do up for in his mind and speech. I noticed his well nourished body bulge to one side. He had absolutely no movements in his lower limbs. When I put him on the carpet he ab led himself to sit independently balancing on one hand. He walked nigh pulling his bottoms to where he precious to be. He had ability and a strong sense of personal dignity.This child could not be divest of a Montessori environment. I bushel he be sent him to school with a care taker to hold his safety at all times and decided to take it a step at a time. Fortunately very minor ad equitablements had to be made with regard to ramps etc. but we became more observing of pick up and drop of. And made parents more aware of Ihrams needs The other children were amazing around Ikraam. They were always curious and willing to accommodate for his needs. A lot of mystery entered their little minds as in to why cant this boy walk and run. Why is he in a wheelchair?They befriended him hardly like every other child but they wanted to know why. So we kindly arranged for the mum to explain Ikraams disability and how they could help him to help himself. All the tables and chairs were child siz ed and Ikraam insisted on session on a chair like every other child. I realized he knew whats best for himself but it was not safe enough for him to be sitting alone. An idea popped in my head, I had an organza runner over the display table. I had it washed and ready for the next day. Time to be in his chair I tied it several times around his entire upper body and chair.And it worked like a dream. Thats when I realized Spiritually I had to be very positive and dedicate to my task. I also had to bear in mind every child is special and carried the same right as Ikraam. I undeniable to trust Ikraam to the freedom of choice. Trust the children to treating him equally and helping when he requisite it and to trust myself in being a guide and trusting and observing the outcome. 3. Useful development chart Imagine a child with a certain disability and fill in the chart as you would expect to find him in attainment in the early development stages. Fill this n on the chart provided on pg 36 of the manual. The chart can be copied manually or photocopied for submission. This should be a concrete question and we recommend that the learner observes such a child before filling in the chart. Useful development chart Name Ikraam JeewaDate17 February 2012 Address 50 Tagore Drive Roshnee Gross motor success Some success No success or very little Balance (left, right of own body) x Laterality and direction x Co-ordination (jumping etc. ) x Body image (going round and threw objects) x Rhythmic movement x Fine motor Co-ordination of find outs and other small muscles x opthalmic motor and perception Visual regognition x Visual discrimination x Visual memory x Auditory-motor perception Recognition of sounds x Discrimination of sounds x Auditory memory x Communication sense of hearing ability x Understanding x Good vocabulary x Use of grammar correctly x Concept formation Matching x Sorting x Making associa tions x Making relationships x Understanding of same or different x SECTION 3 Lesson 12 1. a) What are the reasons for these exercises? Your answer must include comments on the role and function of the teacher and why children are attracted to practical life exercises. (1000 words) For us as adults its the simple activities we perform daily that control our environment, our everyday chores where the end result is more important than the process itself. We do it because we have to as it relates to our social environment, in order for us to maintain social relationships. A means of us fitting into society.To a child practical life is very important, because it is the strongest link between home and school. A child from birth grows up living and watch the adults around him, so he adapts to his environment around him. Watches his parents in their everyday lives and thats how he constructs his reality. So when he goes out and realizes everybody does what his parents do it becomes a norm in society. So to a child playing and perfecting activities must be as real as contingent as part of his development. To a child the process is much more important than the end result.Maria Montessori embarkd the activities of practical life because she observed their interest was familiar to activities the children observed in their own homes. They means of satisfying the childs needs and tendencies common to all children regardless of their age, race or background. According to Dr Montessoris observations, she discovered the 12 needs and tendencies that were noticed (secret of childhood page 119) 1) Child prefers to work instead of play. 2) Child has amazing concentration. 3) Each child learns at his own pace. 4) Child has a tendency to repeat. 5) Child has a love for order. ) Child needs choice. 7) Children do not need reward or punishment. 8) Children love silence and running(a) alone. 9) Children dont need sweets as a unhingeion. 10) Children have a strong sense of p ersonal dignity. 11) Children can read after they print. 12) Children develop positive self-discipline. 13) Practical life activities indirectly prepare children for other areas of the learning environment. Practical life as a foundation for future learning. Builds up good practical operative relations and good working habits. Activities are character forming. It integrates the mind and body through the use of hands.They reason and act intellectually. The role of a directress * Service Always be available to be of service to the children. Maintain order Remove obstacles that distract learning. Act as a role model Be calm, graceful and courteous. Follow all ground rules. Practice what is preached in the classroom. * Self preparation Constantly strive for knowledge Prepare yourself spiritually, physically, emotionally and intellectually. * 3 stages of preparation 1) Custodian and keeper of the environment Caretaker of equipment Apparatus in perfect order. Beautiful, clean and shinin g No parts missing 2) Behavior towards childrenEntice the child to work Protect the child from distraction Be just and fair Be consistent 3) Childs interest in apparatus Build up childs concentration with practical life exercises Compliment only when the child has completed breakt offer help to a struggling child Re present activity when needed Show how to use equipment Present or re presents it in steps Guide threw materials Active at the beginning Passive afterwards Settled environment as if distress is not there choose faith in the child End of the year children normalize Mingle around children Recognize childrens motivation Freedom to choose taskMotivation from within Inner self/child to guide child The superior sign for a distress is the ability is to say The children are working now as if i dont exist quote (absorbent mind) When the class becomes undisciplined look at you Sort it out and correct it. Learn from your mistake and dont repeat it. It is the directress dedication that helps prepare, normalize and maintains, need and order in the environment. She has to make sure items are intact, complete and always maintained. Note all items needed for each activity is arranged and should readily be available in a tray or basket before you begin the activity.Practice and rehearse the origination of a new task several times. Give facial expression, the strength is important. A check has to be done of all teaching materials before and after every new day. Distress needs to be patient and present each activity step by step. Each activity consists of a serial publication of individual movement and threw the activity the child learns attention . Practical exercises require little or no talking. Important what you say or dont say. All attention should be placed on action. The distress doesnt have to check for right and wrong but she should make the child very aware of control of error.She needs to teach the child to search for inspection. Children should be a ble to realize error for him and that should make him target better results every time. In that way he wont need praise or blame. She has to introduce fresh and interesting new ideas from time to time. I Analysis of movement and clarity of each distinct movement make believes the childs attention to activity. A distress should realize its not only the immediate aim of the material but the long term fulfilled task that matters. Recording all important physical compositions that help in a Montessori environment. Acquire new skills constantly.Characteristics of tools and materials of practical life. Essential for a distress to keep in mind when creating a practical life environment. * Materials have real working direct or indirect aim. * Materials must be child sized and attractive. Materials must be adapted to child * Materials must be real to the control of error. Children can learn to use glass etc * Materials need to be in good repair order. Children wont want to use broken items . * Materials need to be freely available for free choice. Children shouldnt have to ask for it. It should be in their reach. Materials should be relevant and culture specific. * Activities should start from simple to complex. It helps order of the mind. * Only one set of activity should be unbroken per environment. Teaches children patience and sharing. * Materials should be kept in meticulous order. * Materials should be at childrens eye level b) What are the four main groups of practical life? There are four groups of exercises of Practical Life. 1) a) Elementary movements simple easy tasks that develops skills e. g. spooning, pouring, eluding etc b) Primilary movements -1st steps to success. To know basics E. . to roll unroll a mat etc 2) Caring looking after the environmentIndoor outdoor- E. g. dusting, sweeping, table scrubbing etc 3) Care of personal self hygiene E. g. Dressing, combing hair, brushing teeth etc 4) Social SkillsGrace and courtesy E. g. whispering, greeting, speaking softly etc Lesson 13 1. How would you cater for pg9 sec 3 a) The childs physical needs? (250 words) b) His emotional needs? (250 words) c) His social needs? (250 words) d) Five areas of childhood development from practical life activities. e) Physical-fine and gross motor skills.Helps control movements, co-ordination, dexterity and character. f) Emotional child gains independence, self-esteem, confidence, trust and self-discipline. g) Social child learns pleasurable behavior. Politeness and develops a sense of helpfulness h) Intellectual- aided by organized, orderly work, reasoning skills, organized skills and language development. i) Spiritual Activities in practical life feeds the soul. j) k) l) 2. Select one exercise from each of the main groups of practical life and write out in full using the same heading as those set out for sweeping on page 23 of your manual.The length of each exercise will depend on the number of actions for each section. Be careful to brake down each action in detail. Elementary movementsspooning Material. Tray, Sugar Beans,(placed already in a glass pealing,) another identical empty bowl, a spoon with a long enough handle for the child to hold Presentation. 1) Invite the child would you like to do some spooning today? 2) Take the child to the ledge to see where it is kept 3) Name the material so the child knows in future 4) Show the child how to carry the tray from the shelf to the table 5) perplex on the right of a right handed child ) Tell the child Ill show you how then you can get a turn 7) Place the 2 bowls apart from each other on the tray Slowly pick up the spoon griping between your riffle and index finger 8) Gently scoop a spoon full of beans 9) steadily hold the filled spoon for a few seconds waiting for beans to settle 10) Slowly move the spoon to the empty bowl working from right to left 11) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 12) Pause, make eye contac t with the child 3) Continue from step 8 again to step 11 until the full bowl is empty 14) Pause so the child understands all the beans are now in the empty bowl 15) Without moving the bowls gently scoop a spoon full of beans 16) Steadily hold the filled spoon for a few seconds waiting for beans to settle 17) Slowly move the spoon to the empty bowl now working from left to right 18) Gently tilt the spoon so the beans easily fall out of the spoon into the bowl 19) Pick up between finger and thumb every dropped bean and return to unspoiled bowl 20) Gently continue until the original bowl is filled with the beans again 21) Make sure no spilt beans on the tray or left in the bowl 22) passing game the child a turn 23) Watch and wait patiently with arms uncontaminatingly on your bat 24) When the child is done from the full bowl to the empty 25) Then again from left to right 26) Encourage the child to pack the tray the same way it was found 27) Show the child how to take it back to the shelf 28) Allow the child to go back with you 9) And see where and how you placing the tray back again 30) Give the child authorization to use whenever he likes. Direct Aim from one bowl to another how to hold a spoon Indirect Aim concentration, pencil grip, strengthen wrist Control of errorthe noise of dropping beans on the tray Age of interest2, 3 and 4 years Final social skillsHelps child eat independently Points of interestwhen the bowl gets on the whole empty Looking after the environmentTable Scrubbing Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest Care of themselvesBlowing Nose with tissues Material. Presentation. Direct Aim Indirect AimControl of error Age of interest Language Points of interest Social intercourse-How to walk without stepping on anther childs work Material. Presentation. Direct Aim Indirect Aim Control of error Age of interest Language Points of interest a) What is the benefit to the child of t he secretiveness Game? (500 words) b) When would you expect the child to be able to play the Silence Game? Include 5 points an expand on each one. Lesson 14 1. What is meant by the Periods of Sensitivity? describe and discuss the main Sensitive Periods(800 words) the sensitive period for co-ordinated movement the child is sensitive to movement/ activity and work through out life eak 1 to 2 years of age to enable the child to explore his own environment and perfect himself and his personality through work with his hands. The childs life force, the horme, drives this need to develop co-ordinated movement, which is vital to thechilds life. Without movement the spirit dies and thechild has no intelligence. The sensitive period focuses the childs whole attention on leaning to walk and dvelope his balance using his hands and then to unite these functions so he can work. Movement being physical movement eg moving hands , feet, body as well as movement of the mind eg his eyes move and tak e in all thats around him making the mind move. child takes +_ a year before his mobile because so much has to happen in a childs mind before he is able to rackle life at a prompt pace. we therefore realize that much movement is in the mind, where the hands, mouth and eyes work as instruments of the mind for walking to take place. Nabeelas pink file 2. What happens if we starve children of the right environment for these Sensitive Periods? (100-150 words) 3. What is the Absorbent sound judgment? Include in your answer when and how the childs mind becomes fully conscious. (500 words) 4. keep open out in full the 3 period lesson that you would give your child to teach the color names red and patrician.You would f course have made sure the child is able to recognize the colors by easily pairing the color tablets first. 5. List, in your own words at to the lowest degree 5 characteristics of the centripetal Didactic materials. SECTION 4 Lesson 15 1. Choose two pieces of centripeta l material and describe in your own words how to present them. In your answer include the materials to be used, direct and indirect aims, control of error and age of interest. The entry should be in sequence and consist of at least 12 actions. 2. Make a list of 12 words you could use for each of the presentations you did in question 1? 3. a) Why should the child be free to repeat the materials again and again? 500 words) c) What is the difference between adult time and child time and why do you think nature has made it like this? (500 words) Lesson 16 1. a) What is the small child interested in from the sounds around him (150 words) B) is there a sensitive period for language and how does it show itself? Discuss each one from birth to six years of age (800 words) c) Who is a well-known researcher on language? Explain how Maria Montessori, through her observation and insight set the stage for researchers work. (200 words) d) How does the sensorial material help language acquisition? Pg 43 manual for assistance. (500 to 800 words) 2. a) Why is movement important for reading ability? (200 words) b) What are the skills that have to be integrated to be able to read?List all 5 skills and give a brief description of each one. c) How can a mother give her child reading encouragement? (20 points) d) How can a Montessori teacher see that a child has help applicable to the time before beginning to read? Include at least 10 points. e) Draw the four basic symbols for writing. f) What is meant by the explosion in writing? include in your answer all the aids. List some activities in the practical life and sensorial areas that assist the child as well. (700 words) g) Describe the presentation of the sandpaper letters. Include the 3 period lessons. h) Describe the metal insets and write out the full presentation of the metal insets.Remember to include all the headings as per the manual. i) Describe the first presentation you would do with the movable alphabet? (120 words) j) How many different activities can you think of that the child might jollify doing with the movable alphabet? Include at least 10 activities. k) When would you know the child would rather write by himself? (120 words) l) In what way would the child still use the movable alphabet? List 5 activities. SECTION 5 Lesson 17 1. Make a list of the main types of materials or activities which will help to develop the childs language ability. List at least 10 points and explain each one, including practical life and sensorial activities. 2.Make a list of all the activities that the child with the ability to build up words phonetically. List at least 10 activities and explain each one. 3. Make a set of reading card wake something new for this day and age. Refer to diagram in handbook for correct size. Use white card and write the names with a black fine line pen. Remember to write in lower case letters as per example. Your writing must be neat and consistent as possible. The materials you su bmit should be of a high standard, as if they were made for the classroom. Correct typeface used for all material. Words must always be centered on the card. a b c d e f g h I j k l m n o p q r s t u v w x y z 4.Why is the grammar more enjoyed at this early stage than later? (200 words) 5. Make a set (6) of pink (3 letter phonetic words). Each set must consist of 6 cards with a picture and 6 cards with the corresponding word. Use pale pink and pale bluish cardboard, 6cm x 6cm each. 6. Choose a short paragraph from a book that you admire. Write it out and draw in color the grammar symbols above each word. If you find this too difficult, make up a series of sentences for yourself. 7. Geography Make the land and water forms with their names. Example and size in hand book. For the land use either brown paper, green or brown cardboard. For the sea use blue cardboard. 8.Make a land and water form definition booklet for ne form at least. Refer to manual. Page 34 9. Write out the general way of developing one particular detail in one subject by classified reading, e. g. Details of a bird. Pictures should be identical, on white cardboard and one part picked out in red each time with matching name and a definition booklet. Make the material and write out in detail how to present it. E. g. in handbook. 10. Write an account of the work of the two sides of the brain. (500 to 600 words) 11. How would you prepare the environment for the children to learn a second language? (500 to 700 words)- use some of your own ideas. SECTION 6Lesson 18 1. Make a maths chart for yourself, showing clearly the main materials for each major step in the earl arithmetic. The chart should start with the number rods, through and including the birds eye view of the decimimal system. Your answers should be in sequence. The chart should be the size that complies with the regular postage size for easy mailing. It may consist of more than one page. 2. Choose two of the following and describe how th ey are presented Number rods Spindles Counters and cards Teen boards Include headings as per presentation in manual and include in your answer two exercises that come before and after this presentation. 3.What are the main characteristics of the mathematical materials as exposit on pages 5 to 8 inclusive. (800 words) 4. Describe the presentation, using the golden beads , of one of the following operations Subtraction Multiplication Division Include headings as per presentation in manual and include in your answer 2 exercises that come before and after this presentation. 5. Describe in detail all the exercises you have been introduced so far to teach addition, state how each leads the child towards abstraction. Describe at least 5 exercises in sequence. 6. List some extra exercises one could use not using Montessori materials, to help gain an understanding of number and the various operations involved in the study of mathematics.List at least 10 activities. 7. And if we look now at sensorial apparatus which is able to evoke such deep concentration, there is no doubt that this apparatus may be regarded not only as a help to exploring the environment, but also to the development of the mathematical mind. 9the absorbent mind. Chap 7) Discuss referring to unit 6, specially pages 5-9 inclusive and mathematics which can be found in your own environment. (500 words) SECTION 7 Lesson 19FURTHER EXERCISES IN ADDITION 1. Describe the dot game. Give an example and say how it may be used. (refer to manual) 2. Describe the presentation of the addition strip board. (refer to manual) 3.How the control of error is used in the addition charts? Incl all 5 chart. Lesson 20FURTHER EXERCISES IN SUBTRACTION 1. What are the main characteristics of the synthesis strip board? ( list at least 6 characteristics) 2. Describe in detail the methods of a) decomposition b) complementary addition used in teaching subtraction what are the essential differences between the 2 methods? (page 16 of manual) lesson 21FURTHER EXERCISES IN times 1. Describe how you would teach children to cypher by 10 and 100 ( page 16 manual) 2. Explain the use f the working charts in the teaching of tables. As per exercise 1, 2 and 3 of manual. Page 19.Lesson 22FURTHER EXERCISES IN DIVISION 1. Describe how you would use the stamp game in teaching long division. ( page 20 manual) Lesson 23THE SMALL BEAD mannikin 1. Make an outline sketch of and list the main characteristics of the small bead frame. Do this question on your own. List at least 10 points. Lesson 24FACTORS PRIME NUMBERS 1. Prepare a list of the superlative numbers found between numbers 1 to 100. ( do this question on your own) Lesson 25LINEAR LIQUID measuring 1. Devise further problems to enable children to use and apply measurement or prepare a working list of examples, to use with children, to enable them to further their knowledge of capacity.Lesson 26THE LARGE BEAD FRAME 1. Write a brief outline of how you would use th e large bead frame to help children count up to 1, 000,000 (one million) (pg35) Lesson27LONG MULTIPLICATION WITH BANK GAME 1. Describe the sets of number cards used in teaching long multiplication. (pg 38) Lesson 28FRACTIONS 1. How would you introduce written symbols in the teaching of fractions give e. g. ( pg 41) 2. Devise a list of examples to be used to prepare children to understand the concept of equivalence of fractions. List at least 5 e. g. 3. Describe I detail the stages of preparing children to understand the division of fractions using the divided skittles. (pg 43) use own e. g. nd feel free to use sketches Lesson 29GEOMETRY 1. a) List the metal insets used to introduce geometry. (pg 45 manual) b) Show how they are used to enable children to understand equivalent, identical and similar figures. (pg46) Lesson 30MONEY 1. List the stages, materials and method you could use to teach children to use your own currency. 500 to 700 words. incl diagrams and activities. SECTION 8 Lesson 31 1. What are the fine arts? (200 words) 2. What fine work of literature would you enjoy reading to small children? (150 words) incl your own e. g. 3. How do you help the children to know and enjoy great work of art? ( 250 words) incl your own ideas 4.Choose a poem for the children to recite and act, and give the reason for your selection. In your answer your selection must be applicable to the age group of 3 to 6 years. 5. What are Montessoris beliefs on fantasy for children up to the age of 6? You will find your answer in your text books. Lesson 32 1. How does a Montessori child obtain good manual dexterity and understanding for drawing? (500 words) incl in your answer practical and sensorial exercises. 2. Give an example of an activity you would use to help the childs power of observation. (250 words) use your own e. g. 3. Describe a group handicraft activity using the materials of your choice. Incl materials, presentation, aims and an e. g.Bare in mind that your choice should allow the children to participate withut restrictions and with independence. Lesson 33 1. What is the 1st experience of rhythmic beat for the tiny baby? (30 to 50 words) 2. Which Montessori activity would help a child with Dyslexia, and why? (300 words) incl a brief description of Dyslexia. 3. Try to walk on a line carrying a pile of books. Walk carefully toe to heel and move rhythmically, if possible to music. Write a few lines about this experience. (100 words) 4. How does rhythm help a child who has great bother in spelling? (250 words) Lesson 34 1. Why did Dr. Montessori talk about Cosmic Education? (1000 words) 2.How would you help the children to adapt to the environment of their own day? (500 words) include the four planes of development(Physical,spiritual,social and emotional) Lesson 35 1. On a scale of 1cm. to a year, make a time-line of your own life. Include some interesting points and highlights and visuals, if possible. Lesson 36 1. Give an idea of the materials for teaching your own religion or for the teaching of comparative religions. List at least 10 activities and explain each one with a short paragraph on the background of your religion. Lesson 37 1. What are the characteristics of a Montessori class? List 20 characteristics with an explanation for each one. 2.What is the teachers relationship to the children in her class? (500 words) 3. How would you help the children towards becoming independent? (800 to 1000 words). Include all the areas of the Montessori classroom that you would like to prepare. 4. Describe the interior decoration of a Montessori Include in your answer the outdoor and indoor, with an indoor floor plan. 5. What would be your main activities with the children during their first days at school? (250 words) Environment freedom, structure and order. reality and nature beauty and atmosphere, Montessori materials, development of conjunction life Materials and exercises *The difficulty or the error that should be discov ered by the child and an nderstanding should be stray in every individual piece of material. The isolation makes the task easier for the child making it easy for him to figure the problem more readily. All Ebola rated one at a time not all at once. E. g. Variation in sizeColourNoise Design *the materials progress from simple to more complex design and usage. E. g. numerical rods st length 2nd numbers and length helping to understand simple addition and subtraction 3rd introduces writing numerical problems *the materials are designed to prepare the child indirectly for future learning. E. g. the indirect preparation for writing. boss on materials to co ordinate thumb and motor actionUse of metal insets to guide movements with the ability to use a pencil Using fingers to trace of sandpaper letters helps develop a muscle memory of chemical formula to form letters. *the materials are concrete expressions of an idea and become more abstract. Helps the child grasp the abstract substa nce of the concrete material leaving the child independent without concrete evidence allowing for natural development. A impregnable wooden triangle is a good e. g. st a solid wooden triangle is sensor ally explored. Then the separate base and sides are explored. Then dimensions are discovered. *control of error and auto education allows for the materials to be self correcting where a child can independently realize error without the help of an adult which allows the child to be in control. Teachers