Quantitative Business Analysis Help
To support your work, use scholarly sources and outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to create a 10–15-question survey that measures customers’ preferences for the company’s cereal product.
In the present business environment, the best decisions are the ones that are informed decisions. Such decisions are based on collecting and analyzing good data. In order to properly measure, for example, the customers’ preferences regarding a product, it is important for a survey to ask the correct questions and in the correct manner.
Now what type of questions you will use to measure the preference is the crux of the assignment. Think about all the questions you need to ask when you are trying to determine customer-buying decisions about a product (taste, price, other products, etc.). Additionally you need to answer the following questions:
· How many scale items will you put in the survey? Justify your answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify your answer.
· What data type will be used in the survey? Justify your answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions, assuming that you sell cars. You are attempting to measure how customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if designed and implemented properly.
It is important that a survey provide valuable results. Make sure you create three survey questions (with justification) each for simple category scales, multiple-choice single-response scales, multiple-choice multiple-response scales and Likert scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
great educational philosophers, we better prepare ourselves to contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern education
You will know you have successfully completed this week when:
• You can discuss how environment affec ...
Running head: GROUND WATER SUSTAINABILITY 1
GROUND WATER SUSTAINABILITY 3
Oscar Hernandez
October 18, 2015
Assignment: SCIE211 Phase 1 Lab Report
Title: Human Impacts on the Sustainability of Groundwater
Purpose
To investigate the effect of human activities on groundwater sustainability
Introduction
According to Environmental and Water Resources Institute (2001), Ground water is the portion of the water cycle system flowing within the voids beneath the surface of the earth. Increase in human activities over the past years has reduced ground water recharge zones, thus, threatens the sustainability of the ground water Mays (012). This paper reports on the impacts of some of human activities on ground water quality and quantity.
Hypothesis
Human activities contribute to decline in both quality and quantity of ground water
Methods
The data were collected by clicking on each of the three time intervals i.e. 1980s, 1990s and 2000s and the influence of each of the five factors affecting the quality and quantity of the ground water recorded as in tabular format.
Results
Time Period
Impact to Forest
Groundwater Levels
Saltwater Intrusion
Farming
Industrial development
Population
1800s
Large forests
Lots of ground water
No salt water intrusion
Small farms
No cities
Limited housing
1900s
Decreased by 50%
Decreased by 50%
Ocean moved into ground water
Farms are larger, but they are fewer
Exceptional growth of cities and industrial development
Substantial increase in housing
2000s
Decreased by 90%
Decreased by 90%
Greater movement of ocean into ground water
Same number of farms but size decreased by 20%
Industrial development decreased by 10-15%
housing development decreased by 10-15%
Discussion
Between 1800- 1900, there was a decline in ground water level as a result of rising human activities and deforestation. Although there was a decrease in other human activities, further decline in area under forests was responsible for the further fall of ground water level between the period of 1900- 2000.These lab results confirm the experimental hypothesis that human activities i.e. agriculture, industrialization, settlement and deforestation threatens ground water sustainability.
References
Environmental and Water Resources Institute (U.S.). (2001). Standard guidelines for artificial recharge
of ground water. Reston, Va: American Society of Civil Engineers.
Mays, L. W., & John Wiley & Sons. (2012). Ground and surface water hydrology. Hoboken: John Wiley
& Sons, Inc.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
grea.
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
Chapter 4: Pioneers of Modern Teaching.pptVATHVARY
Comenius: The Search for a New Metho ;
Rousseau: Educating the Natural Person;
Pestalozzi: Educator of the
Senses and Emotions; Herbart: Systematizing Teaching; Froebel: The Kindergarten Movement; Spencer: Social Darwinist and Utilitarian
Educator; Dewey: Learning Through Experience; Addams: Socialized Education; Montessori: The Prepared Environment; Piaget: Developmental Growth; Freire: Liberation Pedagogy
The document provides an overview of influential figures in the history of early childhood education. It discusses the contributions of thinkers like John Amos Comenius, John Locke, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. It also outlines important events that shaped the field, such as the impact of Sputnik and the rise of the interactional view of development in the 1960s. The document aims to give context to the study of child development by exploring how views and approaches have changed over time.
This document provides an overview of a special issue of the magazine Professional Development Today focused on exploring the work and legacy of Reuven Feuerstein. The issue includes contributions from experts around the world on how Feuerstein's theories have benefited children, teachers, and families. The introduction provides background on Feuerstein's pioneering work challenging the notion of fixed intelligence and showing how children's learning potential could be improved. It describes Feuerstein's assessments and interventions with children deemed "uneducable." The issue aims to sustain interest in Feuerstein's ideas and their application to support children.
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
Running head: GROUND WATER SUSTAINABILITY 1
GROUND WATER SUSTAINABILITY 3
Oscar Hernandez
October 18, 2015
Assignment: SCIE211 Phase 1 Lab Report
Title: Human Impacts on the Sustainability of Groundwater
Purpose
To investigate the effect of human activities on groundwater sustainability
Introduction
According to Environmental and Water Resources Institute (2001), Ground water is the portion of the water cycle system flowing within the voids beneath the surface of the earth. Increase in human activities over the past years has reduced ground water recharge zones, thus, threatens the sustainability of the ground water Mays (012). This paper reports on the impacts of some of human activities on ground water quality and quantity.
Hypothesis
Human activities contribute to decline in both quality and quantity of ground water
Methods
The data were collected by clicking on each of the three time intervals i.e. 1980s, 1990s and 2000s and the influence of each of the five factors affecting the quality and quantity of the ground water recorded as in tabular format.
Results
Time Period
Impact to Forest
Groundwater Levels
Saltwater Intrusion
Farming
Industrial development
Population
1800s
Large forests
Lots of ground water
No salt water intrusion
Small farms
No cities
Limited housing
1900s
Decreased by 50%
Decreased by 50%
Ocean moved into ground water
Farms are larger, but they are fewer
Exceptional growth of cities and industrial development
Substantial increase in housing
2000s
Decreased by 90%
Decreased by 90%
Greater movement of ocean into ground water
Same number of farms but size decreased by 20%
Industrial development decreased by 10-15%
housing development decreased by 10-15%
Discussion
Between 1800- 1900, there was a decline in ground water level as a result of rising human activities and deforestation. Although there was a decrease in other human activities, further decline in area under forests was responsible for the further fall of ground water level between the period of 1900- 2000.These lab results confirm the experimental hypothesis that human activities i.e. agriculture, industrialization, settlement and deforestation threatens ground water sustainability.
References
Environmental and Water Resources Institute (U.S.). (2001). Standard guidelines for artificial recharge
of ground water. Reston, Va: American Society of Civil Engineers.
Mays, L. W., & John Wiley & Sons. (2012). Ground and surface water hydrology. Hoboken: John Wiley
& Sons, Inc.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
grea.
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
Chapter 4: Pioneers of Modern Teaching.pptVATHVARY
Comenius: The Search for a New Metho ;
Rousseau: Educating the Natural Person;
Pestalozzi: Educator of the
Senses and Emotions; Herbart: Systematizing Teaching; Froebel: The Kindergarten Movement; Spencer: Social Darwinist and Utilitarian
Educator; Dewey: Learning Through Experience; Addams: Socialized Education; Montessori: The Prepared Environment; Piaget: Developmental Growth; Freire: Liberation Pedagogy
The document provides an overview of influential figures in the history of early childhood education. It discusses the contributions of thinkers like John Amos Comenius, John Locke, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. It also outlines important events that shaped the field, such as the impact of Sputnik and the rise of the interactional view of development in the 1960s. The document aims to give context to the study of child development by exploring how views and approaches have changed over time.
This document provides an overview of a special issue of the magazine Professional Development Today focused on exploring the work and legacy of Reuven Feuerstein. The issue includes contributions from experts around the world on how Feuerstein's theories have benefited children, teachers, and families. The introduction provides background on Feuerstein's pioneering work challenging the notion of fixed intelligence and showing how children's learning potential could be improved. It describes Feuerstein's assessments and interventions with children deemed "uneducable." The issue aims to sustain interest in Feuerstein's ideas and their application to support children.
Martin Luther advocated universal education and literacy for all children. Pestalozzi believed in a child-centered approach focusing on intellectual, emotional, and physical development. Froebel opened the first kindergarten and emphasized learning through play and self-activity. Montessori placed the child at the center of learning and believed in a prepared environment. Piaget's theory was that children learn through hands-on experiences and problem solving. Dewey advocated for an integrated, learner-centered curriculum that prepares children for life.
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on the aims, curriculum, teaching methods, and role of the student. For example, Perennialism focuses on teaching ideas that are everlasting and transmitting cultural literacy through great works, while Progressivism believes education should focus on the whole child and active experimentation through experience. The document also includes a comparison chart that contrasts attributes of traditional and contemporary educational philosophies.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
This document summarizes Elliot Eisner's argument that the primary mission of education should be to prepare students to be artists. Eisner defines artistry broadly as creating work that is well-proportioned, skillfully executed, and imaginative in any domain. He argues that the forms of thinking fostered by the arts, such as composing qualitative relationships and making judgments in the absence of rules, are important cognitive skills for all areas of life. Currently, education overemphasizes standardization, measurement, and an industrial model of schooling at the expense of cultivating students' imagination and ability to think artistically. Eisner advocates reframing education around developing students' artistry through activities that refine their
Francis Bacon influenced the rise of the new science and its separation from the humanities through identifying "idols" or biases that distort human understanding. Jean-Jacques Rousseau argued that education should follow the natural development of the child away from society's corrupting influences. Johann Friedrich Herbart developed an educational theory based on the psychology of learning, proposing that education should aim to form children's character through a five-step method. Lev Vygotsky introduced the concept of the "zone of proximal development" to describe the difference between what a child can do independently and what they can do with guidance and collaboration.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
the LESSON 4. in foundation of educationDonnaBergado
John Amos Comenius was a 17th century education reformer known as the Father of Modern Education. He advocated for universal education for all children and proposed reforms such as making learning rapid, pleasant and thorough. Jean Jacques Rousseau believed education should follow natural laws and the child's nature, with freedom and minimal structure. Johann Heinrich Pestalozzi believed education should develop the head, heart and hands through child-centered learning. Johann Friedrich Herbart contributed to establishing psychology and pedagogy as academic disciplines and viewed character building as the goal of education over knowledge alone.
Paulo Freire was a Brazilian educator and philosopher who advocated for critical pedagogy. He criticized the "banking" model of education, where teachers deposit information into passive students. Instead, he promoted problem-posing education through dialogue, where students and teachers learn from each other. Freire believed that education should empower the oppressed and teach critical thinking in order to promote social change. His work Pedagogy of the Oppressed explores these ideas and has strongly influenced progressive education.
The document summarizes the educational philosophies of several prominent philosophers, including Pestalozzi, Froebel, Herbart, Spencer, Dewey, and Rousseau. It discusses their views on key aspects of education such as the aims and methods of teaching, curriculum, and the role of the child and society. The philosophers advocated for education approaches focused on natural growth, play, experience, character development, and preparing students for life as members of a democratic society.
Johann Heinrich Pestalozzi was an 18th century Swiss educator considered the father of modern education. He believed education should be centered on the child through hands-on, practical learning experiences. Pestalozzi opened an influential school in Switzerland that emphasized observation, experience, and socialization. His child-centered methods influenced many later educational philosophers and prioritized developing the whole child.
This document discusses six philosophies of education:
- Pragmatism emphasizes learning through experience and interaction with the environment.
- Progressivism sees learners as active agents who learn through authentic experiences.
- Social Darwinism holds that education should prepare students for the competitive world through a process of natural selection.
- Social Reconstructionism asserts that schools should critique and transform society to match technological progress.
- Critical pedagogy believes education should empower the oppressed and promote social change through problem-posing dialogue.
- Freire's philosophy rejects the "banking model" where teachers deposit knowledge, and instead promotes collaborative inquiry.
Ba PT final theories of learning and schemas MariaElsam
This document discusses theories of learning and their application in primary education classrooms. It introduces three classic learning theories: behaviorism, constructivism, and social constructivism. For each theory, it provides an overview of the associated theorists and their views of knowledge, learning, and motivation. It also discusses evidence of each theory in 21st century classrooms and provides case studies of how the theories can be applied. The document aims to help educators reflect on learning theories and consider how to incorporate them into their teaching practice.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Historical development of education and historical development ofEmilyAsanzaMaldonado
The document provides an overview of the historical development of education and pedagogy from ancient times to the present. It discusses early education systems in Egypt and China that taught religion and traditions. It then outlines the evolution of education in Greece, Rome, and the Middle Ages with the emergence of universities. Major figures that influenced pedagogy are also mentioned such as Rousseau, Pestalozzi, Herbart, Dewey, Montessori, Freire, Piaget, and Vygotsky. The document emphasizes that modern pedagogy views the teacher as a guide and focuses on learning through discovery and problem-solving rather than memorization.
APA, The assignment require a contemporary approach addressing Race,.docxamrit47
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docxamrit47
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
More Related Content
Similar to Quantitative Business Analysis HelpTo support your work, use s.docx
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on the aims, curriculum, teaching methods, and role of the student. For example, Perennialism focuses on teaching ideas that are everlasting and transmitting cultural literacy through great works, while Progressivism believes education should focus on the whole child and active experimentation through experience. The document also includes a comparison chart that contrasts attributes of traditional and contemporary educational philosophies.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
This document summarizes Elliot Eisner's argument that the primary mission of education should be to prepare students to be artists. Eisner defines artistry broadly as creating work that is well-proportioned, skillfully executed, and imaginative in any domain. He argues that the forms of thinking fostered by the arts, such as composing qualitative relationships and making judgments in the absence of rules, are important cognitive skills for all areas of life. Currently, education overemphasizes standardization, measurement, and an industrial model of schooling at the expense of cultivating students' imagination and ability to think artistically. Eisner advocates reframing education around developing students' artistry through activities that refine their
Francis Bacon influenced the rise of the new science and its separation from the humanities through identifying "idols" or biases that distort human understanding. Jean-Jacques Rousseau argued that education should follow the natural development of the child away from society's corrupting influences. Johann Friedrich Herbart developed an educational theory based on the psychology of learning, proposing that education should aim to form children's character through a five-step method. Lev Vygotsky introduced the concept of the "zone of proximal development" to describe the difference between what a child can do independently and what they can do with guidance and collaboration.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
the LESSON 4. in foundation of educationDonnaBergado
John Amos Comenius was a 17th century education reformer known as the Father of Modern Education. He advocated for universal education for all children and proposed reforms such as making learning rapid, pleasant and thorough. Jean Jacques Rousseau believed education should follow natural laws and the child's nature, with freedom and minimal structure. Johann Heinrich Pestalozzi believed education should develop the head, heart and hands through child-centered learning. Johann Friedrich Herbart contributed to establishing psychology and pedagogy as academic disciplines and viewed character building as the goal of education over knowledge alone.
Paulo Freire was a Brazilian educator and philosopher who advocated for critical pedagogy. He criticized the "banking" model of education, where teachers deposit information into passive students. Instead, he promoted problem-posing education through dialogue, where students and teachers learn from each other. Freire believed that education should empower the oppressed and teach critical thinking in order to promote social change. His work Pedagogy of the Oppressed explores these ideas and has strongly influenced progressive education.
The document summarizes the educational philosophies of several prominent philosophers, including Pestalozzi, Froebel, Herbart, Spencer, Dewey, and Rousseau. It discusses their views on key aspects of education such as the aims and methods of teaching, curriculum, and the role of the child and society. The philosophers advocated for education approaches focused on natural growth, play, experience, character development, and preparing students for life as members of a democratic society.
Johann Heinrich Pestalozzi was an 18th century Swiss educator considered the father of modern education. He believed education should be centered on the child through hands-on, practical learning experiences. Pestalozzi opened an influential school in Switzerland that emphasized observation, experience, and socialization. His child-centered methods influenced many later educational philosophers and prioritized developing the whole child.
This document discusses six philosophies of education:
- Pragmatism emphasizes learning through experience and interaction with the environment.
- Progressivism sees learners as active agents who learn through authentic experiences.
- Social Darwinism holds that education should prepare students for the competitive world through a process of natural selection.
- Social Reconstructionism asserts that schools should critique and transform society to match technological progress.
- Critical pedagogy believes education should empower the oppressed and promote social change through problem-posing dialogue.
- Freire's philosophy rejects the "banking model" where teachers deposit knowledge, and instead promotes collaborative inquiry.
Ba PT final theories of learning and schemas MariaElsam
This document discusses theories of learning and their application in primary education classrooms. It introduces three classic learning theories: behaviorism, constructivism, and social constructivism. For each theory, it provides an overview of the associated theorists and their views of knowledge, learning, and motivation. It also discusses evidence of each theory in 21st century classrooms and provides case studies of how the theories can be applied. The document aims to help educators reflect on learning theories and consider how to incorporate them into their teaching practice.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Historical development of education and historical development ofEmilyAsanzaMaldonado
The document provides an overview of the historical development of education and pedagogy from ancient times to the present. It discusses early education systems in Egypt and China that taught religion and traditions. It then outlines the evolution of education in Greece, Rome, and the Middle Ages with the emergence of universities. Major figures that influenced pedagogy are also mentioned such as Rousseau, Pestalozzi, Herbart, Dewey, Montessori, Freire, Piaget, and Vygotsky. The document emphasizes that modern pedagogy views the teacher as a guide and focuses on learning through discovery and problem-solving rather than memorization.
Similar to Quantitative Business Analysis HelpTo support your work, use s.docx (20)
APA, The assignment require a contemporary approach addressing Race,.docxamrit47
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docxamrit47
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
Apa format1-2 paragraphsreferences It is often said th.docxamrit47
Apa format
1-2 paragraphs
references
It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
When effective leaders leave an organization to move on to another organization, they often take at least one or two employees. Employees who respect a leader and have generated a relationship and bond want to work under that leader. One indicator of effective leaders is communication skills in which a leader is attuned to the needs of each employee.
REAL-LIFE APPLICATION: Discuss a leader with whom you are familiar and who has the loyalty of his or her direct reports. Alternatively, you might interview a friend or family member about their experiences or you may research a well-known leader. Address the following in your response.
Evaluate how this leader earns respect and loyalty from his or her employees.
If you were in a leadership position, what methods would you implement to inspire, motivate, and empower your employees?
Support your discussion with at least one scholarly article and, if relevant, credible media reports, and cite each source using APA style.
.
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docxamrit47
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA format httpsapastyle.apa.orghttpsowl.purd.docxamrit47
APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Min number of pages are 30 pages
Must have
Contents with page numbers
Abstract
Introduction
The problem
Are there any sub-problems?
Is there any issue need to be present in relation to the problem?
The solutions
Steps of the solutions
Compare the solution to other solution
Any suggestion to improve the solution
Conclusion
References
Research Paper topic:
Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
The Computer Security Objects Register (CSOR) specifies names that uniquely identify CSOs. These unique names are used to reference these objects in abstract specifications and during the negotiation of security services for a transaction or application.
The studies must look at different algorithms used CSOR and the benefits of using CSOR
.
APA format2-3 pages, double-spaced1. Choose a speech to review. .docxamrit47
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA Formatting AssignmentUse the information below to create.docxamrit47
APA Formatting Assignment
Use the information below to create a reference list using proper APA formatting
1)
Authors: Christina Jane Jones, Helen Smith and Carrie Llewellyn
Title: Evaluating the effectiveness of health belief model interventions in improving adherence: a
systematic review
Publication Year: 2014
Journal: Health Psychology Review, Vol. 8, No. 3, 253_269
DOI: 10.1080/17437199.2013.802623
2)
Authors: Mohammad Bagherniya, Ali Taghipour, Manoj Sharma, Amirhossein Sahebkar, Isobel R.
Contento, Seyed Ali Keshavarz, Firoozeh Mostafavi Darani and Mohammad Safarian
Title: Obesity intervention programs among adolescents using social cognitive theory: a systematic
literature review
Publication Year: 2018
Journal: Health Education Research, Vol. 33, No. 1, 26_39
3)
Authors: Christine Y. K. Lau, Kris Y. W. Lok, Marie Tarrant
Title: Breastfeeding Duration and the Theory of Planned Behavior and Breastfeeding Self-Efficacy
Framework: A Systematic Review of Observational Studies
Publication Year: 2018
Journal: Maternal and Child Health Journal, Vol. 22, 327_342
DOI: 10.1007/s10995-018-2453-x
4)
Authors: Amy E. Bodde, Dong-Chul Seo
Title: A review of social and environmental barriers to physical activity for adults with intellectual
disabilities
Publication Year: 2009
Journal: Disability and Health Journal, Vol. 2, 57_66
5)
Authors: Linda Irvine, Ambrose J. Melson, Brian Williams, Falko F. Sniehotta, Gerry Humphris, Iain K.
Crombie
Title: Design and development of a complex narrative intervention delivered by text messages to reduce
binge drinking among socially disadvantaged men
Publication Year: 2018
Journal: Pilot and Feasibility Studies, Vol. 4, No.105, 1_11
.
APA style300 words10 maximum plagiarism Mrs. Smith was.docxamrit47
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docxamrit47
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docxamrit47
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
Appearance When I watched the video of myself, I felt that my b.docxamrit47
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docxamrit47
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docxamrit47
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docxamrit47
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docxamrit47
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docxamrit47
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docxamrit47
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docxamrit47
This document outlines the three main sections required for an APA format summary of a research article that is 2 pages in length: 1) A summary of the article, 2) An explanation of how the article relates to psychology and human behavior, specifically discussing the meaning and implications of the results, 3) A reaction to the article providing thoughts on whether the results were interesting, surprising, or common sense.
APA Style with minimum of 450 words, with annotations, quotation.docxamrit47
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docxamrit47
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Quantitative Business Analysis HelpTo support your work, use s.docx
1. Quantitative Business Analysis Help
To support your work, use scholarly sources and outside
sources. As in all assignments, cite your sources in your work
and provide references for the citations in APA format.
Part 1 Measuring Responses
In Part I, a company’s cereal is not selling well. You have to
create a 10–15-question survey that measures customers’
preferences for the company’s cereal product.
In the present business environment, the best decisions are the
ones that are informed decisions. Such decisions are based on
collecting and analyzing good data. In order to properly
measure, for example, the customers’ preferences regarding a
product, it is important for a survey to ask the correct questions
and in the correct manner.
Now what type of questions you will use to measure the
preference is the crux of the assignment. Think about all the
questions you need to ask when you are trying to determine
customer-buying decisions about a product (taste, price, other
products, etc.). Additionally you need to answer the following
questions:
· How many scale items will you put in the survey? Justify your
answer.
· Will you use multiple-choice questions? Why or why not?
· How many scale items will you use in the survey?
· Why did you select that number of scale items?
· How many scale points will you use in the survey? Justify
your answer.
· What data type will be used in the survey? Justify your
2. answer.
Part 2 Obtaining Results from a Survey
In Part II, you have to create a set of survey questions,
assuming that you sell cars. You are attempting to measure how
customers perceive the quality of the cars that you sell.
Surveys are a good tool for collecting valuable information, if
designed and implemented properly.
It is important that a survey provide valuable results. Make sure
you create three survey questions (with justification) each for
simple category scales, multiple-choice single-response
scales, multiple-choice multiple-response scales and Likert
scale summated ratings.
It is important that a survey provide valuable results.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality
educational environments and
3. practices for young children. European thought and practice,
adapted to the unique
circumstances and culture of American society, has greatly
influenced today’s early
childhood programs. By learning about the theories and
practices of some of the
great educational philosophers, we better prepare ourselves to
contribute to and
advance early childhood education.
Objectives
By completing this week, you should be able to:
• Recognize how environment affects learning
• Identify the major contributions of the targeted philosophers
• Analyze the impact of the targeted philosophers on modern
education
You will know you have successfully completed this week
when:
• You can discuss how environment affects learning
• You can describe the major contributions of the targeted
philosophers
• You can assess the impact of the targeted philosophers on
5. questions as we take a closer look at the educational
philosophies of Johann
Pestalozzi (1747–1827), Friedrich Froebel (1782–1852), John
Dewey (1859–1952),
and Maria Montessori (1870–1952).
As you read this week, keep the following issues in mind:
• Issue #1: How does the educational environment impact
learning?
• Issue #2: What were the major contributions of Johann
Pestalozzi,
Friedrich Froebel, John Dewey, and Maria Montessori to the
philosophy of
and practice of early education?
• Issue #3: What impact has each of the aforementioned
philosophers had
on modern education?
EDUC 1002: Pioneers and Philosophies of Education
Johann Pestalozzi (Nachforschungen, 1797)
Johann Pestalozzi:
Educating the Mind, Body, and Soul
6. “Education is not the work of a certain course of exercises . . .
but of a continual and
benevolent superintendence.” --Johann Pestalozzi
1747 - Born
1781 – Published best-selling educational novel, Leonard and
Gertrude
1801 - Outlined educational philosophy in How Gertrude
Teaches Her Children
1804 - Became director of Yverdon Institute for student and
teacher training
1827 – Died
Brief Bio
Johann Pestalozzi was born during the Age of Enlightenment
into a middle-class
Swiss family in 1747. The death of his father in 1751 left the
family in straightened
circumstances and contributed to Pestalozzi’s overprotected and
sheltered
upbringing. During his college years, however, Pestalozzi broke
out of his shell and
became a member of the Helvetic Society. This group sought to
promote Swiss
identity, improve education, and reform the government.
In addition to the Helvetic Society, Pestalozzi was heavily
influenced by the
8. close it down in 1779,
five years after he opened it. He then turned to writing to earn a
living and to
disseminate his educational ideas. In 1781 he published Leonard
and Gertrude. The
novel, which demonstrated the benefits of a natural education,
became an instant
hit. During the next two decades, Pestalozzi continued to write,
publishing another
educational tome, How Gertrude Teaches Her Children, as well
as newspaper articles,
essays, and children’s books.
Thanks to his writing, Pestalozzi became a recognized
educational authority and
was appointed head of an orphanage in Stans in 1799. During
his short, six-month
tenure, Pestalozzi came to the important realization that
cognitive development was
aided by an emotionally secure environment. From 1800 to
1804, Pestalozzi directed
a new educational institute at Burgdorf. There he based his
teachings for both
students and teaching interns on the belief that children should
begin learning by
10. Page 5 of 27
philosophy. In the book, Pestalozzi advocated educating the
whole child
simultaneously (intellectual, moral, and physical) and uniting
the home with the
school and the school with the community. By doing so, he
contended that education
could lead to social reform and, thus, a better society. In his
subsequent book, How
Gertrude Teaches Her Children, Pestalozzi provided an account
of his educational
theories and methods, which demonstrate that children need an
emotionally secure
environment to learn effectively, and that they learn how to
think by proceeding
gradually from observation to comprehension to the formation
of clear ideas.
Object Lessons: Form, Number, and Name
Pestalozzi´s educational ideas were manifested in object
lessons, in which
teachers guided children in the observation, examination, and
11. analysis of objects
found in their immediate environment. Thus, learning began by
using the senses to
study the form, number, and names of familiar objects. For
example, children would
learn about the form of a leaf by looking at it and touching it,
and then tracing its
outline. They would then learn about numbers by collecting
leaves and grouping and
counting them. Finally, they would learn how to talk about
leaves by learning the
names for leaves and the qualities they possessed, such as color
and texture, as well
as other objects associated with leaves. Pestalozzi believed that
once children
mastered the object lessons, they were ready to proceed with
more conventional
reading, writing, and arithmetic lessons.
The Spread of Pestalozzian Methods and Principles
At Burgdorf and Yverdon, Pestalozzi refined and disseminated
his educational
theories and methods. Notable educational scholars from around
the world, including
13. endorsement to object teaching, which, about the same time,
was being instituted as
the centerpiece of the teacher education program at the Oswego
Normal School in
New York. In the twentieth century, Pestalozzian principles of
child-centered
education focused on active learning in a secure, comfortable
environment influenced
the reformist ideas of progressive educators such as John
Dewey, ideas that are still
relevant today. Key lessons from Pestalozzi include the
following:
• Introduce concrete objects before abstract concepts.
• Begin with objects found in the immediate environment rather
than in
distant ones.
• Proceed gradually from simple exercises to more complex
ones.
In His Own Words
In How Gertrude Teaches Her Children, Pestalozzi
demonstrated how children
learn to think by proceeding gradually from observation to
comprehension to the
15. calculation and arithmetic
I thought, then, that the art of educating our race must be joined
to the first and
simplest results of these three primary powers--sound, form,
and number; and
that instruction in separate parts can never have a satisfactory
effect upon our
nature as a whole, if these three simple results of our primary
powers are not
recognized as the common starting-pointing of all instruction,
determined by
Nature herself. In consequence of this recognition, they must be
fitted into forms
which flow universally and harmoniously from the results of
these three
elementary powers; and which tend essentially and surely to
make all instruction
a steady, unbroken development of these three elementary
powers, used
together and considered equally important. In this way only is it
possible to lead
us in all three branches from vague to precise sense-
impressions, from precise
16. sense-impressions to clear images, and from clear images to
distinct ideas.1
1 Pestalozzi, J. H. (1931). How Gertrude teaches her children.
In L. F. Anderson (Ed.), Pestalozzi (pp.
48−55, 58−61, 73). Retrieved from
http://edweb.sdsu.edu/people/DKitchen/new_655/pestalozzi.htm
#Nature
EDUC 1002: Pioneers and Philosophies of Education
Friedrich Froebel
Friedrich Froebel: Cultivating Young Learners
“In play [the child] reveals his own original power.” --Friedrich
Froebel
1782 – Born
1808 – Began two-year study with Pestalozzi at Yverdon
1826 - Published The Education of Man
1837 - Opened first kindergarten
1852 - Died
Brief Bio
Friedrich Froebel was born in Germany in 1782, the youngest of
five boys. His
mother died when he was only nine months old, and the feeling
17. that he was
mistreated and neglected by his stepmother stayed with him
throughout his life.
Froebel first attended a girl’s school because his father felt his
son was slow; it was
not until Froebel went to stay with a maternal uncle that he
began to experience
educational and social success. Throughout his twenties,
Froebel studied on and off.
In 1805 he wanted to study architecture but, instead, accepted a
position as a
teacher in a Pestalozzian school. To prepare him for the
position, Froebel’s employer
sent him to Yverdon to study with Pestalozzi for two weeks.
Three years later,
Froebel left his teaching position and returned to Yverdon for
two years.
After further study at universities in Göttingen and Berlin,
active service in the
Napoleonic Wars, and a stint as an assistant to the director of a
mineralogical
museum, Froebel established the Universal German Educational
Institute in 1816.
19. school in Switzerland, which he ran for four years. In 1835 he
directed an orphanage
at Burgdorf, where Pestalozzi had once taught. There Froebel
established a nursery
school for three- and four-year-olds and began experimenting
with the objects,
materials, and activities that would become part of his
kindergarten repertoire.
When Froebel’s wife became severely ill in 1836, the couple
returned to
Germany. In 1837 Froebel opened an institute for early
childhood education in the
spa town of Blankenburg in the state of Prussia. His wife died
not long after, and in
1840 the institute was renamed the Universal German
Kindergarten. At the
kindergarten, children became socialized and acculturated
through songs, stories,
and games, and were encouraged to express themselves through
play with selected
objects for discovery (which Froebel called the “gifts”) and
materials or activities for
creativity (which Froebel called the “occupations”).
21. were being cultivated around the world.
Major Contributions to Education
The Kindergarten Philosophy
Similar to Plato, Froebel believed that children possess at birth
all that they will
become as adults. Thus, the purpose of teaching is to bring out
rather than put in.
Froebel likened the child to a plant who grows under the care
and guidance of a
“gardener,” who is the teacher. This gardening analogy led him
to coin the term
kindergarten, meaning “children’s garden.” In Froebel’s
kindergarten philosophy, the
teacher cooperates with God and nature to cultivate child
development by providing
a nurturing environment specially prepared and suited to
children’s needs and
interests. The teacher’s role is not to mold and shape the child,
but rather to guide
the child’s growth through play.
In Froebel’s kindergarten, children become socialized and
acculturated through
23. Page 11 of 27
had symbolic meanings. They possessed external characteristics
(e.g., color or
shape) and internal characteristics (e.g., individuality or
personality), and provided
essential lessons for the child (e.g., “study us”!). According to
Froebel, the gifts “are
a coherent system, starting at each stage from the simplest
activity and progressing
to the most diverse and complex manifestations of it. The
purpose of each one of
them is to instruct human beings so that they may progress as
individuals and
members of humanity in all its various relationships.
Collectively they form a
complete whole, like a many branched tree, whose parts explain
and advance each
other.”2. The gifts were to be used for arranging activities.
Gifts
BODIES (SOLIDS)
1. Color: Six soft, colored balls
24. 2. Shape: Wooden sphere, cube, and cylinder
3. Number: Eight small cubes
4. Extent: Eight rectangular blocks
5. Symmetry: 27 cubes, three divided diagonally and three
divided into four
triangles
6. Proportion: 27 rectangular blocks, three divided vertically
and three divided
horizontally
SURFACES
7. Square and triangular tiles
LINES
8. Sticks or splints and whole and half wire rings
2 Ansel, G. P. (2004). Kids/blocks/learning. New Haven, CT:
Yale-New Haven Teachers Institute.
Retrieved from
http://www.yale.edu/ynhti/curriculum/units/1993/1/93.01.01.x.h
tml
EDUC 1002: Pioneers and Philosophies of Education
27. The Cultivation of Kindergartens
After Froebel’s death in 1852, the kindergarten philosophy
spread from Germany
throughout Europe and to Japan and the United States. In the
United States,
kindergartens were first established in German schools. Soon,
however, they were
supported by influential persons such as Henry Barnard, the
first U.S. commissioner
of education, and Elizabeth Palmer Peabody, the sister of
Horace Mann’s wife.
Peabody translated many of Froebel’s works, founded the
American Froebel Union
kindergarten association, and established a kindergarten teacher
training institute. In
1873, the St. Louis superintendent of schools, William Torrey
Harris, incorporated
kindergartens into the local public school system. Later, as the
U.S. commissioner of
education, he would incorporate kindergartens into the national
public school
system.
In His Own Words
28. In The Education of Man, Froebel described a child’s building
process and defined
the kindergarten gifts and occupations. As you read the
following excerpt from
Froebel’s The Education of Man, think about the relevance of
Froebel’s gifts and
occupations to early childhood education today.
The distinction between the “Gifts” and “Occupations” was that
the gifts were
“intended to give the child from time to time new universal
aspects of the
external world, suited to a child’s development. The
occupations, on the other
hand, furnish material for practice in certain phases of the
skill...nothing but the
First Gift can so effectively arouse in the child’s mind the
feeling and
consciousness of a world of individual things; but there are
numberless
EDUC 1002: Pioneers and Philosophies of Education
30. EDUC 1002: Pioneers and Philosophies of Education
John Dewey
John Dewey: Integrating Life and School
“The educator's part in the enterprise of education is to furnish
the environment
which stimulates responses and directs the learner's course.” --
John Dewey
1859 - Born
1884 - Accepted first philosophy position at University of
Michigan
1896 - Established experimental laboratory school at the
University of Chicago
1905 - Began 25 years as philosophy professor at Columbia
University
1952 - Died
Brief Bio
John Dewey, one of the most influential educational
philosophers of the twentieth
century, was born in 1859 in Burlington, Vermont. Because his
father owned a
grocery store, a local gathering place, and his mother’s family
was involved in
national and state politics, Dewey grew up accustomed to
32. Page 16 of 27
Stanley Hall, a pioneer in child psychology, and Charles
Sanders Peirce, the
originator of philosophical pragmatism, and alongside the future
progressive
president Woodrow Wilson.
Dewey began his career in higher education in 1884 by
accepting a position as
instructor of philosophy at the University of Michigan under his
Hopkins mentor,
George Sylvester Morris. He left for the University of
Minnesota in 1888 but returned
to Michigan as the chairman of the philosophy department after
Morris’s sudden
death just one year later. In 1894 he accepted an appointment as
chairman of the
newly created Department of Philosophy, Psychology, and
Pedagogy at the University
of Chicago, which had been founded just a few years earlier.
In Chicago, Dewey connected with many leading educational
thinkers, including
33. Jane Addams and Colonel Francis Parker, a champion of
progressive education. In
order to test his ideas on learning, Dewey established the
University of Chicago
Laboratory School in 1896. This experimental school, still in
existence today,
emphasized the link between the school and the greater
community, and focused on
collaborative, problem-solving activities. Disagreements over
the school’s
administration, however, led to Dewey’s resignation in 1904.
The next year he
accepted a philosophy professorship at Columbia University.
While at Columbia, Dewey solidified his reputation as a leading
philosopher and
educational theorist, but he also became an important
commentator on social and
political issues. He wrote for popular magazines such as The
New Republic and
Nation, lectured in Japan and China, and consulted on national
educational policy in
Turkey. He also participated in liberal and reformist political
activities. He was a
founding member of the American Association of University
35. philosophy contended that individuals learned through
experimentation. According to
Dewey, knowledge acquisition was a process of socialization in
which individuals
learned how to best adapt their interactions to the environment
at hand. Because
environmental conditions change, this process was fluid and
ongoing.
Although American culture had a great propensity for change,
public schools
tended to be culturally and pedagogically uniform. Progressive
educators sought to
make education better represent the American democratic
society and better
educate its citizens for participation in that society. In
education, they advocated
respect for individuals and their diverse abilities, interests,
ideas, and needs. They
also rejected traditional learning by memorization and drill,
supporting, instead, the
development of critical thinking and socially engaged
intelligence. They believed
these skills would better enable individuals to understand and
participate effectively
37. Experimenting with Education: The Laboratory School
To teach well, Dewey believed that the teacher must connect the
subject matter
to the needs, desires, and interests, as well as the cognitive
development of the
student, taking into account the physical, social, and political
environment in which
they lived. Putting his ideas into practice, Dewey established
the University of
Chicago Laboratory School in 1896, calling it a “free and
informal community.”4
Unlike traditional curriculums, which focused on memorization
of information and
the use of repetition to develop specific skill sets, the lab school
focused on learning
that extended beyond the classroom using the scientific method
and collaborative
learning, which allowed for learning by various means. Students
worked on projects
and problem-solving activities that included making and doing,
history and
geography, and science. The school achieved rapid success and
was renown
throughout the country and, later, the world. Several of the key
39. • Learning is a social process that is best achieved through
small groups
that support and cultivate the abilities and needs of individual
members.
• Learning should encompass creative as well as practical
subjects.
• Learning should be accomplished by doing; for example, the
study of
natural science should focus on exploring nature.
• Within a structured framework, teaching should be
autonomous to best
suit individual students and the environment in which they are
living and
learning.
• Teaching should be supported by continuing research and
training.
Learning Through Inquiry: The Scientific Method
Dewey’s theory of inquiry for educators was a five-stage
approach to problem
solving following the scientific method. He advocated using this
process in a variety
of educational projects to stimulate learning.
40. 1. Problem Identification: In this stage, experience with an
unfamiliar
situation or a concept leads to the identification of a problem.
2. Problem Definition: In this stage, the problem and its root are
defined,
which are important steps in the search for solutions.
3. Information Gathering and Hypotheses Identification: In this
stage,
information is gathered in order to identify one or more
hypotheses against which
solutions will be tested.
4. Hypotheses Exploration: In this stage, tentative hypotheses
are examined
and explored through reflection and consideration of “if-this,
then-that” scenarios.
5.
Solution
s Testing: In this stage, hypotheses are carried out and resulting
“solutions” reviewed to determine their functionality and
42. Learning Resources,
think about the ways early childhood professionals might
strengthen the relationship
between school, home, and community.
EDUC 1002: Pioneers and Philosophies of Education
Maria Montessori
Maria Montessori:
Fostering Healthy Learning Environments
“The environment itself will teach the child . . .” --Maria
Montessori
1870 – Born
43. 1896 - Became first woman in Italy to earn a medical degree
1907 - Opened first early childhood education center, Casa dei
Bambini
1912 - Published The Montessori Method
1952 – Died
Brief Bio
Maria Montessori was born in Italy in 1870 to middle-class,
well-educated
parents. When she was 13, Montessori broke with tradition and
enrolled in a
technical secondary school mainly attended by boys. Continuing
to flaunt educational
convention and social customs, she enrolled in engineering
school in 1886. In 1890,
however, Montessori decided to change careers and applied to
the School of Medicine
at the University of Rome. Although her application was
46. aspects of the
philosophies of Jean Jacques Rousseau, Johann Pestalozzi, and
Friedrich Froebel:
that mental deficiency required special education as well as
medical treatment, and
that specifically designed learning materials could facilitate this
special education.
Montessori’s work there led to her appointment as a lecturer at
the University of
Rome’s Pedagogical School in 1904.
Montessori opened another school, Casa dei Bambini, in 1907 to
provide care for
poor, working-class, preschool-age children and to test her
educational ideas. The
school operated on the premise that the most effective learning
takes place in a
47. structured environment. The school was widely successful. By
1910, Montessori had
seen her school replicated around Italy, had established a
training institute for
teachers, and had attracted the attention of educators around
Europe and North
America. In 1912 she published The Montessori Method, and
for much of the next
decade, sought to control the training of Montessori teachers
and the distribution of
the Montessori method and materials, which were spreading
rapidly around the
world.
From 1916 to 1927, Montessori based her operation in Spain.
Then, during
1929−1930, she worked in Italy with the support of Mussolini’s
fascist state.
49. education, she struggled tirelessly for world peace and was
nominated for the Nobel
Peace Prize three times before her death in 1952.
Major Contributions to Education
Child Development and Sensitive Periods
Montessori believed that children progressed through a series of
developmental
stages.
• Birth to 6 years: Children develop and perfect fine and large
muscle
coordination and skills, improve communication skills, and
become aware
of spatial and social relationships.
o Birth to 3 years: During this sub-stage, children’s minds
function
50. mainly unconsciously as they begin to develop language and
acquire personality and intelligence through interaction with
others
and their environments.
o Years 3 to 6: During this sub-stage, children consciously
direct,
manipulate, and attempt to control their environmental and
social
explorations.
• Years 6 to 12: Children exercise, refine, and expand on
concepts and
skills developed during the first stage.
• Years 12 to 18: Children undergo momentous physical changes
and work
to find and understand their unique places in society.
52. environment.
• 1½ to 3 years: Children undergo rapid linguistic development,
laying the
foundation for communication skills.
• 1½ to 4 years: Children develop and perfect fine and large
muscle
coordination and skills.
• 2 to 4 years: Children become increasingly adept at movement
and
communication and become aware of spatial and social
relationships. Ideal
activities include matching, sequencing, and ordering objects.
• 2½ to 6 years: Children work well incorporating all five
senses to adapt to
their environments.
53. • 3 to 6 years: Children are especially interested in mimicking
adult actions.
• 4 to 5 years: Children’s tactile senses are particularly acute.
Ideal activities
include cutting, writing, and creating art.
• 4½ to 6 years: Children display particular readiness to develop
reading and
math skills.
The Environment and the Materials of Learning
Montessori believed that the learning environment was just as
important as the
learning itself, and that a structured, well-prepared environment
best promotes
effective learning. The teacher, whom Montessori renamed
“directress,” was
responsible for structuring the environment and then guiding the
55. materials that naturally invited activity to aid in sensory
development.
• Set of wooden cylinders and blocks, the blocks having holes
into which the
cylinders could be inserted
• Ten pink blocks of graduating size with which to build a tower
• Ten brown wooden prisms and ten red rods with which to
build broad, long
stairs
• Boards and fabric of different weights, textures, colors, and
size cut into
different geometric forms (sphere, cone, pyramid)
• Wooden puzzles featuring geometric forms of varying color
and size
• Cards with various geometric forms pasted on them
56. • Musical tone bells, a wooden board with musical staff lines,
and wooden discs
to represent notes
• Sensory boxes filled with a variety of spices with distinctive
odors
The Montessori Method for Early Childhood Education
Montessori thought children should be free to explore and learn
without
restriction or criticism, and believed that her carefully prepared
environment and
self-correcting learning materials enabled a child to engage in
his/her own learning
and develop at his/her own pace. According to Montessori,
children who are given
the freedom to choose among a given set of learning activities
demonstrate a strong
58. Page 26 of 27
ever-evolving educational profile, along with knowledge of the
sensitive periods, to
best direct the child’s learning.
The Montessori method strove to educate the senses, the
intellect, and the spirit.
The curriculum for early childhood education included the
development of the
senses, practical life skills, language and mathematics, as well
as cultural and moral
development. Children of different ages were “taught” together,
“subjects” were
interwoven, and assessment came solely in the form of
observations recorded by the
59. directress.
Sensory Development: By seeing, listening to, touching,
smelling, and tasting
the Montessori materials, children learn how to order, classify,
and compare sensory
impressions, which help them to form clear concepts and,
thereby, lay the
foundation for intellectual development.
Practical Life Skills: Children learn to control and direct their
physical
movements, to respect and care for their own persons and their
environments, and
to recognize and develop proper habits and social relationships.
Language Development: Children develop vocabulary by
learning the names of
objects in their immediate environments and then learn to
60. classify and describe the
objects.
Mathematical Development: Children learn about abstract
mathematical
concepts through the manipulation of concrete, geometric
forms.
Cultural Development: Children are introduced to music tones
and simple
melodies and are encouraged to participate in activities
involving singing and playing
musical instruments. Activities involving art, geography and
history, and foreign
language/culture are also encouraged.
Moral Development: Children are encouraged to nurture
sensitivity for living