Living in new country Essay Example | Topics and Well Written Essays - 250 words

Living in new country - Essay Example The second effect is learning how to incorporate the new culture into one’s daily life as well as accepting the new society. It is therefore hard to fit into a new society as new set of cultural practices may change a person’s view on various aspects of life. This notion can also create positive encounters as one tend to discover new things (HÃ ¼seyin & Hassan, 15). The adjustment helps in mental development since it promotes self internal and external discovery. A new life away from home creates a sense of independence. The new changes build a character in a person due to the challenges that the person encounters during the adjustment process. However, the notion of inevitability in change helps a person to settle quickly (Ronald & David, 33). Living away from home is an important experience as it held in the adaptation of cultural diversity. It protects breaks the home monotony by creating new experiences in an environment that is different from home (Palffy, 12). Living in a new country promotes mental nattering as it fosters maturity and self

Global Trading Systems of the 18th Century Essay

Global Trading Systems of the 18th Century - Essay Example By the year 1700 potatoes and maize had been exported to China from the Americas and these crops would contribute to the increasing population in China during the 1700s. This increase in population resulted in China's immense increase in a demand for silver and gold fed by the production of the mines that the Spanish had conquered 200 years earlier from the Aztecs and Incas. Some of the metal would be moved into Asia by way of the Philippines where Spain had established a colony in 1571. However, most of these metals would usually not flow directly into China, but rather through a complex global trading system. The silver and gold would be shipped to Spain where Spain would use it to finance their military, exploratory, and war expeditions. Dutch armament and shipbuilders often supplied these endeavors. The precious metals would make their way from the Dutch and into the hands of European bankers that would finance further trade missions into China and the Indian Ocean. Here the gold and silver would be traded for the exotic cloth, spices, and gems prized by the Europeans and the colonists in the Americas. The slave trade was also instrumental in the increasing production of other key agricultural products, most notably sugar and tobacco. The initial expansion of the slave trade into the Americas resulted in marginally cheaper sugar and tobacco though it had no great direct economic impact on the British economy at the time. However, with the further increase in the slave trade, and the growing plantation environment for producing agricultural products, tobacco and sugar were able to reach an economy of scale and become profitable on the world market. Once again, there is a complex set of trading partners that promoted the movement of products and wealth around the globe. Agricultural products and raw materials such as foodstuffs and timer were taken to England and distributed throughout Europe and Asia. Finished goods from Europe and Asia were taken to Africa and traded for slaves. These slaves would be transported to the America's to supply the labor for the production of the agricu ltural goods. Sugar had a significant impact on trade in during the 18th century. There was a high demand for sugar in England and Europe, but there was also another trading system that supplied the demand for Rum. Sugar and molasses would be transported from the Caribbean to the American colonies. Here it would be distilled into rum. The rum would be shipped to Africa where it would be traded for slaves to be shipped to the plantations in the Caribbean. During this time, the Americans and British merchants were accumulating wealth from these transactions. Tobacco also contributed to this production of wealth through yet another trading system. By the 18th century, tobacco was being produced on plantations by slave labor in the Americas. The tobacco would flow through Europe and into China where the Spanish had introduced it. The tobacco would be exchanged for tea in China as well as other prized Chinese goods. The tobacco trade routes were another British example of exploiting agriculture and slave labor to stimulate a complex global trade system. In conclusion, the Spanish invasion of Mexico and South America was important for the gold and silver it produced as well as the agricultural products that were to follow. The use of precious metals allowed products

Economics and Health Care Research Paper Example | Topics and Well Written Essays - 1000 words

Economics and Health Care - Research Paper Example Cost-minimization techniques, for example, can be used to select the method that uses the minimum resources to produce a certain health outcome. In addition, cost-utility analysis helps hospital management and doctors to evaluate treatments on the basis of â€Å"utility-based outcome units.† Implications of Poor Health Care System As economics mainly deals with market economy concerns, applying those principles to health care while ignoring the differences between health care and traditional consumer goods can lead to certain economic and social problems. Friedman (2013) has identified some of the weaknesses of the American health care system which can help to illustrate the impact of economics on health care systems as well as the costs of a poorly functioning health care system on society. The Medicaid system is an integral part of the American health care system. Since 1960, it has provided affordable health care to many Americans who could not afford it. Insurance companie s have also contributed much by reducing the costs of health care significantly for consumers. However, Friedman (2013) states that the American health care system is not as efficient as many claim it to be. Some of the so-called reforms to the health care system reflect misunderstanding of economic forces by policymakers. Friedman (2013) argues that current reforms are transferring a greater proportion of the health care costs from the insurance companies to those who need health care, with the effect that the consumer will become increasingly price-sensitive and quality health care will become beyond the reach of many Americans. This move is founded on the misplaced notion that insurance coverage encourages people to consume more health care services than they really... This research paper outlines the particularity of applying basic principles of economic to health care. Economics is a social science that seeks to explain how society allocates its scarce resources to satisfy the demand for goods . Howewer, health care is different from conventional goods and services There are a number of ways in which health care may be regarded as an economic good. There is an absence of a â€Å"market price† that is determined by the interaction of demand and supply forces in health care Economic principles can be used to ensure that equal use of health care services is provided to people with equal health care needs Measures such as cost-minimization analysis, cost effectiveness, cost-utility analysis and cost-benefit analysis can be used to maintain high levels of efficiency in the health care system. Friedman identified some of the weaknesses of the American health care system which can help to illustrate the impact of economics on health care systems as well as the costs of a poorly functioning health care system on society the Obamacare reforms have become controversial mainly because of the increased costs of providing federally subsidized insurance plans to consumers Hospital administrations in collaboration with insurers and other stakeholders have developed a host of statistical tools to monitor and evaluate the efficient of health care processes. There exists a statistical tool that compares whether individual physician treatments are more efficient compared to physician teams administering treatments. This tool is used to determine, for instance, whether solo physician treatment compared to group physician treatment may be more effective at reducing the number of patient visits to the physician

Global Trading Systems of the 18th Century Essay

Global Trading Systems of the 18th Century - Essay Example By the year 1700 potatoes and maize had been exported to China from the Americas and these crops would contribute to the increasing population in China during the 1700s. This increase in population resulted in China's immense increase in a demand for silver and gold fed by the production of the mines that the Spanish had conquered 200 years earlier from the Aztecs and Incas. Some of the metal would be moved into Asia by way of the Philippines where Spain had established a colony in 1571. However, most of these metals would usually not flow directly into China, but rather through a complex global trading system. The silver and gold would be shipped to Spain where Spain would use it to finance their military, exploratory, and war expeditions. Dutch armament and shipbuilders often supplied these endeavors. The precious metals would make their way from the Dutch and into the hands of European bankers that would finance further trade missions into China and the Indian Ocean. Here the gold and silver would be traded for the exotic cloth, spices, and gems prized by the Europeans and the colonists in the Americas. The slave trade was also instrumental in the increasing production of other key agricultural products, most notably sugar and tobacco. The initial expansion of the slave trade into the Americas resulted in marginally cheaper sugar and tobacco though it had no great direct economic impact on the British economy at the time. However, with the further increase in the slave trade, and the growing plantation environment for producing agricultural products, tobacco and sugar were able to reach an economy of scale and become profitable on the world market. Once again, there is a complex set of trading partners that promoted the movement of products and wealth around the globe. Agricultural products and raw materials such as foodstuffs and timer were taken to England and distributed throughout Europe and Asia. Finished goods from Europe and Asia were taken to Africa and traded for slaves. These slaves would be transported to the America's to supply the labor for the production of the agricu ltural goods. Sugar had a significant impact on trade in during the 18th century. There was a high demand for sugar in England and Europe, but there was also another trading system that supplied the demand for Rum. Sugar and molasses would be transported from the Caribbean to the American colonies. Here it would be distilled into rum. The rum would be shipped to Africa where it would be traded for slaves to be shipped to the plantations in the Caribbean. During this time, the Americans and British merchants were accumulating wealth from these transactions. Tobacco also contributed to this production of wealth through yet another trading system. By the 18th century, tobacco was being produced on plantations by slave labor in the Americas. The tobacco would flow through Europe and into China where the Spanish had introduced it. The tobacco would be exchanged for tea in China as well as other prized Chinese goods. The tobacco trade routes were another British example of exploiting agriculture and slave labor to stimulate a complex global trade system. In conclusion, the Spanish invasion of Mexico and South America was important for the gold and silver it produced as well as the agricultural products that were to follow. The use of precious metals allowed products

Module 4 - SLP Training and Appraisals Essay Example | Topics and Well Written Essays - 500 words

Module 4 - SLP Training and Appraisals - Essay Example Skills gapping starts right from the recruitment stage in an organization, when the administrators compare the skills of prospective employees with the skills an organization lacks or needs. When the skills a job candidate posseses is of dire need to an organization, the candidate may be considered. Applicants with a higher degree of match between skills desired and skills acquired therefore have an upper hand in being recruited by the training authorities (Jones, 2000). The traning administrators then move further to establish if there exists a deficiency between the skills employees have and what they ought to have. Should they detect insufficiency in the desired skills, the immediate managers of the employees or their training administrators check if there is a set of courses in their training programs that can adress the staff’s challenges. Another thing that they look into is the possible events in that given organization which can offer training to its employees. In the process, organizations iron out their employees’ challenges in a personalised precision training program (Jones, 2000). In today’s business environment, both philanthropic and profit making organizations such as commercial banks are in dire need of employees who are computer literate. For banking institutions having employees deficient of computer skills, skills gapping must be conducted if an organization’s efficiency is to be improved (Jones, 2000). Conventionally, the program starts with examining job candidates for computer skills. What is sought by organizations with regard to computer skills may not be extreme technical skills possesion, but basic knowledge in operating computer applications, especially softwares that most befits the running of that given organization. Standardized tests may be administered on these prospective staffs. Mostly, candidates are often required to practically prove their assertions that

Compare-and-Contrast Research Paper Essay Example for Free

Compare-and-Contrast Research Paper Essay Introduction Present essay seeks to provide the comparative analysis of two artworks – Hoffmann’s Boston Twilight, 1957, belonging to Proto-Abstract Expressionism and Rauschenberg’s Retroactive 1, 1964, which may be attributed to the art movement of Pop-Art. The comparative analysis of these paintings will focus on two crucial aspects – structural and positive. Structural analysis addresses cultural, historical context, which influenced the discussed artworks, political climate, art movements’ stylistic characteristics, which informed individual work of artists, their subjective motives, influences and inclinations. Secondly, positive analysis of the artworks focuses on the themes depicted, colors and techniques used, formal and stylistic elements, the reflection of cultural and historical context in the artworks etc. The thesis, present paper defends, may be formulated as follows: Hoffmann’s and Rauschenberg’s artworks were significantly influenced by historical, cultural, social and artistic context. The artistic response to these contexts was different and reflected through opposite art movements. The discussed images belong to different artistic traditions and, hence have many differences. Similarities, however, may be attributed to the similar artistic influences, and utilization of sometimes similar formal and color techniques of composition. Structural context: art movements, history, politics and subjective perspectives. The general socio-economic and historical context of both artworks (as they were created very close in time – 1957 and 1964) may be characterized by the gradual assault of mass consumption postmodernist society, which influenced the rapid development of popular culture in music, entertainment and cinema. Commoditization has reached almost every sphere of social life and closely approached art through mass media. The increasing role of mass culture was immediately seen in the new sphere of advertisement, which conflated the elements of ‘high and low’ culture, which became central to the new postmodernist cultural logic (Jameson, 59). Political situation in the United States and Europe was characterized by the intensification of resistance and leftist movements, which, however, abandoned communist platform and focused on new postmodernist tactics, such as situationism, counter-culturalism, influenced by new discoveries in psychoanalysis, philosophy etc. Politics also became the element of mass culture, as its reproduction was extended from closed couloirs of high cabinets to ordinary population. The response of art movements to the assault of the postindustrial society was irregular and significantly varied from one art movement to another. The dominance of non-objective abstraction in 1940s and 50s was the response to vulgarization of social life, and the manifest of the absence of valuable objective themes in de-humanized world. Abstractionism, hence was an artistic expression of de-humanization and the search for lost subjectivity (Herskovic, 13-17). However, other extremes also came to existence. That is particularly true of the Pop-Art, which positively responded to the modern developments in economy and culture, synthesizing popular culture in the new form of art. Pop-Art was characterized by ‘externalization’ of art, as the objects of ordinary life and advertisement were widely utilized. The later was particularly evident in the works of Andy Warhol, Roy Lichtenstein and James Rosenquist. The similar response to changing conditions in society was made by photorealism, which exemplifies the assault of hyperrealism as the new form of cultural affirmation. Such elements of modern society as standardization, de-subjectivization was immediately seen in Pop-Art , which appeared as the resistance to self-revelation, artistic creativity and originality and focuses on the widely acknowledge cultural codes and images (Harrison 2001) . Robert Rauschenberg’s and Hans Hoffmann’s artistic trajectories were significantly influenced by the discussed developments in politics and ideology. Rauschenberg was, for instance, one of the forerunners of pop-art movement, as he was among the first to use hand-made or found objects in his artworks, combining the elements of high and low culture, using mass-media sources etc (Livingstone, 1990). Such experiments were influenced by Rauschenberg’s strong belief that the genuine artwork should exist between art and life. The technique of ‘combines’ used by Rauschenberg may be described as immediate precursor to postmodernist collage, used in installation art. Rauschenberg’s mindset position deeply opposed Abstract Expressionism’s argument that the self may be expressed through art. Instead, Rauschenberg focused on representation of reality in its absence of structure, sense and single interpretation. Abstract-Expressionism, which was influenced by Hans Hoffman, in contrast focused on gesture paintings and color field painting techniques. Abstract Expressionism should be understood as a historical consequence of the conflation between European and American artists due to World War 2, which forced may French, German and other artists to immigrate in the United States. Hans Hoffmann belongs to this group of artists and his destiny significantly influenced his style and ideological orientations (Herskovic, 2003). Hoffman’s style was influenced by cubist tension between depth and surface, expressionistic flamboyance of color and surrealist technique of automatism, which is based on following subconscious drivers of creativity and libidinal forces. The latter influences were synthesized by Hoffmann in his ‘push-pull’ method, which included the use of expressive colors and paint slashes in the view of creating contradiction between cool and warm colors. Comparative analysis of Hoffmann’s and Rauschenberg’s artworks Both artworks are obviously affected by different artistic movements and styles. Hoffmann’s composition may be posited within abstract expressionism tradition, while Rauschenberg’s painting belongs to Pop-Art movement. On the surface level the similarities between these artistic may be traced in the color usage – in each painting we see the utilization of yellow, green, black, white, red, white and blue colors. Moreover, the presence of grid-like rectangular layout is evident. Apart from this, both paintings are characterized by the sense of distortion. The distortion in Hoffmann’s artwork Boston Twilight is due to the use of abstract expressionist style, which distorts the contours of objective reality, so that we can not find correspondence between the image and reality (Boston Twilight) that it signifies. However, in Rauschenberg’s composition the distortion is reflected in the plurality of meaning and signification. The interpretation is difficult to realize due to the combination of images inserted in the painting: J. F. Kennedy at the center, pointing with his finger, cosmonaut with parachute, the duplication of Kennedy’s hand in the right corner and evidently abstract images in other parts. There is no denying the importance of the fact, that such a ‘combine’ creates difficulties for interpretation and distorts it. Furthermore, it should be pointed to the fact that both artworks have the elements of abstraction, contrasting color tones and are influenced by Cubism in using facets of the color. Both paintings create the feeling of collage and it was noted that Rauschenberg’s ‘combine’ technique is very close to it. Moreover, creating certain color relationships is in important in both images, however, it serves different functions, depending on style and thematic unity. Differences between images are evident in many respects. First of all, art schools are opposite with pop-art, focusing on unification of art and reality, and abstract expressionism, focusing on expressing contradictory being of individual self. Hoffman’s painting is abstract in essence, while Rauschenberg’s refers to widely known political and social images of American President, cosmonaut, which immediately signify objective reality. The social and political thematic of Rauschenberg’s image immediately points to his belonging to Pop-Art tradition. As far as formal and color structure of the analyzed paintings are concerned blue is dominant in Rauschenberg’s image, while green is dominant in Hoffman’s paintings; the first artist uses vertical stress, while Hoffmann is evidently using horizontal stress. Due to stylistic differences between artworjs, colors mix into one another in Hoffmann’s painting and are separated in Rauschenberg’s one. Rauschenberg utilizes much more contrast, than Hoffmann, however the image of the latter is much more organic in contrast to geometric structure of Rauschenberg’s composition. Conclusion To sum it up, present analysis proved the initial thesis that both artworks were significantly influenced by historical, social and cultural developments in Western societies in the middle of 20-th century. These developments provoked different responses on the part of art movements, resulting in creation of different styles and techniques. The latter are reflected in Hoffmann’s and Rauschenberg’s compositions, which are different in many important stylistic respects, however, have much in common due to the same artistic influences. My interest to the discussed paintings is explained by the fact that they are picturesque representations of Abstract Expressionism and Pop Art. Main features, peculiar to each of these styles, may be found in these paintings both in complex and in separate elements. The techniques used by both artists help us better understand other artworks created in these traditions and inform our own artistic endeavors. Hoffman’s image advantage is in its direct appeal to aesthetic taste and sensibility, while Rauschenberg artwork represents a challenge for viewers in terms of interpreting its political and social content. Works Cited Herskovic, Marika. American Abstract Expressionism of the 1950s An Illustrated Survey, New York School Press, 2003. Harrison, Sylvia. Pop Art and the Origins of Post-Modernism. Cambridge University Press, 2001. Jameson, Fredric. ‘Postmodernism, or the Cultural Logic of Late Capitalism’. New Left Review, 146, (53-92), 1991. Livingstone, M. Pop Art: A Continuing History, New York: Harry N. Abrams, Inc. , 1990

Vygotskys Zone of Proximal Development

Vygotskys Zone of Proximal Development Lev Vygotsky views collaboration with peers as an effective way of development. He suggests that more cooperative learning activities should be used in the classroom in which less capable students develop with assistance and support from more knowledgeable peers, within their zone of proximal development. In other words, according to Vygotsky, the task becomes â€Å"internalised through actual relations between† the students (Vygotsky, 1978:57) and successfully performed. In one of my English Literature lessons, I taught a group of Y11 second language learners how to answer and analyse a question using PEER (Point – Evidence –Explain – Reflect) technique. The students were revising exam-type questions and had to be ready for analysis. I started with a demonstration activity from the novel I am the King of the Castle. With some leading questions, I started analysing the point, involving the students in finding evidence, linkers, explanation, etc. As soon as the students were assigned with an individual task, the majority of them (7 out of 10) were able to perform with no challenges due to their prior knowledge and vocabulary. On the other hand, the ‘ripe’ students were not able to follow the critical task unaided. Therefore, they were paired with more able students to practise analysis, finding evidence, explaining and evaluating. The less able students were doing it correctly till the point when more criticality needed. With a little aid from a more competent peer, they developed conceptual learning. In future lessons, given a similar task, students will be able to perform with more confidence; and once it is internalised, scaffolding might be removed. I think as a conceptual tool for teachers the ZPD is very helpful in developing a curriculum which will challenge students’ learning and enable them to enquire; it also helps teachers in effective grouping of students where less able students can achieve with some guidance and support from more competent students. Finally, the ZPD might be helpful in assessing students’ abilities in order to decide their year group distribution. ===================================================================================== In this specific lesson, I managed scaffolding the group of Y11 second language students to write effectively. My main objective was how to write interesting, imaginative and thoughtful texts, using appropriate and effective vocabulary. (The lesson objectives were taken from the Writing Assessment Foci (AF1/AF7) of the National Curriculum.) Due to the different ability level of students, I demonstrated all the instructional options summarised by Wood, (1988). In the video clip, David Wood explained evidently the difference between contingent teaching and scaffolding, highlighting that scaffolding is â€Å"a functional analysis of the kinds of activities that a teacher might undertake to simplify the students’ learning; whereas contingency is about interaction, process, it’s how teachers go about of supporting a particular individual when they are setting out to learn.† Therefore, I involved all the five instructional options as aspects of scaffolding. I introduced the lesson objectives and outcomes of writing effectively, and assigned the students to write a one line description of a man who is smiling coldly. My verbal instruction was to look at their partner’s work and compare their responses, ensuring that the sentences matched the assessment foci. The more competent students performed very well because of their pre-existing knowledge of literary devices, sentence structure, effective vocabulary, and the ability to look at the context, whilst the less capable students used very simple and uncomplicated sentences. At this point, I provided some prompt by asking them to write a one line description of a man who is smiling coldly, using the word ARCTIC. This time, the students also worked individually and upon their task completion, I asked them to compare their responses with the model sentence on the board: â€Å"Mr. Fisher had a smile of arctic brightness.† While working as a class and comparing their sentences, t he students then had to consider how the description worked there, what literary devices were used to make the sentence more effective. Obviously, a few of the students with less competence could construct a sentence with the word ‘arctic’ because they did not know what it meant. I then provided a thesaurus support, asking them to first look up the word and then, using some other techniques of personification or imagery and careful sentence structure to construct a sentence, which meets the objectives of the lesson. The students still struggled with the use of a simile, metaphor, etc.; therefore, a group of more knowledgeable students was swapped to provide support to those less competent peers by sharing their examples, reinforcing the use of literary devices, using effective vocabulary and correct structure. With the additional support, the students came up with a variety of sentences. They were also provided with a checklist of expected skills they needed to accomplish the task. This was done as a class work, thoroughly read and explained. In Wood’s terminology, this was a stage where I demonst rated contingent teaching with the features of interactive instruction. I indicated the material and prepared them for the assembly. The rest of the lesson was spent in focus on exploring the necessary skills in writing; and the students were assigned with a final task of writing a character description using one of their carefully crafted sentences as a starting point. To sum up, I should put together Wood’s theory of scaffolding: General Verbal Prompt (GVP) was given throughout the lesson to give instruction and introduce the topic, etc. Special Verbal Instruction (SVI) was given as well when the students had to construct their own sentences and compare them either with their partners or with the model. Even though this work was done individually, the students still could do this unaided, due to their pre-existing knowledge. Indicating Material (IM) was the next step when I suggested the use of a dictionary, constantly reminded the students of the AFs, objectives of the lesson, and provided the assistance of more competent students to help to successfully accomplish the task. To prepare for the assembly of the final writing piece using literary devices, appropriate and effective vocabulary, and an effectively written text, the students were distributed a checklist and framework of expected skills explored during the lesson. A demonstration (DEM) of how to write imaginary and thoughtful sentences using an effective word choice was also used throughout the lesson by sharing model sentences with all the students to facilitate their work and understanding. Throughout the lesson, there was a varied level of teacher interaction supporting the students to ‘internalise’ the knowledge and complete the task successfully, at which point, the teacher should have not intervene. The following lesson aimed at peer marking and spotting mistakes and the discussion of the skills acquired during the previous lesson. ===================================================================================== Child-centred learning has been advocated by several educationalists and psychologists for many years. Its basic emphasis is children’s individual interests and needs in education, which may vary in terms of development rates and the nature of the teacher’s control. The term ‘child-centeredness’ is related to children’s individual needs and decisions about the curriculum and the teacher’s role in the classroom. However, since child development theories vary, child-centred learning also varies in a classroom. Pioneers in child development theory, Jean Piaget and Lev Vygostsky, observe considerable differences between cognitive and social constructivist theories assigned to each individual child and the social context of play in their development. They both support the idea of knowledge construction by individuals. However, Piaget believes that knowledge is a product of the individual and the environment. Vygostky, on the other hand, advocates the idea that knowledge is constructed due to social interaction and then internalised by guidance. Piaget and Vygostky differently promote the relationship between learning and development: Piaget believes that development follows learning, whilst Vygotsky shows that learning leads to development and plays a vital role in it. He states that â€Å"†¦the only ‘good learning’ is that which is in advance of development† (Vygotsky, Mind in Society and the ZPD, 2002:113). Both theorists emphasise, though, that peer interaction and cooperation promote children’s learning. Since Piaget’s and Vygostky’s child-centred approaches vary greatly, their implication in a classroom varies as well. Piaget’s approach relies on the liberty of children and appropriate environment for learning, where children learn by exploring things by themselves. Those with Vygotsky’s approach, provide a balance between teacher-directed and child-initiated classroom, where teachers provide assistance to ensure that the children are able to attain a higher l evel within their ZPD. Other theorists, John Dewey and Maria Montessori, have also played a significant role in child-centred learning theory development. Despite the similarities in their belief that some guidance is important for children to help them develop their intelligence, they both have different perspectives about the role of children’s freedom in education and the teacher’s role in the classroom. Dewey believes that democratic schooling is based on child-centeredness where learning means experiencing. Being a progressivist, he believes in the development of the ability in children to function well in the larger democratic society and attain personal fulfilment. Dewey emphasises that the construction of children’s freedom of intelligence via observation is more important than their freedom of will. Therefore, he summons up the teachers to act as a representative of the children’s interests as a whole. They should create self-control in children, which will assist the t eacher to understand the aim of education. Montessori, by contrast, sees teachers’ authority in the support they give to the children rather than in their â€Å"dignity†. She believes that orderly environment and appropriate materials will promote children’s development. Teachers, therefore, should prepare motives and inspire children to develop without any direct instruction. I think the combination of all four theories is beneficial for my understanding of child-centeredness in education and in conceptualised classroom situations. Piaget’s cognitive constructivist theory helps me understand when children have freedom to explore and construct knowledge, they make choice and experience. Vygotsky’s social constructivist theory can help me understand children’s ability to develop with adult guidance to attain their ZPD. Dewey’s understanding of children’s freedom of intelligence to promote learning will assist me how to nurture this with guidance for each individual’s constant growth. Finally, Montessori’s support of each child’s potential to have inner drive to learn, will help me remove all the obstacles that impede learning. ===================================================================================== Nowadays, Early Years Education (EYE) has a mixture of their foundation in the work of Montessori and her critics W. Kilpatrick and J. Dewey. A confident Early Year practitioner should be aware of the ways how children learn and develop; support them in solving problems and making decisions; and provide them with practice and roles to enhance learning. The Montessori method has been partially embraced by the International Community School in Amman, Jordan, where I am currently working. Some of the pedagogic principles, however, have not been accepted by the school administration due to their understanding of the method as â€Å"purely academic, mechanistic and rigid†. Below, I will demonstrate the aspects which are currently practised in the school, and which I, a Secondary Teacher, have observed as part of my EC in Lower Primary. One aspect of â€Å"good practice† in Foundation Stage of the school is that the teachers utilise activities in â€Å"sensory rich† environment. The students are guided and supported to learn to interact and thus develop independent learning. In this environment, the children choose their activities and learn by doing. Montessori believes that training senses is fundamental and that it will promote the basis for the development of imagination. According to her, intellect should be developed early, through stimulation of senses, as a basis for the development of imagination and social relationships (Montessori, 1964). The FS teachers do apply this aspect of learning because they find it fruitful: students become prepared for KS1 as â€Å"self-directed†, independent students, who are able to perform and master inter-connected and challenging tasks. On the other hand, W. Kilpatrick argues in his book The Montessori Method Examined (1914), that imagination and social relations should be developed before the intellect because the premature development of the intellect can stifle creativity. Kilpatrick believes in the opposite that providing children with â€Å"socially conditioned environment† will create a spontaneous unity of groups to work out their tasks. This suggests that children will develop their imagination and social relationship by â€Å"cooperating† with each other. The FS teachers apply this aspect of learning in their classroom as well, believing that only through their [teachers’] â€Å"consideration† and â€Å"suggestion† (p.20) can the students cooperate socially and learn effectively. Another aspect of â€Å"good practice† utilised by the FS teachers is the child’s liberty. Montessori believes that students’ free choice and freedom on the â€Å"educational playground† can be advantageous and can promote their free self-expression. This is practised in my school with caution, however. The teachers as well as Kilpatrick believe that too much liberty will not lead to â€Å"right conduct† (p.23). He emphasises that â€Å"†¦in the effort to suppress†¦ impulses, a certain amount of positive pain association (â€Å"punishment†) will prove necessary†¦Ã¢â‚¬  (p.24). Thus, having acquired a positive self-expression with the guidance and support of the teacher, the child develops self-discipline and â€Å"proper conduct† (p.24). Finally, one more aspect of â€Å"good practice† applied in FS of my school is that the students exercise â€Å"practical life† in their classroom. Activities like cooking, cleaning, serving, setting tables, washing hands, constructing, etc. become so intrinsically meaningful that the students develop their potential to perform these tasks with interest and concentration. Utilising this approach, teachers create the Montessori model which is â€Å"the school should fit the needs of the students.† This means that the Montessori curriculum is based on the students spending a lot of time taking part in different sessions of uninterrupted activities, which last several hours. These activities contain a variety of independent and group-solving tasks related to different subjects: maths, science, music, geography, etc. Here, Kilpatrick agrees with Montessori that â€Å"schools should function more definitely as a social institution, adapting itself to its own environm ent, utilising more fully actual-life situation† (p.41). In contrast to a Montessori classroom, the FS classrooms are NOT mixed age, but are counterparts. This is why the teachers mix the children according their abilities when less-able students are supported by more capable students. To conclude, our students are a combination of the Montessori Method and a modern democratic school, where the child’s day is a mixture of activities, starting from unstructured approach – where the students play and learn independently and ending with highly structured approach – where the tasks are teacher-directed and there is little play. Other activities are focused learning, when students are guided by the teacher and play and learn via experiential activities; and finally, the activities are child-initiated, when students interact sensibly and sensitively in a supportive and enabling environment. All these approaches are used by Early Year Foundation Stages (EYFS) in international schools in Amman. ===================================================================================== Freire’s views explicitly recognise the relationship between education and knowledge. He emphasises that liberal education would build on the knowledge resources and agency of learners: â€Å"Liberation education consists in acts of cognition, not transferals of information† (Freire, 2002:366). In Jordanian education system, however, â€Å"the raison d’etre of liberation education† lies in its didactic approach of teaching – the ‘banking’ concept of education – where teachers are ‘depositors’ and students are ‘depositories’. The system heavily relies on memorisation techniques, which is done for the academic performance. Students are required to learn from seven to ten subjects within the period of two years. At the end of the two-year, they sit for the end-of-year external examinations. The students’ learning styles involve a lot of writing and memorising; the classes are teacher-centred and in â€Å"transferals of information†; the content is massive and should be covered in a two-year period; and time constraints are obstacles to interactive lessons. Within this short time framework, students and teachers work hard to cover the content of learning, which is overwhelming. They display their â€Å"absolute ignorance† towards the â€Å"oppressed† situation and fail to respond to the â€Å"essence of consciousness†. They also fail to recognise cognition and thus, do not â€Å"establish an authentic form of thought and action.† (p.366) Problem-posing education would liberate Jordanian state school students if they were taught facts of the reasons and means of humans’ existence; if teachers regarded dialogue as a precondition to cognition; if students were taught how to think critically; if they built their understanding on creativity, etc. I believe the Jordanian education system would be one of the best if they accepted individuals as â€Å"historical beings† to clearly acknowledge their present, past and their willingness to †wisely build the future† (p.367).