Exercise Concept Check Essay

An equation is a number sentence that says that the expressions on either side of the equals sign represent the same number. An expression may be used to designate a value; these can be variables, operations, and or functions. Using algebraic expression, there is no equal sign, only operations. You can simplify an expression not solve it. Business – General Business Week 1 Ethics in Cost Control . (Exercise 1-9) Zoya Arbiser, regional manager of Gold Medal Sports Shops, is reviewing the results of 15 stores in her region. Store managers are moved annually. Each store manager’s income is very dependent on the direct contribution margin of that store. For the past year, Store 9 has been managed by a person who has operated several other profitable stores in recent years and is about to be promoted to a larger store. Zoya notices several items that bother her. Store 9 has almost no personnel training expenses relative to other stores. Store 9 has stopped participating in numerous community events that gave the store significant visibility but did incur substantial expenses. Store 6, where this store manager worked the prior year, has had a severe drop in profits due to higher operating expenses. The advertising budget was spent almost entirely in the first four months of the year, with almost nothing spent in the last several months. Discuss a possible negative managerial scenario that the regional manager may be sensing. Might the manager of Store 9 be an exceptional manager? What are the ethical implications of the scenario? What is the regional manager’s ethical responsibility in this scenario? Explain and support your position  with evidence from the text. Your initial post should be 200 to 250 words. Fixed and Variable Costs . (Chapter 1 Di†¦ For downloading more course tutorials visit – https://bitly.com/1xpwOBd Delay participating in student government until your second year in college. Freshmen views aren’t typically heavily valued by student government organizations. You can use your freshman year to learn about campus politics and discover what role you’d like to play in them. Business – General Business Week 1 Ethics in Cost Control . (Exercise 1-9) Zoya Arbiser, regional manager of Gold Medal Sports Shops, is reviewing the results of 15 stores in her region. Store managers are moved annually. Each store manager’s income is very dependent on the direct contribution margin of that store. For the past year, Store 9 has been managed by a person who has operated several other profitable stores in recent years and is about to be promoted to a larger store. Zoya notices several items that bother her. Store 9 has almost no personnel training expenses relative to other stores. Store 9 has stopped participating in numerous community events that gave the store significant visibility but did incur substantial expenses. Store 6, where this store manager worked the prior year, has had a severe drop in profits due to higher operating expenses. The advertising budget was spent almost entirely in the first four months of the year, with almost nothing spent in the last several months. Discuss a possible negative managerial scenario that the regional manager may be sensing. Might the manager of Store 9 be an exceptional manager? What  are the ethical implications of the scenario? What is the regional manager’s ethical responsibility in this scenario? Explain and support your position with evidence from the text. Your initial post should be 200 to 250 words. Fixed and Variable Costs . (Chapter 1 Discussion Question 9(a)) Controller, Judy Koch, in a recent speech said, â€Å"I rarely see a real variable cost or a truly fixed cost.† What did she mean? Include in your response an explanation of the difference in behavior of variable and fixed cost, including an example to illustrate your explanation. Your initial post should be 200 to 250 words.

Airline History Jet Blue Airways Essay

â€Å"I will bring humanity back to air travel†. This was the gist of the message given by Jet Blue Airways CEO David Neeleman in February 2000 in New York City during the inauguration of its maiden flight from John F. Kennedy Airport to Fort Lauderdale, Florida. jetblue. com (2008). With initial capital of US$130 million, David Neeleman combined his experiences from three airline companies where he was previously connected and implemented an innovation of airline service marketing strategy centered on low cost fare and customer needs satisfaction that rocked the aviation business. Since its inception, JetBlue was associated and maintained its own service brand positioned as low cost airline with high quality customer service. The branding extends to the employees in terms of benefits and stock purchase options. For three consecutive years since its inception, the airline tested its new brand of air travel within the US different states. When enough experience was collected as to consumers acceptance of its unique brand of airline travel, the company embarked into the international flight market. It was in May 2004 that an international flight flew from New York’s JFK International Airport to Aguadilla, Puerto Rico (Peterson, 2004). Currently, JetBlue Airways flies to 54 destinations in 6 countries (jetblue. com, 2008). Jet Blue Airways’ business success is a proof of carefully analyzed plan of strategies centered on satisfying customer wants and needs. The strategies made the customer feel important and felt that Jet Blue cares for them (Jetblue. com/about/,2008). †¢ They offer tasty snacks and drinks Snacks are needed by flight customers though it’s a 45 minute flight only much so in a 5 hour flight. They provided this in response to the needs which they learned from customer complaints in most airlines. Instead of saying free snacks and drinks, they 2 present the message in a different way by saying â€Å"tasty snacks and drinks† †¢ They provide serious R&R. â€Å"JetBlue has made red-eyes a thing of the past with the introduction of our new Shut- Eye Serviceâ„ ¢ on all overnight flights from the West. On these Shut-Eye Flights Customers are enticed to sleep with the help of a Bliss ® Spa amenity kit containing breath-freshening mint lip balm, lemon+sage body butter, an eyeshade and ear plugs. Then, just prior to arrival, customers are treated to a â€Å"good morning† service of hot towels, and Dunkin’ Donuts coffee and tea, orange juice or bottled spring water. â€Å"(â€Å"Why you’ll like us†, jetblue. com/about, 2008). To this date, this kind of service is the only one of its kind in the airline industry. JetBlue did this to differentiate its service from other airlines regarding care for the customers. †¢ The company is offering great low fares with their own Bill of Rights. The customers, in their mind, JetBlue’s strategy is value for money fares, lower in cost than competitor airlines but with high priced quality service, their own way of aring for the customers. Satisfaction is guaranteed with customers’ Bill of Rights. †¢ Award-winning service Their service is with a smile, from the pilot to cabin attendant. Smile is a gesture meaning you are welcome, a great way of expressing we care. As of November 2008, the company garnered a total of 100 different awards including the most coveted Best Airline Award and Best Market Development Award (jetblue. com, 2008). †¢ The company is offering a customer loyalty program This program is designed to maintain loyal customers and indirectly use them in he promotion of their brand of service called â€Å" word of mouth†. The satisfied customer will always have the urge to tell others of their good experience with JetBlue. This is an excellent way and inexpensive promotional gimmick. 3 Signing up to the customer loyalty program is hassle-free because you can do it online. †¢ Offering exclusive features of cabin flight The following features are one and only of its kind in the aviation industry: direct TV programming, XM Satellite Radio, Fox InFlight movies and free wireless. JetBlue made these amenities available to their customers without any additional harge unlike other airlines and they were the first to offer this kind of amenities. †¢ Widest legroom for the customer to stretch The airplane Airbus 320 has the widest legroom between the seat rows thus letting the passengers feel relaxed and enjoy the flight. This is the most important feature of JetBlue planes. †¢ Jetting to Green â€Å"The Jetting to Green program offers JetBlue’s customers the opportunity to offset CO2 emissions generated by their travel. Upon completing their itinerary online, customers will have the option to link directly to www. carbonfund. org/jetblue to offset heir flight’s carbon footprint† (jetblue. com/green/, 2008, 1st para. ). This is the latest addition to the marketing strategies of the company which is in lined with company social responsibility of caring for the environment. The customers can help in maintaining environmental sustainability. No other airline has thought of this; only JetBlue. With the company’s offer for stock option purchase and the social responsibility consciousness in the conduct of its strategic operation, in addition to its being customer needs reactive, anyone will be proud to be a part of the company.

Proctor tears up his confession particularly dramatic? Essay

The author quotes, â€Å"He has lifted her, and kisses her with great passion†. This shows the affection that we previously have not seen in scenes, so this sequence is dramatic. Also, the way that the audience would be able to physically see their love for each other adds intensity to the moment. Proctor experiences a moral dilemma through constant questioning. He is interrogated, â€Å"What is John Proctor? † This gives the impression that he is not seen as a person, but more as a symbol of what he represents. This is significant because to some, his religious virtues are questioned because of witchcraft. Secondly, Elizabeth forgiving him exaggerates the fact he deceived his wife. Also, the way he is accused of being a liar is compromised by the confession. This is dramatic because all these different themes rolled into one, make the audience engrossed in the play to discover what will actually happen to him. In the last act, we see that Hale feels it his fault that people are dying, so he tries to make Elizabeth persuade John to confess by saying, â€Å"I beg you, woman, prevail upon your husband to confess. † Nevertheless, Proctor says, â€Å"Spite only keeps me silent, it’s had to give a lie to dogs. † At this point, we see Proctor taking the moral high ground, but also confessing by the way he says â€Å"a lie†. He is basically telling the people that it is hard to lie to people, who already lie themselves. Hale is trying to make Proctor lie with them. However, Proctor refuses to be forced into the lies. This is dramatic because it shows Proctor to be a person of great courage as he is being pressurised into this culture of lies, when he wants truth. Towards the end of the play, Proctor sees that he has confessed to himself and God, and believes this is enough. He then says, â€Å"God does not need my name nailed upon the church†. This would give the impression that he is comparing himself to Jesus as he was nailed to the cross. Proctor is sacrificing his own life, by convicting himself for other people. This is dramatic since it gives a theme of spiritual drama to the play. The whole climax of the story is when Proctor does actually tear up the confession in front of Danforth. â€Å"Proctor tears the paper and crumples it, and he is weeping in fury†. This symbolises as he rips up this confession, it is as though he is also tearing his life away for the truth. â€Å"Proctor: And there’s your first marvel, that I can†. This suggests that although he may be condemned to death, he can see that it is the right thing to do. It is dramatic because he once had a strong presence and now that he is faced with death, mortality makes him question himself. In contrast, he regains his virtue. In conclusion, the theme of the play was rising over adversity, and standing for the truth even till death. John had the chance to free himself, by signing the confession and living a lie. At the trial he stood up for what he believed in, and died a righteous man. He learnt what truth meant through his suffering. This could be compared with how Jesus suffered, which reflects the depth of his religious beliefs to the audience. Through Proctor’s struggle, Miller displays the struggles within people of today. It reminds us that man is not perfect, and that we can make mistakes. It shows we can be forgiven by doing what is right. Overall, we experience an effective piece of drama. Charlotte Hamil Year 10 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Issued of the ligalization of drugs Research Paper

Issued of the ligalization of drugs - Research Paper Example Illegalization of various drugs such as cocaine, marijuana and heroin creates a major social problem and conflicts in the society thus making the government lose substantial financial resources annual. The government should therefore legalize the use of drugs and create effective systems that are easy to manage in order to curb the menace s the discussion below portrays. Legalizing drugs has more advantages than the current state of affairs has. Some of the illegal drugs have medicinal value a feature that continues to enhance their usage. A drug like marijuana is among the most commonly abused dug in the United States. Users of such rugs cite its medicinal value. As such, the government should make marijuana a prescription drug a feature that would ease access to such drugs thus limiting the violence and crime often associated with the illegal outfits that peddle the drugs. â€Å"Decriminalization of drugs would lower the cost of regulating the use of the drugs in the society since it creates systematic structures for the supervision of the industry† (Leuw and Marshall 89). Legalizing the drug would lower the cost of sustaining the various law enforcement agencies in the country. As stated earlier, the government spends billions of taxpayers’ money in running various police outfits and correctional facilities most of which are strained by the high number of drug offenders â€Å"most of the inmates in penitentiaries have drug related cases. Marijuana is the most common case in the prisons† (Husak 121). This implies that by legalizing such a simple drug as marijuana, the government would save billions of dollars for use in other sectors of the economy thus enhancing the economic growth in the country. The reduction in the pressure in such facilities would create room for the effective and efficient management of the prisons thus enhancing the creation of a cohesive

Analyzing an important futer goal Assignment Example | Topics and Well Written Essays - 250 words

Analyzing an important futer goal - Assignment Example This sector is well developed, and there is a lot of market for its products. The government also has incentives for swine farmers and this endeared me to it considering that it is very easy start as long as one has a piece of land then he can quickly start it (Bensoussan and Fleisher 54). Some of the steps required to attain the goals entails reading content on swine farming, and this can take about one day. Looking for the market for the products, and this can involve 20 minute search on the internet. Setting up the structure that will host the swine can take about five hours. Ordering for its feeds from suppliers will take about one hour. It will also take approximately two hours to get the initial swine stock delivered to the pig sty. The venture will require a lot of sacrifices in terms of finances. I will have to forgo the money spent on entertainment so that I can direct it to

International business law Assignment Example | Topics and Well Written Essays - 3000 words

International business law - Assignment Example Thus, cases with the intent of temporarily depriving the owner of his property rights constitute a criminal offense. According to the English legal system, this law is mainly used as an effective way of dealing with certain acts that are deemed to be against the prescribed norms in the society. The major objective is to punish those who are liable to such kind of crime. This is in line with the need to deter people from committing such crimes for the purpose of safeguarding peace and harmony in the society. According to Kleyn & Viljoen (2002), civil law is classified under private law which is one major difference between criminal law and civil law. Civil law mainly deals with legal relationships between parties involved. These subjects involved are more or less on the same position. Unlike in criminal law, the state is there to facilitate the delivery of justice in civil law. Common examples of cases involving civil law include tort law as well as family law whereby compensation is granted upon conviction of the offender unlike punishment in the case of criminal law (Kleyn & Viljoen 2002). This law is mainly used to settle disputes between subjects whereby it is the plaintiff against the defendant whereas it is the state that initiates prosecution against the defendant in a criminal case. 2. Common law in the English legal system was developed in the decisions that were made in other court cases and these were adopted as law in real terms (Du Plessis, 1999). This law is mainly used as reference to particular cases that may have a similar bearing on the case that will be tried in the court. Common law is the legal norm and plays a significant role in consolidating the validity of the law given that it was a result of cases that were tried in the courts of law and decisions were reached and agreed. With time, there are some kinds of behaviour by human beings which become unacceptable and in such instances, it becomes the role of the legislature to enact new offe nces that are considered as law (Kleyn & Viljoen 2002). In such an event, this kind of law is mainly regarded as statutory law whereby it can be noted that the legislature as well as the common law have greater roles to play in the English legal system. Though common law is the major source of law in the English legal system, it however, does not cover all the aspects of the law since there are new cases emerging by the day such as the environmental laws. It is the role of the legislature to make sure that all important aspects of this law are covered adequately. According to Du Plessis (1999), â€Å"English law is uncodified common law and the legislation primarily regulates matters of a more modern technical nature or else it amends, systematises, consolidates or supplements common law in areas where it is inadequate or ambiguous or where renewal is necessary,† (p. 36). From this argument, it can be observed that common law

Characteristics and Behaviors of Effective Counse Assignment

Characteristics and Behaviors of Effective Counse - Assignment Example The new therapist had some good guiding techniques that helped make progress during the session. It is extremely important to know the major theories in counseling, but even more important still is to know when and what circumstances to apply them on. The therapist was able to figure out that the problems he was dealing with stemmed from childhood and personal experiences. This is evident of evidence-based practice, which is where rather than incorporating one theory, they apply specific techniques for intervention on a specific problem (Corey, 2009). The therapist was then able to lead the client on a guided introspection which is good in having the client understand their problems by looking at themselves. Empathy and positive encouragement were also extremely good techniques in order to build understanding with the client. This also was a good example of listening, with the therapist asking for input from the client as well as the guide and pace method (Levitt 2001). Empathy and u nderstanding help build the trust and understanding between the two. Positive encouragement is good in instilling confidence in the patient and evoking positive feelings. As a new therapist, it is a given that mistakes will be made. There were some major flaws in the first counseling session.

Water Conservation Thesis Proposal Example | Topics and Well Written Essays - 1250 words

Water Conservation - Thesis Proposal Example Reducing the amount of detergent that is used in washing dishes acts to reduce the amount of water spent in homes. Little application of the detergent leads to less water being used in washing and the water that could have been used in rinsing the dishes may be used in some other place effectively (Figuà ¨res, Rockstrà ¶m and Tortajada 60). In the use of pressure reduction technique, the owners of the homes can decide to reduce the pressure of water that run into their homes by installing pressure reduction valves. The reduction of the pressure may in turn save water in that it reduces any possibility of water leaking via the pipes. Pressure reduction also reduces any possibility of dripping faucets and leaking water heaters. Homeowners may also opt to use low-flow showerheads that usually account for a percentage of 20% of all the water that is used in many households (Cabrera, Cobacho and Lund 50). Replacing the standard 18litres per min showerheads with 10litres per minute showerheads can save an approximate 80,000liters per year. Homeowners may also utilize their domestic wastewater from their kitchen sinks, clothes washers and laundry tubs also known as gray water. Gray water may be usefully used for home gardening, maintaining the lawn, landscaping and some other uses that do not necessarily require the use of cl ean water (Figuà ¨res, Rockstrà ¶m and Tortajada 55). As noted, water is very essential in the lives of a community, if the resource is not used wisely; the effects are more likely to affect women more than men. Water shortage brings about hydrologically related disasters such as landslides, droughts and floods and other meteorologically related disasters (Olmstead and Stavins 82). Water pollution and shortages are directly linked to a long list of diseases that tend to affect human health and mostly women. In most

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

Philosophy and Psychiatry - Essay Example For every argument that "personal reactive attitude" puts forward, there is a counter-argument used by "objective attitude." The whole idea seems to be rotating in circles and ending up in a blind alley. Strawson is, however, diplomatic in his stand. While he is willing to side one, he is not prepared to sidestep or antagonize the other. He voices his opinion in favour of the first group, the group which simply dismisses the thesis of determinism as something it does not know anything about. However, he sympathizes with the other group or sub-groups. Could it be hypocrisy on his part No, says Strawson. He favours reconciliation because he believes that there is some light in what the group of pessimists, optimists and sceptics say. The Arguments Now, coming to the main issue, the optimists feel that the thesis of determinism cannot be ruled out as false for the simple reason that the "facts as we know them do not show determinism to be false." [2] That is to say, the optimists feel, there are enough facts to corroborate the existence and relevance of determinism. However, they submit that the facts are not strong enough to convince the pessimists. Or else, they are not in a position to present the facts in a convincing manner. Therefore, the optimists are willing to 2 The Determinism and Freedom Philosophy Website -- of http://www.ucl.ac.uk/uctytho/dfwstrawson1.htm, page 2 concede a "vital part" of their facts which they find difficult to produce, in exchange for the pessimists' willingness to "go beyond the facts" and thus allow some kind of a status quo, so that whatever is "beyond the facts" may still hold out some ray of hope for the pessimists. The status quo is necessary because the pessimists cannot prove that the optimists are...The status quo is necessary because the pessimists cannot prove that the optimists are totally wrong for being unable to adequately represent the facts. (page 2) Going a step further, Strawson elaborates, â€Å"Some optimists about determinism point to the efficacy of the practices of punishment, and of moral condemnation and approval, in regulating behaviour in socially desirable ways. The fact of their efficacy, they suggest, is an adequate basis for these practices; and this fact certainly does not show determinism to be false.† To this the pessimists counter that, â€Å"just punishment and moral condemnation imply moral guilt and guilt implies moral responsibility and moral responsibility implies freedom and freedom implies the falsity of determinism.† The optimists persist, â€Å"it is true that these practices require freedom in a sense, and the existence of freedom in this sense is one of the facts as we know them. But what ‘freedom’ means here is nothing but the absence of certain conditions the presence of which would make moral condemnation or punishment inappropriate.† [3] How one wishes the buck stopped here! But it does not! The pessimists too persist, â€Å"You turn towards me first the negative, and then the positive, faces of a freedom which nobody challenges. But the only reason you have given for the practices of moral condemnation and punishment in cases where this freedom is present.

Historical events of the US Essay Example | Topics and Well Written Essays - 1250 words

Historical events of the US - Essay Example The conventional Protestant spiritual groups set up religious bases in Asia and Africa, as well as over 450 missions in China by the year 1900.The 20th century started with the US entangled in a severe and bloody war. However, that war is no longer remembered, a war that cost millions of dollars, thousands of lives and displacement of millions. ThePhilippine-American War that was fought between1899 to 1902 resulted in approximately 265,000 human deaths. Thewarassistedthe US establish itself as a military powerhouse in the Pacific regions. While the European powers were engaging themselves in the First World War (WWI), the then president of the US Wilson Woodrow was apprehensive that Germany might take up Haiti and destabilize the pathway leading to the Panama Canal. In order to assert and protect its interest, Wilson sent a few hundred US Marines and Navy men to Haiti. In 1898 and 1899, The US took over Hawaii and obtained the Philippines, Puerto Rico, and some parts of the Pacific I slands. Theexpansionraisedthesignificantquery of if their recently annexed states would be given the American citizens civil rights. HavingwonboththeSpanish-American War and Philippines War symbolized both an addition to earlier expansionist desires and a quick departure from suppositions that had steered American foreign strategy before. Fortheveryfirsttime, the US made significant strategic dedications in the Far East; acquiring regions that had never been planned for statehood, and dedicated itself to law enforcement actions.

Steategic management- ADOBE Research Paper Example | Topics and Well Written Essays - 1750 words

Steategic management- ADOBE - Research Paper Example The company has a well defined corporate strategic management base employing some of the best skills circling basic the realms of corporate resources. This paper purports to explore the basic concepts that Adobe utilizes through marketing, financial strategies, Research and Development, Human Resource Management, Information Technology and Operation and Logistics, evaluating which of them is most competent to the business and how they are relevant to the future of the business. It also looks into the viable internal factors that management can outsource to other companies, while looking at the future of the business and its ability to remain relevant in a diversifying and competing business environment (Morden, 398). As a research driven company, Adobe researchers strive to remain on their toes in order to remain relevant in the ever changing information technology world. Researchers ensure to create the best innovations for clients. To make this doable, the company employs passionate individuals, who remain committed leaders and trustworthy to the creativity process. The company ensures that the innovators get the support they need and gives them the freedom to roam around their ideas. Additionally, the company holds collaborative projects with other companies as well as universities. The universities’ Information Technology Faculties are important because in order to advance to the future, technological advancement is core especially in the Information Systems and Technology techniques, which is the main focus of Adobe Company. Adobe’s inter-faculty relationship strategies between IT and engineering in collaborating universities make the research and development practice sharp ed ged. Consequently, the company provides some of the best software in the market like Content-Aware Fill in Photoshop CS5. It also invests heavily in employing PhD researchers who provide radical innovations for the company’s

Juvenile Adjudication Essay Example for Free

Juvenile Adjudication Essay It is a common knowledge that juvenile offenders in the US were those violating the law and arrested by the authorities at age 17 and lower. Quite a number of researches by psychiatrists and sociologists have been conducted on the causes of juvenile delinquency. It was the 13 year study of McCord and McCord published in 1959 involving 650 eleven year old children that gave credibility and proof to the hypothesis that â€Å"Parental permissiveness and laxness is the cause (†¦) of such delinquent and aggressive behavior. In fact, children coming from homes with permissive parents are thirteen times more likely to produce delinquent and aggressive ehavior than children coming from homes with overly strict and punitive parents†. (Hwang, et al, ca 2007, Abstract). According to the authors, this conclusion was supported with similar study conducted by Paulson involving California adolescents incarcerated for striking their parents in 1990. The Nature of Juvenile Courts It was a common knowledge that a juvenile court was established by different states in the U. S. to handle cases of delinquent, dependent or neglected children under the age of 18. The common law violations of juveniles were delinquency, status offenses, abuse and neglect. The same kind of offense committed by youths in one state is subject to different rules in another state due to the fact that juvenile courts are primarily run by state and county courts and not by the federal government (law. rank. org, 2008). The website further reported that some states adjudicate youths guilty of unlawful acts with both a juvenile and adult sentence. The juvenile sentence is served first and then continues with the adult sentence at age 21 onwards. This extension of the sentence to age 21 is normally under the condition that the delinquent was not eformed or rehabilitated while under a juvenile sentence or his sentence exceeds the number of years till his 21st birt hday. Though each state treats juvenile delinquents differently, the juvenile courts are dedicated to protecting the child’s privacy and well-being and seeing to it that the delinquent is rehabilitated either under house arrest or under the guidance of foster parents and social workers. 2 Despite the efforts of the federal government to curb juvenile crime rates, during the 1980’s, there was an experienced increase in serious crimes committed by youths. Victims of serious crimes were not satisfied seeing the youth not imprisoned and just confined in special rehabilitation house. As a result of the clamor for justice and the increase in violent crimes perpetrated by the youth, some states consider adjudicating the youth offenders under the adult court despite being contrary the juvenile justice law. There were claims that subjecting the youth offenders to adult court and punishment will discourage youth offenders from graduating to full pledge adult criminal. This paper aims to elucidate the issues related to endorsement of uveniles to adult court and those against it and strike a compromise on punishing the youth offenders to bring justice to victims while maintaining the right of due process stipulated in the juvenile court. Juvenile Crime Trends in 2000’s and Policy Changes Young and Gainsborough (2000) claimed that the proportion of juvenile crimes to total arrests in 1998 was about the average for the past 25 years and that of property crime arrests declined throughout the most of the period. The authors claimed further that the one crime category that exhibited significant increase from the overall trend during the 25 year period was urder perpetrated by youth offenders as shown in the following graph: Criminologists Alfred Blumstein and Richard Rosenfeld (cited in Young and Gainsborough, 2000) reported from their analysis that the sudden increase in gun killings were related to the 3 development of the crack markets in metropolitan cities where fierce turf wars were waged with juveniles recruited by market organizers. As more guns came into the streets, juveniles armed themselves with guns for protection and self-defense resulting to spiraling of death cases. The sharp decline of murder cases in recent years according to the criminologists was due to market tabilization of crack and police authorities’ efforts to keep guns off the hands of juveniles. Related to this, according to Myers (2005) in his book Boys Among Men, there has been serious debates in the last 40 years related to juvenile courts’ philosophy, structure and procedure. The author added that â€Å"A variety of critical attacks have focused on such issues as due process violation, ineffective treatments and rehabilitation services, abuse of the juvenile courts’ power, lenient treatment of adolescent offenders and general lack of direction in dealing with adolescent crimes†. (p 71). On incisive analysis, these issues may have contributed heavily to mounting serious juvenile crimes. Myers (2005) claimed that the criticisms combined with the rapid increase of juvenile crimes in 1980 to mid-1990s and heavy media attention in sensationalizing juvenile crimes contributed to the erosion of traditional philosophy and authority of the juvenile courts. The author added that the central issue is the transfer of juveniles to criminal court which was equivalent to a move of criminalizing delinquent behavior. In relation to this, Young and Gainsborough (2000) commented that the legislative esponse to increased wave of serious crime focused on sending more and younger children to adult criminal court with the intention of discouraging the juveniles from committing murder crimes. The authors reported that since 1992, almost all states has made legislation to make it easier to try juveniles in adult court. The federal government through Congress initiative in 1998 provided additional grants to states with legal policies related to prosecution of those 14 and above as adults. It was an accepted practice since the inception of juvenile justice system hat serious and chronic crimes done by juveniles can be transferred to adult criminal court through a process of judicial waiver following a hearing in front of a judge in juvenile court. In reaction to mounting serious juvenile offenses, the judicial waiver was broadened to allow 4 juvenile court judges to transfer younger juveniles and those with less serious offenses to adult court by means of mandatory waiver. The authors further added that prosecutorial discretion was broadened to allow prosecutors more authority in their hands to file juvenile cases to either juvenile or criminal court as they choose. The statutory exclusion was also expanded to exclude certain juvenile offender categories from juvenile court jurisdiction based both on age and nature of offense. The legal provision of â€Å"Once an adult, always an adult† was enacted by almost all states which in effect automatically place the juvenile in adult court for the trial of subsequent lesser offenses once the offender was tried previously in criminal court. The policy changes resulted to abnormally high rate of juvenile children being tried as adults. The authors revealed that per data of Amnesty International in 1998, as many as 200,000 outh under 18 years of age were prosecuted in criminal courts. In 13 states which set the upper age limit of juvenile court jurisdiction at 15 rather than 18, a total of 180,000 juveniles were adjudicated in adult court. Although the central objective of the laws facilitating juvenile offenses prosecution in adult court was to discouraged homicide and violent crimes, the impact was much wider. The authors reported that in 1996, more than half of the cases waived to criminal court were non-violent drug and property offenses; 43% were person offenses, 37% were property offenses, 14% were drug related and 6% were public order disturbance. Moreover, racial disparities were very evident; 67% of juvenile adjudications were black and 77% of juveniles sent to prison were minorities (60% black, 15% Hispanics and 1% American Indians and Asians). Despite using drugs at a much lower propensity than whites (15. 7% of blacks, 16. 7% of Hispanics , 19. 6% of whites aged 12 to 17), 75% of juveniles charged with drug offenses in adult court were black and 95% of juveniles sentenced to adult prison were minorities. It was very evident that discrimination toward minorities which should not be the case actually happened as a result of juvenile transfer to adult courts.

Montessori method in developing childrens creativity

Montessori method in developing childrens creativity How effective is the Montessori method in developing childrens creativity, both during early years education and throughout primary school education? There are currently approximately 700 Montessori schools operating in the United Kingdom, and this number is growing annually (Montessori St. Nicholas, 2010). The vast majority of these schools cater for children between the ages of three and six. However, in more recent times, there has been a gradual establishment of Montessori schools that provide primary school education for children older than six. There are now about thirty such primary schools in the United Kingdom (Montessori St. Nicholas, 2010). Although this is still a relatively small number of schools on a national scale, it is nevertheless an interesting increase to investigate further. These schools use the Montessori method to both educate children, and further their holistic development. Before a brief discussion of what differentiates the Montessori method of education from other educational pedagogies, it is important to know and understand the underlying principles that all Montessori schools adhere to for the benefit of the children who attend them. The Montessori method is based on the ideas and theories of Maria Montessori, an Italian physician who experimented with giving young children more freedom, both to direct their own learning, and work and learn at their own pace. In the process, she arrived at two pivotal (and, at the time, somewhat controversial) conclusions. Firstly, she surmised that young children possessed an innate desire to learn (Montessori, 1994). Secondly, she found that young children, contrary to popular belief, were capable of exhibiting high levels of independence and cognitive development for their age under the right conditions. In this respect, it can be argued that they are being treated as individuals. Montessori (1964) strongly believed that all young children were unique beings and should, therefore, be treated as individuals. Furthermore, she reasoned that young children, as well as having the benefit of self-directed and child-centred learning, should also experience a hands-on approach to educ ation (Lillard, 1980), using learning materials that stimulate all five of the human senses. The interaction with, and the manipulation of, ostensible Montessori materials is, arguably, one of the most renowned aspects of the Montessori method. Broadly speaking, these materials are organised into five basic categories: language, mathematics, sensorial, practical life and culture (Lopata et al, 2005). Pickering (1992) believes that these materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience. Furthermore, Montessori materials are carefully designed to be both sensorially stimulating to young children, and multifunctional to allow for a more open-ended, divergent approach to learning. Another important theme common to all Montessori materials is that they are of gradually increasing difficulty and complexity (Oberle and Vinson, 2004). It is vital that these learning materials meet these criteria, because, as Montessori (1964) stated: little ones†¦can work only on the materials we give them. In other wo rds, if the materials provided for the children are uninteresting, irrelevant or unviable, then it can be argued that a child is unlikely to be able to fulfil their potential. One final issue in relation to the background of the Montessori method regards the layout and features of the learning area. It can be seen that it visibly reflects the child-centred nature of Montessori education. For example, desks and chairs are not only child-sized, but also spread wide apart (Mooney, 2000) and arranged in rafts (Oberle and Vinson, 2004) allowing children to move around the whole area freely whenever they so wish, and helping to prevent crowding. Materials are kept in accessible places, such as appropriately low shelves (Lopata et al, 2005), so they can easily be obtained and utilised by the children at any time. It is the presence of child-orientated considerations such as these that create Montessoris (1964) ideal of the prepared environment. Such environments allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently (Montessori, 1964, cited in Lo pata et al, 2005). In summary, Montessoris approach to education advocated that childrens innate desire to learn could be successfully nurtured and accommodated, as long as they are provided with the right environment and the appropriate materials (St. Nicholas Montessori, 2010). Having briefly discussed the principal background information regarding the theory and practice of the Montessori method, it is now important to consider the principal teaching and learning differences between a Montessori and a traditional primary education. One important organisational and structural difference is that each class in a Montessori setting has an age span of at least three years (Isaacs, 2007). These classes share two features in common with traditional education, however: they are mixed-ability, and contain a similar number of children per class (around thirty) to a traditional primary school (albeit not all the same age). The timetable is scheduled differently to traditional settings. Instead of children taking part in a series of lessons in different subjects between the duration of thirty minutes and one hour, the day is split into two three-hour, uninterrupted work periods (Oberle and Vinson, 2004). An important point to note here is that Montessori defined work as childrens instinctive tendency to develop through spontaneous experiences in the environment (Montessori, 1964), further advocating her idea of children acting in a self-directed way. Moreover, in addition to being encouraged to work independently at their own pace, children are never interrupted by the teacher if they are busy working on a task or activity. One final notable difference between a Montessori and a traditional learning environment relates to the role of the teacher. Montessori did not use the term teacher to describe the adult charged with the education and well-being of the children in their care; instead, she used the term guide or mediator (Lillard, 1980). This symbolises the idea that the adult in a Montessori setting should be seen by the child as a facilitator to their educational development, not an authority figure. Generally speaking, teachers operate on a one-on-one basis with different children, and there is little whole-class work (Lopata et al, 2005). The teaching approach is much more indirect than in mainstream education: the adult acts in a more observational and advisory capacity. Montessori (1964) maintains that the combination of the learning environment and this indirect teaching method encourages self-discipline, even in the case of younger children. If, however, a child displays undesirable or disrupt ive signs of behaviour, then the adult will seek to amend the childs focus to some positive activity, rather than reprimanding them or imposing any kind of sanction. Although, according to Pickering (1992), such instances are comparatively rare due to the childs level of self-discipline, when they do happen they can be dealt with in a supportive manner without undue disruption to others. As mentioned before, a popular view exists among many people that the Montessori method is solely both suitable for, and aimed at, young children under the age of six (Montessori St. Nicholas, 2010). However, there has been a recent increase in the number of purpose-built Montessori primary schools, catering for children aged between six and eleven. The classes in such schools comprise two vertical age groups: the first for children aged six to nine; the second for children aged nine to eleven. Montessoris underlying theoretical principles remain the same for this older age bracket; however, there are some practical and organisational differences associated with a Montessori primary schools provision for older children. Such differences include the fact that the children no longer just choose what to work with (Montessori St. Nicholas, 2010). Furthermore, they are empowered to manage a weekly plan with activities both of which they negotiate with their teacher (Montessori St. Nicholas, 2010); this is tailored to the individual childs needs. This suggests that the learning is still child-centred and self-directed to a certain extent, but there is an increase in autonomy and responsibility for ones own learning. To begin with, children are assigned weekly tasks in mathematics, literacy and science; as they get older, these tasks begin to encompass all curricular subjects (Montessori St. Nicholas, 2010). In accordance with Montessori thinking, however, the child can choose when to complete the tasks and engages in frequent tutorial discussions with the teacher (Montessori St. Nicholas, 2010). It can be argued that the reason for this is to encourage and nurture childrens developing time and task manage ment skills, and to take an active and co-operative role in their personal development and learning. This sense of collaboration also extends to working with other children in small groups, which happens on a more regular basis than in a Montessori early years setting. Together, they can share ideas and collaborate on various projects. Other important differences include the notion that Montessori primary schools make no attempt to work to an externally developed curriculum (Mooney, 2000); however, Montessori St. Nicholas (2010) claims that the curriculum not only fully meets the requirements of the National Curriculum (an example of an externally developed curriculum), but also goes beyond it in certain subjects. Many activities relate to National Curriculum subjects, although they will not appear as such to the children (Oberle and Vinson, 2004). This nonconformity to external guidelines also stretches to the method of assessment. There is no formal testing in Montessori primary schools (Lopata et al, 2005): conversely, teachers make continuous observations to evaluate childrens progress and allow children to participate in the evaluation of their learning (Montessori St. Nicholas, 2010) during their education in a Montessori primary school, further highlighting the child-centred approach taken. A central aspect of a young childs development and learning, one which will serve them and be a useful attribute to them, both as they progress through the educational system, and through adulthood, is creativity. As a concept, it is somewhat difficult to define; however, the Department for Education and Employment (DfEE) published an influential report in 1999 entitled All our futures: creativity, culture and education, which attempted to do so. The report defines creativity as follows: imaginative activity fashioned so as to produce outcomes that are both original and of value (DfEE, 1999). This definition is then broken down into four characteristics. Firstly, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Secondly, overall this imaginative activity is purposeful: that is, it directed to achieving an objective. Thirdly, these processes must generate something original. Finally, the outcome must be of value in relation to the objective. (DfEE, 1999). It is important to consider whether all of these constitutional elements of creativity are present in any particular aspect of the Montessori method, in order to argue their effectiveness in developing childrens creativity. The importance of developing childrens creativity is highlighted in a 2003 report by the Qualifications and Curriculum Authority (QCA). The report states that learning to think and behave creatively can transform pupils lives†¦it increases their motivation, self-esteem and levels of achievement. Beyond school, it enriches their lives and prepares them for the world of work. Therefore, it is crucial for each individual child to be given the means and opportunity to develop their creativity throughout their educational careers: by becoming creative individuals, they can both make valuable economic contributions and become valued members of society (Cropley, 2001) According to Oberle and Vinson (2004), there are a number of critics of mainstream education frameworks who argue that they stifle creativity. However, in stark contrast, Berliner (1975), cited in Pickering (1992), states that other critics have raised objections against the Montessori method. These critics believe that it is the Montessori method, and not mainstream methods of teaching and learning, that inhibits creativity, due to its cognitively-oriented nature. The fact that opinions seem to differ on the subject suggests that the Montessori method has some advantages and some disadvantages with regard to the aim of developing childrens creativity. The other factor to consider is whether creativity is encouraged and fostered both during the time when a child attends an early years Montessori setting, and during the time when they attend a Montessori primary school. The effectiveness of a number of key aspects of the Montessori method with regard to the development of childrens creativity, both during early years education and throughout primary school education, will be discussed. These particular aspects have been chosen because they contrast with aspects pertaining to mainstream early years and primary school education. Some of these aspects are universal to both Montessori early years settings and Montessori primary schools; others solely pertain to older children (in this context, those aged six to eleven) in Montessori primary schools. Children are given the chance to direct their own learning. This can help to provide them with the self-confidence they need to be inventive and take risks with their learning; this is an important aspect of the creative process. It also allows children the freedom to experiment with different learning styles, such as visual, auditory and kinaesthetic (Jones and Wyse, 2004), through their individual manipulation of the materials available. It can be argued that this will increase the chance of a child discovering their preferred learning style, thus making them more receptive to new ideas and ways of thinking. This can also assist with their creative development, as they can use these new approaches to solve new and existing problems. Children are allowed to work and learn at their own pace. This illustrates the notion that Montessori settings are completely inclusive, allowing an education for all approach to be embodied in their framework. It is well documented that children develop at different rates, so this can make children feel more comfortable about their learning. More able children have the opportunity to extend themselves; less able children do not feel left behind (Pickering, 1992). This can prevent children at both ends of the ability spectrum from becoming uninterested or frustrated, both of which have the potential to inhibit creativity if the childs mind is not on the task at hand. The Montessori method offers a child-centred, hands on approach. Montessori (1964) believed that true creativity stemmed from individual freedom of expression. It can be argued that this hands on approach offers children the opportunity to express themselves in creative ways through, for example, drawing, cutting, gluing, painting and so on. However, it is important that the child has a sense of purpose when undertaking such activities, in order to fulfil the criteria of creativity. As the teacher is often not directly involved in what the child is doing, the danger exists that the child may be acting randomly, thus not working towards a particular objective. The materials used allow for multi-sensory learning. This is another way in which children with different preferred styles of learning can benefit. Isaacs (2007) argues that creative development has significant links with the sensorial materials area, particularly if [we] understand the childs creativity to be the ability to use their imagination. Through various combinations of visual, auditory, tactile and kinaesthetic materials, it is possible that children will increase their knowledge and understanding of the world, and, more importantly, retain this knowledge and understanding through recalling these multi-sensory experiences. It can also be argued that this will foster childrens curiosity about the world around them and how it works; Fishkin and Johnson (1998) emphasise that a link exists between curiosity and creativity: they fuel each other. The materials are multifunctional; learning can therefore be open-ended and divergent. Divergent thinking can help children to generate creative ideas by exploring many possible solutions to a particular problem (Craft, 2002). It is the childs decision how they choose to utilise the materials: it can be said that this encourages an independent thought process. According to Starko (2005) having the means and opportunity to think independently is one of the building blocks of creativity. The materials are of gradually increasing difficulty and complexity, as the children learn new concepts, and apply their previous knowledge and skills to solve new problems. It can be argued from this that these materials are cognitively oriented (Berliner, 1975, cited in Pickering, 1992), as they allow children to make connections and perceive relationships between what they have learnt before, and building upon these connections and relationships to allow them to progress to the next stage of learning. Montessori (1964) argues that, without this type of cognitive scaffolding structure, true creativity simply cannot exist. Materials are kept in accessible places; appropriately low shelves facilitate this easy access. Moreover, early years children are shown how to use sharp scissors and adult-sized tools safely (Mooney, 2000): although this is perhaps the most controversial aspect of the Montessori method (Isaacs, 2007), it serves to further highlight the Montessori self-directed approach, and makes children more responsible for their own learning. Children need to consider what best tools and materials are for whatever purpose they have: it can be argued that being given the opportunity to choose allows them to think in creative, novel ways about what to do and how to do it. Desks and chairs are child-sized and arranged in rafts. Each raft has a particular activity assigned to it; these typically change on a daily basis (Isaacs, 2007). Children have the freedom not only to move around the rafts (and there is ample space between them to allow them to do so), but also to work with other children. A fundamental aspect of a Montessori setting is that all children respect and care for each other, and that caring attitudes are adopted at all times, towards peers, teachers and life itself (Oberle and Vinson, 2004). This fosters collaboration between children; by sharing ideas and information, they can work together creatively and discover new ways of thinking and working. Children have freedom of movement around the learning area: they can move of their own volition between one learning activity and another, rather than being directed to them at any particular time or in any particular order. This highlights another aspect of how Montessori believed childrens creativity could be developed: the freedom for them to select what attracts them in their environment (Nunn, 2010). This sense of freedom also gives children the opportunity to act with a degree of spontaneity, which can allow the generation of a large number of novel and diverse ideas (Jones and Wyse, 2004), thus instigating and developing the creative process. Each mixed-ability class has an age span of at least three years. Particularly in Montessori early years settings, older children can act in a mentoring capacity to younger children (Lillard, 1980). This can help to scaffold childrens learning and thinking, as the older children can, if they wish, help the younger children with whatever they are doing, so that the younger children will eventually be confident enough to work and think independently, and thus begin to think and work more creatively. It is important, however, that the older children do not spend too great a proportion of their time doing this, however thoughtful and considerate it is; they need to further their own knowledge and understanding too. The day is split into two three-hour, uninterrupted work periods. According to Oberle and Vinson (2004), it has been suggested that children taught under the Montessori method are not allowed enough time to simply play. This is problematic to an extent, as research evidence suggests that childrens creativity can be developed through play (Duffy, 2006; Craft, 2000; Smith, 1995). A possible negative implication of this is that children are not encouraged to use their imaginations due to a notable deficit of creative play time factored into a Montessori setting (Seldin, 2009). Children are never interrupted by the teacher when they are engaged in an activity. This allows children to persevere with what they are doing. This can be beneficial to creativity to an extent, as it gives children time to think through the activity in different ways before arriving at a final solution. However, on a cautionary note, it is important that the teacher, though generally involved in an indirect capacity, monitors what children are doing in order to ensure that this perseverance is constructive, and, more importantly, purposeful. The teaching approach is much more indirect. Pickering (1992) argues that because the classes are run to a very large degree by the children, with only the degree of adult guidance necessary to ensure order and safety, the setting becomes emotionally safe and secure. If this ideal can be practically adhered to in a Montessori setting, then children can relax and be authentic individuals instead of trying to be cool. This, in turn, helps to allow their creativity to blossom (Cropley, 2001), as it diminishes the risk of social issues such as wanting to be popular, and alienation. Some aspects that only predominantly relate to Montessori primary education will now be discussed in relation to their effectiveness in developing childrens creativity beyond the early years. Children negotiate weekly activity plans with their teacher. This gives children the opportunity to pursue an area or topic that interests them, which the child will not only enjoy, but from which the child will also gain a sense of purpose and direction: a key aspect of creativity. However, this does not necessarily have to be the case (Montessori St. Nicholas, 2010). A child may be curious to find out about an area or topic that is new to them. In this instance, they can work and think independently. This combination of independent thinking and curiosity can help to develop their creativity by asking new questions and thinking in new ways about new ideas and concepts. Moreover, children are allowed to choose when to complete assigned weekly tasks, and engage in frequent tutorial discussions with the teacher. Referring back to a previous issue, this allows the child to work at their own pace, as it allows them to set themselves achievable goals, and work to these goals through this weekly planning. It can be argued from this that the childs opinions are greatly valued, and, to a certain extent, this collaborative process treats the child as an equal by making them more autonomous about their learning. As discussed before, this can boost their self-confidence, which, in turn, helps them to be more inventive and take risks with their learning: a key aspect of the creative process. During the primary school years, children begin to work in small groups, although there is still very little whole-class work. Working with others can allow children to compare ideas and thoughts, solve problems and assimilate new knowledge. According to Craft (2000), working with other children in small groups can nurture creativity, as it stems from social processes as well as individual processes. Sharing ideas and thoughts, and solving problems by thinking creatively, is one such social process. Montessori primary schools meet the legal requirements of the National Curriculum, although they do not follow it to the letter. This allows the childrens educational experience to be based on their own particular needs (Montessori, 1964), which can be informally, but constructively observed and assessed. There is no formal testing or assessment (for example, Standard Attainment Tests). It can therefore be argued that this helps to eliminate competition between children. Competition can be a barrier to creativity (Starko, 2005) because, on a social level, some children compare their achievements to others, which could adversely affect some childrens self-esteem. Fishkin and Johnson (1998) argue that a childs fear of failure also inhibits the childs creativity, as they may lose the self-confidence required to think in a creative way. Montessoris view on this is also made clear: the child in the Montessori classroom is†¦free from the judgement by an outside authority that so annih ilates the creative impulse (Nunn, 2010). In conclusion, the evidence suggests that both early years and primary school settings that follow the Montessori method can help to develop childrens creativity throughout this age range through its support of independent, self-directed, purposeful learning activities with stimulating, multifunctional learning materials in a free, accessible learning environment. Children have the opportunity to think and behave imaginatively through the processes of curiosity and exploration. This is not to say that the Montessori method is the only type of pedagogy that can develop childrens creativity. Mainstream early years settings and primary schools are certainly capable of doing so: although there is more emphasis on teacher-led, carefully planned, systematic learning, there is still scope for the development of childrens creativity. The Montessori method, while different to traditional learning methods in many respects, achieves the same outcome, but in a very different way. In Montessori s ettings that faithfully follow Montessoris underlying principles, children can acquire and develop the three qualities that Montessori believed were necessary for creative endeavours: firstly, a remarkable power of attention and concentration; secondly, a considerable autonomy and independence of judgement; and, thirdly, an expectant faith that remains open to truth and reality (Nunn, 2010). Montessori believed that all children possessed tremendous creativity. This creativity is directed towards becoming a developed individual, endowed with a sensitive soul, an eye that sees and a hand that obeys (Nunn, 2010). This was Montessoris idea of the basic qualities inherent to a creative individual: these qualities, if given the chance to develop through the correct implementation of the Montessori method, will serve the child throughout their educational career and subsequently during their adult lives. Evaluation of my learning and its management I needed to ensure, for the purposes of this module, that I supported my transfer from an initial teacher training course to an educational studies course. In order to build a bridge between the two, I needed to find a topic that related, in some way, to one module from my previous course, and another module from my new course. In order to support my transition between courses, I needed to investigate a topic of which I had prior knowledge and experience of writing about, and think about it less in terms of the practical teaching context, and more in theoretical terms of how children learn, with the possibility of considering broader educational issues. In truth, my reason for choosing to focus on the Montessori method of education happened somewhat by chance. The idea was not suggested to me, nor did I harbour any previous interest in it. I first became interested in the Montessori method, however, when a lecturer gave me a piece of advice on another piece of written work for a different module. I was advised to consider Montessoris ideas on fantasy play, as the lecturer felt that it would lead to an interesting argument. It was because of this advice that I decided to investigate the Montessori method in more depth, forming an interest in it in the process, which also helped me to complete the piece of work from the other module. The Montessori method of education, so I thought, focused on early years education; I therefore felt that it could be regarded as an early years issue. Consequently, the first module chosen as the basis for this independent learning module related to early years issues. Before I began this assignment, I knew very little about the Montessori method of education. I was aware that they used an array of specialised Montessori materials, but I was unaware of what was particularly different or unique about them. I then discovered that, although comparatively few in number, Montessori primary schools existed in the United Kingdom. This meant that I could investigate an aspect of the Montessori method in the context of one of my previous modules, which were tailored to primary school, as opposed to early years, education. I chose to link this to a module from my previous course concerning creativity in the primary curriculum, as, honestly, it was the only one at the time that I thought I could attempt to link to the early years module on my current course. As I mentioned, my first discovery was that there are some Montessori settings, albeit not many, that cater for children beyond the early years. I also discovered that the implementation of the Montessori method was completely different to anything I had read about or observed before. Its principles were based on self-directed, independent learning; children seemed to enjoy a considerable amount of freedom. Each class had an age range of three years. Children were even taught how to use sharp knives from a very early age. All of these ideas, and many others, surprised me, and I wondered how this system could possibly work. However, I knew that the system must work; otherwise Montessoris ideas and theories would not have made it past the drawing board stage. It was then my task to find out how this system worked on a daily basis, which I found interesting as it made what I considered to be an improbable educational system possible. Regarding the development of childrens creativity, when I found out about the implementation of the Montessori method, both in early years and primary school education, I found out that it was the children themselves, and the learning environment, that were responsible for nurturing the skills and attributes necessary to promote their creative development. It was not the teachers overall responsibility, although they could intervene as and when necessary. As before, I found this interesting as it was a new concept and a new way of thinking to me. On reflection, I might have chosen differently. There are two reasons for making this statement. Firstly, the idea of creativity with regard to the Montessori method is a comparatively small area for discussion, and it was difficult to find suitable research materials. I found it difficult to make sense of, and synthesise, the information available to me. Although, as I discovered, Montessori did have her own views on

The Christian Faith Is Intrinsically Missionary Religion Essay

The Christian Faith Is Intrinsically Missionary Religion Essay David Bosch in his book Transforming Mission makes the point that The Christian faith, I submit, is intrinsically missionaryà ¢Ã¢â€š ¬Ã‚ ¦ this dimension of the Christian faith is not an optional task: Christianity is missionary by its very nature or it denies its very raison detre  [1]  . The author makes us understand as Christian Youth workers it is a fundamental requirement of our belief for us to engage in the mission of God by been a witness to the world. Gods mission which he gave to us in Matthew 28 known as the great commission must be the key and driving force behind the work we do with our young people. As youth workers we need to be aware that in order to fulfil the great commission we need to develop ourselves biblically and have a passion to evangelise every young people in our local community as well as the whole world. Bosch stated that There is church because there is mission and not vice versa.  [2]  Through its nature and vocation, the church is a missionary community; hence mission is intrinsic to the very life and calling of the church. Moltmann also argues in support of Bosch that Mission does not come from the church; it is from mission that the church has to be understood.  [3]  Hence our youth club or group exist due to Gods wider mission. Our youth group needs to understand that we are called to be the agent of Gods missionary task in whatever community we find ourselves and as quoted by Bosch God is a miss ionary God, Gods people are a missionary people.  [4]  Folmsbee also argues in support of Bosch that Mission is an attribute of God thats best understood from Gods narrative. God is a missionary God, and therefore mission must be seen as Gods movement into the world. Thats the exact opposite of how its often viewed, which is that mission is the primary activity of the church.  [5]  In order to sustain their faith in the mission and in Gods work, those in the ministry believe that the mission work belongs to God and that they are simply his instruments working in the world. In order to discuss how the evangelistic task directed at young people fits into Gods wider mission, we need to have a clear understanding of what mission is using Bosch as the main reference point by unpacking his quote The Christian faith is intrinsically missionary. This essay will be looking at a variety of sources drawn from the Bible and Christian literature to establish what is Gods wider mission, how we can tailor our assignment toward the young people using Christ ministry as the model for our outreach programme in the Christian youth work. What is Mission? Bosch stated the term mission assumes a sender, a person or persons sent by the sender, those to whom one is sent, and an assignment.  [6]  In the book of John 20: 21, we see the missionary mandate of Jesus which he passed to his own disciple As the Father has sent me, I am sending you.  [7]  Christianity has always been an evangelical religion, where believer go out into the wider world and spread the message of the Gospel in order to bring all of humanity into the kingdom of Heaven. Ever since the fall, Gods mission on earth is to return a fallen mankind to his presence, fully redeemed. Thus, He sent Jesus to earth to minister to the people before being sacrificed for the sins of the world. In the word of Bosch while citing the work of Herings, mission is, quite simply, the participation of Christians in the liberating mission of Jesus, wagering on a future that verifiable experience seems to belie. It is the good news of Gods love, incarnated in the witnes s of a community, for the sake of the world.  [8]  Frost Hirsch supported Boschs argument by stating we will see the church differently no longer as a religious institution but as a community of Jesus followers devoted to participating in his mission.  [9]  As youth worker we need to begin to see our work with the young people as us participating in the mission of God by fulfilling the work of reconciliation and restoration of all creation back to Him and also bringing hope to the world. Any aim different from this thus means that God is not at the centre of our mission but us trying to do our own agenda. It is okay for youth workers to have an agenda but the sole purpose must be for our young people to encounter the good news, Booker writes we need à ¢Ã¢â€š ¬Ã‚ ¦to try to connect our missions with Gods agenda and activity in mission  [10]  . It is very vital that as youth workers that we are very clear about what the mission of God is all about before we engage the yo ung people in it. Bosch referring to Aagaard writes Mission was understood as being derived from the very nature of God. It was thus put in the context of the doctrine of the Trinity, not ecclesiology or soteriology. The classical doctrine on the mission Dei as God the Father sending the Son, and God the Father and the Son sending the Spirit was expanded to include yet another movement: Father, Son, and Holy Spirit sending the church into the world.  [11]  Hirsch Frost argues that we need to à ¢Ã¢â€š ¬Ã‚ ¦through the paradigm of the mission Dei to find the sent and sending God.  [12]  As part of the evangelistic task, youth workers need to beginning to help the young people find God through Jesus in the work that they do with them, through the teaching, worship, prayer and all our activities. A classic example that the youth worker can use will be the Lords prayer in Matthew 6 vs 9 -13, Jesus taught his disciple how to see the father through the model of prayer. In the pluralistic society there is a need to get the young people to believe in the word of God. However, in an age of rising secularism, the current focus of the youth worker is to reach out to the young people before they completely form a secular/humanist belief system or get taken in by other faiths in their search for meaning. Youth worker need to help the young person to know how to belong in order to get a taster of the relationship with Jesus because in belonging they encounter God which is the whole purpose of the mission Dei.  [13]   The Christian mission is about incarnation and crucifixion, and they both go hand in hand. Incarnation is about meeting people were they are with the gospel of the cross. God showed us the example to follow when he sent his Son into the world to pay the price for our sin. The gospel of John chapter 1:14 states The Word became flesh and made his dwelling among us. the one and only Son, who came from the Father, full of grace and truth  [14]  Hirsch stated if Gods central way of reaching his world was to incarnate himself in Jesus, then our way of reaching the world should likewise be incarnational  [15]  As youth workers, we need to begin to identify with the young people we are working with or trying to reach by moving into their world so that we are able to clearly see their challenges and struggles in order to know how to effectively direct our missional task of reaching them for God. Frost argues that we must take seriously the call to live incarnationally-right up close, near to those whom God desires to redeem.  [16]  This was further argued by Hirsch(s) that as youth worker we need to move out of our normal religious zones into our local community and be part of it, this may mean going into the school or anywhere were the young people gathers and guide them to find the redeeming grace of God.  [17]  As stated by Dave Newton, we need to get alongside young people and their needs in order to demonstrate Gods love.  [18]  The youth workers will work with them rather than work for them in their journey of making a decision regarding faith. According to Bosch, The churches, by and large have an underdeveloped theology of the incarnation [while] the churches of the east have always taken the incarnation more seriously  [19]  mission Dei has now been submerged under the liberation theology. The liberation theology is about the people to the structure while incarnation theology is for both the unique message of Christ and the messenger to be incarnated within the culture being reached. Paul summarise the incarnational message in 1 Corinthian 9: 19-23 that for the sake of the gospel he will become all things to every tribe, people or culture as long as he is able to win as many as possible. Graham Cray writes Youth ministry has become a matter of cross-cultural mission. It involves entering into the young peoples world and honouring them by taking it as seriously as they do.  [20]  As youth workers, we need to be creative and imaginative in our missionary work amongst the young people, in the way we present the message of the cross to them; we need to help them to find Christ [were they are] and equip them to be agents of his kingdom.  [21]  The whole message of the New Testament is Christ making an effect on humanity through the redemptive power of redemption. John 3:16 show us how the ever giving God through incarnation brought Christ out to the whole world. In summary, Incarnational ministry essentially mea ns taking the church to the people, rather than bringing people to the church.  [22]  We dont have to do church the way we have always done it  [23]  , youth workers needs to take the gospel to the place where our young people are based in our local community [most especially in the current changing trend in youth culture] that is church needs to be done inside out as the previous trend of let them come to us will not work with the current culture. Mission as Evangelism is essential for creating communities of believers. Bosch gives a good definition of evangelism when he writes Mission includes evangelism as one of its essential dimensions. Evangelism is the proclamation of salvation in Christ to those who do not believe in him, calling them to repentance and conversion, announcing forgiveness of sin, and inviting them to become living members of Christs earthly community and to begin a life of service to others in the power of the Holy Spirit  [24]  25Paul, in his ministry, ensured that the new Christian community would have a solid ethical and moral framework for making decisions. In a world where religious competition was extremely high (with the large number of pagan cults), a theological framework was absolutely necessary to spread the Christian faith that way, parents could be the first to evangelize their young people and pass a complete model of faith downward through the generations. It is possible that such a com plete framework led to the eventual dominance of Christianity in Europe and its endurance in modern times when there was no longer any threat of convert or be killed and pagans are no longer burned at the stake. The thoroughness of Pauls mission practice is that he was not content merely with evangelism and church planting but was concerned to build mature communities of believers who could think biblically through the ethical issues they faced in the ambient culture.  [26]  Bosch was very clear when he said that Evangelism is only possible when the community that evangelizes is a radiant manifestation of the Christian faith and exhibits an attractive lifestyle.  [27]  Our youth people do not just want to hear words from us but wants to see us live out our lifestyle in a way that attracts them to the faith we are proclaiming. James 2 verse 18 But someone will say, You have faith; I have deeds. Show me your faith without deeds, and I will show you my faith by what I do.  [2 8]   Youth workers need to understand that for their missionary task towards the young people to have impact, relationships must be developed amongst the young people. Jesus our role model kept reminding us of the relationship he had with his own Father, the whole of his ministry on earth flowed from this relationship with the people he encounter (Christians and non Christians alike) as well as his disciples. The whole of the New Testament shows us that relationship is very important in our mission to impact the life of our neighbours and to reconcile the broken relationship with the Father. Sudworth et al citing Mike Breen writes, Relationships are the only means we have of enabling and encouraging young people to reach maturity in their physical, emotional, social and spiritual lives.  [29]  Youth workers need create an environment or community where they could practice the presence right under the young peoples noses; we need to look for ways to make God present for the young peopl e we are serving. Hirsh made us understand presence highlights the role of relationships in mission. If relationship is the key means in the transfer of the gospel, then it simply means we are going to have to be directly present to the people in our circle. Our very lives are our message and we cannot take ourselves out of the equation of mission.  [30]   The kingdom of God was central to Christ wider mission. Word Count: 5438

Comparison between Jan van Eyck and Fra Angelico Essay -- essays rese

The Renaissance in Western Europe brought a â€Å"rebirth† to the arts. No longer was the church the only accredited patron for the arts. Instead, a wealthy middle class arose as patrons and were able to purchase artist’s works. Although many pieces still had religious themes, the styles, freedom of creativity, and less reserved pieces were created. The Renaissance was not only confined to Italy, although it is often mistaken as the birthplace of the movement. All over Western Europe artwork flourished. Artists from the north came to Italy to study the classical arts and the renowned Italian Renaissance artists. Many of the same themes and subject matters were depicted throughout Western Europe. One such subject matter, the Annunciation, was portrayed by Jan van Eyck, a Flemish panel painter, as well as, Fra Angelico, an Italian fresco painter. In short, the Annunciation occurred when God sends the angel, Gabriel to deliver the message to Mary that she will give birth to his only son. Although both artists had the same understanding of the biblical account, their styles varied to agree with the concerns and interests of the people of the time as well as where they lived. They were able to establish their individuality through their artwork, even with the same subject matter. The Annunciation by Jan van Eyck is a perfect reflection of Northern Renaissance panel painting while Annunciation by Fra Angelico is the essence of Italian Renaissance fresco painting. The compositions that each piece displays is different and prestige in its own right. Flemish panel painters were largely influential and created extraordinary developments in composition. The artwork tends to be very detailed and filled with symbolic meanings from surrounding objects or even coloring. Jan van Eyck was especially credited for paying exceptional attention to detail that creates such a realistic form, the figures seem lifelike. Much of this realistic appearance is due to the medium that was widely used in the North. The use of oil paints and techniques, such as finer detail with smaller brush strokes and layering of oil paints to create a glaze, were used and developed giving the Northern art distinct characteristics and composition. Italian painters created frescos by applying pigments to wet plaster. The result is a dull, flatter color and they were unable to achieve intricate detail. The com... ...ic meanings that still are puzzling art historians today. Some of the key symbols that Stokstad points out in the text is the dove, representing the Holy Spirit; the white lilies as a symbol of the Virgin Mary. She also points out, two rather unknown symbols to the sacrilegious, the date of the Annunciation in signs of the zodiac on the floor, as well as the lone stained glass window that is symbolizing God rising above the three windows that are placed in the background behind Mary. These three windows represent the Father, Son, and Holy Spirit.   Ã‚  Ã‚  Ã‚  Ã‚  Both Jan van Eyck and Fra Angelico were revered artists for the advances in art that they created and displayed for the world to see. Their renditions of the Annunciation were both very different, however unique and perfect display of the typical styles used during the Renaissance. Jan van Eyck’s panel painting Annunciation held all the characteristics of the Northern Renaissance with its overwhelming symbolism and detail. Fra Angelico’s fresco Annunciation grasped the key elements used in the Italian Renaissance with usage of perspective as well as displaying the interest and knowledge of the classical arts.

Columbia Space Shuttle- Final Mission :: American History, NASA

Columbia Final Mission Wayne Hale, Deputy Shuttle Manager Wrote: "Last year we dropped the torch through our complacency, our arrogance, self assurance, sheer stupidity and through our continuing attempt to please everyone". "Seven of our friends and colleagues paid the ultimate price for our failure. Yet the nation is giving us another chanceÂ…..We must not Fail" More then three years ago the Space Shuttle Columbia went down in flames, due to the damage caused but not limited to, a piece of insulating foam that broke off the external tank and struck the wing's leading edge. The foam struck with enough force to create an opening in the wing which allowed hot plasma to enter during reentry. No one thought that foam could cause this much damage since nothing like this had resulted from previous instances where the foam had come off. In the beginning NASA was faced with a tight budget given to them by the government. This budget was large enough to build a state of the art air craft but wasn't enough to develop an escape system that might of proving to be useful in this case. The culture of NASA was a factor that created this mistake, "The mantra "Prove to me that there's something wrong". The chain of command was not equal; the small guys couldn't voice their opinions and concerns because of the position they held in the organization. Another concern was that they miscalculated the risk of the foam creating any damage just because it never destroyed another shuttle. The facts were clear that the foam had the ability to create some damage, and this was apparent in many other space shuttle launches. Foam debris was classified as an "in-family" event- a problem within NASA experience base that was not considered a safety of flight issue. NASA even knew that foam debris tended to fall off the left bipod ramp and t hat ten percent of the fights recorded loss foam from this area. Over the years NASA decided to put their concerns of foam damage to the side and called it an acceptable thing to happen during common flight procedures instead of finding a way to prevent it. On its first day in orbit NASA engineers came to the conclusion that the foam debris that hit the left wing might have caused severe damage to the shuttle and could prevent it from a safe reentry.

Catcher in the Rye Synthesis Essay Essay

Holden confronts many issues throughout Catcher in the Rye that still pose a problem to teenagers: such as the need to succeed, the desire for friendship, and the need to mature. These issues are generally forced upon a teenager by a more authoritative figure with higher expectations in comparison to themselves. Although some may regard these as a eustress, they cause distress to many teenagers, and society still upholds such standards. The need to succeed was forced upon Holden by his parents when they set very high expectations and enlisted him in private schools. Holden did not like this pressure and revolted: â€Å"All of a sudden, I decided what I’d really do, I’d get the hell out of Pencey–right that same night and all† (Page 51). This proved that the need to succeed was a form of distress in Holden’s time because he decided to pack his bags and just leave Pencey. In addition, parents in Holden’s time did not understand that this issue caused stress to teenagers. In an article written by William Zinsser, children ask their parents, â€Å"But what if we fail?† (Zinsser). The parents respond, â€Å"Don’t† (Zinsser). The article shows how oblivious parents could be to the stress they were causing to their own children. But what kind of stress and to what extent is it a stressor today? Today, the need to succeed can causes eustress when used in moderation and in a positive manner. For example, my parents take me out to dinner wherever I choose if I finish a six week grading period with all A’s. To this day, the need to succeed is very much alive, but it has taken on a new form compared to back in Holden’s time. The desire for friendship was forced upon Holden by himself. He always tried to make a friend wherever he went. Holden even stooped so low as to hire a prostitute and ends up just talking to her, â€Å"I don’t know. Nothing special. I just thought perhaps you might care to chat for a while† (Page 95). This demonstrated Holden’s true desire for friendship because, without the prostitute, he has no one else to talk to. Even nowadays, the desire for friendship is very much evident among teenagers. For example, when my friend Moe moved to Buffalo Grove from Texas in 7th grade, he didn’t really fit in at first. Later, he began to make friends and now he has many friends, as most teenagers do. Thus, the desire for friendship has gone very much unchanged since Holden’s time in comparison to today. The need to mature was  forced upon Holden by the society in which he lived, â€Å"I ordered a Scotch and soda, and told him not to mix it—I said it fast as hell, because if you hem and haw, they think you’re under twenty-one and won’t sell you any intoxicating liquor† (Page 69). Throughout the whole novel, Holden attempted to act more mature in order to fit in with the adults around him during his time period. He smokes, drinks, and hangs around loose women. Holden’s desperation to fit in with the adult world around him is indicated when he goes to the bar and orders a drink which normally, only adults do. In addition, teenagers in Holden’s time were expected by the society in which they lived in to confront issues that only adults normally have to confront, â€Å"Teenagers now are expected to confront life and its challenges with the maturity once expected only of the middle-aged, without any time for preparation† (Elkind). The article, by David Elkind, adds to the fact that teenagers in Holden’s time were expected to mature at a more increasing rate. Nowadays, that expectation is still a burden to teenagers. For example, teenagers today see many celebrities, such as Miley Cyrus, rapidly changing from their innocent, childish ways to acting grown up and developing a stylized, adult personality. Therefore, it is safe to assume that the need to mature has gone rather unchanged from Holden’s time to this day. The need to succeed is still a pressure that many teenagers face, but it is more of a good stress today compared to Holden’s time when it was a negative stress. The desire for friendship is just as apparent today is it was back in Holden’s time because as long as there will be people, they will always need some form of companionship. Lastly, the need to mature is just as required by society today as it was in Holden’s time because teenagers were expected to take on more adult characteristics both then and now. Teenagers had set expectations to meet back in Holden’s era and many of these expectations have gone unchanged since then.

Economics Markets Essay

The most probable result if the minimum wage for teenage workers in Australia will increase is that the employment rate will decrease. The effects on employment on the workers on the increase in the minimum wage of teenage workers will lose their job. This is because employers must retain their profit. Increasing the minimum wage of the workers will result into decrease profit of the company, thus employers will lessen their employers also decreasing their labor costs to retain their profit (Kennan 2007). Take for example a company that aims to maximize its profit. Currently, the company’s labor force is n and the minimum wages for its employer is w. Consider a case when the company increases the minimum wage to W with no changes to other factor like profit. If this happens, the profit will decrease because of n*(W-w). The only way to regain the losses of the company that is brought by the increase in the minimum wage is to lessen its labor force n to compensate the losses. Drastic change will occur on the employment of teenage workers in Australia because employers will consider first the adult or the professionals. Companies that need personnel with expertise on the said company will be hired first because these professional are more equipped in producing profit for the company. The figure below illustrates how employment is being affected by the increase in the rate of wage of the labors. As the wage increase, so also the gap thus increasing the rate of unemployment (David Tuerck and Paul Bachman 2005). There are other possible outcomes when minimum wage rate will increase among teenage workers in Australia. Though many employee will be attracted on the high wage rate in Australia, there is a big possibility that companies will go to other places where there is low wage rate. Most companies now are finding their personnel on places where there is a low wage rate. This is to lessen other expenses incurred by the companies (Haussamen 2007).

Behaviour of Studied Plant Species in Terms of Heating Mitigation and Evapotranspiration

5 Discussion5.1 Weather ConditionssUpwind conditions during the season and the six measuring runs played a cardinal function for the procedure of this survey. As mentioned antecedently in respects to the survey of thermic imagination and specific conditions conditions were a requirement. The optimum conditions conditions for transporting out these measurings included clear sky, no air current and high values of PAR. These conditions slightly restricted the measurings as they were hard to be obtained for many yearss during the months from May until July. The measurement period was characterized by many yearss of cloud screen, rainfall and low temperatures and merely a few yearss of clear sky and high temperatures every bit good as high PAR values. The most restrictive factor was the cloud screen, as there were yearss with high temperature and besides there was cloud screen. However, there were yearss with clear sky and no air current but the PAR values were excessively low ( below 120 0 ?mol s-1m-2) , so that measurings could non be performed. Besides, it is of import to observe that the conditions conditions differed for each of the measuring dates as it was impossible to hold the exact same conditions every clip. Maes and Steppe ( 2012 ) had highlighted the limitation of conditions conditions in thermic imagination and the confining factor of cloud screen. However the consequences of the six successful measuring day of the months led to observations and decisions about the thermic behavior of the five studied works species.5.2 Behaviour of Studied Plant Species in Footings of Heating Mitigation and EvapotranspirationThe current survey have shown that all of the tried workss species had an effectual chilling potency by comparing to the bare dirt. Planted trays had ever lower surface temperatures than the control trays. This was besides supported by the statistical analysis which indicated important differences between mesocosms and control trays. Several surveies stated that one of the benefits of green roof workss is to maintain the temperature low ( Nagase and Dunnett, 2010 ; Teemusk and Mander, 2009 ) . Specifically, the four of the five species,Koeleria glauca, Lotus corniculatus,Dianthus carthusianorumandPhedimus floriferumhave been shown to hold lower temperatures than the controls trays for the full period of when the measurings were conducted. However, in the last two day of the months sing the measurings, theThymus serpyllumhad showed higher temperatures than the controls trays because the mini bush had died antecedently. While all workss of the monocultures had died many single species were able to last in combination with other species. However,Thymus serpyllumis considered a common green roof species ( Teemusk and Mander, 2009 ) . Besides, Jones ( 2002 ) had indicated thatThymusspecies frequently did non last. The ground for the bad public presentation ofThymusis still non clear. Although heat and drouth emphasis are known to hold a negative impact on the species, it is besides believed that works infections could be another cause for its bad public presentation. Sing the evapotranspiration, all the mesocosm systems showed to hold higher values than the control trays. System 5 (Phedimus floriferum )showed to hold the lowest evapotranspiration of the 15 mesocosms due to the facultative CAM metamorphosis of the species. The last two yearss System 4 showed the lowest evapotranspiration values sinceThymus serpyllumin the monocultures where they had wholly died off. Several surveies have been conducted to compare between green roof works species in monocultures and combinations in order to transport out and understand in which of the two is the most good. The surveies concluded that works mixtures were more effectual and good in footings of heating extenuation, evapotranspiration and H2O gaining control than monocultures and recommended for extended green roofs ( Lundholmet al. ,2010 ; Nagase and Dunnett, 2012, 2010 ) . This survey had concluded that System 7 a combination ofPhedimus floriferum( succulent ) andLotus corniculatus( leguminous plant ) was more effectual and good along with System 10 which is a combination ofPhedimus floriferum( succulent ) ,Koeleria glauca( grass ) andDianthus carthusianorum( herb)and can be considered as the best of the 15 systems in footings of extenuating warming effects. These systems showed significantly lower temperatures during most of the measurings. Systems 6( Phedimus floriferum + Koeleria glauca )and 14 (Phedimus floriferum + Koeleria glauca +Lotus corniculatus )had so followed with satisfactory consequences. These consequences are in general conformity with other surveies which showed that grass and herb or mixtures of these species are really suited to green roofs. Although they are less drought tolerant than succulent they are more effectual in footings of evapotranspiration and H2O keeping capacity ( Van Mechelenet Al., 2014 ) . Besides, the bulk of green roofs in North America and Europe are combinations of Sedum species or combinations of Sedum and grasses ( Wolf and Lundholm, 2008 ) . Lundholmet al. ,( 2010 ) had stated that the best combination for green roof is succulents, grasses and tall forbs. Since thei experiment this works mixture optimized most of the maps which were measured. Koeleria glaucacan maintain the H2O balance stable alternatively of intensive transpiration. Besides, its foliages are sclerenchymatous and about lush at the same time ( Kalapos T.,1989 ) . Furthermore, many herbaceous species are characterized by adaptative steps and could confront drouth ( Dvorak and Volder, 2010 ) . Some adaptative steps for Sedum species and stress-tolerant grasses and herbaceous are CAM photosynthetic tracts, H2O storage variety meats, succulent foliages which characterized the Sedum species, drought-avoidance ( bulbs and ruderals ) and woody growing. These and other morphological and anatomical characteristics could cut down the heat addition and H2O loss ( Wolf and Lundholm, 2008 ) . Grasss and forbs are characterized by low root H2O electrical capacity and/or drouth turning away which allow them to last in green roof systems ( Wolf and Lundholm, 2008 ) . It is besides deserving observing the importance in respects to the monocultures ofKoeleria glaucaandLotus corniculatusholding shown really good warming extenuation and chilling effects consequences. Besides combinations which included these species proofed to be really suitable. These species are both characterized by holding high evapotranspiration values andLotus corniculatusbesides being good of making high works screen due to strong vegetive growing. In respects to the Sedum speciesPhedimus floriferum,it is confirmed that it is really good for green roofs. Although it was frequently hotter than the other species likely due to its CAM metamorphosis it had a positive consequence on the other species.Phedimus floriferumwas presented with combinations which showed the best heat emphasis extenuation and kept the temperatures at low degrees during the measurement period. Several surveies investigatedSedumspecies as they are the most normally used for extended green roofs. Most of the surveies concluded thatSedumspecies can be characterized as ideal species and the best option for green roofs because of their facultative CAM metamorphosis, stress- tolerance and ability to re-sprout ( Butler and Orians, 2011 ; Farrellet al. ,2013 ; Nagase and Dunnett, 2012 ; Van Mechelenet al. ,2014 ) . Since none of the deep-rootedPhedimuspersons died in the survey, it must besides be noted that the high continuity of the species is another positive fac et.5.3 Plant Cover and Temperature of Studied Plant SpeciesIn current survey that have been examined in respects to the dealingss between the works screen and average temperatures of the mesocosms, there was the premise that the works screen would had influenced the temperatures. It was concluded that temperatures were so slightly influenced by the works screen, the higher the works cover the lower were the temperatures. This had so led to the decision that the species which are characterized by distributing via vegetive growing such asPhedimus floriferumandLotus corniculatusare advantageous for green roofs. A high screen and leaf wonts of workss can besides be good.5.4 Restrictions of the StudyAs antecedently stated the chief problem/limitation during measurings was the clip consequence on tray temperatures. In order to cut down the job of different heating throughout the twenty-four hours, measurings were carried out at midday when the radiation and the temperatures usually reach a tableland. Besides, dry and wet â€Å" unreal foliages † were used and exposed to the same environmental conditions ( air temperature, radiation, wind velocity ) as the trays in order to avoid theoretical appraisals of baselines. It was observed that the temporal temperature gradient decreased when the measurings were carried out at midday. By this, the clip consequence was partially solved but it still existed. Furthermore, for most of the measuring day of the months at that place was a good convergence between the temperatures of unreal foliages measured by the usage of thermocouples and the IR-camera. Thus the emissivity needed non to be adapted. As mentioned antecedently, the thermic imagination was performed within two hours and this period of clip could hold resulted in big differences in ambient temperature or the consecutive warming of the trays. One solution was to cut down this clip period but due to the high figure of trays it was about impossible to execute the thermic imagination in a shorter clip length. Maes and Steppe ( 2012 ) had besides indicated this restriction in thermic imaging so they alternatively highlighted the clip devouring process of thermic imagination. Another solution to execute thermic imagination of all trays in one spell is the usage of aircraft but this method leads to a instead harsh declaration of images ( Leuzingeret al. ,2010 ) . It is besides of import to observe that the clip consequence had complicated the finding of the important differences between the systems, due to the high criterion divergences. However, the consequences of this survey clearly indicated important differences between the systems and the control trays. Besides, it can be concluded that systems equipped with species such asKoeleria glaucaandLotus corniculatusshowed satisfactory consequences and could be characterized as being appropriate works species. The restriction as stated above in respects to the clip consequence besides led to the determination to maintain the emissivity to a default value of 1 since the survey was concerned in temperature differences between the systems and non in the absolute temperatures of the objects ( works leaves, dirt substrate, pebbles and lava ) . However, as mentioned in subdivision 3.3.1 during March and April 2014 ( before the measurings started ) several efforts were made in order to define/calculate the emissivity of the studied works species but because of the complexness the efforts were kept to a lower limit. It is deserving observing that most surveies on works temperatures set emissivity to a default value and that there are merely little differences between dirt and works emissivities ( Leuzinger and Korner, 2007 ; Maes and Steppe, 2012 ) . It would besides be interesting to analyze day-to-day rhythms of leaf temperatures particularly inPhedimussince it is a facultative CAM species. Unfortunately another restriction of this survey which wasn’t conducted was that this survey didn’t examine the day-to-day behavior in footings of the temperature and transpiration of the workss. If the restriction had been conducted the behavior ofPhedimuswould hold besides been researched in order to detect its transpiration.5.5 Inventions of the StudyDespite the restrictions mentioned above that had non been conducted the current survey is the first in which a high figure of replicated green roof mesocosms were researched. Every system had eight replicates and the control trays were seven. This high figure of replicates is sufficient for stand foring temperature measurings, which had ne'er been studied on green roof works species. The measurings were carried out from May until July in 2014. This long measuring period allowed more observations about the studied works species and their thermic behavior over clip in different conditions conditions and state of affairss. The usage of IR-thermometry can be considered as another invention since this method is new and it started to be used in recent old ages. However, this could be seen as a hazard since there are no fixed protocols available for IR-thermometry on workss. As antecedently mentioned, the usage of thermic imagination and infrared cameras enables the observation of thermic conditions of the objects in item. The technique of infrared thermometry has started to be normally used because of its truth. Infrared cameras are now being used more and more by works scientists because the costs of the equipment has been diminishing. Another of import factor is the usage of image analysis to derive mean, lower limit and maximal temperatures of selected objects and it has besides brought in a new method in respects to research. The corresponding package of the camera, IRBIS ®, has been a really helpful tool in order to research the temperatures of the studied workss. As a farther affair in respects to the statistical analysis that was performed in order to place important differences between the mesocosm systems, and controls and besides between the different types described as advanced because so many statistical trials were carried out for each day of the month of measurings in order to compare the systems.6 DecisionIn the last decennaries, the effects of planetary heating have become progressively seeable. One technique used to extenuate urban heat is the building of â€Å" green roofs † , a method that is progressively used in many states. Green roof workss have the capableness to change the microclimate outside and inside of edifices. A new method to look into the temperature and accordingly the chilling potency of workss is infrared thermometry. Thermal imaging utilizing infrared cameras enables the observation of thermic conditions of the objects in item. Topographic point measurings of foliage temperatures utilizing thermocouples a re inferior to IR-thermometry but the latter attack has restrictions, excessively. The survey was carried out to look into the effectivity of five commonly used green roof works species:Koeleria glauca( a grass ) ,Lotus corniculatus( a leguminous plant ), Dianthus carthusianorum( a herb ) ,Thymus serpyllum (a low turning bush ) andPhedimus floriferum( a succulent ) . The undermentioned three hypotheses were tested: – The workss have an effectual chilling potency as compared to the bare dirt. – TheSedumspecies,Phedimus floriferum,could hold a positive consequence on the other species and could cut down heat emphasis. – Plant mixtures of different species are more effectual than monocultures. The overall aims of this survey was to i ) Compare the deep-rooted trays with control trays ( au naturel dirt ) in order to look into the chilling potency of workss. two ) Examine the effectivity ofPhedimus floriferumin footings of evapotranspiration, heat consequence extenuation and possible positive consequence on the other species. three ) Compare the works mixtures with monocultures to place important differences. The consequences in general supported the first hypothesis. It had particularly supported the speciesKoeleria glaucaandLotus corniculatusand some of the mixtures with these species holding shown to hold significantly lower surface temperatures than the controls trays and some of the deep-rooted mesocosms for the whole measuring period. The consequences in respects to the 2nd hypothesis was besides supported.ThePhedimus floriferumso had a positive consequence on the other species as the combinations with the species kept the temperatures at lower degrees during the measurement period. SincePhedimusis a extremely drought stress-tolerant and relentless species, it had a positive consequence on the ecological services of green roofs. The consequences besides lead to the credence of the 3rd hypothesis that works mixtures are more effectual than monocultures since the best systems in footings of extenuating the heat effects were works mixtures. However, the survey besides faced some restrictions such as the clip consequence on tray temperatures and the proper accommodation of emissivity values. Several efforts were made and several methods were applied in order to turn to those limitations. Harmonizing to the literature, old surveies had faced the same restrictions. In order to cut down the clip effects during measurement runs of a high figure of replicates, high scaffolds should be used from which all objects can be monitored in one spell. However, due to the big field of position the low declaration of images would hold been a job. Taking exposure of all the objects at the same clip had its advantages in that many images could be taken over clip, e.g. to analyze day-to-day temperature rhythms of works surfaces. This could be characterized as an mentality which should be investigated farther by similar experiments in the hereafter, in order to see whether it helps the survey to minimise or extinguish similar restrictions and limitations and besides to lend to this current research.