Simple Random Sampling Essay Example | Topics and Well Written Essays - 750 words

Simple Random Sampling - Essay Example This method would allow collection of data in all the target areas without any bias. Simple random sampling is a statistical tool used in research. In this research method, a subset of a sample is chosen from a population. All individuals are chosen randomly by chance, so that all individuals have the same probability at all the stages of the sampling process. (Patton, 2002). In both large and small populations, such process is done without replacement. An individual avoids choosing a member of a population more than once. Simple random can also be done with replacements but, when done without replacement, it not independent but it still accommodates interchangeability. For an extremely small subset from large population, simple random sampling without replacement gives the same results as wit replacement. Unbiased sampling is incredibly paramount so that the sample selected represents the entire population. This does not show that the sample is a perfect representation of the popula tion, but it provides valid conclusion in relation to the population. This is the simplest sampling technique, and it requires a complete sampling frame which is not feasible to construct from a big population. (Zikmund, 2010). One critical advantage is that it is free from errors, and it requires exceptionally little knowledge on the subsets. The respondents were people who could understand all that were required, and thus especially minimal explanation was required from the researchers. The questions that were used were applicable to all the businesses that were involved in the research. This is because, in simple random sampling, the subsets selected are picked from the target population. This makes it easy to interpret the data collected. The data collected was easy to analyze, and analyze since the respondents had almost the same answers to the research questions. The method was also suitable because the research was not gathering technical information that required experts. It was economical to explain the questions to the respondents, since it did target a large number of people. (Creswell, 2009). On the contrary, it has a lot of errors due to the randomness of selection that can give samples that do not reflect the characteristics of the actual population. For example, a simple random sampling of 20 businesses will averagely produce 10 businesses that got assistance from venture capital and 10 that did not, but the actual trial will over present or under present one of the category. The result of the research was incredibly consistent with the expectation of the researcher. There was no immense variation between the actual and the expected. This implies that simple random was a superior method for this research. Simple random sampling is tedious and exceptionally cumbersome when done from a large population. There was a lot of movement from one enterprise to the other to look for the respondents. Some of the respondents were not available at the time o f conducting the interview, and so the researcher had to go to another time. There were especially many entrepreneurs to be interviewed, and this method was so effective since it saved time. This was so imperative since it will not be feasible to interview all the businesspersons. It also complicated if the research questions are exceedingly many. The questionnaire had many questions, and this method only allowed the target group to answer the questions. The

NWICO An International Debate on Culture Essay Example | Topics and Well Written Essays - 2000 words

NWICO An International Debate on Culture - Essay Example (Kirkpatrick, 2004. p 235 - 240) In this context, it has been held by people from various quarters that the Third World has been widely ignored on many counts that will be discussed through this essay. The West has been criticised for cultural domination in the operating values of the NWICO. This is a fact that comes across in role played by the U.S. when it comes to the creation and reproduction of this worldwide consumer society. This role might have reduced in significance, but there is still a strong American upper hand in the complementary institutions and the content that is transmitted. In terms of assessing the NWICO's stand regarding the third world criticisms of the cultural domination of the west, this essay tries to look at the justifications for such claims. Through a study of various examples from different areas, I will seek to discuss the options available to study and combat the disbursement of unequal information flow in terms of the results it reaps and the events it triggers. This paper will thus aim at an analysis of the conception of the Western strategy that is targeting the third world nations by giving them "false consolation". ... Origin of the Debate The debate revolving around unequal information flow in different corners of the globe first began in the 1970s. This was an overthrow of the demands by the Third World leaders for a New World Information and Communication Order (NWICO). At that time, these people tried to argue their case by stating that the control of major international information channels and sources is held tightly by the West and its media owing to which the rest of the world ends up being showcased along a disadvantageous line. (Reeves, 1993. p 25 to 44) With the concept of "de facto hegemony", the Tunisian Information Minister Mustapha Masmoudi based demands on the claims that West was ignorant of the aspirations and sentiments that shaped the events and trends in the developing world which led to transmission of information regarding any and every events in a way where emphasis was on the West. This resulted in the McBride Commission which laid down that each nation must have a platform to express itself in terms of relevant transmission of its interests, values and events, so as to command equal respect from all quarters. Therefore, it acknowledged the fact that the West and its monopoly over communication, paid attention only to the political instability and economic backwardness of the Third World. (Reeves, 1993. p 56 to 70) In response, Margaret Thatcher and Ronal Reagan led an attack on the possible reforms for international information flow models with the claim that the third world was simply a throw back on the Soviet syndrome. The fall of the Soviet Union led to a death of the debate. Finally in 1996, information ministers of several non-aligned nations were seen

Twin Deficit Relationship in a Developing Open Economy

Twin Deficit Relationship in a Developing Open Economy 5.1 Summary. This study investigates the twin deficit relationship in a developing open economy like India. The study strives to demonstrate that Keynesian proposition of a long run equilibrium relationship exists between the twin deficits, but the reversed direction of causality was found. That is the causality flows from current account deficit to budget deficit as against from budget deficit to the current account deficit. This study reveals that the twin deficit have a positive long run relationship between the budget deficit and current account deficit using the Johansen multivariate co-integration approach. The result confirms the existence of a long run relationship between the two deficits, thus supporting the Mundell-Fleming theory and refuting the Ricardian Equivalence Hypothesis (REH). The term â€Å"twin deficit† was initially invented to describe the co-movement between the budget deficit and the current account deficit in the United States (Chang and Hsu, 2009). Afterwards, researchers began applying it to other countries. Ever since, it has become an important area for researchers to examine the causal link between the two deficits and the direction of causality. The coincident of budget deficit and the current account deficits for most countries most especially in the United States (US) during the mid-1980s led to the characterization of this phenomenon as the â€Å"twin deficits† issue as both economic theory and empirical observation suggested a link between the two deficits. The main thrust of the twin deficit hypothesis is that current account deficits of most countries is caused by government’s budget deficits phenomenon and the most suitable way to solve this problem and stabilize internal and external deficits is reducing the government’s budget deficit. In other words, the direction of causality flows from the budget deficit to current account deficit. Two major theories used to explain the causal link between budget deficit and current account deficits are the Mundell-Fleming Model and the Ricardian Equivalence Hypothesis (REH). The traditional Keynesians use the Mundell-Fleming model to explain the twin deficit relationship by arguing that when budget deficit increases, the current account balance will deteriorate as the increases in the budget deficits will lead to increase real exchange rate, domestic interest rates and leads capital inflows and will deteriorate budget deficit. Some group of researchers used the Ricardian Equivalence Hypothesis (REH) to argue that no relationship exists between the two deficits as budget deficits results mainly from tax cuts which tend to reduce public revenue and public savings. They suggest that individuals will recognize these tax cuts as incurring future tax liabilities and thus will increase savings rather than consumption and will not have any effect on the current account balance. In examining the causal link between the two deficits for India, the study carry out the Augmented Dickey Fuller unit root test (ADF) and all the variables were found to be stationary after first differencing at 1 percent level of significance. Then applying the Johansen co-integration method, the study followed the max statistics and maximum Eigen value which stated that there exists at most one co-integrating equation in the model, signifying the existence of a long run relationship between the twin deficits as argued by the conventional twin deficit hypothesis. To identify the direction of causality between the two deficits multivariate Granger causality test was employed. To estimate the short run causality among the variables Vector Error Correction Model (VECM) was employed between the twin deficits and their interacting variables (such as inflation, interest rate and exchange rate) for the period (1990 to 2013). To predict the movements and behavior of two deficit impulse resp onse function was used to traces the impact of one standard deviation shock to one innovation on its current and future value of endogenous variables. The Granger causality test showed a uni-directional causality flowing from the current account deficits to the budget deficits in India between 1990 and 2013. The result of the Wald Test showed that the causality between budget deficit and current account does not exist, on the other hand it has been proved it is the current account deficit which leads the budget account deficit for the India economy. What is the reason it moves from cad to bd write 5.2 Recommendations. From the findings of the study, the following recommendations are given: 1) If government intends to reduce its â€Å"twin deficit† dilemma, it must begin by reducing its current account deficits and this can be achieved by reducing imports, increasing exports or a combination of both measures. 2) Also, since the findings of this study showed evidence of reverse causation from current account deficits to budget deficits, adjustments in fiscal balance can only be achieved through the implementation of strong external policies. 3) It is important for government to equally diversify the sources of national income since the economic transformation will result to minimal fluctuations in the fiscal balance of the Indian economy, thus resolving the â€Å"twin deficits† dilemma. 4) The study found that of all the interacting variables, in which interest rate and exchange rate Granger causes current account deficits. This implies that changes in the interest rate of the Indian economy will impact significantly in the current account balance. So the Central Bank of India must endeavour to consciously monitor the inflation and interest rate in the economy. 5) In reducing the current account deficit, increase in domestic savings is required which in turn requires the development of a strong financial sector. Write more 5.3 Conclusions. The study using modern econometric methods for estimation which showed that the twin deficits hypothesis was valid for the Indian economy as the result from the co-integration test showed the existence of long run equilibrium relationship between the budget deficit and the current account deficit. Also, the study found strong support for reverse causation also known as â€Å"current account targeting† for India. This implies that even the Mundell-Fleming model was valid for India the direction of causality was not from budget deficit to current account deficit but rather from current account deficit to budget deficit. It is evident from the results of the study that the direction of causation is from trade deficit to budget deficit therefore if there is trade deficit then it can certainly cause serious problem for the fiscal policy as well. That is why to avoid such problematic situation prudent steps should be taken to reduce trade deficit by coordination of fiscal and moneta ry policies with trade policy. Higher interest rate and higher inflation reduce competitiveness of our export and consequently deteriorate our trade balances and creates new problem for economy. The economic implication of this phenomenon is very important for the Indian economy. The reverse causality that was found to exist for India implies that if the Indian government intends to reduce the â€Å"twin deficit† phenomenon in India, it must begin by reducing the current account deficits. In other words, policies showed should be geared towards controlling the deficit in the current account most especially by diversifying the export base of the economy by promoting.

My Antonia Essay: Antonia and Jim -- My Antonia Essays

Antonia and Jim of My Antonia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         In Willa Cather's My Antonia a special bond is formed, shattered, mended, and eventually secured between the main characters, Antonia Shimerda and Jim Burden. Jim and Antonia seem to be destined to affect each other's lives dramatically, from the beginning of the novel.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Starting at a young age, the main characters lives are intertwined. They form a special bond, which have both positive and negative affects on their relationship. At the time when Jim and Antonia are growing up, a rigid social structure exists in Nebraska. This social difference contributed to the creation and alteration of their friendship; in part, it is responsible for their behavior toward one another.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  The reader may discover a social distinction in the way the Shimerdas and the Burdens live. The Shimerdas are a family of immigrants who come to Nebraska with nothing but the hope of building a better life. They have no knowledge of this new world that they are about to enter, except the image of their neighbor's lives. In Black Hawk the Shimerdas are not even on the social scale. The Burdens, on the other hand, are clearly part of a higher social order. They have impressive possesions and are even considered very wealthy by their new Bohemian neighbors.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, despite the social order, Jim and Antonia, immediately become friends. Their friendship is sparked when Jim teaches Antonia how to read and speak English. This is one of the first times the reader sees a division in their educational and social status. It affects them positively by bringing them closer together.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the novel progresses, the two young people remain fair... ... Randolph. "Review of My Antonia." Murphy's Critical Essays 145-147. Cather, Willa. The Norton Anthology of American Literature, 5th edition, Vol 2. New York:W.W. Norton & Company, Inc. 1998, Pgs 937-1070. Dyck, Reginald. "The Feminist Critique of Willa Cather's Fiction: A Review Essay." Women's Studies 22 (1993): 263-279. Ferguson, Mary Anne. "My Antonia in Women's Studies: Pioneer Women and Men-- The Myth and the Reality." Rosowski's Approaches to Teaching 95-100. Helmick, Evelyn. "The Mysteries of Antonia." Bloom's Willa Cather's . . . , 109-119. Rosowski, Susan J., ed. Approaches to Teaching Cather's My Antonia. New York: The Modern Language Association of America. 1989. Trilling, Lionel. "Willa Cather." Bloom's Modern Critical Views 7-15. Woodress, James. Willa Cather: Her Life and Art. Lincoln: University of Nebraska Press. 1970. My Antonia Essay: Antonia and Jim -- My Antonia Essays Antonia and Jim of My Antonia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         In Willa Cather's My Antonia a special bond is formed, shattered, mended, and eventually secured between the main characters, Antonia Shimerda and Jim Burden. Jim and Antonia seem to be destined to affect each other's lives dramatically, from the beginning of the novel.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Starting at a young age, the main characters lives are intertwined. They form a special bond, which have both positive and negative affects on their relationship. At the time when Jim and Antonia are growing up, a rigid social structure exists in Nebraska. This social difference contributed to the creation and alteration of their friendship; in part, it is responsible for their behavior toward one another.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  The reader may discover a social distinction in the way the Shimerdas and the Burdens live. The Shimerdas are a family of immigrants who come to Nebraska with nothing but the hope of building a better life. They have no knowledge of this new world that they are about to enter, except the image of their neighbor's lives. In Black Hawk the Shimerdas are not even on the social scale. The Burdens, on the other hand, are clearly part of a higher social order. They have impressive possesions and are even considered very wealthy by their new Bohemian neighbors.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, despite the social order, Jim and Antonia, immediately become friends. Their friendship is sparked when Jim teaches Antonia how to read and speak English. This is one of the first times the reader sees a division in their educational and social status. It affects them positively by bringing them closer together.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the novel progresses, the two young people remain fair... ... Randolph. "Review of My Antonia." Murphy's Critical Essays 145-147. Cather, Willa. The Norton Anthology of American Literature, 5th edition, Vol 2. New York:W.W. Norton & Company, Inc. 1998, Pgs 937-1070. Dyck, Reginald. "The Feminist Critique of Willa Cather's Fiction: A Review Essay." Women's Studies 22 (1993): 263-279. Ferguson, Mary Anne. "My Antonia in Women's Studies: Pioneer Women and Men-- The Myth and the Reality." Rosowski's Approaches to Teaching 95-100. Helmick, Evelyn. "The Mysteries of Antonia." Bloom's Willa Cather's . . . , 109-119. Rosowski, Susan J., ed. Approaches to Teaching Cather's My Antonia. New York: The Modern Language Association of America. 1989. Trilling, Lionel. "Willa Cather." Bloom's Modern Critical Views 7-15. Woodress, James. Willa Cather: Her Life and Art. Lincoln: University of Nebraska Press. 1970.

Practical Life Exercises Montessori Free Essay

DMT 104 Practical Life (Assignment One) Montessori in the Absorbent Mind writes that â€Å"the hands are instruments of man’s intelligence†. It is therefore critical that children develop the ability to control and coordinate their hand muscle so that these can come into contact with the environment in intelligent ways. Discuss the principles underlining the practical life exercises and how it fosters independence in children. Introduction A child in the first six years becomes a full member of her particular culture and family group absorbing language, attitudes, manners and values of those in which she comes in daily contact.A child develops properly if they are in an environment full of affection, love, caring and support. They feel comfortable and safe when they find a secure and lovable environment. Children learn according to their abilities. In the first six years of life they do this by imitating those around them. To support this we should provide them a physic al and social environment suitable for them. We should provide the children with the tools they can create by themselves.Children are able to explore, investigate and fulfil the natural curiosity about the world around them. The child's purposes are not to complete the task as much as to construct the self. In addition, Dr Maria Montessori developed her philosophy of education based upon actual observations of children. She said children prefer work than play, and they can only be in their natural self, when their natural self is satisfied through work. It’s also through work they acquire independence, order, the power of concentration and be normalized.Exercises of Practical Life were introduced and were recognized at the very heart of Montessori Education for it provides the opportunity for the child’s development of physical co-ordination, social skills, emotional growth as well as cognitive preparation. Practical Life Activities are the first activities the child i s introduced to within the Montessori environment. These exercises are prepared based on activities children witnesses in their day to day life. That is why children can immediately satisfy their inner needs and desires by mastering these exercises independently.Also Practical Life area allows children to do the things what adults do every day, for example cleaning, dressing or greeting people. As we know that children construct their knowledge by themselves through their life exercises. Motive of Practical Life Exercises Practical Life Curriculum area has four main direct aims; Order, Co-ordination, independence and Concentration. Dr Maria Montessori observed that children need order at a specific sensitive period in their development. I f not provided during this period the opportunity is foregone. A routine is very important as well as a place for everything and everything in its place.This offers the child for orderly self construction. Co-ordination refers to coordinating large and small muscle movements as well as eye-hand co-ordination that reflect the respective development of child’s mental life. In the practical life exercise of Montessori they learns to concentrate, to develop the fine-gross motor skills-i. e. controlling the muscle, to develop language, to develop the mathematical concepts, they will be good in care of environment, they will be good in logical steps and they are ready to complete the cycle of activity.This is will be the good basement for the children not only in the early childhood, but throughout in life. â€Å"If teaching  is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities, which they can perform themselves. We must help them to learn how to walk without assistance, to run, to go up and down the stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence. † – TheDiscovery of the Child by Maria Montessori MM, pg. 56~57 By giving the exercise of practical life in his early years of the child, he goes through a period when he wants to or likes to learn to do all the work he sees the adult doing. At first, he likes to learn the works at home. This age will pass, but if it is used, the child will know how to do everything well in the home environment. He will grow intellectually. It requires real intelligence to run a modern home. The indirect aim of Practical life exercise is to meet the child’s needs, to encourage and facilitate development, and to facilitate the child's adaptation to the world.It is very important that the child is given freedom to do these exercises at a time the child pleases; he should be allowed to try, make mistakes and correct his mistakes by himself without any help. The satisfaction of completing an activity drives the child towards independence. â€Å"Man achieves his independence by making efforts. To be able to do a thing without any help from others: this is independence. If it exists, the child can progress rapidly; if it does not, his progress will be slow† The Absorbent Mind, chapter. XIV, pg 155 The power of Concentration is one of the most calming activities for a child.This is something which is controlled by the child and it challenges his body and his mind. With concentration the child is able to focus on purposeful work. I’ve witnessed to the concentration that my 3 and half year old niece had for folding her little brothers’ nappies. The pile of nappies was two times bigger than her, I thought, she would be bored and leave, but for my amazement after 45 minutes I could see that she has folded all nappies very neatly and have kept one on top of another and was ready to be placed in the drawers. Within the Montessori classroom deep concentration can be acquired through the ‘Silence Game†.To achieve silence requires effort and the attention of the will, and maximum control of self-consciousness of every movement. Montessori thought of the silence lesson as a means for bringing children to this higher level of spiritual awareness. Practical Life Exercises aid the child in his journey towards normalization As a result of learning Practical Life Exercises in the Montessori environment, the child starts to develop confidence, self-esteem, he grow towards independence, mutual aid and co-operation, profound spontaneous concentration, attachment to reality and most importantly child's joy of learning is supreme.All these help the child to lead towards normalization. The normalized children possess a unique character and personality not recognized in young children. Children needs a carefully prepared environment It is important to provide the child an environment to work on activities of their own choice at their own p ace experiencing freedom and self discipline while developing towards independence. Even though materials in Practical Life area are the least standardized, exercises needs to be carefully thought and designed. A prepared environment should consist of purposeful and meaningful materials and properly trained instructors.When preparing materials the teacher needs to consider few principles of the Montessori Practical Life materials which satisfy Childs’ development needs. Firstly she needs to make sure that each material we give the child should have a definite purpose, for an example the mat is laid to mark the area of his workstation, handling the spoon develops child’s skill of spooning which leads to independence. Secondly materials should progress from simple to more complex design and usage. As a preliminary exercise for transferring solid objects we could give the child a spoon and later, it could progress to tweezers, chopsticks.Also it should be designed to prep are the child indirectly for future learning’s such as writing, mathematics and scientific concepts. We prepare the child for wiring by teaching them the pincer grip, using thumb, index and middle fingers to hold objects and by left to right and top to bottom concepts, so that these orders naturally incarnates in the child’s mind. The mathematical concepts such as judgement of capacity and volume, division, calculation and exactness includes in activities of spooning, pouring and sweeping.The activity, transferring water using a sponge gives the child the scientific concept of weight. The child could feel the weight of the sponge defers when the water is absorbed and when the water is released. Dr. Maria Montessori said, â€Å"Each individual should become aware of his own errors. Each should have a means of checking, so that he can tell if he is right or not. † Absorbent Mind, Chapter XXIV, pg 247 So she included the path to perfection, which she called â€Å" the Control of Error† within the materials itself so the child would be able to observe the activity he completes and understand his own mistakes.If a child has finished working on the dressing frame with large buttons, and he can see that buttons has gone through wrong buttonholes or buttoning halfway or seeing only half of the button come up the flap, these would be his control of errors. He has the opportunity to guide himself to correct his own mistakes. â€Å"Never help a child with a task at which he feels he can succeed. †-Maria Montessori. Furthermore when preparing the activity in the Montessori classroom the directress need to make sure that all materials are kept together in a basket or a tray and grouped accordingly to the level of development.The activity should have its unique location and be reachable to the child so that the child could use the materials of their own choice and return the exercise, leading to independence and self-discipline. Also it is important to be providing attractive and clean child friendly and child size materials. Each activity should be limited in quantity. In a Montessori classroom the directress plays a major role. She needs to be properly trained, be a good role model and she should be able to develop and maintain a happy and rewarding teacher-child relationship. The first essential is that the teacher should go thru an inner, spiritual preparation – cultivate certain aptitudes in the moral order. † Her Life and Work, Chapter XVIII, pg 298 The teacher’s prime objectives are to maintain order in the prepared environment, facilitate the development of the child, and encourage independence and self-sufficiency. Practical life activities can be divided into the following 4 categories: Exercises in each of these categories provide the opportunity to do purposeful work and are designed to teach the child life skills, so that they may become confident to do their daily chores at home. Care of the self: includes activities such as hand washing, dressing, and personal hygiene. These activities embody the foundations of self-esteem. The exercises are designed to provide the child skills need for his sole independence. In order to gain independence, the child needs to establish will and discipline in order. The child needs to build himself and learn to take care of himself * Care of the environment: includes activities such as washing chairs, dusting, raking leaves, cooking, feeding animals, watering plants, composting, recycling and job time at the end of the day.These activities promote the beginnings of community awareness and embody the foundations of an ecological ethic. They learn that they are a part of the environment and learn to respect and develop a sense of responsibility towards the environment. Also the child will gradually learn how to gain greater control of his gross motor movements so that he would be able perform more complex tasks later on. Some of th e activities such as washing of a table can be carried out as a group task, which helps the child to be socialized. Social relations and courtesy: Maria Montessori called these exercises Grace and Courtesy. They include developing skills in greeting visitors, participating in a conversation, self-assertion, resolving conflicts, initiating and maintaining friendships. These exercises are focused on developing will power, establish a proper posture, greet people, excuse one and interrupt when necessary. Maria Montessori considers the Social Grace and Courtesy activities as the most important exercises in the practical life curriculum.She felt that when children are first brought into a Montessori classroom, emphasis must be placed on social grace exercises. * Development of Motor Skills: this includes many exercises involving hand/eye coordination, carrying objects, self-expression through movement as well as initiating and inhibiting actions and impulses. The Silence Game is an examp le of a group activity in which children have to restrain impulses to speak or move for a short period of time in order to report on what they may have experienced in the interim.The particular exercise will be appropriate for any particular child will depend on that child’s individual development and interest. ans it is only possible to give a very general indication as to whether an exercise is ‘early’, ‘immediate or ‘later’. So each and every activity indirectly helps them to develop the language, mathematics movements and social awareness. To give an opportunity to exercise and co-ordinate body movement is one of the aims of the exercises of Practical Life activity.Movement is so important for the young children; children need to move. Movement is very important to the child; because it contributes not only for the physical growth also intellectual and spiritual development of the child. â€Å"Through Movement, he acts upon his external en vironment and thus carries out his own personal mission in the world. Movement is not only an impression of the ego but it is an indispensable factor in the development of consciousness, since it is the only real means which places the ego in a clearly defined relationship with external reality. The secret of childhood by Maria Montessori pg-97 Conclusion Practical Life exercises teach children to care for themselves, for others, and for the environment. They involve a wide variety of activities such as carrying objects, walking, polishing, sweeping, dusting, lacing, mainly activities that are done in day to day living. It is divided into four major areas namely: movement, care of self, care of environment, and grace and courtesy.These activities are Montessori’s response to the child’s need for movement, order, independence, among many others; they are basic activities that enable the child to explore his environment and eventually make him one with it. Through practi cal life exercises, he learns to refine his movements, becomes conscious of his body and of what his body can do. He learns how to move and act in a socially accepted manner, thus helping him in his task of adaptation. He learns the ways of social living and becomes comfortable and confident in his society.These exercises also teach the child to complete a task following a step-by-step procedure. This sequential ordering of tasks prepares him for the logical task that awaits him in mathematics. Likewise, activities in these areas are presented in isolation in order to help the child focus his attention only on a particular task. Practical Life Exercises refines movement, providing a foundation in early learning, attitudes and dispositions. Practical life exercises also provide children a sense of accomplishment as they engage in real, meaningful work with tangible results.The familiar home-like environment of the practical life corner allows children to gain independence, order, con centration and confidence as they carry out thoughtfully prepared activities. This leads to normalization. BIBLIOGRAPHY Montessori, Maria, The Discovery of the Child, page 56-57, published 1967 Montessori, Maria, The Absorbent Mind, Chapter XXIV, page 247, published 1967 E. M. Standing, Montessori, Maria, Her Life and Work, Chapter XVIII, page 298, published 1998 Montessori, Maria, The secret of childhood, page 97, published 1966 Montessori, Maria, The Absorbent Mind, Page 155, published 1967

How to Structure a Dissertation: Chapters & Sub Chapters

The following post includes a concise and in-depth overview of the chapters and subchapters normally contained within a dissertation. These would be very useful when deciding what should go where, and what you should write next. We use this template at our site when assisting students with their dissertations and in particular writing dissertation chapters. We hope you benefit strongly from it as well.Dissertation Chapters & Sub ChaptersDissertations should be structured in the following manner:TITLE PAGEACKNOWLEDGEMENTDEDICATIONABSTRACTTABLE OF CONTENTSLIST OF TABLES (If available) LIST OF FIGURES (if available)INTRODUCTIONINTRODUCTION TO THE STUDY ORGANISATION UNDER STUDY PROBLEM STATEMENT RESEARCH OBJECTIVE DISSERTATION STRUCTURELITERATURE REVIEWINTRODUCTION LITERATURE REVIEW FINAL SUBCHAPTERS SHOULD INCLUDE: LITERATURE REVIEW SUMMARY RESEARCH QUESTION Do not be descriptive in your literature review. For every one of 2 reviews on a particular subject, come up with equal critiques by opposing authors to have a balanced critique of the subject you are reviewing.METHODOLOGYRESEARCH PHILOSOPHY RESEARCH APPROACH RESEARCH STRATEGY DATA COLLECTION DATA ANALYSIS ACCESS RELIABILITY, VALIDITY, AND GENERALISABILITY ETHICAL ISSUES RESEARCH LIMITATIONS Dissertation Chapters For most sections of the methodology, you should include an appropriate rationale for why you chose to use that particular methodology over an opposing methodology. If you choose positivist over interpretivist, why did you do it? RESULTSIf Quantitative, you should include all the figures, along with a description of the results. If Qualitative or Case Study, you should include the relevant findings in a descriptive format.DISCUSSIONJustification of research topic (why you chose that topic) Recap of Literature Review, and Methodology Justification of Sample Brief Recap of Results Analysis – Split the research question into different sections, and answer each one of the sub questions, based on Literature Review and Results. Then eventually, write a summary that answers the whole research question. Analysis – Make sure you answer the research question. The results should be analyzed in line with the Literature you reviewed in Chapter 2.CONCLUSIONRECOMMENDATIONSREFERENCES A ND BIBLIOGRAPHYAPPENDIXYou must be a good storyteller to write a dissertation. You are not expected to interview or survey anybody, but you must be able to understand the organisation, literature review and methodology, up until the point that you can write a convincing thesis to answer your proposed research question (ask for samples if you need them). I suggest and totally recommend that you start from the literature review. We have provided a simple guide called, how to write a dissertation the literature review, that might be helpful to you. Since you are not really conducting the interviews and reports, the literature review would give you a well-rounded overview of the topic. Most social sciences and Law dissertations adopt secondary research, compared to business dissertations that primarily use Primary Research. Ensure that your choice of research is the most adequate for the topic you are working on. Summary Reviewer John – WP Admin Review Date 2017-08-18 Reviewed Item Dissertation Writing Guide: How to Structure a Dissertation? Author Rating 5