Waldorf educational theory

Waldorf educational theory All Educational system has an image, which lead to a unique learning process. Waldorf educational theory supports a magnificent learning process for children, which focus on reading, storytelling, rhythmic activities, practical activities related to nature. This research paper examines the depth of Waldorf philosophy and belief. INTRODUCTION Rudolf Steiner, an Austrian educator and philosopher, scientist and artist founded Waldorf at the beginning of 20th century. He believed there is a way to educate children into human beings who will be capable of bringing peace to the world. In April of 1919, Emil Molt, the owner of Waldorf-Astoria cigarette factory invited him as a guest speaker, to educate the worker of his company in Germany. After listening to Steiners speech Molt asked him to establish a school for the children of the companys employees. Sterner agreed four conditions, which was, it should be a unified twelve years, and co-educational school and teacher will take the leading role and open to all children. And thats how the fist independent school ( Die Freie Waldorfschule) was opened on September 7, 1919. (www.waldorfanswers.com) Today Waldorf education is one of the largest independent schools in the world. There are more than 900 hundred Waldorf school in 83 countries and approximately 128 Waldorf school in North America. There are 10 Steiner teacher training in the United States and 2 in Canada. (www.whywaldorfworks.org) The philosophy and belief behind waldorf: Waldorf education is based on Steiners spiritual philosophy Anthroposophy which is wisdom or knowledge of the true nature of human being. The goal of the Waldorf education is to educate the whole human being that includes head, heart and hand. It means to teach them cognitively, physically and also spiritually. And the waldorf teachers do so through hand on learning experiences, dramatic and imaginative play, songs, drama etc. Waldorf believe that children learn by playing and imitating their adults and peers; exploring and experiencing everything by their own. The theories underlying models belief: According to Jean Piaget, childrens are like little scientist, they try to make sense of the world by exploring, making mistakes and then learning from them. Rudolf Stiener also believed in that. He said, receive the children in reverence, educate them in love, let them go forth in freedom. Waldorf teachers emphasize more on free play and independent creative play where children can exercise the power of their imagination and are free to explore their natural curiosities and less on teaching them reading or writing during the early years. They create an environment for children with rich in opportunities for creative work and imaginative play and give them freedom to explore and experience any materials that interest them. Thats why Waldorf students dont begin reading until 2nd or 3rd grade.

Pharmaceutical industry

The purpose of this manual Is to guide undergraduate and postgraduate students In the Department of Business Administration at university of Asia Pacific (PAP) in writing up their internship report. It will also be used as a standard with which students will comply in preparing their reports. Thus both students and faculty members acting as supervisors/co-supervisors are advised/expected to be familiar with the guidelines as mentioned in the manual. The manual comprises: A. Formatting of the report B. Preliminary Pages C. Matt Text D.References and Appendices The details of each section are presented below: A. Formatting of the Report The formatting of the report In the mall text should be as follows: Font size: 12 Font type: Times New Roman. Paper: AY size Line spacing: Double. Paragraph: To be indented after the first paragraph; Page margin: Left -1. 25 Len. ; Right, Top and Bottom – 1 In. Each. Page number: To be at the bottom-mid (or at the top-right) of the page, (1, Tota l length of the report: Maximum 40 pages, with the main body of the report not exceeding 30 pages.There are a number of segments In this section; these are: (I) Title page it) Approval Page (iii) Declaration page (iv) Acceptance Letter (vi) Acknowledgements (vii) Executive Summary (viii) Table of Contents (ix) List of Tables (x) List of Figures (xi) Acronyms Title Page: The Title of the report should be in the top portion of the page to be followed by ‘BY and the name of the student. This should be followed by ‘An internship report†¦. For the degree of Business Administration', the name of the department and the university. At the bottom, the date should be mentioned, first, the month, and then, the year (for ex. September, 2010). Please see the format on the Title page on page no. 7. Approval Page: While it is the primary duty of the student to strictly follow the guidelines of writing his/her internship report, the concerned faculty members acting as supervisors a re requested to be involved and to guide the students to produce an authentic report free from ‘Plagiarism' as stated in the next section. Declaration Page: It is of paramount importance that students understand clearly, when they write on this page that the internship work is absolutely theirs.Normally, it is not allowed to copy and paste works of others from any Journal or proceedings, r working papers, or websites or from any other sources, without proper citation, which is termed as â€Å"Plagiarism†. There is, however, one exception: a maximum of 400 words can be copied in which case these must be presented in inverted quotations with the name(s) of the author(s) and page number included. The students also need to remember that it is not enough to state the source of information in the reference section only; rather, it has to be mentioned also in internal citation in the main text of the report.Here is an example: ‘Knowledge management encompasses a systemat ized and integrated managerial tragedy, which combines information technology with the organizational process'; it is ‘a managerial activity that develops, transfers, transmits, stores and applies knowledge, as well as provides the members of the organization with real information to react and make the right decisions, in order to attain the organization's goals' in an ever-changing competitive environment (Hung et al. , 2005, p. 165).Therefore, any student caught in plagiarism SHALL get an ‘F grade, in which case, s/ he has to redo the whole report. They, therefore, must put references/sources of information whenever they cite any numerical figure (for ex. GAP growth rate, or no. Of public/private universities in the country, etc. ), existing information, or any section. Acceptance Letter: Please see on page 10. Letter of Transmittal: The ‘Letter of Transmittal' in an internship report is a formal letter to the Supervisor informing him or her of the completion of the report.It contains the following items: Salutation Purpose of the letter Objectives/methodology/findings of the report Thanks Please see the sample Letter of Transmittal in Appendix-I on page no 13. Acknowledgements: Please see the acknowledgement section on page 10. Executive Summary: The executive summary is the snap shot of the whole report. It should be treated as a ‘stand-alone' section through which the supervisor/reader would get an idea about the overall work done during the internship period.While the length of an executive summary varies, for an internship report, it should not be more than 2 page-long. The content of an executive summary is given on page 1 1 . Table of Contents: In the Table of Contents, the preliminary pages should be stated first with page numbers to be in Roman letters ii. , iii. , etc. ]. This is followed by the main text here the page numbers are to be given as 1, 2, 3, etc. See the Table of Contents section on page 12. List of Tables: corr esponding page numbers. The tables should be numbered as 1 . , 1. 2, 2. 1, 2. 2, etc, as presented in each chapter. In the main text, the guidelines for presenting the ‘Tables' are as follows: There should be a double spacing between the text and the placement of the heading of the Table. Under the Table heading, the title should be written. Both the table heading and the title should be at the center of the page. Below that, there should be a blank single spacing for the table to be presented. After the table, again, there should be a double spacing for the next paragraph to start.In putting any table, the column grid lines are to be omitted; only the row lines are to be kept. No Table no. Should be presented without putting any reference of it in the main text. List of Figures: The list of figures should present all the figures chronologically with their corresponding page numbers. The figures should be numbered as 1 . 1, 1. 2, 2. 1, 2. 2, As in the case of a Table, there sh ould be a double spacing between the text and the placement of the Figure. Both the Figure number and the title should be at the center f the page, and written below the figure after a blank single spacing.After the figure title, again, there should be a double spacing for the next paragraph to start. No Figure number should be presented without putting any reference of it in the main text. For both Table and Figure, see sample Appendix 2 on page 14. Acronyms: All the acronyms should be presented chronologically in alphabetical order. In the main text, while stating for the first time, no abbreviations are allowed. For example, if in a sentence the word UN or SCARCE is mentioned, first time it has to be Ritter as United Nations (UN) or South Asian Association for Regional Cooperation (SCARCE).Subsequently, only the acronym or the abbreviated form UN or SCARCE is to be stated. C. Man-I Text: The main body of the report should contain the following chapters/sections as a general rule. However, it is up to the concerned faculty member(s) acting as deem it fit. For example, ‘Discussions' in the Chapter Three might be in the last chapter with the heading, like, ‘Discussions and Conclusions', or, the ‘Methodology section could entirely be a separate section, as the case may be.Apart from this, the reservation of the tables and the figures should follow the guidelines as specified in the ‘List of Tables' and ‘List of Figures' sections. Chapter One: Introduction (I) (Origin of the Report) Background of the Study (iii) Objectives of the Report (v) Scope of the Report (v) Limitations of the Report (v') Organization/Structure of the Report Here, the section ‘origin of the report' found in every report might be ignored since this information is to be written on the title page ‘†¦..An internship report submitted in partial fulfillment of the requirements for the degree of Bachelor of Business Administration'. This section thus seems to be an exercise in redundancy, and may be omitted. We therefore might start with the ‘Background of the study. Chapter Two: Overview of the Industry/Company This section may also be called ‘Literature Review/Survey. In this section, for an industry overview, there should be one/two introductory paragraph(s).This may be followed by an analysis of the application of Michael Porter's 5-forces industry framework that would shed light on the competitiveness of the industry. Here the analysis should illustrate the degree of the impact (high/ medium/low) of the 5 forces and discuss elaborately why it is so. As for the overview of the particular company/organization where the internship is carried out, it should comprise a number of issues, such as, the period of the operation of the business, its branches (if any), its competitors, its product portfolio, its sales/profits in the last few years with adequate analysis.It may present BCC matrix of a few products in the co mpany's portfolio arguing why those fall in a particular category of the matrix. It should present ratio analysis, where various ratios comprising the data of the particular organization must be compared with hose of the industry average / leading company / its main competitor over a period. The section might be cap with the SOOT analysis presenting the four components in Chapter Three: Methodology In this section, the students must mention the sources of their information, primary and/or secondary.If any particular method/technique is applied to analyses the findings, it should be discussed in detail. Chapter Four: Findings and Discussions In the ‘Findings' section, it is expected that the student displays a mastery of his/her analytical ability to analyses the findings. It is, therefore, not enough only to state the exult, rather, s/he is expected to come up with the arguments that can convince the readers (supervisor and/or examiner) of why it is so.For ex. , if in any part icular year, sales or profit goes up significantly compared to its previous or subsequent year(s), it should be adequately analyses by presenting probable reasons for being so.

High School Relfective Essay Essay

When I think about the years that I’ve spent in high school I feel like I am back to those times again. I never thought that the years would go by so quickly, but as fast as it was I still learned a lot from the experiences I had. There were times when I didn’t make anything for my self, and times when I felt like I could do anything. As much as I hated some of the things I went through in high school, I’m glad they happened because without them I wouldn’t me who I am right now. I always wanted to be someone who could excel at everything. I was always jealous of people like that; I admired them for their perseverance. As much as I tried I always seemed to be average at most of the things that I did. Over this summer I had time to get my priorities straight. The fact that this is my last year, sort of scared me into getting my act together and doing what needs to be done. I am the slacker no more. I will not procrastinate. I am more than an average student. I recently realized that I have changed a substantial amount since my arrival at BVH. When I first got here, I was shy. When I made friends I became a chameleon. What they did, I did. What they wore, I wore. That went on until I became familiar with the cruel world of teenage guys. Because I was like them, I was called out when a speck of originality was shown. Once I started being myself, I think I got made fun of more than I ever had. All of that verbal abuse hit me hard because I had never experienced it before. Within my two first years, I almost had the hide of a rhino. I had grown apart from the people who were my â€Å"best friends† and decided to wait for people who could accept me for who I am so that I didn’t have to be what I’m not. I think the early years of high school are where you figure out what kind of person you want to be. It being my last year, I know who I am right now and who I want to be as an adult. All of the troubles I went through have made me who I am today. The strength that I’ve gained from that is part of me, and as hard as it was for me I am glad that I had those experiences. School is very hard. Academically and socially, you go through so many different feelings and experience. For a lot of us,stressful is the one word that describes it. Some of us think of it as fun, others are bored, or depressed. There are so many different words to describe ones feelings on school. For me it was awesome, and I am very thankful for all the experience I had.

Father And Son Relationship In The Road And Frankenstein

Father and son relationships are much more complex when observed from a deeper surface. In Cormac McCarthy’s The Road, and Frankenstein by Mary Shelley, two different outlooks on fatherhood can be seen. In some cases, the role of a father-like figure can be unfulfilled, which leaves the child feeling isolated. While on the other hand, there are situations where the father can be seen as being a guide and mentor for the child. McCarthy shows how in a dystopian society; a father provides his son with unconditional love and care. Whereas, Shelley’s work portrays abandonment and lack of care provided by Victor for the creature. Through these two texts the father and son relationship is shown to play a prominent role in them, but two different†¦show more content†¦In several instances, the father made his child his first priority whenever he would find some sort of beverage or food. An example of such a time is when they found a can of Coca Cola and the father †Å"leaned his nose to the slight fizz coming from the can and then handed it to the boy†, as the son had never drunk Coca Cola before, so he offered it so that the son could experience this moment in his childhood (McCarthy, 23). However, unlike the father in The Road, Victor from Frankenstein, abandons the creature from the moment the creature is alive. Victor never allows the creature to speak nor does he try to put in any effort towards his relationship with the creature. Right when the creature became alive, Victor did not listen to what the creature said as he â€Å"did not [want to] hear† (Shelley, 84). Instead, Victor is unaccepting of his responsibilities and calls his creation a â€Å"miserable monster whom I had created†, while running away and ignoring the damage he has caused (Shelley, 84). Throughout the book, it can be seen that Victor has a lack of sympathy towards his family which connects back to his inability to express his emotions. Victors disconnection with his emotions is a reason as to why he does not think twice regarding the creature he has created and if the creature does have feelings or ability for having emotions. Overall, Victor does not have an positive outlook tow ards the creature, while the father truly cares for his son. Through the father and sonsShow MoreRelatedThe And The Road By Cormac Mccarthy1180 Words   |  5 PagesCivilization is the basis of life, driving human interaction in everyday life. The texts, Frankenstein by Mary Shelley and The Road by Cormac McCarthy, depict civilized and uncivilized situations, which reflect on and elaborate characterization. This can be seen explicitly with the creature (Frankenstein) and the boy (The Road). 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