Triangle Solution Business Proposal

Executive Summary Triangle solution is a business consulting firm which has been around for the past 12 years. Currently the business has tailored its services to cater for the needs of corporate clients.Advertising We will write a custom essay sample on Triangle Solution Business specifically for you for only $16.05 $11/page Learn More After observing the current market situations and projecting future industry trends, the company concluded that it would be prudent to design services to cater for individual retail clients. Particular, an opportunity to offer training in strategic career planning and financial management to individuals exists (Telfer, 2009). The potential market size is quite large as measured by total sales value. Total sales value is the amount of money the retail client would be willing to use acquire the services which will be offered by the company (Thompson, 2005). This method was suggested since measuring the total sales volume wo uld be a rather daunting task. Approximately the size is 40 billion; this figure is estimated based on the amount expected to be spend by the employed and self-employed middle and high income earner. This group form the target market (Lennox Becker, 2008). The organization also recognizes the importance of having a diverse and multidiscipline workforce. Therefore, it intends to acquire the services of financial experts, career planners, marketers, researches, sales consultants and last but not least financial experts. These professional will be in charge of different roles and responsibilities all dedicated towards serving the client better. Similarly, the business is expected grow over time and therefore variable cost will automatically increase. However, the KISS approach will be adopted to maintain favourable product scalability (Lennox Becker, 2008). An intrepreneurial approach that involves setting up a subsidiary to manage the retail tailored service is the most appropriate approach that can ensure the organization achieve its ambitious sales target. Business Description Triangle solutions, a Business consulting firm with its headquarters in New York, was established in 1998. Over the last 12 years, the company has established itself to become one of the most respectable and recognized firm specializing in human resource planning and development, strategic management, and financial consulting. Its stakeholders are very proud of its achievements, particularly in helping its corporate clients formulate and implement their business strategy and as a result achieve tremendous success. Nonetheless, the research and development department feel that the organization should extend its services to target potential retail clients.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Retail Services The decision to offer retail services was arrived after it was established th at most consulting firms only focus on corporate clients. Individuals therefore find it difficult to formulate conclusive strategies that will help them achieve their career and financial aspiration. Being able to formulate a strategy that will enable individual achieve success in the two key areas is as important to them as it is to the corporate clients (Telfer, 2009). Therefore triangle solutions, intends to offer training and development programs in the field. Market size Determining the size of the market is usually a daunting task since the necessary data and information needed for this purpose is hardly ever organized (Thompson, 2005). However, this can be estimated using consumer demographic and consumption patterns. In simple terms, the market size is the total sales volume and/or value in the market (Thompson, 2005). In this particular situation the sale value will be most useful. This is because it is measured in terms of the amount of money spent by individuals to acquir e training in the field of career development and financial management. Measuring the sale volume is almost impossible in this case since the services cannot be quantified in terms of units sold. In order to be more accurate on the market size, the organization will consider only the sales value of their niche market. The organization will target the employed and/or self-employed middle and high-income earner. There was no readily available figures to indicate the amount of money spend by this group on the services. However based on the case studies and competitors analysis, the annual sale value is approximately 45 billion dollar (Lennox Becker, 2008). Personnel Requirement To successfully offer the proposed services, the organization must ensure it dedicates a well able team. The team therefore must fulfil certain requirements. The senior manager in charge of overseeing the progress of retail strategic training and development programs will be expected to have skills, experience and knowledge in public relation and marketing. In the first stages, the company intends to employ 4 career planners. These specialists are expected to help clients in the evaluation of jobs and careers, resume writing, analysing the industry, counselling and training through seminars and workshops. Therefore, they should have experience, knowledge and skills in training, communication and people’s management. To maintain an intelligent right sizing and avoid unnecessary costs associated with human resource management, triangle solutions will combine the duties of a financial analyst and planner. As result, 5 financial analysts will be charged with this role. They should have financial and researching skills.Advertising We will write a custom essay sample on Triangle Solution Business specifically for you for only $16.05 $11/page Learn More The company will invest in two charter financial analyst to attain competitiveness in filed. Lastly the com pany will partner with independent sales consultant. The consultants will be chosen based on the experience, skills and proven performance track record. Bonus system, based on the amount of sale successfully executed will be adopted. Product Scalability Judging by the business model to be adopted and the capability of the workforce team, it is expected for the business to grow rapidly. Luckily, due diligence have been conducted to ensure the increased in variable cost does not have negative impact on the contribution margin. Variable costs usually increase as a result of increase in expenses (Lennox Becker, 2008). In this particular case, the costs are expected due increase in salary and wages as result of employing more staff for expansion purposes. However to maintain a high scalable range, employees will only be added if an increase in demand for the services is experienced. This rule nonetheless excludes the sales consultants because they are paid on commission basis which is p urely based on performance. Are Kip It simple Approach (KISS), is also going to be used to resolve any issue reducing the scalability range. Venture Cost After conducting a prior analysis, the following costs are expected to be incurred. Expenses Cost (USD) Salary and wages (first month) 50,000 Staff training and development 10,000 Office rental 10,000 Utilities 2,000 Equipments 5,000 Miscellaneous 5,000 License and registration 4,500 Sales and Marketing 6,000 Total Cost 92,500 Profitability Due to the nature of the proposed business, most of the total cost fall under the category of operational cost. Sales projection is used to estimate the potential profit to be gained from a business idea (Thompson, 2005). The first month the organization expects to get an approximately 1,000 clients who will spend 500$ dollars on the services. Therefore, the total sales will be 500,000$. To get the expected profit, you deduct the estimated cost from this figure. That is 5 00,000-92,500=407,500$. Strategy An Intrapreneurship approach is going to be adopted for this venture. One of the main reasons why this approach might be chosen is to regenerate the entrepreneurship spirit that might have been relatively reduced as a result of over expansion (Gannon Patson, 2008). Therefore, the retail services are going to be offered through a subsidiary that is going to be known as Triangle Ret Inc. Although, the subsidiary is still part of the parent company, the strategy shall give the multidisciplinary team the autonomy to practice their creativity and innovation. As earlier describe this team comprises of people from diverse professional background namely; marketing, public relation, finance, career planning, analysis and research.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As indicated by previous research, a diverse workforce has the potential of increasing creativity and innovativeness, a factor that is going to serve the new venture well (Gannon Patson, 2008). Some of the employees already working on the parent organization will be presented with the offer of working in the subsidiary. Also, another benefit of adopting this strategy is to mitigate the risk associated with operating in the corporate business consulting industry. The risks mostly result from either competition or legal factors (Gannon Patson, 2008). Conclusion With feasibility study having been conducted, it is expected triangle solution new venture will be profitable. The fact that intrepreneurship approach provides an opportunity for the multi-disciplinary team to be innovative and creative, the new subsidiary, Triangle Ret Inc, will definitely be competitive. The scalability of the product, assures interested parties such as investor that continuity of the business is almost cer tain. References Gannon, M., Patson, L. (2008). Intrapreneurship-The way to Achieve  Competitive Edge.London: Rutledge. Lennox, K., Becker, N. (2008). A Guide to Setting-Up a Business. St Luis: Mosby. Telfer, G. (2009). Consulting for Sustainability: Re-Branding Consulting Business.  The consulting industry report, 4(3), 10-25. Thompson, L. (2005). Determining the Feasibility of a Business Idea. New Jersey: Prentice Hall. This essay on Triangle Solution Business was written and submitted by user Gabriella Becker to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tips For Writing a Successful Sample Format For MBA Application

Tips For Writing a Successful Sample Format For MBA ApplicationYour sample format for MBA application is crucial to get the most from it. This is true whether you are going for an executive MBA, a management MBA or a PhD. It is also critical whether you are preparing for an entry-level position, such as entry level analyst, or you are preparing for a managerial position, such as director of sales.There are a number of different ways in which your sample MBA format can help. Here are a few things that you should consider.When your objective or sample format is not well worded or written, it can hurt your chances. To make sure that your objective or sample format will be effective, you need to know exactly what your objective or sample format should be about. Ideally, the first paragraph of your sample should identify the reason why you are applying for the MBA. In addition, the next paragraph should explain how you came to be the person that you are today.Ideally, a sample for MBA app lication should not have any references or opinions in it. Some examples of that would be, if you are applying for an executive MBA, references such as your good grades and references from high school. The opinion part is unnecessary and should not be included.A sample for MBA application should not be in a particular language. It is not uncommon for an application to have a sample of a language other than English on it. If you are applying for a PhD, it would be best to write in English.Finally, the sample for MBA application should not include a section on the characteristics of an ideal candidate. While it may be helpful to include this section, it is best to leaveit out. Most potential employers prefer that candidates are able to express themselves with more than just their job experiences.Ultimately, a sample for MBA application should be able to apply to more than one type of job. As such, you want to write the objective or sample in such a way that it applies to multiple posi tions. Thus, avoid including an opinion section, because it will become a distraction.Attaining the position of the successful candidates with the help of a sample MBA format is all about knowing what to do and what not to do. Follow these tips for the most effective sample format and an MBA application that are effective.

DRUG ABUSE Essays - Drug Culture, Drug Control Law, Euphoriants

DRUG ABUSE Essays - Drug Culture, Drug Control Law, Euphoriants DRUG ABUSE In the United States of America, we, the people value several things, some of which are freedom, expanding and taking care of our families and our financial security. We, the people, take such things for granted. We also discourage some behavior, such as crime, laziness and use of illegal drugs. Drug abuse is one of the most discouraged behaviors in our country. Use of illegal drugs is harmful to the userand all those with whom the user comes in contact. There are over 40 million illegal drug users in the world today and America is the biggest market for drugs1 . There are more drug dealers in this country, than there are dentists. Illegal drug abuse must be stopped; it hurts our society, hurts us, and, most of all, hurts the user. Drug users are parasites, feeding off society's money, taxes and insurance. Every type of insurance goes up because of drug abuse, including auto, health and homeowners. Worst of all, the crime rate will sky rocket if we let this behavior continue. Illegal drugs and their abusers are a plague to society for many different reasons.. Drugs have very harmful effects on the user and the people with whom the user interacts. The user is affected in many ways. The most popular drug in America, alcohol, is generally thought of as socially acceptable and relatively harmless. But it can have devastating effects. Alcohol might seem very harmless but it can harm the user very easily. Alcohol is easy to obtain and consume. It is taken as a beverage and, since it is legal, it can be purchased at the corner store. The immediate effects on the user are relaxation and a slight anesthetic effect. Alcohol is a very addictive drug. There are more than 18 million alcoholics in America2 , an indication of how widespread its harmful effects are. Alcoholics normally drink a lot on mornings and weeknights, at times which separate them for noraml "social" drinkers. Often, the alcohol will bring out a violent temper and often, alcoholics abuse, physically and mentally, their friends and family. Drinking makes the drinker feel he is more confident. The drinker thinks he is in control, even if a little high, and he might get behind the wheel of his car and go for a drive. Drunk driving is deadly. Hundreds of thousands of people get killed every year due to drunk driving. Other physical effects of drinking are vomiting, passing out and sometimes, if enough alcohol is consumed over a long enough period of time, or if mixed with other drugs, death. Marijuana is a popular, and illegal, drug. Its largest consumers are young adults. Marijuana is smoked in a pipe or rolled in a cigarette. Thirty-seven percent of people between ages 12-17 have tried marijuana.3 Marijuana gives a slight buzzing feeling of light-headedness. Experimentation with marijuana is dangerous because studies show that 60% of people who smoke marijuana on a regular basis move on to try harder drugs soon after.4 Marijuana tends to diminish the ambition and motivation in the user. In the long run, it may cause lung cancer and other respiratory problems. Cocaine is another popular, illegal, street drug. Cocaine is snorted or smoked as " crack"(a cheaper and, as a result of being so affordable, more addictive way). Cocaine gives the user a sense of well-being and extra energy. Cocaine is one of the most dangerous drugs. In 1995, over 500,000 emergency room accidents were cocaine- related.5 Cocaine is one of the worst drugs because it causes respiratory illness and kills mucus membranes. Heroin is the most addictive dangerous illegal drug on the streets. You'll become a so- called "junkie" if you use it. It affects the hygiene and personal appearance of the user a great deal, because nothing is as important to the user anymore as where that next hit will come from. Heroin is injected and sometimes snorted. It causes great euphoria, but also nausea and vomiting. Like any street drug, its user does not know what potency he is getting from batch to batch. Therefore, there is always the risk that he will overdose and die. Withdrawal from heroin can cause severe illness and death. Drug abuse leads

Clever Quotes From Great Thinkers

Clever Quotes From Great Thinkers Would you like to sound smart? Do you want to impress your peers with clever words? Here are some clever quotes rescue you when the situation arises. Kiss those thinking caps goodbye because who needs to think on their feet, when they have clever quotes handy? Henry FordWhether you think you can or whether you think you cant, youre right. Nothing is particularly hard if you divide it into small jobs. George Bernard ShawYou see things; and you say Why? But I dream things that never were; and I say Why not? We learn from experience that men never learn anything from experience. Bertrand RussellMost people would rather die than think; in fact, they do so. Maya AngelouA bird doesnt sing because it has an answer, it sings because it has a song. Groucho MarxOnly one man in a thousand is a leader of men the other 999 follow women. Albert EinsteinTwo things are infinite: the universe and human stupidity; and Im not sure about the universe. When you are courting a nice girl an hour seems like a second. When you sit on a red-hot cinder a second seems like an hour. Thats relativity. Benjamin FranklinWine is constant proof that God loves us and loves to see us happy. Harry S. TrumanYou want a friend in Washington? Get a dog. Elbert HubbardEvery man is a damn fool for at least five minutes every day; wisdom consists in not exceeding the limit. Ralph Waldo EmersonThe years teach much which the days never knew. Johann Wolfgang von GoetheEnjoy when you can, and endure when you must. Toni MorrisonIf you surrender to the wind, you can ride it.

Personal Statement Example | Topics and Well Written Essays - 500 words - 4

Personal Statement Example His personality, appearance and communication should be qualified enough to motivate people to follow the guidelines. The leader should be competent, goal-targeted and loyal to the profession. Communication style carries an important position in leadership. Every individual has some strengths and weaknesses, be it a leader, manager or an employee. However, the success of a person depends on his ability to judge his strengths and weaknesses. Once weaknesses are identified it becomes easier for the individual to overcome them. However, the strengths motivate him to maintain them and further research what needs to be done for a more successful outcome. Hence, it can be said that strengths and weaknesses both are important for a sustained excellence in the leadership profession. My knowledge about these important issues help me come over my weaknesses and enhance my strengths. I want to be a leader or a manager because I have identified certain traits in my personality which may help me in becoming a good and efficient leader. Some of these traits are discussed in this paragraph. Firstly, the habit of communicating my own ideas and asking questions about those ideas from others may be a helpful tool in strengthening the leadership and communication skills. In addition, my researching abilities and keenness to improve will help me as a helpful tool to gain a more competent position in any organization. Additionally, my personal experiences in working as teams throughout my school and college life have affirmed the importance given to appreciation and rewards. This importance provided to them has encouraged me to use them for a more effective team of subordinates. I have also observed that in order to get a better result it is important to involve the subordinates in the decisions more and more. This is also helpful for me in creating a better reputation in their view. In the cases where the views of subordinates do

Critical Analysis of the Use of Fate Imagery in The Tale of Kieu Essay

Critical Analysis of the Use of Fate Imagery in The Tale of Kieu - Essay Example In most cases, abstract imagery bears imposed characteristic. Fate imagery is one of the abstract imageries that have been traditionally used in literature all over the world from the very beginning of human civilization. In Nguyen Du’s â€Å"The Tale of Kieu† fate imagery plays a very crucial role in the development of the theme of the poem. I say this because in â€Å"the Tale of Kieu† fate has been portrayed as a villain that inflicts pains, sufferings and miseries upon the protagonist, Kieu. Indeed it is fate that takes a test of Kieu’s virtues and psychological strength. To a great extent, fate appears as a scapegoat which, in a number of ways, serves as the replacement of the oppressive patriarchy. Very often Kieu tends to blame her fate for the pains and sufferings in her life. In a male dominated society she is conventionally accustomed to accept the male hegemony as it is. Though her sufferings are mainly induced by her male counterparts, she fail s to acknowledge them as the root cause of her sufferings. She accuses fate of causing sufferings to women, while ignoring the inferior position women subjugated by men: â€Å"Since ages out of mind, / harsh fate has cursed all women, sparing none. / As I see her lie there, it hurts to think / what will become of me in later days.† (Line 106-110) Kieu believes that women are cursed by fate for ages. She is fully aware of the legacy of the social injustice that women have had to face. She knows that she is also destined to face the same fate: â€Å"As I see her lie there, it hurts to think / what will become of me in later days† (Line 109110). Indeed Kieu’s view of â€Å"cursed womanhood† is the reflection of what Confucian patriarchy teaches them to think of themselves. In Confucian women are viewed as some existence that is both physically and mentally fragile and frail. They are beautiful but weak. Therefore they should be under tutelage of their male g uardians such father, brother or husband. They should go against the decision of their male guardians. A girl needs the guardianship more than a boy does, because she is fated to be such. For Kieu, fate is somewhat that equals to God to a great extent. In some cases fate seems to be God’s decision. She believes that either fate or God is responsible for cursed womanhood. When Dam Tien’s lover mourns at her deathbed saying, â€Å"Harsh is the fate that has kept us apart! / Since in this life we are not meant to meet, / let me pledge you my troth for our next life† (Line 74-76), he essentially refers to heavenly decision. Indeed fate’s association with God’s decision is evident in the following lines in which she directly accuses God of being cruel: â€Å"How sorrowful is women's lot! -she cried / We all partake of woe, our common fate. / Creator, why are you so mean and cruel / blighting green days and fading rose-fresh cheeks?† (Line 82-5) I n these lines, â€Å"Creator† or God is directly held responsible for â€Å"women’s sorrowful lot†. Kieu considers God’s decision as women’s â€Å"common fate†. She believes that god is responsible for â€Å"fading rose-fresh cheeks†. Indeed the frequent of fate imagery in â€Å"the Tale of Kieu†, contributes a lot to the portrayal of the faith of Confucian society

Vygotskys Zone of Proximal Development

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