Crystal Flower - How to Crystallize a Real Flower

Heres how to crystallize a real flower to make a beautiful decoration. Crystal Flower Materials You can do this project with any type of real (or fake) flower. Flowers with strong stems, like this thistle, work very well because the stem can support the weight of the crystals. If you use a fragile flower or a seed head, you may wire the stem or support it with a pipecleaner to help it support the weight. The crystals will absorb pigment from the flowers, producing a pastel tint, or you can add food coloring to the solution to color the flowers. Real flowerBoraxHot waterFood coloring (optional) What To Do Find a cup or jar large enough to hold the flower.Pour boiling water into the cup.Stir in borax until it stops dissolving. Add food coloring, if desired.Place the flower in the cup. You can tie a string to the stem of the flower and hang it in the cup from a pencil if you are concerned about crystals sticking the flower to the cup, but it isnt usually a big deal.Let the crystals grow for a few hours to overnight, depending on how thick you want the crystals to be.Remove the flower from the cup and gently place it on a paper towel to dry.You can place the flower in a vase to display it. Edible Crystal Flower If you substitute sugar or even salt, you can made an edible crystal flower. The principal is the same, but the crystals typically require a day or longer to grow. To get sugar crystals on a flower, add as much sugar as will dissolve in boiling hot water. Feel free to add food coloring or even a drop or two of flavoring. Let the solution cool to near room temperature before adding the flower. Place the container in a quiet location. You may need to break a top crust off the solution and occasionally move the flower to keep it from sticking to the sides or bottom of the container. You could suspend the flower in the liquid by tying it to a pencil or butter knife laid across the top of the container. The sugar solution is much thicker (syrupy) than the borax solution, so its best to attempt this project after youve mastered easier-to-grow crystals. Learn More Make a Glow in the Dark FlowerBorax Crystal SnowflakeMake Colored Flowers

Subitizing A Skill to Build Math Fluency

Subitizing is a hot topic in math education circles. Subitizing means â€Å"instantly seeing how many.† Math educators have discovered that the ability to see numbers in patterns is the foundation of strong number sense. The ability to visualize and understand numbers and numeration supports operational fluency and the ability to add and subtract mentally, to see relationships between numbers, and to see patterns. Two Forms of Subitizing Subitizing comes in two forms: perceptual subitizing and conceptual subitizing. The first is the simplest, and even animals are able to do it. The second is a more advanced skill built upon the first. Perceptual subitizing is a skill that even small children have: the ability to see perhaps two or three objects and immediately know the number. In order to transfer this skill, a child needs to be able to â€Å"unitize† the set and pair it with a number name. Still, this skill is often exhibited in children who recognize the number on a die, such as four or five. To build perceptual subitizing, you want to give students a lot of exposure to visual stimuli, such as patterns for three, four, and five or ten frames to recognize numbers like 5 and others. Conceptual Subitizing is the ability to pair and see sets of numbers within larger sets, such as seeing two fours in the eight of a domino. It is also using strategies such as counting on or counting down (as in subtraction). Children may only be able to subitize small numbers, but in time, they will be able to apply their understanding to constructing more elaborate patterns. Activities to Build Subitizing Skills Pattern Cards Make cards with different patterns of dots and show them to your students. You might try an â€Å"around the world† drill (pair up students and give it to the one who answers first.) Also, try domino or die patterns, and then pair them, like the five and a two so your students see the seven. Quick Image Arrays Give students a number of manipulatives and then have them arrange them in numbers and compare patterns: diamonds for fours, boxes for sixes, etc. Concentration Games ï » ¿Have students match numbers that are the same but in different patterns, or create a number of cards that are the same number but different patterns, and one that is different. Ask students to identify the one that doesn’t belong.Give each child a set of cards one to ten in different patterns and have them spread them on their desks. Call out a number and see who can find the number on their desk the most quickly.Challenge students to name a number one more than that on the dots on the card or one less. As they build skills, make the number two more and two less, and so on.Use the cards as part of classroom learning centers. Ten Frames and Conceptualizing Addition Ten frames are rectangles made of two rows of five boxes. Numbers less than ten are shown as rows of dots in the boxes: 8 is a row of five and three (leaving two empty boxes). These can help students create visual ways of learning and picturing sums larger than 10 (i.e., 8 plus 4 is 8 2 (10) 2, or 12.) These can be done as images, or done as in Addison Wesley-Scott Foresman’s Envision Math, in a printed frame, where your students can draw the circles. Sources Conklin, M. It Makes Sense: Using Ten Frames to Build Number Sense. Math Solutions, 2010, Sausalito, CA.Parrish, S. Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5, Math Solutions, 2010, Sausalito, CA.

Article Review “the Religious Sources of Islamic...

1. The article â€Å"The Religious Sources of Islamic Terrorism† by Shmuel Bar takes an in-depth look into the potential justifications of terrorism in regards to religion. In this article, Bar attempts to identify the differences between the religion of Islam and the duties associated with being a Muslim including participating in jihad. The author explains the various differences between the ideas of both the traditional Muslim as well as the moderate Muslim. He goes on to identify jihadist-type acts that could potentially be changed if the right movement and implementation of rules were set. The key points and concepts in this article are: †¢ the explanation of the Islamic religion; †¢ the jihadist movement; †¢ the traditional versus the†¦show more content†¦4. The ideas of the traditionalist versus the moderate Muslim are conflicting in how they interpret various teachings of their scripture. Participation in jihad may be considered an obligation due to the occupying of so many countries by non-Muslims; however, the idea that it must be fought with acts of terror remains debated. The traditionalists will take a more literal interpretation resulting in acts of violence and terror; even though this initiative tends to have more political motives rather than religious. The moderate Muslim struggles with the possibility that their less orthodox beliefs will appear as though they are abandoning their religion. Due to the fact that the traditionalist is more likely to resort to violence, there is also a fear of retaliation against the moderate Muslim. Unfortunately, with that mentality, the radical Islamists prevail. 5. A long-term strategy has to include ideas and not necessarily weapons and a bunch of rules. The author explains that the solution is a lot deeper than the acts they are committing on the surface. Creating a strategy to potentially combat a radical, religious ideology seems as though it would be impossible. A long-range strategy that outlines the teachings of their religion and focuses on how terrorism is actually against their scripture could succeed. The author acknowledges the idea that Western civilization must

The Philosophers Who Contrubuted to the Development of...

Behaviorism has its roots as far back as the ancient Greeks. Hippocrates (460-377 BCE), known as the father of medicine, developed humorism consisting of four humors that corresponded with four temperaments. Physicians and philosophers used this model with its four temperaments for many long years. Socrates (469-339 BCE), Plato (427-347 BCE), and Aristotle (385-322 BCE) are often spoken of together due to the unique relationship they shared. Aristotle was the student of Plato, who was intern the student of Socrates, and it is their developments in philosophy, a precursor to modern psychology, that begin to lay the seeds for what would one day develop into behaviorism. Socrates began by teaching the need to examine in order to know truth,†¦show more content†¦In contrast, his view was one of a mind and body consisting of a single entity. While he acknowledged Descartes’ view of the mind controlling voluntary action, he expanded this to include all human activity. Locke (1632-1704) further discounted the work of Descartes, as well as that of Plato. He maintained that all ideas originate in ones experiences. A newborn is devoid of ideas until experience begins to form these ideas. Another leader in associationism, Hume (1711-1776) joined Hobbes and Locke in their rejection of Descartes’ ideas. In contrast to Descartes’ rationalism, Hume came to believe desire was the driving force behind human behavior, and not reason. The seed of behaviorism can be seen here if one can associate desire with a condition. Kant (1724-1804) is known as one of the great philosophers of modern times. Despite skeptics like Hume and others of the associationism movement, Kant sought to settled debate between empirical and rationalist schools of thought. Of his many beliefs, he held that space and time were ideas essential to human experience. Although Darwin’s (1809-1882) work in evolutionary observation might appear radically different from those focused on other areas, the theories he developed from these observation lead to such groundbreaking publishing’s as The Origin of Species. These intern caused an upset within the then accepted norms of philosophy and religion, had a profound impact on the academia, and further

Manage Performance Free Essays

As a Human Resource Performance Management Implementer, discuss the prior training you would give to line the four group head with reference to Identifying performance gap? Training Is the most Important factor In order to achieve goals more effectively. Head of groups need to be able to develop a AMPS by setting objectives and standards. They should also be able to monitor these AMPS and Identify the weaknesses. We will write a custom essay sample on Manage Performance or any similar topic only for you Order Now Once these weaknesses Identified, they must have the skill to monomaniac effectively with the staff when Glenn Instructions and providing feedback. B. Determine the possible reasons for Panel’s poor performance. What would be your recommended solution to each of these possible causes? 1. Frustration and lack of motivation Pamela has been working as the assistant of the head of department for more than eight years. She had lots of responsibilities and had owned the respect of the other employees. The authority that she had, has been removed and she must be engendering her present secretary Job as not important or too simple for her. Giving her more responsibilities would make her feel more important in the organization. 2. Lack of supervision She has been sharing the same office with Frank for eight years and even if she did not want to work, she was under the close supervision of her manager. A AMPS must be put in place in order to monitor her performance and identify what Is the problem. 3. Poor performance from secretaries The secretaries working with Pamela might not be performing as required. The clapped-out equipment’ and errors left In the documents brought down Panel’s performance. Training should be provided to the staff of Pamela and appropriate equipment must be bought so that they can work effectively. C. As an HER advisor, what steps would you recommend to Ben that he take In order to lift Pamela level of lob performance? I would recommend Ben to introduce a performance management system which he will have to develop in order to monitor the performance of Pamela. With this system, he will be able to identify the weaknesses and the strengths of Pamela. He must set key performance indicators and explain clearly in a planning discussion what is expected trot near and what are the goals that sane needs to achieve . At the end to the year, she will be evaluated in appraisal discussions and they will see together if the goals have been met and what are the actions to be taken. D. Assuming that the final outcome is the termination of Panel’s contract, discuss the measures [setup and documentation that would need to be in place in accordance to organizational policy and law? The first step would be to seek for legal advice before terminating contract. If the performance improvement plan has not brought its results, the collected evidences can be used during the dismissal process. The information obtained must be analyses, and appraised. Pamela should be given a written warning if she has not been able to reach the agreed improvement requirement. Upon issue of three written warnings, she must be terminated. The federal workplace relations act 1996 must be taken into consideration so as to avoid unfair dismissal. How to cite Manage Performance, Papers

Organizational behaviour Power Distribution in an Organization

Questions: Q 1. Why John could not be able to grab his leaders attention instead of giving the best effort towards his work in terms of power in organizational behaviour? Q 2. How leaders power is related to performance of their fellow employees? Answers: Organizational behaviour is referred to the study of the means through which team members interact within a group, for organizational purposes. Efficient organizational behaviour helps to create more efficient business organizations. The key approach of organizational behaviour is to implement a scientific approach to the management of workforce. Organizational behaviour is a broad topic, which includes several domains including leadership, power distribution, team communication as well as how efficiently an organizational change is being managed by the team leaders as well as the team members and how convincing the change is for meeting the organizational purposes (Robbins and Judge 2012). In this case study, a case related to one of the organizational behaviour context will be demonstrated and analyzed. In this case study, the key focus is the power distribution in an organization. Distribution and utilization of power in the organization is crucial for avoiding any kinds of operational or management issue as well as to meet the organizational goals through motivating employees at each and every stages of their work. Power builds a dynamic relationship within the organization and the employees working for the organization and establishes an association between the leader and his follower through positive communication, cooperation and commitment. James was an efficient software engineer, having 1 year experience in his previous company. James is about to join his new company ABC Pvt. Ltd., which he have dreamed a lot to join, as he heard a lot about the organizations goodwill, employee satisfaction and operational efficiency. Thus, he was excited to join the company. Upon his joining, he was introduced with the senior management, his co-workers, his team mates as well as to a road map of companys future growth with respect to its past performance.All the team members gave him a warm welcome. However, he was assigned with a challenging task at his first assignment. His team members helped him in dealing with the task properly. James was happy to be in that team as he was aware of his team leaders efficiency in their field. His team leader was rated as the best professional expert in the industry as he was able to mitigate every detailed issues rose during every assignment, both challenging and easy with a great efficiency. Wit h time, James started to be familiar with the organizational environment. He gave his best effort to meet his professional goal and to accustom with the organizational culture. He got some good colleagues, who helped him at every difficulty he went through his working days. However, it was significantly disaperpointing for James that after completing his probation period with efficient work, it was difficult for James to grab his team leaders attention towards him. Thus, he was becoming demotivated towards his work. James experienced and began to understand the power distribution and use in the workplace and how well people at higher positions at workplace can use it positively as well as negatively to fulfil either their own professional goal or to achieve the overall organizational goal. James learnt that as a result of organizational structures, power in workplace exists, which attributes to the organization and peoples values and behaviour for their leader or workers in the orga nization. James also understood that there are different types of professional relationships, with different characteristics, which shapes the fate of the relationship in the professional context. For instance, in manager to employee relationship, the use of power is extremely critical as well as crucial as it is the communication and interaction between the two drives the smoother work flow. After one year, James was unable to grab attention of his leader to his work and get appreciation or motivation for his work. James attempted to discuss the issue with his colleagues to gain an insight of power and control running through the organization. There are two forms of power including social and personal power, existing the organizational context. Legitimate power from the managers end, the organizational structure influences its application, while defining the role and responsibilities of employees towards it. On the other hand, leaders ability to manage rewarding system defines reward power and expert power is dependent upon the knowledge and expertise of the leader (Nahavandi et al. 2013). These are categorized as personal power. Finally, the coercive power defines the ability of the leaders to manage the team or individual upon witnessing a mistake made by them. Based on the power and other organizational attributes, some form of punishments are provided like payment cut, compensation, suspension or even termination in case of severe issue. These powers are used on the basis of employees behav iour and action; those are violating the organizational rules and culture. Besides his hard work, James wonders, why he never get recognition from his seniors and leader. He heard about his teams good performance from others, but he was unable to understand whether the power is appropriately used and influenced employees and organizational culture. In this context, his colleagues explained that power is the ability exists in a professional relationship both in the conscious and subconscious state. There are different forms of perceiving and feeling the presence of power through Manifest, Latent and Invisible power. In case of latent power, power is in a state of inaction, where the fear or complex resists the fellow worker to show superior power. The Manifest power is the visible attempts by the leader to manage the organization or team. On the other hand, the invisible power is unseen but can significantly felt (Robbins and Judge 2012). From the discussion, James understood to some extent that why he is not being recognized by the senior management. James also understood that it is hard to define a single form of power used and implemented by every people at higher positions. As a dynamic team, there were different kinds of people in Jamess team, who works towards a common goal, whereas his leaders role is also multidimensional, which seeks application of different forms of power to complete the task of the overall team. It is difficult to explain the employees roles in terms of power. Thus, James needs to get more understanding regarding the power distribution and need to stick to his professional goals, while representing his abilities and skills towards the organizational operations, especially in front of his seniors, to be rewarded and recognized. 1. The way power is being used by the leaders or others, is embedded in the organizational culture. It is an attribute of the organizational behaviour of the people having organizational power. Upon joining ABC Pvt. Ltd. James attempted to explore his skills and capabilities to meet his professional standards and achieved his objectives also, but unable to be recognized by his seniors. However, unconsciously, he was practicing the latent power, promoted by the expert power, which was being practiced by his leader. This power practice held James back to represent his expertise to the leader, for which he was not noticed by his leader. He knew that his leader had the best expertise in the industry and he did not attempted to violate the situation by showing his expertise, as he was scared to lose his job. On the other hand, the expert power of his leader dominated Jamess performance (DuBrin 2013). 2. Power is being use in the organizational context to control the performance as well as to allocate resources for maximized performance by the employees. For exploring different roles and responsibilities, leaders attempt to use different forms of power, appropriate for the situation. Employees performance is managed by different forms of power, which relates the leaders use of power and employees performance. For instance, reward power is used by the leaders to assess the ability of employee to be rewarded for his performance. In contrast, coercive power is being used by the leaders, while they need to deal with some negative organizational behaviour or performance that is hampering the organizational performance by an employee, which promote them to use negative action including punishments and penalties. On the other hand, as a guide, the leader uses expert power to promote employees performance through exploring his own expertise, which influences employees to achieve their pro fessional goals (Clegg 2013). References Clegg, S., 2013.The Theory of Power and Organization (RLE: Organizations). Routledge. DuBrin, A.J., 2013.Fundamentals of organizational behavior: An applied perspective. Elsevier. Nahavandi, A., Denhardt, R.B., Denhardt, J.V. and Aristigueta, M.P., 2013.Organizational behavior. SAGE Publications. Robbins, S.P. and Judge, T., 2012.Essentials of organizational behavior. Essex: Pearson.