Don t Get Me Wrong - 1193 Words

Don’t get me wrong, I love dogs, and never plan to live without one. But isn’t it weird how you can have so many amazing experiences with dogs and only one traumatic event, and yet the bad one is the one that stands out? It was an ordinary fall day, October 24th, 2012. I was thrilled to spend the night at my friend’s house. After school, we got onto the bus for the 40-minute drive. Once the bus ride was over, we got off the bus and walked up the driveway as we talked about what we were going to do that night. With all the plans ahead of us, we decided to start out the evening by making brownies. While we were waiting for them to bake, we went on her trampoline, hoping we wouldn’t burn them. Thankfully, they ended up tasting great! Then,†¦show more content†¦According to my mom, she was at the grocery store in the checkout line when my friend s mom called her. Trying to act calm, my friend’s mom said, â€Å"Umm†¦ Jennah got bit by Mader and I need you or Eric to come and pick her up!† After she was done on the phone, still waiting in line to checkout, she told me she was whispering to herself â€Å"Please don t let it be on her face, Please don t let it be on her face.† My dad came to pick me up and took me back home, by this time, my mom was back from the store. They set me on the counter with the used to be white washcloth, my aching lip, and me crying. I don’t know why we had to stop home but we did. We all got in the car, with me still balling my eyes out. my mom was silent and my dad was on the phone with the hospital talking to the plastic surgeon. I just remember having a million questions. Who is he talking to? What are they talking about? Is it really bad? Am I gonna need surgery? How long is this gonna take? Considering that my dad is a surgeon, he realized that the bloody wound was in need of immediate attention. Soon, me and my worried and concerned parents were at the Emergency Room at St. Joseph’s Hospital. They put me in a small, sterile smelling exam room. I think it was here that it all hit me. I worried that from now on I will always be scared of dogs. I worried that my face would look weird. I worried about it hurting. I worried about what people at school would think about my face. IShow MoreRelatedDon t Get Me Wrong Margret Atwood1311 Words   |  6 Pagesis, which one is superior. Some say that The Handmaid’s tale was all around controversial and that Oryx and crake lacked depth in its characters, but in all the speculation and glorification one stands above the rest The Handmaids Tale. Don’t get me wrong Margret Atwood is no one hit wonder by any means it’s the fact that The Handmaids Tale is filled with adventure, advisories, and appropriation that out shine Oryx and crake in ways using Characters, Setting, and Themes. Characters reveal a lotRead MoreDon t Get Me Wrong : I Love Museums Essay975 Words   |  4 Pages Don’t get me wrong: I love museums. I like reading about the subject weeks in advance. The unspoken rule that one must not speak if not necessary. I like watching people’s pupil’s blossom when a piece sideswipes their senses. The timid way people point at admirable pieces. I like all these aspects of museums and more. That said, if I didn’t see The Absinth Drinkers I doubt I’d value this assignment. The analysis of the Absinth Drinkers will unravel like so: Socioeconomic and historical contextRead MoreI Am Planning On Buying The Xulu Panelbeaters1630 Words   |  7 Pagesmean you love each other? - Melusi, I didn t plan any of this. Ever since I came back you call me Melusi and not Baba, because you love him! - We didn t know you d come back. - I m not talking to you! Look, we didn t do this on purpose. We spent a lot of time together after the case... I m talking to my wife! After the case? Zulu, you ve been making a fool of me. I took you in, and you made a move on my wife in my house! #10; It wasn t like that! You took advantage of my confusionRead MorePray, Ayanda! I Need Ma. Please Pray.. Only A Prayer Will1539 Words   |  7 Pagesmanaged to stop the bleeding. He needs a blood transfusion. I can t do that in this dirty shack. But they ll ask me a lot of questions. We don t know who s trying to kill us. That s why I ve called you here. Please help me. I ve worked with him for years. You know our line of work. Please, Doctor. He s my brother. Please help him. Listen, I can t take chances here. What if he dies before I come back? Doctor, he can t die. So make sure that you help him. Please help him. I ll makeRead MoreReview Of Danielle s Pov 1014 Words   |  5 PagesBrides, waiting to get to a destination of a family friends house. Mieeeeaaaaaa, are we almost theeeeeere? I complain to my cousin, Miea who is sitting next to me staring out the window. How should I know, if you haven t been there neither have I. I don t get told how long it will take us to get there. Ugh why is she such a smartass? Because I know more then you. WHAT THE HELL!!! I yell shocked. Are you- No, your face told me everything. I grumble from her knowledge of me. I start lookingRead MoreThe Boy - Original Writing1667 Words   |  7 Pages  Once upon a time, there was this boy, now this boy was a strange boy he never talked to anyone he didn t have any friends, and no one knew his name. Some boys at his school would come up to him and say hi or would try to ask for his name but this strange boy would just tell them to go anyway, the boy didn t seem to have a problem with having no friends, but then wh en this boy grew older and got in high school he meet this girl,Her name was Evangeline. Evangeline was the prettiest girl in schoolRead MoreMy Birthday Party - Original Writing806 Words   |  4 Pages I can t bare to tell them the truth, it s, it s uh, too, scarring. I fucking killed my own best friend, at her own birthday party too.   That horrid memory has been eating me alive since I was three, Yeah when you killed her.    Jake! Get up! Okay! I m coming! Since that day, I ve made a new best friend, Rylie, who lives here in Sydney, Australia. We re the same in a lot of ways, same taste in music, we re both socially awkward at times, and we can make each other laugh hystericallyRead MoreThe Adventures Of Huck Finn By William Twain865 Words   |  4 Pagesmeans of â€Å"doing wrong† or â€Å"doing right†. The concept of â€Å"right† can be perceived throughout the novel as the ability to follow religion, (Christianity in this case), to be enrolled in school, and to follow a set of morals that come with that particular time frame (1840s). â€Å"When you got to the table you couldn t go right to eating, but you had to wait for the widow to tuck down her head and grumble a little over the victuals†¦Ã¢â‚¬  (ch.1 pg.2) â€Å"After supper she got out her book and learned me about MosesRead MoreArgumentative Speech On Perfection766 Words   |  4 PagesRemember the times where you assumed you weren t perfect or good enough. How about the times when you could never do anything right for once. Well, I completely relate. Perfection is something us humans want to cope in our daily lives. We see perfection as an ideal way for us to succeed and achieve in growth. Well, life is for us to learn from our failures. I stretch out to perfection because I feel like it’s the genuine way achieve our long-term purposes. As of today, we need to identify thatRead MoreWhat I Didn t Make The Marriage Work?874 Words   |  4 Pagesalready had evidence to support it. I couldn’t make the marriage work. Like my ex was controlling and awful, but there were things about him that I liked and loved. And like none of my sisters got into a bad marriage or had to get a divorce. I was the only one who picked the wrong guy and couldn’t make it work. None of my sisters have any of these problems, they are all successful and happy. I’m the only one who is like this. They work and pay their own bills while I have to rely on this settlement and

Getting Inspiration from Historical Sources of Fashion

To what extent have fashion/textile designers working over the last thirty years used historical sources to inform their practice? Historical modes of dress or history in general offers invaluable inspiration for contemporary designers helping to develop and inform ideas of shape, style, proportions and detail. In this essay I will explore and explain how designers have used the past to inform their work, whether an expression of political, social, or traditional opinions and ideals. I will particularly focus on Alexander McQueen’s political approach, Vivienne Westwood’s social comment’s, and Cath Kidston’s play on ‘vintage’ and nostalgia and the historical sources that have inspired these. â€Å"builds new, more complex narratives about both the past and present†. It is ironic that to keep fashion fresh, it must be informed and inspired by the past. Eclectic and cultured creations To feed out identities that, like fashion, are also developed and grown from the past. How can we go forward if we do not learn from the past? To ignore the lessons of history is to go backwards while the rest of the world moves on. Philosophical thought The past offers just as much mystery and allure as the future, if not more, naturally appealing to the human imagination, offering sentiment and familial value that we find comfort in. Everybody likes to know what has happened. This is inclusive of fashion too. Vivienne westwood. Interpretation and adoption of seventeenth and eighteenth centuryShow MoreRelatedDesign And Design Of Design History1343 Words   |  6 PagesDesign plays a significant role in people lives. Design contains a range of areas such as: architecture, landscape, fashion and graphic etc. Judging from the large number of exhibition, museum and modern building appears in recent year that people seems to put more emphasis on their visual artistic effect and design. Margolin (1992, P105) said, â€Å"The importance of design history has also been increasingly recognized by design professionals†. This means design history is necessary for contemporaryRead More Fine Art, Fashion and Design1276 Words   |  6 PagesMy essay is going to be a discussion on whether fine art, fashion and designers are linked with each other. On starting my essay I looked up the definition of Fine art, the term is used to distinguish the variation of creative art forms, developed by humans. Some of the many co ncepts which fall under this category are painting, drawing, calligraphy, sculpture etc. I agree that fine art uses lots of visually appealing methods which seem graceful, like calligraphy the work produced is quite delicateRead MoreWilliam Shakespeare s Othello And The English Language1649 Words   |  7 Pagessuch as his famous plays, â€Å"Othello,† â€Å"King Lear,† and â€Å"Romeo and Juliet† etc. More than four hundred years have passed and William Shakespeare’s work still alive as if it was during the early ages of Shakespeare work. Shakespeare influenced ranges from literature, theater, films and even the English language. Especially, now days in the education system without Shakespeare, English and the American literature as we know it today would not be the same as he is known to be the creator of modern literatureRead MoreFrom Ysl to Saint Laurent Paris4384 Words   |  18 Pages   From Yves Saint Laurent to Saint Laurent Paris        Abstract The aim of this essay is to take part in a discussion about the interrelation of fashion, marketing and art. Focusing on the Yves Saint Laurent brand and its creative work, the essay attempts to explore the marketing strategy, sources of inspiration and communication system. The first chapter is about the brand’s heritage and its image, which are the basics to the introduction of a brand analysis for understandingRead MoreThe History of Mods Skinheads5695 Words   |  23 Pagesbounce back from the ravages of the war. Unlike America at the time, few people in Britain had the freedom for social pursuits or the lifestyle of leisure,(a phenomenon enjoyed mainly in the United States), and, especially if you were working-class, your choices were much narrower. The first Mods, were not technically called Mods, but they were the first to carry-on in a manner that would later befit the ideals of the Mods in Britain. They werent regents, but did come from middle-classRead MoreZara Case Study3306 Words   |  14 Pagesat a reasonable price. The key to their corporate success is to offer the latest trends and fashions before their competitors. They believe that they are in the fashion business, not the clothing business. As part of this corporate concept, the stores try to hold very low levels of inventory, often having their entire inventory out on display, in order to sell out and make room for the next wave of fashion. 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Arts can help compete in the high-stakes race to attract new businesses and generate money from such economic activities. Architects and interior designers are professions that also require knowledge and art. Thus it is not true that people will not be able to get a decent job of bright future by studying art. Rather, it allows individuals toRead MoreNike Innovation7976 Words   |  32 Pagesexternal env ironment feeds the creative process. The company has become adept at integrating their knowledge into innovative approaches to improve athletic performance and connect with their customers through design and marketing. Our research on historical trends and processes within Nike indicates that the company’s core competencies are innovation and marketing; the underlying reasons the company is now the most recognized and coveted sports brand in the world. As Nike faces increased costs forRead MoreShortening Lead-Times to Create an Agile Supply Chain for Esprit5618 Words   |  23 Pagessignificant transformation that fast fashion has become a key feature in current fashion industry. Although it was regarded as a niche concept offered by a few winners such as Zara and HM, fast fashion has now been adopted as a key operation mode by many brands in the fashion market (Baker, 2008), using advanced and more efficient supply chains to be more responsive to changing trends towards customer demand. Hence, Fast fashion brands perform relatively better than other fashion brands in various aspects

Moutains Beyond Mountains free essay sample

In Tracy Kidder’s book Mountains Beyond Mountains Paul Farmer is displayed as a man who is driven by the thought of helping others. He is constantly feeling the need to help and heal. Farmer chooses this and so takes action on those feelings. However I feel this was not his responsibility, and he did not owe it to anyone to do the tasks that he did. Farmer chose to. I believe that when it comes to the responsibility of other countries, states, cities and even communities/neighborhoods the choice is ours to do something whether someone’s giving their time, their money, or their talents to help those in need. It all boils down to choice before responsibility. Webster defines responsibility as: The state or fact of having a duty to deal with something. The definition of choice is: An act of selecting or making a decision when faced with two or more possibilities. We will write a custom essay sample on Moutains Beyond Mountains or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This demostrates that responsibility is a duty, something you owe to someone while choice is giving people that freedom to decide what they as individuals feel they want or need to do. Paul Farmer felt he needed to help the Haitian people. I imagine that many people would like to construct a life like Farmers, to wake up knowing what they ought to do and feeling that they were doing it. But I cant think that many would willingly take on the difficulties, giving up their comforts and time with family. † (213) Choice over responsibility. When we are presented with injustice or crisis or disaster†¦people choose to give up luxuries and family to commit to â€Å"righting† these things. You are not responsible for it BUT instead you choose to own the sense of duty to help deal with it. Paul is a model of what should be done. Hes not a model for how it has to be done. Lets celebrate him. Lets make sure people are inspired by him. But we cant say anybody should or could be just like him. † (Jim Kim, 244) Although Paul Farmer did not change my idea of responsibility he did encourage my involvement to do what I can. Often times our decisions to act can be self-serving. Creating circumstances that allow us to say â€Å"oh yeah, I did that! But what we really should hope for is more of the eye opening experiences and that chance to say this changed my life and the life of others less fortunate then myself. Than come back and encourage others to go out and make a choice to act and create change. Since again I believe this isn’t a responsibility but a choice than people must choose to â€Å"sacrifice† (for themselves as individuals) what it takes to make this change. It’s than they become responsible or feel obligated to the issue at hand. We like the idea of making a difference and creating change but selfishness takes over and outweighs the slightest sense of responsibility. Many of us are broken by TV campaigns (dying dogs/cats, orphaned children, child soldiers, homeless families) BUT when the time comes to really take action they honestly don’t care (choose) enough to see what’s real how it got this way in the first place and what is really helping and what isn’t. â€Å"Thats when I feel most alive, when Im helping people. (Paul Farmer, 295). Farmer chooses this lifestyle and holds strong to it, it was not his responsibility it was his choice first. Like Farmer, I believe that when it comes to having a responsibility to other countries, states, cities and even communities/neighborhoods the choice is needed

Montessori Method and Child free essay sample

For us to denote the nature of intelligence, we should dwell upon what it means. The concept of intelligence has been explored by different disciplines and scientific movements since many years ago. Despite this, even today, that noble experimental research has been conducted and different theories have appeared around the meaning of intelligence, it is almost impossible for the majority of scientists to consent to a definition about such an abstract notion. Even a traditional determination of the intelligence as the capacity of mental development through experience is conditionally accepted. For me, intelligence is the ability to think, reason and understand instead of doing things automatically or by instinct. So, all theories agree that intelligence is the ability of the human mind. Moreover, intelligence is not fixed at birth as well as it does not deteriorate with age. It can, and should be developed throughout life from childhood to old age. We will write a custom essay sample on Montessori Method and Child or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Naturally, the question is how to develop these skills. Of course, increasing our knowledge in a particular area, we develop our intellectual abilities. Day after day, acquiring new information, we analyze it, make certain conclusions, thereby increasing our level of intelligence. Phoebe Child once said, â€Å"Thought is his human birthright, all education aims at helping the individual to think clearly about them instead of half-knowing things all in a muddle.† With this, whether we believe that intelligence is genetic or produced by environment, we have to further it by education. Intelligence is built upon by experiences and thought processes. Sensorial impressions of childs environment are not the same as sensorial education. Impressions are feelings and not an intellectual building block. The human mind needs information to discriminate and appreciate its culture, art, music, poetry, reading and all aspects of the environment. Maria Montessori believed in a necessary relationship between children and their environment and that the children must have a properly prepared environment if they are to fully-develop their unique human potentials. â€Å"The training of the senses must begin in the formative period of life if we wish to perfect them through education and make use of them in any particular human  skill.†(Maria Montessori, The Discovery of the Child, Pg. 147). In this, the Montessori materials are designed to help the childs mind develop the necessary skills for later intellectual learning. Sensorial materials provide a particular purpose and focus. It includes using the childs hands, senses, and spontaneous activity. When a young child sees something new and exciting, he or she will want to touch the object. Young children will grab a new kitten and hold it immediately. They want to feel the reality of the object. This education is not an exercise to sharpen the senses, but to allow a child to use his or her senses to understand what he or she sees. The first lessons present contrasted sensory materials and then graded materials. This teaches concepts of comparing and contrasting. For example, the first colors introduced are the primary colors, which are the most distinct on the color chart. Red, blue, and yellow are introduced then shades and combinations are later introduced to grade by shades. This is the beginning of the development of the child’s intellect and it is brought about by the intelligence working in a concentrated way on the impressions given by the senses. Education is used to tap the young childs mind of absorbed information from the first 3 years of life. The information at this point is a sea of impressions in the unconscious mind. As a child works further the young mind becomes aware of concepts of size, color, weight, quantity and so on. When the differences are clear, the names are introduced to describe these concepts. Montessori builds on concept upon concept. Nothing is left to chance learning. There is an order and sequence to the materials presented. Montessoris sensorial approach helps a child categorize and use his vast amount of subconscious knowledge in his or her surroundings. It is a key that unlocks the door of the mind. All children go through a period of time in which they centralize all their attention on one aspect of their environment and exclude everything else. It is a time of intense concentration and mental activity on developing a  particular skill at that particular time, age or phase in growth. It is driven unconsciously by an inner force which we can see when a child repeatedly does one activity with such conviction that it seems as if nothing can deter him until he accomplishes that task. â€Å"†¦Instances of a concentration reaching insensibility to the outer world were not usual, I noticed a peculiar behaviour that was common to all, and practically the rule in all they did- the special characteristic of child work, which I later called ‘repetition of the exercise’.† [1. Maria Montessori, The Secret of Childhood, Pg. 125] There is predetermined psychic pattern that molds the unique emotional and intellectual qualities of each child. These qualities develop through what Dr. Montessori referred to as the sensitive periods†. A sensitive period refers to â€Å"a special sensibility which a creature acquires in its infantile state (Montessori, 1966, p.38). Such sensitive periods were first discovered in insects by the Dutch scientist Hugo de Vries, but according to Montessori, can also be found in children and are very important to consider in teaching. Sensitive periods are characterized by observable behaviors such as an activity being irresistible for a child once he or she starts it. A passionate interest can develop and the same activity is often returned to time and again. I have noticed how three-year-olds for example love to wash their hands, whereas ten-year-olds do not. Montessori observed 6 sensitive periods in a childs life. These sensitive periods are not consecutive; some overlap and some are continuous. These periods are: sensitivity to order, learning through their five senses, sensitivity to small objects, sensitivity to coordination of movement, sensitivity to language and sensitivity to social aspect of life. Sensitivity to order is when the child needs a precise and determined environment which can be seen when the child shows satisfaction in seeing things in their proper places. The presence of this sensitive period however, is even more evident when the order is somehow interfered with. For aexample when a child worries upon seeing a pair of shoes placed unusually on a table. The child then only became calm after removing the objects. Other relevant cases especially in a Montessori school prove that when we put an object out of place, it can agitate a child’s pattern of memory as how the objects in the certain environment are arranged. Learning through five senses is when the child takes in information about the world through his senses. It is believed that in order to develop a child’s mind, he must have objects in his environment wherein he can see and manipulate through his hands and even hear what is supposed to be heard. Every child’s actions are from his own will for development and not just a random choice. Sensitivity to small objects is when a child takes an interest in manipulating very small objects. I remember one time when I was still working as a kindergarten teacher in China, we had a children’s day celebration in a park with all our students. During that time, I was with the young baby class aged 2 to 2  ½ yrs old, they suddenly noticed a small bird’s nest with three eggs on it which was then on the grasses behind a pine tree. All of them curiously looked closely to it. They didn’t even bother how the whole park looked beautifully during spring time. I believe that during this period, it is an important development to widen their observation and let them concentrate on a specific object or a situation. Sensitivity to coordination of movement is when the child is able to develop his fine and gross motor skills. The environment that we prepare for them provides opportunities in developing their fine and gross motor skills. The activities must also be repeated in order for them to have a refined skills and purposeful motor activity. I believe that when we let the child go for an outdoor activity, this will likely help this sensitive period a fruitful one. Sensitivity to language is when a child at this early age can pick up language of his environment. One good example is my friend’s two cousins. One of them grew up in the Philippines while the other one grew up in China. Circumstances are the siblings have to grow separately from each other since their parents got separated. Both children ended up adapting to their environment’s spoken language. Children at an early age can easily pick up language unlike us adults. Sensitivity to social aspect is when the child puts attention to other children of his own age. It is known that children are also good imitators that most of the times they tend to copy their peer’s actions or their teachers and parents actions. In this stage the child also learns to be affectionate and develop a sense of belongingness. In this, we must not deprive the child to be sociable or else they will become unfriendly or unsociable. Each sensitive period is a transient disposition and is limited to the acquisition of a particular trait (Montessori, 1966, p.38). Once the sensitive period is over, the sensibility disappears due to the fact that the development of the brain has progressed past the point at which specific information is absorbed. Although all children experience the same sensitive periods, the sequence and timing vary for each child. One role of the teacher is to use observation to detect times of sensitivity and provide the setting and materials for optimum fulfillment. Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. Our classrooms are filled with child-sized shelves full of interesting learning materials that are available to children in an orderly and systematic format. Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. We strive to create an environment for young children that enable them to be independent and active. Montessori understood that the intellectual activity was a manual, active approach. It came from observing her students and is contrary to adult methods of teaching and learning. The materials are three dimensional and real. Montessori at this stage did not use pictures for teaching sensorial concepts, she believed that children wanted to see and feel the real objects. Usually the pink tower is introduced at age 2  ½ onwards. After the child has successfully done the tower, he has learned several things: difference in sizes and weight, how to hold his or her fingers with the small cubes, how to grasp the largest cube, controlling arms and fingers so that tower doesnt fall, and has the good feeling of completing the task. Muscular skill, intellectual and character development combined as a whole for the child when using Montessori sensorial education. Other activities, such as the broad stairs and the long rods are introduced after the pink tower. A much more complicated exercise is that of the cylinders. The geometric shapes are introduced. All of these activities are with 3 dimensional objects that help with eye-hand coordination and provide a concept of size and shapes for later learning. Concentration is a by-product of a child learning with his or her hands. During the ages 3 to 6 the hands are the busiest of all. The equipment provides an intellectual education that will help a child eventually acquire his or her culture. What is interesting is that the child really learns about the environment through his senses, without them it would not be possible to learn from the materials of practical life, language or mathematics. Sensorial education provides an indirect foundation for other curriculum areas. For example, the Montessori bells are used for auditory discrimination, but also later can be used for musical interest. The red rods are used before the number rods as introduction to mathematics. The binomial and trinomial cubes are physical representations of algebraic equations. The color boxes provide a foundation for art. All of the activities introduce language to describe the world (e.g. thick/thin, names of colors, light/dark, rough/smooth, etc.) Sensorial education is very important because it helps to fine-tune the various senses to aid in future professions. Montessori talks about the importance of a cook being able to smell the difference between fresh and tainted food, or a doctor being able to hear the slightest irregularity in a heartbeat. Sensorial education helps refine the senses so that the child can better appreciate the world around him. He learns different colors, sounds, tastes, textures, etc. It increases his desire to explore his world and allows him to constructively categorize all that he encounters. In summary, the child should be given freedom of choice in doing the activities and be a master of his own environment whereas the teacher should crush his ego and play a passive role to become the bridge between the environment and the child. We must put into our minds that sensorial education is the foundation of the Montessori curriculum because it has an effect on the whole personality of a person. Bibliography MMI-Course Manual Maria Montessori-The Discovery of the Child Maria Montessori-The Secret of Childhood www.montessorimom.com/what-sensorial-education http://en.wikipedia.org/wiki/Montessori_method Additional Notes The Sensorial materials are specially designed to train the senses separately and are divided into seven groups: Visual sense see Tactile sense touch Auditory sense hear Gustatory sense taste Olfactory sense smell Thermic sense heat Stereognostic sense solid feel The sensorial materials are sets of objects designed to educate the senses. In addition, and perhaps even more important, they also appear to assist the childs concentration, ability to make judgments, move with purpose. Maria Montessori was greatly influenced by the ideas of his two predecessors –  Jean Itard and Edouard Sequin. She took the idea of introducing didactic materials and the three period name lessons to the child in Sensorial curriculum from Seguin. In fact, it was Seguin who first followed the scientific method of teaching, which was later adopted by Dr. Montessori in a more concise and modified form. She also took the idea of isolating one sense. â€Å"The sensorial materials establish a solid basis for the language and mathematical materials to follow. Materials introducing literacy and numeracy (numerical understanding) to the children do not represent subject matter for the children to â€Å"learn† in the usual sense. When feasible the sensorial materials are composed of sets ten objects, giving the children an indirect exposure to the basis of the decimal system. They also represent basic measurement designations and geometrical shapes. Ten rods represent variations in length, ranging from decimeter to a meter. A hexagonal box shows that a hexagon can be made of equilateral triangles, trapezoids and rhombi.† Moreover, sensorial exercises help to bring order to the childs perceptions by isolating the various qualities. The child will, for example, gain an understanding of large small through work with the Pink Tower. The child learns, through physical manipulation of the materials, the concepts of large, small, heavy, light, thick, thin, loud, soft, shapes, smells, etc. The Sensorial exercises also offer training in muscular memory and help the child to develop co-ordination of precise movements. Understanding how to conduct a three period lesson is fundamental to Montessori teaching. Teachers begin using the Three Period lesson when introducing sensorial material. It is initially used to teach properties such as size but is also effective in using geometric names for shapes or so. It is a simple tool for the teacher to use and an effective learning procedure for the child. Allow the child to use the material for several times before introducing the name of the particular concept for him to build a rich and expensive vocabulary. The Sensorial Activities are the keys to form the basis for abstract thinking.