Indian Overview Fashion Dress

Harpoon statues, which have been dated to approximately 3000 b. C. E. , depict the garments worn by the most ancient Indians. A Priestley bearded man is shown wearing a toggling robe that leaves the right shoulder and arm bare; on his forearm is an armlet, and on his head is a coronet with a central circular decoration. The robe appears to be printed or, more likely, embroidered or applique ©d in a trefoil pattern. The trefoil motifs have holes at the centers of the three circles, suggesting that stone or colored faience may have been embedded there. Harpoon female figures are scantily clad.A naked female with heavy bangles on one arm, thought to represent a dancer, could have been a votive figure that would have been dressed (also in a toggling garment, leaving the decorated arm uncovered) for ritual use, a custom observed throughout India in the early twenty-first century. Other excavated female figurines wear miniskirts, necklaces, and elaborate headdresses. The skirts are faste ned either by sashes or beaded girdles, which continued to be used in later times. One figure wears a short cloak leaving the breasts bare. A fan-shaped headdress is seen on statues of both sexes.Male figures appear to wear a neck scarf hat may be an early angstrom, a traditional scarf still used in the early twenty- first century. However, the Harpoon scarves are shown held by a brooch and could be signs of office. The Vivid period has traditionally been associated with the Aryans and their entry into India around 2000 b. C. E. , though this date has been disputed, as it has been learned that Central Asian tribes had been moving into northern India and beyond from very early times. The Vivid hymns refer to the Indus Valleys famous cotton and Gander's wool and dyed fabrics.The Kampala, or blanket, appears to have been used by both men and women as a wrapper. The earliest Vivid hymn, the Rig Veda (ca. 2000 b. C. E. ), refers to garments as visas. A number of words are used for cloth, thus indicating a consciousness of clothing styles. Cassavas meant â€Å"well- dressed,† and savanna described a person arrayed in splendid garments. The word shrubs meant â€Å"well-fitting,† which denotes stitched garments. The god Pupas is called a â€Å"weaver of garments,† Vass viva, for it was he who fashioned different forms. A mystical quality is associated with apparel.An undressed man could not offer sacrifices to the gods?an essential aspect of Vivid life?for he would be complete only when properly dressed. The common mode of dress during the Vivid period was draping. The most important item was the nevi, which was wrapped around the waist according to the wearer's status and tradition. Worn over this was the visas, which could be a drape, a wrap, or a Jacket (known as drape or attack). The tributary was a draped upper garment. The apartheid, or breast cover, was either wrapped around the breasts, as is still done in Tripper, or tied at the back.The attack, worn by men, was a long, close-fitting coat often India extends from the high Himalayas in the northeast to the Karakas and Hindu Cush ranges in the northwest. The major rivers?the Indus, Ganges, and Yamaha? spring from the high, snowy mountains, which were, for the area's ancient inhabitants, the home of the gods and of purity, and where the great sages meditated. Below the Karakas range lies the beautiful valley of Kashmir; to the north of Kashmir is Lady. Although the mountains have always formed forbidding barriers, passes through them permitted the migration of a range of ethnic groups from Central Asia and beyond.These nomads?the Scythian, the Hunt, and many others?settled in North India and then penetrated further, bringing varied lifestyles, levels, ideas, and skills, as well as ways to express themselves through dress, ornaments, rituals, rites of passage, myths, deities, and spirits. The valley of the verdant Punjab, Harlan?Indian's granary? attracted large-scale m igrations from ancient times. Restaurants and parts of Ketch are in the Tar Desert, while the oldest mountain range, the Arrivals, runs from Gujarat and Restaurants to the open spaces of the Delhi ridge, which conservationists are desperately trying to save.The desert was inhabited by nomads from Central Asia who created fiefdoms in Gujarat and Restaurants in the seventh century c. . These princes had their own chivalrous traditions and legends, which bards have kept alive in their ballads into the early twenty-first century. Dress and Jewelry were elaborate, and festive celebrations occurred among both the rich and the poor. Sarasota, in Gujarat, had nearly two hundred principalities, and Gujarat, Restaurants, and Madhya Pradesh together had innumerable small and large estates, all of which were laws unto themselves.Each state would try to outdo the others in the opulence of their dress, courtly life, and celebrations. The Vanity Range divides northern from southern India. The cent ral section consists of the Decca Plateau and its two rivers, the Goodyear and the Krishna, while the Eastern and Western Ghats are the small hills that edge the coastal areas. The Decca Plateau, which rolls down to the sea, is the land of the Dravidian people. The original inhabitants of this area were Stone Age cave dwellers whose traces have been found by archaeologists. Some descendants of these ancient people still cling to their age-old matrilineal social structure.The country varying climatic conditions have resulted in a range of textiles and manners of dress. Cultural milieu, 2 COUNTRIES OF SOUTH ASIA described as being embroidered with gold thread. Peas was a gold-embroidered or woven cloth used for making pleated skirts. It is interesting that many of these words continue to be used in slightly different forms. Attack may be cancan, a long, close- fitting coat worn by men, while pesewa may be the root of pesewa, the term for a long, flowing dress Joining skirt and upper g arment and worn by women at the Ragout courts; it was also adopted by dancers.Different turban styles are mentioned and appear also to have been worn by women to denote status. There are references in he Veda to mantles embroidered with gold thread, and proof (in a description of borders running the length of a cloth and of two borders across its width) that the dhoti, the lower wrapped garment, had already emerged during this period. The all- around border indicates that such cloth was used as a veil, a shawl, or an Odin for the upper part of the body. T Buddhist and Gain literature, especially the Steak tales, provides details about life between 642 and 320 b. . E. Descriptions of garments and fabrics forbidden to monks and mendicants are indicators of what was worn by laypersons. Cloth of bark, Balkan; fabric made from human hair, keas-Kimball; and owl feathers and deerskin were forbidden to monks, as were patterned and dyed garments. What is interesting is that the cinchona, the stitched Jacket, was also prohibited for monks and mendicants, which suggests that they could not wear stitched cloths; this is still the case among some sects in the early twenty-first century. Nuns, however, were allowed the use of bodices.The apparel worn by laypersons consisted of the antimacassar, or loincloth; the attractants, a mantle for covering the upper body; and he Sunnis, or turban. Tunics or Jackets were worn by both men and women. All items appear to have been mostly instituted, but the style of draping varied according to status, region, and taste. The dhoti could be pleated to fall in front like an elephant's trunk or like a fan to form a sort of fish tail, as is still done by some dancers in South India. The sash known as sandbank was also intricately knotted and draped.Shoes and sandals with linings and of varying shapes, materials, and colors are also mentioned, as are padded shoes with pointed ends like scorpion stings, still made in Punjab. A study of sculptur es from the Marry and Sung periods (321-72 b. C. E. ) provides a greater wealth of detail. Alongside a graphic description by the Greek ambassador to the Marry court of flowing garments worn by both men and women, and printed and woven with gold, dyed in multiple colors, and draped in a number of ways, the elaborate stone carvings at Barbet, Ashcan, and Patriarchal in the Decca give a good idea of dress forms.The Unitarian (lower-body wrap) was tied either in the middle at the waist or below the navel, and was tucked between the legs and taken to the back. Members of the upper class wore it ankle length, while the working class and peasantry wore it knee length. The Unitarian was fastened by a sash, varying from a short one tied at the waist to an elaborate one draped in many different ways. The tributary, or upper garment, was worn in a range of styles, from an elegant drape to a casual wrap. At Barbet, a representation of one of the earliest stitched garments can be seen; it has a round neck tied with tassels and also ties at the waist.Women wore the Unitarian either tucked in back or as a pleated, instituted skirt, and they also used a sash. The tutorials An embroidered backless blouse from the nomadic people of Ran of Ketch, Gujarat, India, 1994. Photograph by Asleep Domain. Of aristocratic women appear to have been very fine, with embroidered patterns and borders, and seem to have been used to cover the head. Sculpted figures wear elaborate earrings, as well as necklaces, armlets, bracelets, and belts. The Kanata was worn close to the neck, while the larger lambent carried chains, beads, and amulets. Men wore long necklaces adorned with animal heads.Girdles, armlets, and bangles were sported by women, along with rings and anklets in different forms. Some fine Marry Jewelry made with the granulation technique was discovered in Ataxia. Dating from the time of the powerful Stagehand Empire (200 b. C. E. -250 c. E. ) in southern India, the Martial caves, some of the caves at Junta, and remains at Nonjudgmental contribute to an understanding of the dress and ornamentation of this period. The Astrakhan's came to power as the Marry Empire was on the wane; the Margins had spread from the north to the Decca, as well as to the east, influencing culture and traditions as they went.In addition, a mix of ethnic groups including Parthian, Scythian, and Greeks intermingled with the local Dravidian. Trade with Rome brought new ideas and materials and increased the level of prosperity. Stitched garments were worn by men in the form of tunics, while lower garments consisted of a range of dhotis worn in INDIA numerous ways, tucked between the legs, knee length, and tied with decorative sashes, or in a more elaborate ankle-length fashion. Stitched tunics with round or V-necks were unembellished except for a folded sash, which appears to have been worn in a range of ways and added a sense of style to these ensembles.Women do not appear to have worn stit ched clothes. Their Unitarians were knotted either in the center or at the side and tightly wrapped; they appear to have been practically transparent, clearly outlining the limbs. Women did not wear turbans but dressed their hair in several styles: braided, in a chignon above the forehead (as in Kraal in the early twenty-first century), or in a bun at the nape of the neck. Jewelry, in the form of numerous bangles, long necklaces, Jeweled belts, and anklets, was elaborate.Women wore a range of Jewels on their heads such as the chiding, a tots form still worn in southern India by brides and traditional dancers. Elaborate earrings were also common. Royalty had emblems to distinguish them from commoners, including umbrellas, which were large; richly decorated with silk, gold embroidery, and applique ©; and open rather than folding as in Europe. The cheerio, or flashily, was used only for royalty or the gods. Royal standards and swords were also symbols of power, and thinned sandals ap pear to have been the kings prerogative.According to tradition, in the absence of the king, his sword and sandals represented him. The Khans (50-185 c. E. Ruled from the Genetic Plain to Bacteria in Central Asia. Part of the Wheezy tribe that originally had come from China, they united five tribes under their chief Kulak Shadiness. The most powerful Khans ruler was Kinshasa (78-144 c. E. ), a stone figure of whom, wearing elaborate stitched garments, can be seen at Mature. His tunic extends below his knees with a girdle at the waist. Beneath the tunic he wears a pair of pants; over it is a heavy coat with out- turned lapels.His pants are tucked into heavy boots, and he appears to be wearing spurs. Dress of this period exhibits certain stylistic transformations. The indigenous working people wore a simple, short longboat, a knee-length wrapper tucked between the legs, with a short shoulder cloth, similar to the Gambia, which had multiple functions: as a turban to protect from the sun , as a towel, and as a sack for carrying goods. Foreign attendants at court, entertainers, and soldiers wore stitched clothes, as did traders.Nomadic influence can be seen in the adoption of the long-sleeved, knee-length tunic and of a knee-length coat, chough, worn over the tunic and tied with a girdle or a buckled belt. Pants were tucked into boots, and a pointed cap was worn, apparently made of felt and of a type still used by the Shirking people of Central Asia. Women are shown in sculptures from Kandahar wearing a serialize garment that appears to have derived from the Greece-Roman tradition of drapery. Worn tucked at the back and draped over the left shoulder, this style is seen in the sculptures at Mature and resembles sari draping in the early twenty-first century.Some Ghanaian figures also have an tributary, draped over their shoulder like the shall, worn in the early twenty-first century over the sari outside the home or for some ceremonies. In some cases the sculptured fi gures wear blouses underneath their draped Unitarian. THE GUPPY PERIOD The Guppy Empire was a golden period of creative expression. This empire stretched across most of the north, extending to Balk in the northeast, from 400 to the mid-eighth century c. E. Stitched garments were common, and regional differences began to emerge.The fact that the Khans leaders, as well as the Asks and the Scythian, who ruled in Gujarat in western India for two hundred years, sometimes wore stitched garments indicates that such clothing was associated with royalty and high officials. Thus, it became highly prestigious. The late murals from the Junta caves provide details of colors, patterns, and drapery. Rulers depicted in court scenes appear to be wearing transparent, floating wraps and scarves, fine Jewelry, and elaborate crowns and headdresses. Stitched garments are also seen.Gold coins, some of the most exquisite artifacts from this period, show men in full Khans royal dress: coat, pants, and boots . Women in the Guppy period wore the Unitarian in many different ways. The cache style of tucking it between the legs was not very common, and a different style of wrapped Lott, very short to ankle length, was worn. The wrap gave way to a stitched skirt with an izard, or tape, tied at the waist or below it with a sash. In some cases this skirt was worn like a sarong from armpit to midnight. Ruling-class women wore longer skirts or ankle-length Unitarians, while the working class wore shorter ones.Perhaps due to Gain and Buddhist influences (nuns had been instructed to cover their breasts and wear loose garments to hide the curves of their bodies), different blouse shapes began to appear. A number of breast covers are mentioned in the literature, from ands, which raised the breasts, to schools worn with the opening at the back and an apron to cover the stomach, or blouses tied in the front, which are still worn in the early twenty's century. Jewelry appears to have been finely worked in gold. Earrings were sandals, hoops worn together with smaller pearl earrings at the top of the ear.The karakul, or lotus flower, was another type, while the canals-sandals, tremulous earrings, swayed and twinkled with every movement. Women appear to have worn a quantity of pearls, including mutilate, a type of pearl necklace, or another magnificent necklace known as visitant, which combined pearls, rubies, emeralds, diamonds, and sapphires. The knish's, coin necklace, was also popular and is still worn in the early twenty-first century. Armlets were used by men and women alike, sometimes in the form of a snake. Jeweled girdles suspended over the hips were provocatively draped and hung below the navel.Flowers, possibly fragrant, were used to decorate the hair and as garlands. In the Decca, the Vassals ruled in the fifth century b. C. E. , to be succeeded by the powerful Chalky kings at Bedlam in Andorra. Further south were the Plasmas of Champions and the Pandas of Madeira. The u pper caste had absorbed Guppy influence, but in the interior people continued to follow traditional lifestyles. Royal men wore stitched tunics; sculptures from this time attest to the use of sleeved blouses among women. However, traditional draped and wrapped clothing for both men and women continued to be the norm.Turbans were worn by men, especially royalty, but never by women, nor are there depictions of women covering their heads. Even in the early twenty-first century, head covering by women in South India is associated with widowhood. According to Motif Chancre, the lexical of the seventh century c. E. Provide a range of information about dress of this period. In fact, the very existence of such sources is a sign that the terminology COUNTRIES OF SOUTH ASIA and Turks, as well as from the Arabs, led to the introduction of Islam. Along with these groups came Suffix mystics with their emphasis on egalitarianism.Because they reached out to the people, their influence spread widely . The urban centers of the Islamic world were closely interlinked, and the tradition of having ateliers attached to Islamic courts from Spain to Syria was intended in India, resulting in a major change in lifestyles and fashion. With the founding of the Mammal dynasty by Quit-du-din Bake at Delhi in 1206, the Sultanate period began. In the early fourteenth century, Muhammad bin Thought established the dare al-tiara, court ateliers as described by the famous traveler Bin Batista.The historian Bin Fade Allah al-‘Mari (1301-1348) mentions that a tiara factory employed four thousand silk weavers and four thousand brocade weavers, whose production was made into robes of honor, kilts, and robes, saw, for the sultan, his family, and his favorite courtiers. Emir Kruse Delilah, the great savant and poet, wrote that the clothing worn by kings and noblemen followed contemporary Persian fashion. AAA-‘Mari further observed that linen garments imported from Alexandria and â€Å"the l and of Russians† were very fine and that only persons permitted by the ruler to do so could wear them.He also mentioned garments made in the style of Baghdad and described gold-embroidered robes. Sleeves were embroidered with tiara. Thus there appears to have been a fair amount of mobility of fashion at this time. A great deal of money seems to have been spent on special clothing. Frizz Shah Thought is supposed to have worn an extremely valuable Gullah cap over which a turban of fine material was tied. Four-cornered caps decorated with Jewels were also worn. Men arranged their hair into locks or ringlets and added tassels. Learned men and Judges wore long, striped gowns from Yemen.Indian Muslim society was divided into four main groups: the secular and religious nobility, the traders, the artisans, and those who worked the land. The secular nobility was divided into all-I USAF, men of the sword, or warriors, and all-I slam, men of the pen; these groups were comprised of Turks, Afghans, Arabs, and Persians who tried to remain separate from the local population, whether Hindus or earlier Muslim converts. Turks and Afghans chose their wives from households that could trace their lineages back to their ancient tribes, thus maintaining their distinctive mode of dress and lifestyle.Dress divided the people. Muslims wore tailored clothes, while Hindus wore mostly instituted garments, though Hindu men did wear Jackets, which were tied at the side opposite of that worn by Muslim men. Hindu women wore a voluminous skirt or a sari, while Muslim women wore the churchyard pajama, a tunic, and a pesewa with a veil. A man wearing the traditional dress of the nomadic people of Ketch, featuring the type of printed cloth that was exported from the area from early times. Gujarat, India, 1982. Photograph by Asleep Domain. Had become highly evolved.Variable, ornate, and Unitarian were all terms used to describe the tributary. The head cover, Dunham in Sanskrit, continued to be used in a modified form, called Odin or Danna, as did the gharry, which in the early twenty-first century is called gharry or chagrin. The Jacket, tunic, or blouse was called could, chinchilla, surpasses, Angola, and cinchona, words that are still used in efferent parts of North India. Gain sources are full of information on Indian garments used by both the clergy and the laity. The Ached Sutras, which describe rules of conduct, are rich in material.Mention is made of Jackets and quilted or draped tunics, as well as floor-length robes such as principal. The shoemaker, Pawtucket or Carmella, is mentioned as making a range of shoes. There are rules as to how often clothes are to be changed. The washing of garments is meticulously described, including hand-washing, dual; calendaring, grants (that is, stretching cloth); starching, marts; and pleating and perfuming. There are also terms for sewing implements: needle, such or sevens; and scissors, Ukrainian, karri, and kali.THE MCHUGH EMPIRE The next great change in lifestyle, thought, and administration came with the Mussels. Sahara-du-din Muhammad Baber had made five forays into India, but it was not until 1526 that he was able to defeat Sultan Abraham and reach Delhi and Agar. In the four years that followed, he laid the foundation for an empire that lasted until the coming of the colonial powers from Europe. Baber, a poet, aesthete, and adventurous warrior, never really took to India; his first act was to establish a garden, since he engaged for his homeland, the lush green valley of Ferryman.It was his grandson, Kafka the Great, who tried to understand the rich culture THE ARRIVAL OF ISLAM It was only with the incursions of Muhammad of Ghana in 997 c. E. That Indian's isolation ended. New influences from the Afghans INDIA of the country over which he ruled and who realized the need to assimilate Hindu and Muslim culture. The Burnham, Burr's autobiography, gives a graphic description of the emperor's daily ac tivities, also describing festivals and celebrations. It mentions the bestowing of robes of honor, but these are sable robes tit buttons, more suitable for the cold of Central Asia.It also mentions the presentation to Burr's son Human of a char, possibly an elaborate Central Asian collar influenced by those worn by the Chinese. There is a further reference to the expensive hat worn by Human, known as culpa; he was also given a costly plume, which he probably wore on a cap or turban. Baber describes a toothaches, a tent or storeroom where textiles and royal clothes were kept, including while on military campaigns, thus emphasizing the importance of dress even in camp. Gunner was the dismissive term applied to clothing worn by non-Muslims.Saba's chronicler Babul Faze recorded many of the changes introduced by the emperor in the area of court dress, including his interest in local traditions and his attempt to upgrade local skills by importing master craftsmen from many countries. Thes e individuals were offered special grants of land, pensions, and so forth, and given Saba's personal encouragement. He also introduced fine cotton and printed clothing as being suitable to the climate. The cheddar Jam with pointed ends is typical of the age of Kafka and is seen being worn by men in miniature paintings of the time.Women ear veils, not caps, and appear to have used fine-quality cotton and worn multiple layers of fine cloth. Kafka also renamed garments using the Hindi language. Jam (coat) became Saratoga, â€Å"covering the entire body'; izard (pants) became yard-piranha, â€Å"the 65 companion of the coat†; amanita Jacket) became tanned; fat (belt) became patgat; burqa (veil) became chitchat guppy; kulak (cap) became sis sob's; mum-ABA (hair ribbon) became Hessian; pat (sash) became Katz; shall (shawl) became paranormal; and bazaar (shoes) became charlatan.Kafka realized that in order to intermingle the wow cultures, strong racial associations with different l ifestyles had to be overcome, and the combining of Hindu and Muslim dress was one important way to do this. Babul Faze describes how the emperor took the audacity, an unlined Indian coat with a slit skirt and tied at the left, and had it made with a round skirt and tied at the right. It was typical of Kafka to alter the form of a garment that was identified with or acceptable to the Hindu community.He probably planned to make the Jam acceptable to both Hindus and Muslims, though he was also conscious of the need to prevent misunderstandings. People could be recognized at a glance by the manner in which it was tied (to the left for Hindus and to the right for Muslims). It had been compulsory during the Sultanate period, and continued to be so under the early Mussels, for local rajas, maharajah, and cards to present themselves in the dress of the ruling court. This must have caused resentment. Saba's aggressive attempts to assimilate Hindu dress into the courtly code led to a greater sense of acceptance.A study of miniatures from his time gives some indication of the changing styles. Special items were created by the emperors themselves. Just as Kafka designed the Daschle, a pair of shawls stitched together so that there was no wrong side, Changer (reigned 1605-1627) designed a special coat known as nadir', which he mentions in his memoirs. Persian and Central Asian influences became far less important during this period. Garcia Sat women in their traditional dress and Jewelry. Ketch, Gujarat, India, 1982. Photograph by Asleep Domain. COUNTRIES OF SOUTH ASIA affluent but effete style was that of Outdo at Locknut.Though the dress formula remained the same?lama, angora, fairish pajama?its style became a trifle exaggerated. Angoras became much wider and trailed on the ground. Women's churchyard pajamas gave way to the fairish pajama, which was so voluminous that young pages were required to gather and carry them. The Kurt, a loose tunic made of fine cotton with ric h china, white-on-white embroidery, was introduced, as was the embroidered topic, or cap, often worn at a rakish angle. The story associated with the invention of the topic is that the innumerable women in the nab's harem could attract his attention only by creating an unusual cap.The Sherwin, a tight, calf-length coat, and cancan, a long, fitted coat for formal wear, came part of the dress of the Muslim elite. It continues to be worn in the early twenty-first century as formal wear by Hindus, Sikhs, and Muslims. Kafka having married a Hindu princess, many Hindu traditions were introduced at court. Nor Johan was known as a great designer in her own right and was responsible for a range of innovations. Toward the end of sixteenth century, the Jam was being made of cloth so diaphanous as to allow the pants worn underneath it to be seen. This was a garment for summer wear.Most Restaurants' men, both upper- and middle-class, wore the court styles, including a variety of Jams; the most m oon of these reached below the knee. Another type was almost long enough to cover the pants underneath it entirely. Sometimes the Jam had full sleeves. Most women in northern India, however, were hesitant to copy exotic dress and continued to prefer the half-sleeved bodice (chili), the ankle-length skirt (gharry), and the head scarf (Odin/Danni). The upper garment was fully embroidered at the neck and on the sleeves and the tasseled ends of the transparent Odin were decorated with pomp-pomp of wool or silk.Pomp-pomp were also found on the strings tying armlets ND bracelets and on shoes, at the ends of tassels, and they were also worn in the hair. Wives of noblemen and officials and high-ranking ladies, bewitched by the beauty of the McHugh style, adopted the Jam with flowing skirt, tight pants, and Odin. The emperor Changer, himself a painter, possessed a fine aesthetic sense. From the range of garments seen in miniatures from his reign, it is obvious that he was a fastidious dresse r. He wore a colored turban with gold fringe at the top or a screech, a Jeweled, feathered turban.A pearl string encircled these turbans. His coats were invariably of brocaded silk. The paths were woven with butts, a floral pattern. The diaphanous Jam went out of fashion around 1610, thought to be unfit for public wear and used only by entertainers. During this time beards also went out of fashion; Changer followed the example of his father and ordered his courtiers to shave. Nor Johan, meanwhile, created her own dresses. The English diplomat Sir Thomas Roe was overwhelmed by the brilliance of the diamonds and pearls she wore. Dress under Shah Johan (reigned 1628-1658) became even more elegant and luxurious.The emperor's turban had, besides the Changer' string of pearls, a Jeweled aigrette and a further border of Jewels hanging from the sides. The turban itself was constructed from gold cloth. Shah Khan's one surviving coat boasted extraordinary embroidery. His sash, sandbank or pat , and slippers were also lavishly decorated. Rearrange (reigned 1658-1707) was a pious Muslim as well as an active, aggressive ruler. The overly luxurious life at court had fostered a certain laxity in government, which he tried to control, curbing opulence and reining in festive celebrations.Some historians have accused him of banning music and painting and prohibiting the wearing of silk at court. He could not have done so as he himself dressed magnificently. His turban was Jeweled, his Jam was elaborately patterned, and he wore pearl bracelets, armlets, precious necklaces, Jeweled pendants, several rings, and a beautiful Jade-handled dagger, which hung from a pendant clustered with pearls. During his reign, the skirt of the Jam was widened and lengthened, and turbans became voluminous. Rearrange revived the beard but limited its size by ordering that no Muslim should wear one longer than the width of four fingers.The eighteenth century saw the disintegration of the McHugh Empire under weak rulers ho were unable to control court intrigues and unrest. Regional courts became more powerful and attracted artists, craftsmen, and traders. One court known for an COLONIAL PERIOD The Portuguese, Dutch, French, and English arrived in India to ask for trading concessions from the McHugh rulers and were overwhelmed by their grandeur and wealth. According to Sir Thomas Roe, the English presented a sorry sight with their dull clothing, lack of entourage, and meager gifts, which they were afraid to present. Even the minor Indian princes were better e

Froebel’s Kindergarten Essay

Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 2 fullest extent. Who is Friedrich Froebel? What did he do to become so memorable? He created the Froebel’s Gifts. What are Froebel’s Gifts? How has Froebel influenced today’s children? In the town called Oberweibach located in Germany is where a man named Friedrich Wilhelm August Froebel was born on April 21, 1782 (Manning, J. P. , 2005. p. 371). Nine months after Froebel was born his mother fell ill and passed away (Friedrich Froebel Biography, 1999). His father Johann Jacob Froebel was a Lutheran pastor. He remarried when Froebel was 4 – years – old. Froebel’s stepmother did not care for him and his father was too busy for him. This resulted in Froebel having a terrible childhood. Having a family with a father and stepmother whom did not care or did not have the time is what pushed Froebel to become who he was before he passed. It pushed him to become stronger and more independent. Froebel’s father thought of him as dimwitted. Froebel’s father insisted he goes to a school for all girls (Friedrich Froebel Biography, 1999). Froebel most likely felt very small as if no one listened to him. Froebel had five older brothers. His brothers did not live at home with him, his father, and his  stepmother. One day his eldest brother came to stay at his father’s house for quite some time. Froebel and his eldest brother had a discussion about plants one day. Froebel, â€Å"expressed delight at seeing the purple threads of the hazel buds (Michaelis, E. & Moore, H. 1889. p. 12). † His eldest brother shared with him the knowledge that there was a similar sexual difference in plants. Froebel says, â€Å"From that time humanity and nature, the life of the soul and the life of the flower, were closely knit together in my mind; and I can still see hazel buds, like angels, opening for me the great God’s temple of nature (Michaelis, E. & Moore, H.1889. p. 12). † This is where the first seed was already planted into Froebel’s mind. He had seen a connection with humanity and nature itself. This connection developed all throughout Froebel’s life. In 1793, Froebel moved. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 3 Froebel moved to Stadt-Ilm to live with his maternal uncle, Herr Hoffman (Friedrich Froebel Biography, 1999). When Froebel moved he was just 10 – years – old. He was allowed to attend the local school. He no longer had to attend the school for girls. Froebel thought the best subjects at the local school in Stadt-Ilm were reading, writings, arithmetic, and religion  (Michaelis, E. & Moore, H. 1889. p. 20). His favorite subject to study was arithmetic. In 1798, his father tried to get Froebel an apprenticeship for farmers, but they wanted to high of a premium. His father came to terms with a forester (Michaelis, E. & Moore, H. 1889. p. 24). By this age, Froebel wanted to be an agriculturist. Ever since he was a child, he loved nature, such as the mountains, fields, forests, and flowers. In order for Froebel to do well at becoming an agriculturist he would have to be acquainted with geometry and land-surveying (Michaelis, E. & Moore, H. 1889. p. 20). The forester had a reputation as land-surveyor and valuer. Froebel started his apprentice for the forester on a Midsummer Day in 1797. Froebel was only 15 and a half. He apprenticed for the forester for two years learning forestry, valuing, geometry and land-surveying (Michael, E. & Moore, H. 1889. p. 20). After two years Froebel left the apprentice job even though the forester wanted him to stay another year. Froebel wanted to learn mathematics and botany. Botany is the study of plants. He received a book on botany where his love of nature flourished even stronger. It was the year 1800 when he left the forester. Froebel had decided to continue his schooling, only problem was he did not have the money. He had a very small piece of property left to him that he inherited from his mother. He did not think it would be sufficient enough. He had to ask his trustee for the consent to realise his property (Michaelis, E. & Moore, H. 1889. p. 28). When he obtained it at the age of 17 and a half he went to Jena as a student in 1799. He later went to Yverdon. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 4 â€Å"Froebel attended the training institute that was run by Johann Pestalozzi (Mann, H. , 1887). He attended the institute from 1808 to 1810. When Froebel left the institution within the two years, he left with the basic principles that Pestalozzi used for his theory. Those basic principles were, â€Å"permissive school atmosphere, emphasis on nature, and object lesson (Froebel Web, 1998-2008). † Froebel was raised to be very religious and because he was religious his view of education became religious. After the school in Yverdon Froebel went to the University of Gottingen in 1811, but then switched to the school in Berlin to study Mineralogy in 1812 (Froebel Web, 1998-2008). Froebel joined the â€Å"Black Riflemen†. In 1813 to 1814, Froebel joined the â€Å"Black Riflemen†. He was in the Prussian army against Napoleon (Froebel Web, 1998-2008). In the army against Napoleon is where he met two people. Their names were Heinrich Langentha and Wilhelm Middendorf. They ended up becoming friends whom supported Froebel and remained with him throughout his lifetime (Froebel Web, 1998-2008). In 1826, Froebel wrote his first book called The Education of Man. It was one of the most important books that he wrote. In 1885, his book was translated into English. Many say this was his greatest work. In 1837, he opened his first kindergarten. Froebel moved to Bad Blankenburg (near Keilhau), where he opened his first kindergarten (Columbia, 2013). Froebel did not just open his first kindergarten. He was 58 years old when he created the first kindergarten. He became known as Father Kindergarten. In German, kindergarten means â€Å"Children’s Garden (Braun & Edwards, 1972). † Froebel’s kindergarten was created for younger children. He created his kindergarten for children ages three to seven. School back then started at age seven. His kindergarten is where he applied all of the knowledge that he gathered over many years from schooling or his own self-discovery. Froebel believed that children learned through play. According to Froebel, when children played Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 5 it was â€Å"free expression of what is in a child’s soul† giving â€Å"joy, freedom, contentment, inner and outer, rest, [and] peace with the world (Boyd, A. , n. d. ). † Froebel incorporated plants into his school as well. Froebel stated: â€Å"Children are like tiny flowers, they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers (Nichols, R. 2010). † Froebel realized that each child is unique and each child may learn differently than another. â€Å"Froebel’s philosophy revolved around three main ideas: the unity of creation, respect for children as individuals, and the importance of play in children’s education (Braun & Edwards, 1972). † All of Froebel’s ideas are shaped by his inherent belief in the linking of man, and of nature and God. In 1847, Froebel took his idea of women being trained as teachers to an all male conference where the subject and idea was evoked (Hewes, 1990. pp. 7-8). He was laughed at and ridiculed, but that never stopped him. Froebel in 1849 began training women to become kindergarten teachers. He believed that women would make a better teacher because women  were the ones who raised the children in their homes. Froebel’s kindergarten teachers became more of guides rather than lecturers to the children (Nichols, R. 2010). Froebel created gifts that he thought would help children. Froebel created these gifts so that children could continue to learn through play. Froebel built blocks that were 1 inch cubes. He thought that the decorative blocks lacked a realistic view. Froebel believed that building with these blocks would help children progress from the material to the abstract (LeBlanc, M. 2010). He also created gifts called occupations. â€Å"Occupations were  objects in which children would shape and manipulate freely using their own creativity, such as clay, sand, beads, and rope (â€Å"Who Invented Kindergarten? ’, 2010). † His classroom was set for individual development aimed towards each child. He had a garden where children could play and learn more about how plants worked. Froebel believed that children were like plants, such Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 6 as planting a seed and help it grow. They sprout and bloom to become something glorious one day. Froebel is so memorable that even in 2014 people still talk about his accomplishments. In  2010, the University of the Incarnate Word (UIW) celebrated the 238th anniversary of Friedrich Wilhelm August Froebel’s birth. In Texas there were 14 teachers in 2006 that went to Germany. They visited every site and institution were Froebel lived and worked (Campos, D. , 2010. p. 74). Froebel’s philosophy is still alive today. Many schools in the world today still use Froebel’s philosophy. Many kindergartens use his curriculum to a point. He used free play, games, songs, stories, and crafts to stimulate their imagination while developing physical and motor skills (Nichols, R. 2010). He also included mathematics. Schools today even with the change of technology, still have children play with Froebel’s gifts and believe in play with to learn, but many schools no longer allow religion to be taught. Children entering into kindergarten start at age 5-6 years old. From the time Froebel opened his first kindergarten in 1837, until he became ill and passed away at the age of 70 in 1852, more than 90 kindergartens were opened all throughout Germany (New World Encyclopedia, n. d. ). In conclusion, Friedrich Wilhelm August Froebel was born on April 21, 1782. He had a terrible childhood that pushed him to become the person he is today. Froebel had a relationship with plants that flourished over many years. He became an apprentice for a forester in 1797. He went to multiple schools and self-taught himself. He went to multiple classes by Pestalozzi. He joined the â€Å"Black Riflemen† where he met his two lifelong friends named Heinrich Langentha and Wilhelm Middendorf. He moved to Bad Blankenburg where he opened his first kindergarten in 1837. He became known as Father Kindergarten. He created gifts that allowed children to build or even manipulate to all development of physical and motor skills. He is still known Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 7  today for his philosophy and his development of kindergarten. Today teachers still use play as a way for children to learn by. References Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 8 Boyd, A. , (1988). Friedrich Froebel and Kindergarten. Retrieved from Engines of Our Ingenuity Web site: http://www. uh. edu/engines/epi2475. htm Braun, S. J. , & Edwards, E. P. (1972). History and Theory of Early Childhood Education. Belmont, CA: Wadsworth Publishing Company. Friedrich Wilhelm August Froebel. (n. d. ). New World Encyclopedia. Retrieved July 29, 2014, from http://www. newworldencyclopedia. org/entry/Friedrich_Wilhelm_August_Fr%C3%B6bel Friedrich Wilhelm August Froebel. (2013). In Columbia Electronic Encyclopedia (6th Ed. , Vol. 1). Retrieved July 10, 2014, from http://search. ebscohost. com/login. aspx? diect=true&db=a9h&AN=39007863&authtype=cookie,cpid&custid=ns017336&site=ehost-live &scope=site Friedrich Froebel (1782-1852) – Biography, Froebel’s Kindergarten Philosophy, The Kindergarten curriculum, Diffusion of the Kindergarten. (1999). Retrieved July 29, 2014, from http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Froebel, F. [1826] 1887. The Education of Man. London: Appleton Froebel Web (1998a). Froebel Timeline. Retrieved July 21, 2014, from http://www. froebelweb. org/webline. html Hewes, D. W. (1990). Historical foundations of early childhood tear training. The evolution of kindergarten teacher preparation. In B. Spodek, & O. N. Saracho (Eds. ), Early childhood teacher preparation (pp. 1-22). New York: Teachers College Press. Running head: FRIEDRICH FROEBEL RESEARCH ESSAY 9 LeBlanc, M. â€Å"Friedrich Froebel: His life and influence on education. † Community Playthings. < http://www. communityplaythings. co. uk/resources/articles/friedrich-froebel. html > 21, Dec. 2010. Manning, J. P. (2005). Rediscovering Froebel: A Call to Re-examine his Life & Gifts. Early Childhood Education Journal, 32(6), 371-376. doi:10. 1007/s10643-005-0004-8 Michaelis, E. & Moore, H. (1889). Autobiography of Friedrich Froebel. (pp. 1-30). Syracuse, n. y. : C. W. Bardeen Nichols, R. â€Å"Friedrich Froebel: Founder of the First Kindergarten. â€Å"HubPages. com. http://hubpages. com/hub/Friedrich-Froebel-Founder-of-the-First-Kindergarten > 21 Dec. 2010. â€Å"Who Invented Kindergarten? † German Culture. com. < http://www. germanculture. com/us/library/weekly/kindergarten. htm > 21 Dec. 2010.

Major Depression Essay Example | Topics and Well Written Essays - 1500 words

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Financial Statement Analysis. Financial Statements reformulation and equity valuation - Essay Example 1). The Corporate Reporting Users’ Forum is right with all their comments. In terms of accounting valuation models, a better picture would be presented if the United Kingdom companies listed in the stock exchanges would prepare financial performance reports classified under the areas of operating, financing and investing activities. The operating activities would pertain to the daily production of sales as well as services offered to their clients. Financing activities refers to those that are infused into the business by creditors and stockholders. Investing activities refers to the sale and purchase of property, plant and equipment accounts (Watkins 1998, p.51). One of the important tools in the hands of professional accountants for ascertaining changes in funds at the disposal of the company, during the course of every accounting year is the Cash Flow Statement. A cash flow statement is mainly categorized in to three heads like, cash flow from operating activities, cash flow from investing activities and cash flow from financing activities. Cash flow from operating activities is mainly dealing with the deduction of major operating expenditure from the revenues attained. Cash flow from financing activities dealing with major receipts and payments, and cash flow from investing activities alludes to the acquisition and disposal of assets or properties. Further, the CRUF group is right in affirming that financial statements should have coherent and cogent classifications that include the balance sheet, income statement and statement of cash flows. The new accounting standards recommended by the IASB and FASB group led by Sir David Tweedie and Bob Herz respectively would definitely resolve perennial problems using the traditional financial reporting standards. The current reporting standards focus on the net income as the benchmark for every business endeavor. The new standards are better because the new

CLOUD COMPUTING Essay Example | Topics and Well Written Essays - 1500 words

CLOUD COMPUTING - Essay Example clouds while the main services that an organization can take advantage of, with respect to cloud computing, include Software as a Service or SaaS, Platform as a Service or PaaS, and Infrastructure as a Service or IaaS (Srinivasan, 2014, p. 26-34). Cloud computing has become an important service for many businesses regardless of size. Some of the benefits that can be realized from the adoption of cloud computing include but not limited to a substantial reduction in operational expenses. The City of Pittsburgh knew about the benefits and took on the process of exploiting them. The aim of this essay is to assess the overall procedure that the City of Pittsburgh used towards cloud adoption. The structure will mostly be based on the issues that prompted the adoption of the technology and then the procedure used in choosing the vendor. Most organizations have been abandoning their own forms of storage and adopting the cloud storage due to its cost effectiveness and the ability to boost productivity as well as competitiveness. Some of the companies providing cloud solutions include Google, Netflix, Dropbox, and Microsoft (Crookes, 2012, p. 7-11). Cloud computing enables businesses to improve efficiency and offer better services (Aljabre, 2012, p. 235). However, in spite of these benefits, organizations must assess themselves to determine whether this is the best option since it comes with some risks such as the security of the data held at the cloud servers (Srinivasan, 2013, p. 49-51). Such risks may lead to uproar between the stakeholders and a reliable approach has to be used so as to convince the stakeholders and any other involved parties. The City of Pittsburgh required exploring the probable alternatives to its existing email system due to a pressure to the existing resources as well as the technology. Due t o the continuing demand for a reliable and efficient email system for the City of Pittsburgh and an inadequate supply of resources to maintain the existing

Rising tech firm Asus seeks to improve U.S. brand Essay

Rising tech firm Asus seeks to improve U.S. brand - Essay Example The article likewise provided a brief historical backdrop on Asus, including presenting the increasing number of diverse products it currently manufactures and intends to launch in the global market. The current discourse hereby aims to present the summarized theme of the article and to provide a discussion on why the article is interesting and how it ties in with the material from the book. Personal Insights and Critique The article was particularly interesting in terms of envisioning the anticipated upgrades on the noted Nexus 7 classified as the next generation Nexus 7. Being an intent avid fan of technological gadgets, one is amazed at how technological products continue to make regular updates based on customers’ feedbacks from the last product that was launched. In contemporary times, consumers are provided with opportunities to avail of newer models, upgrades or updates as fast as one year from the time that a newly launched technological gadget was offered for sale in the market. Depending on how consumers reacted and responded, the manufacturer either addresses the weaknesses or incorporates innovative features that could complement and make the upgraded product more attractive to the consumers.

Domestic Violence Essay Example for Free

Domestic Violence Essay The Negative Results of Childhood Exposure to Domestic Violence The phrase â€Å"domestic violence† typically refers to violence between adult intimate partners. It has been estimated that every year there are about 3.3 to 10 million children exposed to domestic violence in the confines of their own home (Moylan, Herrenkohl, Sousa et al. 2009). According to research conducted by John W. Fantuzzo and Wanda K. Mohr(1999): â€Å"[e]xposure to domestic violence can include watching or hearing the violent events, direct involvement (for example, trying to intervene or calling the police), or experiencing the aftermath (for example, seeing bruises or observing maternal depression)† (Fantuzzo ump; Mohr, 22). The effects of exposure can vary from direct effects such as behavioral and developmental issues to interpersonal relationships, all of which lead to detrimental prospects on the child’s development. This paper will explore those effects and how it affects children. Exposure to violence in the first years of life brings about helplessness and terror which can be attributed to the lack of protection received by the parent. The child can no longer trust their parent as a protector (Lieberman 2007). This lack of trust early in life can bring about serious problems later in life, as there is no resolution to the first psychosocial crisis, trust vs. mistrust. For these children exposed to domestic violence, the imaginary monsters that children perceive are not only symbolic representations or a dream. The monsters that children who witness domestic violence have to deal with carry the reflection of their parents. Children who witness domestic violence face a dilemma because the children’s parents are at their most frightening exactly when the child needs them the most. The security of the child is shattered as their protector becomes the attacker in reality and the child has nowhere to turn for help (Lieberman 2007). â€Å"Exposure to family and community violence is linked with aggressive behavior. One of the theoretical perspectives that explains this link is social learning theory, according to which children learn from the aggressive models in their environments. Additionally, victimization may compromise childrens ability to regulate their emotions, and as a result they may act out aggressively† (Margolin ump; Gordis 2004, 153). â€Å"Posttraumatic stress symptoms and posttraumatic stress disorder (PTSD) are important consequences of exposure to violence because they can impair social and behavioral functioning† (Margolin ump; Gordis 2004, 153). Research has shown that children exposed to domestic violence demonstrate impaired ability to concentrate, difficulty with schoolwork, and significantly lower scores when their verbal, motor, and cognitive skills were being tested (Fantuzzo ump; Mohr). It seems as if the academic and cognitive difficulties from exposure affect the child possibly through its impact on psychological functioning. For example, PTSD and depression may hinder with learning and the ability to perform well in the classroom (Margolin ump; Gordis 2004). Researchers have found a positive correlation between externalizing (aggression) and internalizing (lowered self esteem, depression, anxiety) and domestic violence exposed children. Children exposed to domestic violence have been found to be four times more likely to develop internalizing or externalizing behavior problems than children who are not exposed to violence. The disruption of the development of basic competencies harms the child’s ability to manage emotions effectively and increases internalizing and externalizing behaviors (Martinez-Torteya et. al., 2009). This is particularly problematic for preschool aged children as younger children display more intense externalizing and internalizing behavioral responses to parental conflict than older children do (Ybarra, Wilkens, ump; Lieberman 2007). These responses are due in part to less mature cognitive skills. Because these skills have not advanced yet, there is an increase in the likelihood of the child expressing psychological vulnerabilities following the conflict because of cognitive errors. Exposure to domestic violence compromises interpersonal relationships that are the foundation of childrens daily lives in addition to having direct effects. â€Å"Social support is a key buffer against the negative effects of violence. Because parents are key sources of social support, the disrupted parenting associated with family violence may exacerbate negative effects of exposure to violence. More generally, children exposed to violence may be sensitized to hostile interactions and may have difficulty negotiating peer conflicts. These interpersonal difficulties can rob children of social support and increase their risk for associating with deviant peers† (Margolin ump; Gordis 2004, 154). In a study conducted by C. McGee, it was reported that many children found it difficult to develop friendships for reasons such as holding back from others as well as fear of inviting others to their home (Adams 2006). In conclusion, it is clearly shown that domestic violence has a negative effect on the children who witness it. An expanding body of research suggests that childhood trauma and adverse experiences can lead to a variety of negative health outcomes (Anda ump; Chapman ump; Dube ump; Felitti ump; Giles ump; Williamson, 2001, p.1). In fact, childhood stressors such as witnessing domestic violence and other household dysfunctions are highly interrelated and have a graded relationship to numerous health and social problems (Anda ump; Chapman ump; Dube ump; Felitti ump; Giles ump; Williamson, 2001, p.2). It is obvious and clearly shown that the children who witness domestic abuse have serious long term mental effects.

Observation and Description Essay Example for Free

Observation and Description Essay 1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.