How to Make Metamucil Flubber (Recipe)

How to Make Metamucil Flubber (Recipe) This recipe makes the non-sticky sort of rubber or gelatinous slime that is known as flubber. The difficulty is average, but only takes about 15 minutes! Flubber Slime Ingredients 1 teaspoon Metamucil or similar soluble fiber8 ounces watermicrowave-safe bowlmicrowave ovenfood coloring (optional) How To Make Metamucil Flubber Mix 1 teaspoon of Metamucil with 1 cup (8 ounces) of water in a microwaveable bowl. You can add a drop or two of food coloring if you wish. Alternatively, you could add a little powdered drink mix or flavored gelatin to get color/flavor.Place bowl in the microwave and nuke on high for 4-5 minutes (actual time depends on microwave power) or until the goo is about to bubble out of the bowl. Turn off the microwave.Let the mixture cool slightly, then repeat step 3 (microwave until about to overflow). The more times this step is repeated the more rubbery the substance will become. The purpose of the cooling step is to check the consistency of the slime and prevent it from overflowing the container.After 5-6 microwave runs, (carefully - hot hot HOT) pour the flubber onto a plate or cookie sheet. A spoon can be used to spread it out.Allow to cool. There you have it! Non-stick flubber. A knife or cookie cutters may be used to cut the flubber into interesting shapes. The shapes will slowly me lt as the slime flows. Flubber can be stored at room temperature in a sealed baggie for several months. It will last indefinitely in a sealed bag in the refrigerator. Useful Tips If the flubber is sticky then the amount of water needs to be reduced. It should be clammy, but not sticky. Use less water next time.Please use adult supervision. Molten fluids and microwaves are involved!

Dont Hate the Authors Buy Book Reports Online and See the Light at the End of the Tunnel

Dont Hate the Authors Buy Book Reports Online and See the Light at the End of the Tunnel Dont Hate the Authors: Buy Book Reports Online and See the Light at the End of the Tunnel Have you been assigned to read one of the hard to decipher classics and then write a lengthy detailed book report demonstrating that you read and understood the themes, events and the author’s intention or style? If you begin to read the book and find it too far out of reach you might want to consider the fact that you can buy book reports online.   Why? There are many reasons to consider this option. Classics Teach about the Different and Subjective World of the Past The classics teach about a different from today ´s world that many younger readers know little about. It will be hard for someone who has little experience in life to grasp the themes and ideas behind the classics because they simply do not have the experience to relate to the book. It is challenging for one with limited life experience to appreciate the details and themes of the classics and it may be that they would gain more by reading the classics in maturity as opposed to youth. So, if you struggle with a task to read a â€Å"heavy† novel, think about book reports online. Forced Reading Causes Resentment towards Book Authors and Reading Itself It is indeed a good thing to read the classics as they can give you a perspective, shape your thinking and confirm things you have always suspected. The problem lies in the lack of choice given to students. We naturally resent anything we must do, regardless of the actual quality of the literature itself. It is akin to being forced to eat our vegetables when younger and growing to hate vegetables because of it. When we choose to read for enjoyment or curiosity we are able to relax and appreciate the literature at our own pace. Reading a Book While Never Fully Grasping It Is a Bad Use of Time With all of the other tasks and assignments students have, spending a disproportionate time on a book because it is hard to understand, and then not really gaining anything from reading, as it was likely rushed, is a bad use of time. The time is better spent on fruitful assignments the student will be able to use near term. If you are to really read a classic, really savor it, you must first have the capacity to do so. Second you must have the desire to engage in the activity. Third, you need to have the time, or make the time to fully dig into it, as classics are not light reading. They take time to digest, and you need to chew on them for a while to get the most from them.

Best Practices Manual for New Supervisors Essay

Best Practices Manual for New Supervisors - Essay Example Supervisors may not be primarily responsible for all of the staffing activities, but they are usually involved in one or more of them. Thus, if supervisors are to be effective in the staffing function, they must understand each of these activities. How does one become a good supervisor Among the primary factors that distinguish supervisors from operative employees are the level and types of decisions that they must make. A supervisor must be concerned with how a decision might affect his or her employees and the organization. An operative employee, in contrast, is primarily concerned with how a decision affects him or her individually. People who don't like making decisions usually do not make good supervisors. The purpose of this chapter is to acquaint the supervisor with the activities and procedures of the staffing function. It also takes a look at the various training programs that best matches the selected workforce in an organization that is into production and another that is in retail business. Communication is an important factor in understanding and interpreting information between individuals and groups. A clear, precise and effective communication is what makes a person stand out in a crowd. It is best to talk to the point than describe in detail which could ultimately create a doubt in the mind of the listener. Effective communication determines how to influence negotiations more effectively and build confidence, staying in control when negotiating, and avoiding manipulation. Communication skills also include listening and empathy; Appreciative inquiry, a major breakthrough in organization development, training and development and in "problem solving," in general. Communication can also be non-verbal, that is, it could be also sign language. Good posture and clear language are hallmarks of good communication skills. It is imperative that any individual who believes in a good communication and shows real concern and respect for the other person's view listens with inte rest and care. During training, supervisors take it upon themselves to teach their trainees the art of proper communication. It must be understood that it is these same trainees who will be representing the organization while addressing customers. If an employee is found to be rude or uncooperative, customers will leave the company without doing any business, which is detrimental to the business. Thus, communication plays an important role in the development of business. 2.1 Technical Systems in Communication Another method of communication to enhance production is by the use of the electronic media. This could be termed as the "Productivity Paradox". To solve the productivity paradox (Brynjolfson [1993]) implied obtaining a better understanding of the relationship between the spread of Information and Communication Technologies (ICT) and the organizational transformation of firms, markets and other

The Art and Science behind Ron Howards movies Essay

The Art and Science behind Ron Howards movies - Essay Example Although these two movies dive deeply into the struggles of human life: one inevitable (old age) and the other unfortunate (schizophrenia). This write-up explores Ron Howard’s work in both of these movies, focusing on the distinct style the director has used for respective storytelling. Director’s Cut Cocoon (1985) â€Å"Something extraordinary and unexpected can happen any time.† (Gray, 2003) Calling Cocoon just a science fiction movie would be wrong on my part and would not do justice to Howard’s vision of David Saperstein’s unpublished novel (Gray, 2003). The film explores multiple interwoven themes such as ageing, life’s sufferings associated with age, friendships, relationships, aliens etc. and genres such as comedy, science fiction and inspirational drama. There are several storylines that run throughout the movie; (i) that of three-retirement community senior citizens, Arthur (Don Ameche), Ben (Wilford Brimley), and Joe (Hume Cronyn) w ho yearn to bring back their youth and energy, which they used to rekindle their sexual desires and to engage in socializing and enjoying life once again (ii) another senior citizen Bernie (Jack Gilford) whose pessimistic attitude and stand on ethics costs him the life of his wife (iii) a group of aliens from planet Antarea led by Walter (Brian Dennehy) who return to earth in search of their fellow Antareans and who stumble upon emotions that could only be experienced by a human. The way Howard details the lives of all these individuals, particularly life in elderly homes (that can tend to be a dragging subject), is impressive. He shares the same stories from different perspectives, that of grandparents and grandsons, aliens and humans, young and old. The movie ends with senior citizens (except Bernie) joining the... This "The Art and Science behind Ron Howard’s movies" essay outlines the common features in Howrd’s movies and his filmmaking style. Calling Cocoon just a science fiction movie would be wrong on my part and would not do justice to Howard’s vision of David Saperstein’s unpublished novel (Gray, 2003). The film explores multiple interwoven themes such as ageing, life’s sufferings associated with age, friendships, relationships, aliens etc. and genres such as comedy, science fiction and inspirational drama. There are several storylines that run throughout the movie; (i) that of three-retirement community senior citizens, Arthur (Don Ameche), Ben (Wilford Brimley), and Joe (Hume Cronyn) who yearn to bring back their youth and energy, which they used to rekindle their sexual desires and to engage in socializing and enjoying life once again (ii) another senior citizen Bernie (Jack Gilford) whose pessimistic attitude and stand on ethics costs him the life o f his wife (iii) a group of aliens from planet Antarea led by Walter (Brian Dennehy) who return to earth in search of their fellow Antareans and who stumble upon emotions that could only be experienced by a human. He shares the same stories from different perspectives, that of grandparents and grandsons, aliens and humans, young and old. The movie ends with senior citizens joining the Antareans to opt for an eternal life on another planet and to undo the humiliation they have suffered from their age. It leaves with an ambiguous ending, questioning the rightness of their decision.

The merits and draw backs of utilitarianism Essay Example for Free

The merits and draw backs of utilitarianism Essay What is utilitarianism? The greatest good of the greatest number. Simple. Or is it? In any real situation, there are many people involved; they will all be affected in different ways; there is no reason why the greatest number should receive the greatest good. What is usually meant in practice by that slogan is something like the following procedure for choosing between two or more actions. 1. Look at the state of life after each action. Look in particular at the level of happiness of each person in the various situations. 2. Add up, somehow, those levels of happiness in each case. 3. Compare the results. The one, which leads to the maximum total happiness, is the (morally) right one. The thing to notice about this is that it actually involves a lot of quite separate principles. I think it is fair to say that they are all part of the idea of utilitarianism. Someone who accepts some of them but not others may reasonably be called a utilitarian, even if they would see the procedure above as a vague outline. * Actions, as such, have no moral value. What matters is their effect on the state of the world. * In fact, the only aspect of the state of the world that has any direct moral significance is the happiness or misery of people. * In particular, only individuals matter. The only relevance of the state of a family is the effect it has on the individuals. * All people are, ethically speaking, equal, in all situations. One persons happiness is precisely as important as anothers. * It is possible to measure happiness, in the required sense, on some sort of linear scale. * It is possible to add up different peoples degrees of happiness, producing a meaningful total happiness. There is at least one important issue, which I havent addressed so far: You have to consider the entire future of the universe in order to make your decision. I shall consider the practical difficulties of this later; there is also a theoretical issue: we are presumably required to add up the total amount of happiness in a persons entire lifetime. So we need some sort of calculus for happiness! Utilitarianism has the awkward property of seeming entirely obvious to its proponents, and clearly wrong to its opponents. There are no ethical first principles, which are agreed on by everyone. On the other hand, there is a striking level of agreement about what is actually right and wrong. Of course, there are disagreements. But there is something pretty close to an agreement that (in most cases) murder, lying, rape and theft are bad, and that (in most cases) generosity, healing, truthfulness and loyalty are good. One obvious thing that these points have in common is that most of the universally agreed good things make people happy, and most of the universally agreed bad things make people sad. Furthermore, the actions usually reckoned to be the worst are often the ones that cause the most suffering. Rape, for instance, which causes lasting psychological trauma as well as involving physical injury, is generally reckoned to be morally much worse than theft. So, utilitarianism seems to do a pretty good job of giving the right answers. It seems clear to me that, all else being equal, something that makes me happy is better than something which doesnt. After all, thats one way in which I make decisions (although I wouldnt in such cases call them moral decisions). Since it seems plausible that all people are ethically equal, this means that anything that makes anyone happy is better than something which does not. This seems to lead naturally to something very like utilitarianism. However, what Ive explained as utilitarianism has a terrible problem: it does not support ethical points in certain cases. For instance, suppose that I could, by putting my grandmother through tortures, relieve a large number of people from one minutes toothache. No matter how small the amount of suffering from which each person is lifted of, and no matter how great the amount I cause to my grandmother, if the number of people is large enough then the total amount of suffering in the world will be decreased in this manner. Therefore I ought to torture my grandmother. This seems to me, unacceptable. This I see as a major weakness in utilitarianism. Of course, there are ways round this problem. For instance, we could model happiness and misery with a number system, containing values higher and lower in the sense that no multiple of one was as big as the other. So, we can get around that particular problem. But, there are others, though I wouldnt claim any of them as an actual rejection of utilitarianism. I shall take the utilitarian principles I listed above, and describe some objections to them. * Actions, as such, have no moral value. What matters is their effect on the state of the world. Is this really convincing? It doesnt seem so to me. If I kill someone, isnt there something very bad about that, even if the killing turns out to be right in terms of maximising utility? I think most people would agree that a killing of this sort would be evil. In fact, the only aspect of life that has any direct moral significance is the happiness or misery of people. Suppose I tell a lie about you to a friend of mine, who has never had and never will have any sort of interaction with you, and swear him to secrecy, this makes no difference whatsoever to your future happiness. Does that make it OK? It seems clear to me that it doesnt. Isnt there, in fact, something basically good about truth and bad about falsehood? Suppose I get enormous satisfaction from causing you minor but genuine unpleasantness. Does that mean that its right for me to do so? * In particular, only individuals matter. The only relevance of the state of a family is the effect it has on the individuals. * All people are, ethically speaking, equal, in all situations. One persons happiness is precisely as important as anothers. What about criminals? If someone is in the process of raping your wife, do you really have to consider their well being as carefully as your wifes in deciding how to go about stopping them? * It is possible to measure happiness, in the required sense, on some sort of linear scale. * It is possible to add up different peoples degrees of happiness, producing a meaningful total happiness. Is it obvious that different sorts of happiness are not easy to measure? How do you compare, the contentment person A has from knowing that his money in the bank is earning him piles of interest for his retirement, the wonder person B feels on looking at the starry sky, the thrill person C has when listening to her favourite piece of music, person Ds enjoyment of an evening listening to a stand-up comic, and so on? And how do you weigh those up against person Ps toothache, person Qs unhappy marriage? I dont know thats for sure. Lets pretend that all those problems are resolved, and that I believe that utilitarianism is correct. I now have a decision to make; for instance, I have to decide whether to cycle home in the dark without lights or to be late home. This is a trivial example; it should be easy to work it out. Not easy at all. I have to work out the entire future of the whole universe, to work out exactly how happy each person is in each case and for how long, and add it all up. Good grief! In practice, what the utilitarian recommends is entirely different. I should make guesses as to the likely effects of the actions Im considering, estimate the ends levels of happiness, and do the best I can at adding them up in my head. Anything more is impossible, and in any case I cant be blamed for things I cant predict. Id now like to suggest that there are merits to utilitarianism, despite its drawbacks. The first point is one Ive made already: utilitarianism does a pretty good job of giving answers to ethical questions. Most of us are capable of guessing what will happen if and imagining others responses to situations. Also considering the greatest good of the greatest number can be an effective way of defeating prejudices and selfishness. This ethical harmony is, after all, quite close to such principles as Do to others as you would have them do to you and Love your neighbour as yourself. Lastly, I think any theory of ethics has to acknowledge that happiness and suffering are in themselves good and bad. This is why utilitarianism does as well as it does. But clearly happiness and suffering, pain and pleasure, arent the whole story.

The Subject of Choice in Shakespeares Hamlet Essay example -- Shakesp

The Subject of Choice in Shakespeare's Hamlet It is said that life is nothing more than an endless stream of choices. Every day before work or school, we must all make choices—what to eat, what to wear, whether or not to bother with that homework assignment—some of which are trivial, while others have the direst consequences. In Shakespeare’s classic play Hamlet, the inner thoughts that accompany each decision, as well as the quest for what is actually truth and what is lie, is brought to light in Act 2.2. Hamlet is caught in a great struggle over what to do with his uncle, his evil, murderous uncle. By all rights he should die...yet the easy choice—outright murder—is not always the correct or prudent one. Overall, through diction and poetic devices, Shakespeare manages to convey a feeling of bitterness, an angry yet doubtful tone that shows the turmoil of the inner mind of a complex character. This angry tone is brought about to a great extent by the choice of diction. Hamlet’s soliloquy is full of angry words; he refers to people of the wretched lower classes—whores, drabs, and kitchen maids—as he curses his own cowardice. Strings of adjectives describing all sorts of horrible sins are attached to the king as well as his own name. The king is a treacherous, kindless, â€Å"bloody, bawdy villain!† As Hamlet’s anger both at the king and himself radiates from the speech, so does his inner confusion. There are two choices open to him—revenge or cowardice as he sees it. Shakespeare uses words and ideas to remind the reader of this fact throughout. Hamlet refers to â€Å"heaven and hell,† showing that Hamlet knows that only one course of action is just, yet he is in doubt. In the passage, the devil is mentioned several times, both ... ...ke every human being, Hamlet is caught up in a choice—a grave and far more serious choice than what to eat for lunch—but a choice nonetheless. Through diction and form, Shakespeare manages to bring the tortured spirit, the angry yet doubtful mind, the horribly bitter soul of a man trapped in a choice that he shouldn’t have to make, to life. He shows how we wrestle with the best and worst in every choice and the uncertainty inherent in all important decisions. It is this theme that makes Hamlet real. It is this...humanity that drives in the point. Life is full of options, some bad, some good, most a mix of both. All we can do, like Hamlet, is do the best we can in each situation and wrestle with the doubt when it comes. Work Cited Shakespeare, William. The New Cambridge Shakespeare: Hamlet, Prince of Denmark. Ed. Philip Edwards. Cambridge: Cambridge U P, 1985.

Philosophy Montessori

â€Å"A child’s different inner sensibilities enable him to choose from his complex environment what is suitable and necessary for his growth. They make the child sensitive to some things, but leave him indifferent to others. When a particular sensitiveness is aroused in a child, it is like a light shines on some objects but not others, making of them his whole world. † The Secret of Childhood, p. 42, Chap 7 . Define the terms of sensitive periods and explain how the teacher’s knowledge and understanding of these periods determines his/her preparation and custodianship of the prepared environment A child is a unique human being who possesses countless potentialities since his early age. He is endowed through abilities to develop both physical and psychic constructions by himself. The development and growth for physical or external area is visible. Yet, the inner mechanism is still imperfectly understood. There are two studies are contained in these inner mechanis m. The glands and secretion connected with physical growth, the other is an understanding of child’s mental growth which is called â€Å"sensitive period†. It is a period of child where he can manifest his certain ability in perfectly manner. During these periods, a child has maximum sensitivity towards a particular knowledge or skill. This sensitivity lasts in certain period of child’s life and does not reoccur in other child’s age. Once the child concentrates with one aspect of skill, he will exclude others. He does the repetition to practice his ability with passion, love and even his inner force, and it continues until he feels satisfied and serene. Since, this is the best moment when the child develops his inner mental growth, a teacher should notice the indication from his appearance then enhance his ability by aiding him a right kind of stimuli through prepared environment and encourage him in special time of learning. Therefore, it can optimize the child’s new ability. As one of internal aid for child’s psychic development, the sensitive periods can achieve a child’s personal construction with two conditions. Firstly, the child needs a prepared environment, both things and the people surroundings, which is suitable and necessary for his growth. Secondly, the child requires freedom. Let the child chooses his own rhythm and law of development to explore and fulfill his need, this will put him into happiness, joyful and peace. If the teacher, as an adult cannot create these two conditions, he will not reach his potential and his personal development will be stunted. And his opportunity to master in those abilities as a human will be lost evermore. The sensitive periods are categorized in six terms, the order with environment, the sensory impression, the ability to use language, the development of walking and movement, the interest of small objects, and the spirit to be involved with social life. †A very important and mysterious period is the one which makes a child extremely sensitive to order. This sensitiveness appears in a child’s first year and continues on through the second. It may seem slightly fantastic that children should have a sensitive period with respect to external order, since it is a common opinion that children are disorderly by their very nature. (The Secret of Childhood, p. 49, Chap 8) Sensibility to order of child, it is truly shown since the first month of age. However, as an adult, parent often doesn’t notice this sensitiveness manifestation. The judgment that a child doesn’t have the ability to respect and react of external order become a common opinion. Montessori had observe d for some situations which showed the enthusiasm of child to have blissful and tranquil moment, in seeing things in organized arrangement. The tantrums and uncomfortable feelings that occasionally experienced by the child, is perhaps that he finds the obstacles when he tries to fulfill his needs. A story in Maria book: †In one such instance the principal character was a little girl about six months old. One day she saw a woman enter the room where she happened to be and placed her parasol upon the table. The child became agitated, not at the woman but at the umbrella, since after looking it for some times she became to cry. The woman thinking that she wanted the parasol picked it up and brought it to her with a pleasant smile. But the infant pushed it away and continues to scream. Efforts were made to calm the child, but to no avail. She only became more agitated. What could be done to solve the tantrum? Suddenly the mother of the child through some psychological insight took the umbrella from the table and carried it into another room. The child immediately grew calm. The cause of her disturbance was the umbrella on the table. An object out of place had violently upset the little girl’s pattern of memory as to how objects should be arranged. † (The Secret of Childhood, p. 50, Chap 8) A child has a twofold sense of order. First is his perception of relationship to the environment. Second is his inner awareness of different parts of his body to have relationship with the objects. With those two senses, a child can experience the order based on precise and determined environment. So that, he can categorize his perception and build conceptual work, then he can deal with his world. The second sensitivity will appear is sensory impression through five senses. They are visual/seeing, auditory/hearing, olfactory/smell, tactile/touch, and gustatory/taste. By those senses, a child who has highly curiosity of every new thing will be able to explore and experience the environment. Smelling and gustatory sensibilities also can be learned from practical life activities, such as differentiate the herbs smell and sweet, salt, sour and bitter tastes. Afterward, in order to be able distinguish variation of sounds, a child is introduced with human voice, music also the source of the sound has been made. The visual sense is interpreted by the eyes. The functional of these eyes can be exercised with identifying the size, shape, color of materials. While the visual sensitivity is being developed, the tactile ability is also developing. Without touching the materials which are existed in his environment, a child will not stimuli his brain and practices his motor function. In order to develop his mind throughout these sensibilities, a child needs to hear, see, touch, smell and taste. He initially observes the object with the eyes, he understands the form, size, and color also by hands. Then, he perceives the name of the object when the adult teach him. By hearing the voice, he’s not only imitating the sound, this young human will use his knowledge and memory, and thus he can speak the object name with his tongue. All of this process definitely will develop his intelligence in nature way, molding his character, and directed his ego to organize his movement. The more trials moments that a child experienced with his senses, the more skills he can apply to accomplish his works in confident and orderly. Introducing to language for child is as good as possible in the early age. During this sensitive period, a child can absorb and imitate the sound of human that he hears. Although the baby doesn’t look like understand when an adult is talking with him, but his brain as absorbent mind is developing and radually achieves under his unconscious mind. In fact, he can distinguish some types of sounds, which are produced by animals, instrument or human. He only imitate to the human words, not to the other sounds. If he can notice as many as words in his sensitivity period, he will enrich his vocabularies which useful in the future. Between the age of year and two, a child has the sensitivity to be more active. He starts to walk, run, climb, even jump in every type of environment, he surely move with his own purpose, unlike the adult. An infant, on the other hand, walks to perfect his own proper function, and consequently his goal is something creative within himself. † (The Secret of Childhood, p. 78, Chap 11) While doing the walking practicing, he still doesn’t have any pattern, rhythm also reason for any movement he makes. He barely walks toward something that attracted him in one point of position. An adult can assist him to develop his ability, by keeping in mind to give up all adult’s pace and goal. But, follow the child’s need as long as he can finalize his one passage of walk. It is important to know that an infant is only able to develop his ability to walk, when he passes all the processes of walking from the beginning. The first step that he makes, tries to figure out how to balance when changing one foot to another to stand, stands and walks with two feet perfectly. Alongside he develops his physical strength, his psychic life also improved. The growth of muscles which connect between cells and tissues will not be optimal if a child is not involved in such physical activities. When his physical condition is in health condition, he also creates his spirit, courage and self-confidence. â€Å"From the beginning of its second year a child is no longer carried away by gaudy objects and brilliant colors with that transport of joy so characteristic of the sensitive periods, but becomes interested in tiny objects that escape our notice. † (The Secret of Childhood, p. 64, Chap 9) His concentration towards a specific thing in one object, somehow the adult have no attention or even invisible on it. Yet, a child who likes to be an observer is be able to focus on these small things. He can spend a lot of minutes to only watch and look a painting that contain many details in pictures, color, and shapes. Or perhaps to pay attention on the shapes of stones, the forms of flies or plants. His sensibility in this period can increase his focus and concentration to higher level. The last part from child’s sensitive period is his spirit to be engaged in social environment. He begins to recognize the rules of his environment, his rights and responsibilities. How he serves the surroundings with a proper manner as well as himself. He learns to have a friendship and starts to be united in a group. If all the conditions can occur in a harmony, a peace community among the children can be established. To stimuli this child’s sensitive periods thus can reveal his potentialities, Montessori has her method that can help a child’s live successful and happily in this world. We have to fully understand her philosophy and kept in mind that this method only can be perfectly done if it is considered in open minded, instead of fixed one. There are two components which support the child’s development with environment, including materials and exercises also the teacher who prepares the environment. This is because a prepared environment is the place to nourish the child. He needs it to enhance his self-construction, so he can reveal his own personality growth in such natural approach. On the other hand, the teacher should learn the theory, observes the child and try to recognize the obstacles that can hinder the child development, and remove them from his environment. The first component of this method is prepared environment. As a teacher, she must knowledge and understands what kind of environment that she can prepare to help the child’s life development. The criteria which are should be applied in Montessori classroom are concept of freedom, structure and order, reality and nature, beauty and atmosphere, Montessori materials and the development of community life. Through freedom a child can have the opportunity to reveal himself. To aid the child’s psychic development, a teacher can secretly observe the child while he is doing the works. Also, through freedom, a child can possess himself with his own pattern of development, by using his inner guidance to improve his growth. Besides freedom, the environment should have the structure and order. The aim of this structure and order is due to a child needs to build his own perception and intelligence, from predetermine and precise environment. From that condition, the confidentiality from child to deal towards his life will incarnate. Since a child love to something in order, in this creative moment, as teacher orderly has to take care the materials in the classroom. They should be arranged in sequence and classified as per difficulty level of materials. Then, if the child accomplish one activity, he knows that he has to return back the apparatus in the right place as same as he has taken before. â€Å"The child must have the opportunity to internalize the limits of nature and reality if he is to be freed from his fantasies and illusions, both physical and psychological. † (A Modern Approach, p. 57, Chap 3) The child must deal with nature and reality. We live in this world where the natural things exist. For example a tree, a child can practice his sensibility of five senses. From nature, a teacher can inform the child that the nature is the thing that serves us during our lifetime, so that as human beings we can still alive and survive. In this world, also he will face the reality condition. By understanding from his every action he made, he will have the consequences. In Montessori, the child will learn how to do the housework with the real utensils. A child will use a real knife to cut the vegetables or pouring the water from a real glass jug. A child also learns if there is a condition that doesn’t happen as he expects, he has to accept it gracefully, instead of being upset or angry. The child comes to see that he must respect the work of others, not because someone has said he must, but because this is a reality that he meets in his daily experience. † (The Absorbent Mind, p. 223, Chap 22) The fourth part of prepared environment is beauty and atmosphere. Montessori felt that the environment should be simple, bright color, cheerful and ha rmoniously arranged. It makes the environment feel so relaxing, warm and conducive for the children activities. The other important element is Montessori materials itself. They should have a purpose for the child’s development. The difficulty or error of each material that could be figured out by the child must be isolated in a single piece of material. The designs of materials must be gradually composed from simple to complex. Also they are able to use for future learning. The last thing of prepared environment is development of community life. It has three key elements that contains of sense of ownership and responsibility, responsibility the children begin to feel for each other and the inclusion of children of different ages in class. A person, who intends to be a Montessori teacher, must prepare herself. She has to think that a teacher is not the person, who has to teach or control all over the activities in class and to be followed by the students. But, she has to understand the children that they have their own manner to accomplish their works in the class. A teacher must refrain herself to interfere the child when he is in the processing his physic and psychic area through the materials, otherwise one of trait which being developed at that moment will be vanished or done improperly. As a teacher, must look in each child as one unique individual, that one to another might have different type of characteristics. So that, she has to devote her energy to help the child step by step, thus he can attain his aim in order to deal with his environment independently. She usually does by obtaining three aspects. Firstly, her responsibility to custodian and keep the environment to be the component that can attract the child’s attention, thus he can fulfill his needs in freedom and without any distraction from others. When the teacher can design a harmony situation where the child takes place during his working times, so the aim of this method will be achieved in proper way. It includes the previous explanation regarding the prepared environment. Secondly, once the environment has prepared properly the other thing that must be considered is the teacher’s action during the class. Before the child manifests his first period, she can show when she is taking care the child with hearten, lovely and warmth manner. Once the child feel comfortable, he will trust the teacher, and it is easy for the teacher, if she need to interfere the child when it is necessary. The last, when a child begins to attract by something, usually the teacher can introduce the practical life area as an initial exercised. Because, the child will meet those activities in his home every day, so that it will easier to be taught. When the child is interest to one material, the teacher explains to him, and he starts to work with it, the teacher must not interrupt him in any ways and anytime until he can finish it by his own laws. The steps will start from slow into exam, and the teacher must understand this pattern of development. These sensitive creative moments, will happen only once in child’s life time. Not only the child who has to observe and practice to be able reveal his hidden potentialities, but the teacher also has to observe and thinking every moment when the child manifests his interest of some new things or show some disorder behavior that might be caused by the environment or his inner problems. If this process goes in natural and proper way, the child can have concentration, build his confident and will feel satisfied when the can conquer one conquest. Then, a success human being with good personalities will be created, because he has the opportunities to explore and manifests his potentialities during his sensitive period.