Hydrological Impacts of Wimbleball Reservoir

Hydrological Impacts of Wimbleball Reservoir An Evaluation of the hydrological impacts of Wimbleball Reservoir using the IHA approach A river acts both as a source and carrier of water for supporting and sustaining the biological diversity and integrity of the aquatic, wetland and riparian species and natural ecosystems. To accomplish these functions, it is necessary that river water meets some essential qualitative and quantitative parameters and the stream-flow exhibits the dynamics and hydrological attributes comparable to that of natural or unaltered river flows (hydrologic regime). This hydrologic regime is the lifeline of freshwater ecosystem and all diverse variety of aquatic riparian species are for long accustomed and adapted to the characteristic temporal, spatial and hydrologic variation of water flow cycles attributable to the natural or unaltered water flow. Unfortunately, this regime and its naturally configured variation patterns get disturbed failing to absorb the stresses induced by our ever-increasing demands and environmentally irresponsive use of water. To evaluate the shifts in the pre and post-reservoir hydrologic parameters, the effect of Wimbleball Reservoir have been analysed based on the long-term flow-patterns of the downstream discharge of the reservoir. The analysis was conducted by a very robust statistical model called the IHA model. Both long term differences and RVA analysis show substantial impacts of manmade reservoir control on the biota of the Exe-catchment. Introduction Water bodies like rivers, streams, channels, etc. serve a dual function being essential source points for our day-to-day water requirements as well being its transporters or carriers by flowing in and channelling water downstream to the river beds, catchments and agricultural fields in the process supporting and sustaining the biological diversity and integrity of the aquatic, wetland and riparian species and natural ecosystems. Our earth is also called the ‘water planet’ as water forms approximately 70% of its total surface (The Ground Water Foundation,2003) but only a part of it is available for our use. This realization has long back prompted us to take up some water management practices. In the beginning, water management practices were very much focused on issues like water quality and flood control measures and the overall strategy was never so broad to include other aspects like water quantity, stream flow management and restoration (BD, Richter, etal,1997)2. However, issues pertaining to water quantity, flow, restoration, etc. gradually started to get prominence in our policy framework following a landmark order passed by the US Supreme Court identifying the separation of water quality from water quantity and flow as an artificial distinction and recommending incorporation of both water quality and quantity objectives in a broader and comprehensive water management policy framework (US-EPA, 2002)3. Water quality, quantity flow conditions are in way inseparable features considering the fact that the amount of flow in a river effects many issues of water quality and water quantity at the same time. Therefore, the assessment on the wholesomeness of water in any system is essentially dictated by the above conditions of quality, quantity and flow characteristics. Going by this approach broadens the overall water policy framework making this a comprehensive management initiative. This shift in water management approach necessitated re-configuration of the erstwhile single or limited objective driven practice of flood storm water control thereby embracing a comprehensive initiative of total ecosystem management restoration having multi-utility potentials. This system is very important and effective because this takes into account the sustainable use of water resources or ‘water takings’ and their possible restoration (Dept. of Fisheries Oceans, Canada, 2002)4. Under the ambit of this, it is necessary that river water meets some essential qualitative and quantitative parameters and the stream-flow exhibits the dynamics and hydrological attributes (hydrologic regime) comparable to that of natural or unaltered river flow (Richter D. Brian etal) 5. This hydrologic regime or ‘natural flow regime’ is the lifeline of freshwater ecosystem and all diverse variety of aquatic riparian species are for long accustomed and adapted to the characteristic temporal, spatial and hydrologic variations of water flow cycles attributable to the natural or unaltered water flow. Unfortunately, this regime and its naturally configured variation patterns get disturbed (Allan David HinzLeon, SNRE, 2004)6 failing to absorb the stresses induced by our ever-increasing water takings demands and environmentally irresponsive use of water. In fact, this is the point where human intervention or controls and water integrity issues found themselves in a highly confronting and conflicting platform. Increased water demands compelling human actions like construction of water reservoirs, dams, impoundments, etc. for storing and using water for domestic, energy and hydropower, artificial parks and various other uses have started taking their toll on river waters and water bodies substantially degrading the quality, quantity and importantly squeezing the downstream water flows(Benue, A. C. 1990). This flow reduction in rivers consequential to manmade flood and irrigation control practices like reservoirs and dams are found to alter the natural hydrologic regime bringing in a series of impairments to overall ecosystem and also opening up a new front in the field of river and hydrology studies. This paper aims to assess the variations in the hydrological parameters of a river system specifically attributable to impacts of man-made interventions or controls like reservoirs. Primarily, the research ambition is to identify and evaluate the degree of alterations in the hydrologic profile by analysing the long-term historical as well recent water flow records representative of the pre-impact and post-impact period of construction and commissioning of a typical reservoir. An emerging computer tool called the ‘IHA’ (Indicators of Hydrologic Alterations) has been applied to generate scenarios and analyze the data. The records and data needs for this study have been sourced from an existing gauging station in the Exe river of South-West England strategically selected to represent the influence of the ‘Wimbleball Reservoir’. Natural Flow Regime Hydrologic Alterations – Ecological Significance The concept of natural flow regime is based on the understanding that aquatic and riparian organisms depend upon, or can tolerate arrange of flow conditions specific to each species (Puff etal, 1997)7.For example, certain fish species moves into safer floodplain areas during floods to feed and escape from attacks of other species occupying the main water body thereby adapting a mechanism to survive and carry on all by itself. This in a way indicates that if flooding occurs at the right time of the year, and lasts for the right amount of time, these fish populations will benefit from the flood event finally. Again as a contrast to this case, other species may be adversely affected by the same flood. With the development of the science of hydrology, it has been confirmed with a good degree of confidence that hydrologic regime with all its natural and temporal variations (both intra-annual and inter-annual) are needed to maintain and restore the natural form and function of aquatic ecosystems. However, this prerequisite is not in line with the traditional water management practice which is functionally attuned to influence and dampen natural fluctuations with the objective to provide steady and undisturbed supply of water for different in-stream and out-of-stream activities(Richter et al., 2003) . Moreover, for intervening and containing extreme drought and flood events, the traditional water management initiatives rather relied on moderating and limiting flow fluctuations. Many studies indicate ‘natural flow regime’ as a determinant toing-stream flow needs of a water body. For example, (Richter et al,1996) and (Puff et al. 1997) generalized that natural flow conditions may indicate and determine in-stream flow requirements. There exists a correlation between stream-flow and other physicochemical characteristics critical to ecological integrity of streams and rivers(Puff etal., 1997). Precisely, flow can be associated to some direct as well indirect or secondary impacts and as such flow characteristics can be used as surrogates for other in-stream indicators and ecosystem conditions and importantly the components of a flow regime as shown infigure-1, are very much accessible to scientific inquiry (IFC, 2002,Poff et al. 1997, Richter et al., 1996) . Any disruption, fragmentation and dilution of this natural regime of water-flow leads to ‘Hydrological alteration’ and in general, this can be defined as any anthropogenic disruption in the magnitude or timing of natural river flows (Biosciences, 50-9, 2000). The natural flow regime of a river is dependent on various factors including rainfall, temperature and evaporation when considered in a broader geographic scale or macro-scale and is also influenced by the physical characteristics of a catchment at the catchment level or micro-scale(Rash et al, 1988) . As mentioned earlier, river flow regimes are also affected directly and indirectly by human activities. Such human interventions disrupting natural flow of a river through construction and operation of reservoirs and dams have the potential of triggering a series of undesirable consequences like extensive ecological degradation, loss of biological diversity, water quality deterioration, groundwater depletion, and also more frequent and intense flooding(Puff et al, 1997). Reservoir are built to store water to compensate for fluctuations in river flow, thereby providing a measure of human control of water resources, or to raise the level of water upstream to either increase hydraulic head or enable diversion of water into canal. The creation of storage and head allows reservoirs to generate electricity, to supply water for agriculture, industries, and municipalities, to mitigate flooding and to assist river navigation(Rash et al. 1988). The biological effects of hydrologic alterations are often difficult to disentangle from those of other environmental perturbations in heavily developed catchments as identified by Rosenberg et al. (Environmental Reviews 5: 27–54, 1997) . The impacts of large-scale hydrological alteration include habitat fragmentation within rivers (Dynes us and Nilsson 1994) , downstream habitat changes, such as loss of floodplains, riparian zones, and adjacent wetlands and deterioration and loss of river deltas and ocean estuaries (Rosenberg et al. 1997)36,deterioration of irrigated terrestrial environments and associated surface waters (McCall 1996) . Hydrological alterations also bring another indirect or secondary impacts on the genetic, ecosystem and global levels. They can cause genetic isolation through habitat fragmentation (Pringle 1997) , changes in processes such as nutrient cycling and primary productivity (Pringle 1997, Rosenberg et al. 1997),etc. With the realization of the importance of natural flow regime and the possible dangers posed by human alterations, there emerged a relatively new and promising water and ecology management paradigm. Many researchers started seeing this as a very comprehensive and sound management option and on many occasions stressed regarding the urgency of protecting or restoring natural hydrologic regimes (Sparks 1992;National Research Council, Doppler et al. 1993; and Dynes us Nilsson 1994) . Effective ecosystem management of aquatic, riparian, and wetland system requires that existing hydrologic regimes be characterized using biologically-relevant hydrologic parameters, and that the degree to which human-altered regimes differ from natural or preferred conditions be related to the status and trends of the biota(BD, Richter, etal, 1997). Ecosystem management efforts should be considered experiments, testing the need to maintain or restore natural hydrologic regime characteristics in order to sustain ecosystem integrity. Only some limited studies have closely examined hydrologic influences on ecosystem integrity and this is mainly because most of the commonly used statistical tools are poorly suited for characterizing hydrologic data into biologically relevant attributes(BD, Richter, etal, 1997). Without such knowledge, ecosystem managers will not be compelled to protect or restore natural hydrologic regime characteristics. However, recently, there have been some significant developments in the field of hydrological studies and importantly few robust computer statistical tools and models like IHA Range of Variability Approach (RVA) using the (Indicators of Hydrologic Alterations, BD, Richter, etal, 1997), Wetted Physical Habitat Simulation System (PHABSIM Model, Jowett, 1997)35, Flow Incremental Methodology (FIM), other Hydrologic Modelling Software like GAWSER, Ontario Flow Assessment Techniques (OFAT), etc. are now known to exist(Jowett, 1997). The following sections attempt to evaluate and assess the possible effects of hydrological alteration specifically induced by human interventions or activities. A very useful computer model called the model (available at Freshwaters.com) has been used for generating and evaluating the effects of flow variations. The ecological zone considered for analysis in this paper is the ‘Exe river Estuary’ region and the gauging station selected is 45001 Exe at Thorverton. The Indicators of Hydrologic Alteration (IHA) Method – Approaches Application The evaluation and assessment of the flow regime of the Exe-river system and the variations it witnessed after the construction of the ‘Wimbleball Reservoir’ have been accomplished by the application of Avery detailed computer-modelling tool known as the IHA or ‘Indicators of Hydrologic Assessment’ model. The software basically takes birth from the concept of integrity and wholesomeness of the ‘natural flow regime ‘and is configured and capable of determining the relative transformations and variations in this natural flow regime subject to any natural or artificial modifications or alterations (BD, Richter, etal, 1997). At first, it requires defining and identifying a series of biologically-relevant hydrologic attributes that characterize intra anointer-annual variations in water conditions which are further processed for a robust statistical variation analysis after isolating the data-sets to represent two different periods resembling the pre-impact and post-impact scenarios (Rosenberg, et al, 2002). The Nature Conservancy is now the custodian of this statistical tool, which is very useful for assessing the degree to which human activities have changed flow regimes (US-EPA, 2002). Brian D. Richter and et al. from the Nature Conservancy (Richter D. Brian, etal, 1996-97) have identified four basic for this analysis and they are: (I) Define the data series (e.g., stream-gauge or well records) for pre- and post-impact periods in the ecosystem of interest. (ii) Calculate values of hydrologic attributes Values for each of 32ecologically-relevant hydrologic attributes are calculated for each year in each data series, i.e., one set of values for the pre-impact data series and one for the post-impact data series. (iii) Compute inter-annual statistics Compute measures of central tendency and dispersion for the 32 attributes in each data series, based on the values calculated in step 2. This produces a total of 64 inter-annual statistics for each data series (32 measures of central tendency and 32 measures of dispersion). (iv) Calculate values of the Indicators of Hydrologic Alteration -Compare the 64 inter-annual statistics between the pre- and post-impact data series, and present each result as a percentage deviation of onetime period (the post-impact condition) relative to the other (there-impact condition). The method equally can be used to compare the state of one system to itself over time (e.g., pre- versus post-impacts just described); or it can be used to compare the state of one system to another (e.g., an altered system to a reference system), or to compare current conditions to simulated results based on models of future modification to a system. The same computational strategies will work with any regular-interval hydrologic data, such as monthly means; however, the sensitivity of the IHA method for detecting hydrologic alteration is increasingly compromised with time intervals longer than a day (Richter. Brian, etal, 1996-97). Detection of certain types of hydrologic impacts, such as the rapid flow fluctuations associated with hydropower generation at dams, may require even shorter (hourly) interval. They have also suggested that ‘the basic data for estimating all attribute values may preferably be daily mean water conditions (levels, heads, flow rates). Hydrologic conditions in general can vary in four dimensions within an ecosystem (three spatial dimensions and time).However, the three spatial domains can be scaled down to one with the assumption that only one spatial domain exists at any strategic location over time in a river system. Restricting the domain to one specific point within a hydrologic system (like any measuring point in river) makes it simple for us to identify specific water conditions with one spatial and one temporal domain. These events may be specific water conditions like heads, levels, rate of change, etc. (Richter Brian, etal, 1996) whose temporal variations can be recorded and assessed from that particular spatial point or from a single position. Such temporal changes in water conditions are commonly portrayed as plots of water condition against time, or hydrographs. Here, we seek to study and analyse the variations in hydrologic conditions using indicators and attributes, which should essentially be biologically relevant as well as responsive to human influences or modifications like reservoir and dam operations, ground water pumping, agricultural activities, etc. at the same time (Richter D. Brian, etal,1996,). Importantly, a variety of features or parameters of hydrologic regime can be used and functionally superimposed (Sense South wood 1977, 1988; Puff Ward 1990}40 to virtually represent and finally characterize the physical habitat templates (Townsend Hilde, 1994)43 or environmental filters (Sense Eddy 1992)42that shape the biotic composition of aquatic, wetland, and riparian ecosystems. The IHA method is based on 32 biologically relevant hydrologic attributes, which are divided into five major groups to statistically characterize intra-annual hydrologic variation as showman Table-1. These 32 attributes are based upon the following five fundamental characteristics of hydrologic regimes: 1. the magnitude of the water condition at any given time is measure of the availability or suitability of habitat, and defines such habitat attributes as wetted area or habitat volume, or the position of water table relative to wetland or riparian plant rooting zones; 2. the timing of occurrence of particular water conditions can determine whether certain life cycle requirements are met, or influence the degree of stress or mortality associated with extreme water conditions such as floods or droughts; 3. the frequency of occurrence of specific water conditions such as droughts or floods may be tied to reproduction or mortality events for various species, thereby influencing population dynamics; 4. the duration of time over which a specific water condition exists may determine whether a particular life cycle phase can be completed, or the degree to which stressful effects such as inundation or desiccation can accumulate; 5. the rate of change in water conditions may be tied to the stranding of certain organisms along the waters edge or in pounded depressions, or the ability of plant roots to maintain contact with phreatic water supplies. A detailed representation of the hydrologic regime can be obtained from these 32 parameters for the purpose of assessing hydrologic alteration. Importantly, all the parameters having good ecological relevance do not call for any parameter specific statistical analysis and all of them can be processed by single and unique approach like they (Kozlowski 1984; Bustard 1984; Puff Ward 1989)46. Also, because certain stream-flow levels shape physical habitat conditions within river channels, it is needed to identify some hydrologic characteristics that might aid in detection of physical habitat alterations. (Richter D. Brian, etal, 1997). Sixteen of the hydrologic parameters focus on the magnitude, duration, timing, and frequency of extreme events, because of the pervasive influence of extreme forces in ecosystems (Gaines Denny 1994)48 and geomorphology (Leopold1994)49 and other 16 parameters measure the central tendency of either the magnitude or rate of change of water conditions (Table-2). The rationale underlying the five major groupings and the specific parameters included within each are described below. Table-2: Summary of various Hydrological Groups Groups Descriptions Number of total Hydrologic Parameters 1 Magnitude of monthly water conditions 12 2 Magnitude duration of annual extremes 10 3 Timing of annual extremes 02 4 Frequency duration of high low pulses 04 5 Rate frequency of change in conditions 04 Group-1: Magnitude of Monthly Water Conditions This group includes 12 parameters, each of which measures the central tendency (mean) of the daily water conditions for a given month. The monthly mean of the daily water conditions describes â€Å"normal daily conditions for the month, and thus provides a general measure of habitat availability or suitability. The similarity of monthly means within a year reflects conditions of relative hydrologic constancy, whereas inter-annual variation (e.g., coefficient of variation) in the mean water condition of a given Month provides an expression of environmental contingency (Colwell 1974; Puff Ward1989). The terms constancy and contingency as used here refer tithe degree to which monthly means vary from month to month (constancy),and the extent to which flows vary within any given month(contingency). Group-2: Magnitude and Duration of Annual Extreme Water Conditions The 10 parameters in this group measure the magnitude of extreme(minimum and maximum) annual water conditions of various duration, ranging from daily to seasonal. The durations that we use follow natural or human-imposed cycles, and include the 1-day, 3-day, 7-day(weekly), 30-day (monthly), and 90-day (seasonal) extremes. For any given year, the 1-day maximum (or minimum) is represented by the highest (or lowest) single daily value occurring during the year; thematic-day maximum (or minimum) is represented by the highest (or lowest) multi-day average value occurring during the year. The mean magnitudes of high and low water extremes of various duration provide measures of environmental stress and disturbance during the year; conversely, such extremes may be necessary precursors or triggers for reproduction of certain species. The inter-annual variation (e.g. Coefficient of variation) in the magnitudes of these extremes provides another expression of contingency. Group-3: Timing of Annual Extreme Water Conditions This group includes 02 parameters one measuring the Julian date of the 1-day annual minimum water condition, and the other measuring the Julian date of the 1-day maximum water condition. The timing of the highest and lowest water conditions within annual cycles provides another measure of environmental disturbance or stress by describing the seasonal nature of these stresses. Key life cycle phases (e.g. Reproduction) may be intimately linked to the timing of annual extremes, and thus human induced changes in timing may cause reproductive failure, stress, or mortality. The inter-annual variation in timing of extreme events reflects environmental contingency. Group-4: Frequency and Duration of High and Low Pulses This group has 04 parameters include two, which measure the number of annual occurrences during which the magnitude of the water condition exceeds an upper threshold or remains below a lower threshold, respectively, and two, which measure the mean duration of such high and low pulses. These measures of frequency and duration of high- and low-water conditions together portray the pulsing behaviour of environmental variation within a year, and provide measures of the shape of these environmental pulses. Hydrologic pulses are defined here as those periods within a year in which the daily mean water condition either rises above the 75th percentile (high pulse) or drops below the25th percentile (low pulse) of all daily values for the pre-impact time period. Group-5: Rate and Frequency of Change in Water Conditions The four parameters included in this group measure the number and mean rate of both positive and negative changes in water conditions from one day to the next. The Rates and frequency of change in water conditions can be described in terms of the abruptness and number of intra-annual cycles of environmental variation, and provide a measure of the rate and frequency of intra-annual environmental change. Assessing Hydrologic Alteration In assessing the impact of a perturbation on the hydrologic regime, we want to determine whether the state of the perturbed system differs significantly from what it would have been in the absence of the perturbation. In particular, we want to test whether the central tendency or degree of inter-annual variation of an attribute of interest has been altered by the perturbation (Stewart-Oaten et al.1986)55. The assessment of impacts to natural systems often poses difficult statistical problems, however, because the perturbation of interest cannot be replicated or randomly assigned to experimental units (Carpenter 1989; Carpenter et al. 1989; Hulbert 1984;Stewart-Oaten et al. 1986)66. The lack of replication does not hinder estimation of the magnitude of an effect, but limits inferences regarding its causes. However, the IHA method is robust and can be easily adapted to more sophisticated experimental designs. A standard statistical comparison of the 32 IHA parameters between two data series would include tests of the null hypothesis that the central tendency or dispersion of each has not changed. However, this null hypothesis is generally far less interesting in impact assessments than questions about the sizes of detectable changes and their potential biological importance. A standardized process for assessing hydrologic impacts is included within the IHA software. The Range of Variability Method (RVA) is another analysis frame in which to assess change in structured manner. This method of determining hydrologic alteration is based on the theory that there is natural variability in stream-flow. The RVA software would plot and determine whether an activity, such as water taking, would alter the stream-low outside this normal variability. Significant alteration would occur if the stream-low regime were altered more than one standard deviation from the natural variability, which may have ecological consequences. Development of Pre- and Post-Impact scenarios When adequate hydrologic records are available for both there-impact and post-impact time periods, application of the IHA method will be relatively straightforward using the statistical procedures described above. When pre- or post-impact records are nonexistent,include data gaps, or are inadequate in length, however, various datareconstruction or estimation procedures will need to be employed. Examples of such procedures include the hydrologic record extension techniques described by Searcy (1960) and Alley Burns (1983).Hydrologic simulation modelling or water budgeting techniques can also be used to synthesize hydrologic records for comparison using the IHAmethod (Linsley et al. 1982)73. Accounting for Climatic Differences Climatic differences between the pre- and post-impact time periods obviously have the potential to substantially influence the outcome of the IHA analysis. Various statistical techniques can be used to test for climatic differences in the hydrologic data to be compared. When the IHA analysis is to be based upon actual hydrologic measurements rather than estimates produced from models, a reference site or set of sites uninfluenced by the human alterations being examined can be used as climatic controls (Alley Burns 1983). For example, stream-gauge may exist upstream of a reservoir thought to have impacted study site. Analyses can establish a statistical relationship between stream-lows at the study site and at the upstream reference site using synchronous pre-dam data sets for the two sites. This relationship can then be used to estimate the stream-low conditions that would have occurred at the study site during the post-impact time period in the absence of the reservoir. IHA Application- Description of Study Site As mentioned earlier, the principal motive of this study is tantalize and evaluate the impacts, if any, of human interventions like reservoir operations on the overall sanctity and natural integrity, i.e. the natural hydrologic regime of water bodies like rivers. Here the operation of a well know reservoir in the south-west coast of Britain called the ‘Wimbleball reservoir’ has been identified as the human intervention point which is sufficiently used to store and supply water to cater to human needs like hydropower, drinking water supply, etc. (SW-Environment Agency, 2003)81 and eventually it ends up regulating a river system in the process. The down-stream water body and habitat, which is expected to come under the influence of the alterations resulting from the Wimbleball reservoir operations, considered here is the Exe-river estuary system. The main motivation for selection of the above reservoir and the river system happens to bathe strategically located river monitoring system (gauge-station),which falls in the influence zone. This station is designated as‘No.45001-Exe at Thorverton’ having a grid reference of ‘21 (SS) 936016’ (NRFA Data Holdings, 2005)66. Figure-2 (enclosed) shows diagrammatic representation of the Exe-river catchments area along with the positions of the river and reservoir. The national authority NRFA, describes the monitoring station as â€Å"Velocity-area station with cableway and flat V-Crump profile weir constructed in 1973 due to unstable bed condition† (NRFA, 2005)66. There also exists minor culvert flow through mill u/s of station included in rating. Notably, Low flows are affected significantly by the operations of the Wimbleballreservoir post-1979 and by exports to the Taw catchment. Station iscontrol point for operational releases from Wimbleball (NRFA DataHoldings, 2005)66. The headwaters drain Exmoor and the geology is predominantly Devonian sandstones and Carboniferous Culm Measures, with subordinate Permian sandstones in the east, Moorland, forestry and arrange of agriculture (NRFA Data Holdings, 2005)66. The Exe Estuary is partially an enclosed tidal area composed of both aquatic (marine, brackish and freshwater) and terrestrial habitats. The Estuary makes an important contribution to the diversity of British estuaries by virtue of its unspoilt nature, international conservation importance, recreational opportunities and high landscape value(SW-Environment Agency, 2003) . This Estuary flows through an open landscape with gently rolling hills on either side. It is shallower than many estuaries in the south west of England, so the tide plays significant role, wit

Practical Life Exercises in Montessori and Development of Social Skills

â€Å"We can imagine an adult’s society organized as constructive society on the same lines as children’s that is on lines with this natural society of cohesion. Attachment to other people is the first stage which brings all men to work for a common ideal. It would be good for men if society could be constructed like this but we cannot command this. It must come from nature. If nature is the basis the construction will be superior, but without this basis there can only be an artificial construction which breaks down easily. † (The Child, Society and the World,  p 24, Chap III) Maria Montessori termed a child as a â€Å"Spiritual embryo†, which is in the embryonic stage of the future fully transformed adult. A society is a group of adults, while a group of children can be termed as an embryonic stage of the future society. A group of children is nothing but a school or a place where children spend time together. Hence, Montessori termed social development as possibly the most important element in her schools. Her emphasis on children being allowed the freedom to work alone and to develop concentration did not mean that she underestimated the importance of social development. Instead what she saw was that it was precisely because the children were allowed to work in such freedom that they then displayed their innate social cohesion. She saw that true discipline and harmony was something that came from within and was not something that could be enforced. â€Å"The children then are orderly and have a harmonious discipline. A discipline in which each has different interests. It is different from the discipline of a soldier, with his forced obedience, when we all have to do the same thing at the moment. This is a social discipline and it brings people into harmony with each other. † (The Child, Society and the World, p 24, Chap III) Dr. Montessori designed her environment as a miniature of the world outside. She provided social exposures in all angles to a child in her environment. â€Å"There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for he individuals within it, which comes through experience of freedom within the community. † (The Essential Montessori: An Introduction to the Woman, the Writings, the Method, and the Movement, Elizibeth. G. Hainstock, Plume publishers-Penguin Group) A child when enters a Montessori environment, will be in a pre-normalized state, with fear, anxiety, confused and other not so well felt condition. Pre-normalized child can be brought to normalized state by giving him purpo seful work, through structured environment. What is this purposeful work and how is a structured environment defined? A child will have certain inner urge for certain kind of the work according to which, she will be prompted to focus her attention on certain elements in her environment, for a certain period of time. These periods are termed as sensitive period. There are six of these sensitive periods Sensitivity to Order: The Child shows the need for order in several ways like seeing things in accustomed places. Learning through their five senses: The child has a natural curiosity to explore things around him, feeling them with his five senses. Sensitivity to small objects:. The sensitivity to small details holds the child’s attention for an extended period, fostering the ability to focus. Sensitivity to language: The Absorbent Mind of the small child makes an intellectual achievement unconsciously under the guidance of a special â€Å"sensitivity† that enables it to select certain sounds from all the other phenomena in the environment. Sensitivity to co-ordination of movement: In this period, the child has an involuntary inclination to perform and repeat movement purely for the sake of gaining greater and more precise control. Sensitivity to social aspect of life: Children pay special attention to other children of their own age. The work of Sensitive period enables recognizable affections and friendships to develop. In this way, the child learns to be part of a group. Sensitive periods provide children a natural tendency to learn. The stages of learning exist for which there should be corresponding educational environments and appropriately trained teachers to â€Å"prepare the environment. † The child learns independently using the components of the environment and the teacher guides and observes the child who chooses his activities. The teacher is the link between the child and the environment. The learning environment cultivates individualization, freedom of choice, concentration, independence, problem solving abilities, social interaction, interdisciplinary breadth and competency in basic skills. The Montessori classroom is a â€Å"living room† for children. Children choose their activities from open shelves with self-correcting materials and work in distinct work areas – on tables or on the mats on the floor. Over a period of time, the children develop into a â€Å"normalized community† working with high concentration and few interruptions. An environment includes the following components: 1. Practical Life Exercises 2. Sensorial Education 3. Language Development 4. Arithmetic 5. Cultural Education Montessori Practical Life Exercises (PLE) is seen as the cornerstone of the Montessori method. These exercises provide the opportunity for purposeful work; assist young children in their development- physically, cognitively, socially and emotionally. PLE are designed to teach children life skills as these help children develop intelligent and be in responsible contact with their surroundings. These enhance the children's control over their movements, exercising the muscles of the whole body with understanding and willed purposes. The materials given will be familiar, tempting and is food for the sensitivity of the child. â€Å"An isolated individual cannot develop his individuality. He must put himself in relationship with his environment and within the reach of the events and the life of his times. † (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) A Montessori Practical Life Exercise area is prepared in such a way that, a bit of everything is put into it. This particular area is dynamic and varies from school to school and place to place. It depends on the interest and the creativity of the adult and also reflects the cultural practices of that particular place. â€Å"The objects which we use for practical life, have no scientific significance; they are the objects in use, where the child lives and which he sees being used in his home; they are made, however in sizes adapted to the little man. Montessori Maria, The Discovery of the child, Pg 108, 2006) Evidently, a Montessori environment is a miniature of the society outside, where a child is exposed to the similar things that he finds in the world outside. The way a child works with these material and with the other kids is nothing but a mini community created inside the Montessori environment. Practical life exercises are designed to teach children life skills. The practica l life area is of great importance in the Montessori classroom, yet it is the least standardized since almost all the materials are teacher made or assembled. The Practical Activities allow the child to try doing what adults all around may be seen doing each and everyday – for example, dressing one-self, cleaning then home, and greeting people. In addition to giving the child an opportunity for self-development, these activities provide an orientation to the customs of the child’s particular society. These precise contents of the Practical Activities should therefore differ from culture to culture. † (Getmann David, Basic Montessori: learning activities for under-five, St. Martin's Press, 1987) Principles of the Montessori Practical Life Materials †¢ Each material must have a definite purpose and be meaningful to the child †¢ The difficulty or the error that the child is to discover and understand must be isolated in a single piece material. †¢ The materials progress from simple to more complex in design and usage. †¢ The materials are designed to prepare the child indirectly for future learning. †¢ The materials begin as concrete expressions of an idea and gradually become more abstract. Montessori materials are designed for auto-educative and the control of error lies in the materials themselves rather than in the teacher. The control of error guides the child in the use of the materials and permits him to recognize his own mistakes. Addition to the above principle, the following points must be considered when preparing the practical life exercises. †¢ Materials are kept together in a small basket or on a tray. It should be grouped and kept together according to the level of development to which they correspond. They must be taken from and returned to its original place. †¢ Materials are kept within their reach. †¢ Materials must be of the right size, weight, clean and intact. †¢ Materials are identical among themselves with exception of the variable quality which they possess. †¢ Materials must be attractive in colour, brightness and proportion †¢ Materials should be limited in quantity. â€Å"Te teacher superintends, it is true: but it is things of various kinds, which call to children of various ages. Truly the brilliance, the colours, the beauty of gaily decorated objects are none other than voices, which call the attention of the child to themselves and urge him to do something. Those objects possess an eloquence which no mistress can ever attain to. â€Å"Take me† they say â€Å"See that I am not damaged, put me in my place. † And the action carried out at the instigation of things gives the child that lively satisfaction, that access of energy, which prepares him for the more difficult work of intellectual development. (Maria Montessori, The Discovery of the Child, pg 110) Practical Life Exercises are meant to resemble everyday activities and all materials will be familiar, real, breakable, and functional. The materials will also be related to the child’s time and culture. In order to allow the child to fully finish the exercise and to therefore finish the full cycle of the activity, the material will be complete. In the environment, the Directress may wan t to color code the materials as well as arrange the materials based on difficulties in order to facilitate the classification and arrangements of the work by the children. The attractiveness will also be at utmost importance as Montessori believed that the child must be offered what is most beautiful and pleasing to the eye so as to help the child enter into a â€Å"more refined and subtle world†. Activities: All the activities given will have certain Direct aims and certain Indirect aims. Direct aims are those, where the child learns to do the particular activity and the purpose of the activity is served. Where as indirect aims are those, where child learns many more things from the activity. There are four major categories in Practical Life Exercises. They are 1. Exercises that help in the development of Motor skills: 1. Rolling and unrolling: The child will be presented to roll and unroll different types of mats- this helps him in being independent and also social skill of winding up and completing a the full job is indirectly presented 2. Carrying: Activities like carrying the mat, chair, table and tray are presented to the child. The direct aims of these activities are, development of motor skills where as the indirect aims are, the child is made to learn social skills like carrying things without hurting others, without making much noise and with graceful movements. These social skills are indirectly presented to the children through these activities. 3. Spooning: Here, the child learns to transfer beans from one bowl to another, one bowl to two equal bowls, to two unequal bowls, to three equal bowls, to three unequal bowls and to another identical bowl with the indicator line. The child learns to transfer beans but the social skills like holding the spoon gracefully, transferring it without spilling much and without making much noise. This gives the child confidence to be independent in the school, at home and also at the social gatherings 4. Dry Pouring: Presentations given here are pouring the dry beans from one jug to another jug, bowls in the same manner as said above. Here the child learns the pouring of dry beans along with the social skills of holding a jug, carrying the jug with bowls, pouring things without making much noise and with minimum spilling. 5. Wet Pouring: Here again the child will be doing the same activities as above but with the liquid and funneling also will be introduced. Child will be presented with and apron to wear and a plastic mat to work on, which gives him an idea of difference between the dry and the wet activity. Wearing an apron and the responsibility of wiping the spilt liquid enhances his independence and an awareness of the environment this increases his confidence and also owning thre responsibility. 6. Transferring, Pegging and Folding: Child will be exposed to things like tweezers, tongs, chop sticks, etc, and also to sorting and differentiating. Pegging with paper clips, cloth clips and peg board are also introduced. The child’s social skills of using these objects in a graceful manner are enhanced. The child learns to unfold and fold the napkins in five different ways. The napkins are unfolded and folded with gentleness of touch and the evenness of pressure. This gives the child an exposure to the social skills like folding and unfolding the different variety of cloths. 2. Exercises for the care for the environment: The activities like Sweeping, Opening and closing of different types of bottles, boxes, unlocking and locking locks, latches etc, treading the bead, tearing and cutting papers, polishing, etc are presented. These activities help the child in dealing with the above mentioned things, so that his ability to be independent is enhanced. . Exercises for the care for self: The child is thought washing his hands, face etc, also the different dressing frames are given to work with so that he can be self dependent. He can be independent enough to tie his own bow, button his own shirt, tie his own lace and zip and unzip his bag by himself. 4. Exercises to develop social grace and courtesy: The child is thought to greet, interrupt, invite and offer a seat, a glass of water, scissors, pen, and other day to day useful items. Children are made to play silence game, where their love towards silence is discovered. Waling on the line enhances the balance and the grace in walking. Apart form these activities; any activity that the directress feels appropriate is also given. The activities and the materials thus help the child in the overall development also the way, child interacts with the other children and adult inside the environment is also favorable for his the social development. Kids in the Montessori environment are vertical grouped where children of different ages are put together. There will be no uniformity in their age-wise activities. This gives them an experience of diversification, but in a single environment. The purpose behind keeping only one set of each activity in a Montessori environment is also to make the children work as a social group. Any child, who wants to work with the material, will have to wait if it is being used by some other child. This builds a concept of co-existence. Dr. Montessori many times illustrated that, in her environment children work as a group rather as an individual. She gives an instance for this. Once in her environment, children heard the sound of some precession and rushed to the window to watch it. Only one boy who was working with some material could not wind up so fast and go with them. His eyes were filled with tears, seeing which all the other kids rushed to him and helped him in winding up and all of them enjoyed the show together. This shows that in a Montessori school even though the kids work individually, they exist as a group or a community and work together for the good of the whole. This is so evident that the child in a Montessori environment is a microcosm of the society. And the reality of this society lies in unity and coherence, respect and love. Children learn to use the knowledge they have gained in an appropriate way in an appropriate environment. Dr. Montessori says â€Å"One ought to each everything, one ought to connect everything with life, but there ought not to be suppressed, by directing them ourselves one y one, the action which children have learnt to carry out and to place in practical life. This assigning of their proper places to action is one of the most important things which the child has to do. † (Maria Montessori, The Discovery of the Child, Pg 120) Conclusion: The practical life exercises are the beginning activities which improve motor control, eye hand coordination and concentration. The practical life exercises include environment care, pouring, polishing, washing, and serving. Children love these Practical Life Exercises and are also taught good work habits by being encouraged to complete the whole task, see that all materials needed are arranged in order, and make sure the entire exercise is a vailable for use by the next child. Teaching the children to be thoughtful of the rights of other children, they are prepared for a successful citizenship and career. The practical life activities contribute invaluably to the development of the whole person with inner discipline, self direction and a high degree of concentration. † http://montessoriclc. net/education/practical-life/ Thus the Practical Life Exercises not only develops the child’s academic ability but also enhances the child’s social ability. The child in a Montessori environment is not isolated with the syllabus but he is prepared to face the society outside, exposed to the materials and the environment similar to what he finds out side the school. With these activities child is given the concept of hard work, self help and owning the responsibility and above all they will know how and when to apply what they have learnt. The children own their environment and take up the responsibility of setting it and cleaning it up. They get united with children of different age groups and through these activities and the concept of coherence, love and unity is established. â€Å"A society seems to be more united by the absorbent mind than does by the conscious mind. The manner of its construction is observable and may be compared to the work of the cells in the growth of an organism. It seems clear that society goes through an embryonic phase which we can follow among little children in the course of their development. It is interesting to see how, little by little, these become aware of forming a community which behaves as such. They come to feel part of a group to which their activity contributes. And not only do they begin to take an interest in this, but work on it profoundly, as one may say, in their hearts. Once they have reached this level, the children no longer at thoughtlessly, but put the group first and try to benefit for its benefit. This unity born among children, which is produced by a spontaneous need, directed by an unconscious power, and vitalized by a social spirit, is a phenomenon needing a name, and I call it ‘cohesion in the social unit’. † (Mari Montessori, The Absorbent Mind, Pg 240) Dr . Montessori always believed in a healthy society not only with intellectual richness but also with a lot of harmony, peace, unity and love. In her opinion, the first step in building a healthy society is building a harmonious and lovable environment in the schools. Thus she designed her environment as a miniature of the society and the child in the environment as a microcosm of the whole society who represents the community or the world he lives in, who co-exists with the people around, owns the responsibility of protecting the world he live in, who moves forward coherently and with a lot of love and respect to each other. Every man in a boat race rows his hardest for the boat, knowing the full well that this will bring him neither personal glory nor special reward. If this become the rule in every social undertaking, from these which embrace the whole country down to a smallest industrial console and if all were moved by the wish to bring honor to his group, rather than to himself, then the whole human family will be reborn. This integration of individual with his group must be cultivated in the schools† (Maria Montessori, The Absorbent mind, Pg 243) Bibliography |Sl. no |Name of the author |Name of the book |Publication and year | |1. |Montessori Maria |The Child Society and the World |Montessori- Pierson Publishing Company,| | | | |2008 | |2. Montessori Maria |The Absorbent Mind |Kalakshetra Publications, | | | | |1949 | |3. |Montessori Maria |The Discovery of the Child |Kalakshetra Publications, | | | | |1949 | |4. Hainstock. G. Elizibeth |The Essential Montessori: An Introduction to |Clio press, Oxford, England, 1989 | | | |the Woman, the Writings, the Method, and the | | | | |Movement | | |5. Getmann David |Basic Montessori: learning activities for |St. Martin's Press, 1987 | | | |under-five | | Websites (http://www. montessori-namta. org/NAMTA/PDF%20files/Outcomes. pdf, Child’s Instinct to Work, Maria Montessori) http://montessoriclc. net/education/practical-life/

Analysis Of Franz Kafka s The Metamorphosis, And Henrik...

Society tells everyone that they should behave a certain way. They should speak one way and interact with others another. Although society has changed and is different in many places, there will always be a standard that is set for community members. These standards can range from expectations for women, as mothers and wives, as well as the assumption that men should be the breadwinners of their families. Literature often reflects many standards that were found at the time of publication through the authors’ expressions of their ideas. Several of these standards are placed on the domestic household, including on the wife and husband of a family. Three viewpoints of literary criticism-Marxist, Feminist, and Freudian-argue different outlooks†¦show more content†¦Mr. Samsa entrenches his family in debt with his business ventures, leaving Gregor to pick up the slack. Basically, Gregor had become a servant of his work, and, after his metamorphosis, passes that burden up to his father (Marx 3). The father, like Gregor, upsets the natural balance of society in his household by not working, up until the metamorphosis. The family starts to pay off the debts with Gregor’s income and stops after Gregor’s transformation. However, once Gregor, who used to pay the debts, dies, the family can finally go back to paying the debts (Kafka 55). In a way, Gregor dies before his literal death, where his father kills him. His labor, as alienating as it is, is a form of self-sacrifice (Marx 4). This is irony on Kafka’s part, but it simply serves to exemplify the Marxist aspects of â€Å"The Metamorphosis,† which are the themes of labor and money. Several characteristics of the Marxist viewpoint are also found in Henrik Ibsen’s â€Å"A Doll’s House,† especially in regards to the relationship between Nora and her husband, Torvald. Torvald acts in a haughty manner towards his wife for multiple reasons. One cause of his abh orrent actions is due to the fact that Torvald recently received a promotion to bank manager and is in a higher position than Nora (Ibsen 11). Therefore, since he has a senior status over Nora, Torvald feels as if he can treat her as a

Biography of Chief Massasoit, Native American Hero

Chief Massasoit (1580–1661), as he was known to the Mayflower Pilgrims, was the leader of the Wampanoag tribe. Also known as The Grand Sachem as well as Ousemequin (sometimes spelled Woosamequen), Massasoit played a major role in the success of the Pilgrims. Conventional narratives of Massasoit paint the picture of a friendly Native American who came to the aid of the starving Pilgrims—even joining them in what is considered the first Thanksgiving feast—for the purpose of maintaining peaceful relationships and harmonious co-existence. Fast Facts: Known For: Leader of the Wampanoag tribe, who helped the Mayflower PilgrimsAlso Known As: The Grand Sachem, Ousemequin (sometimes spelled Woosamequen)Born: 1580 or 1581 in  Montaup, Bristol, Rhode IslandDied: 1661Children: Metacomet,  WamsuttaNotable Quote: What is this you call property? It cannot be the earth, for the land is our mother, nourishing all her children, beasts, birds, fish and all men. The woods, the streams, everything on it belongs to everybody and is for the use of all. How can one man say it belongs only to him? Early Life Not much is known about Massasoits life before his encounters with the European immigrants other than he was born in Montaup (now Bristol, Rhode Island) around 1580 or 1581. Montaup was a village of the Pokanoket people, who later became known as the Wampanoag. By the time of the Mayflower Pilgrims interactions with him, Massasoit had been a great leader whose authority extended throughout the southern New England region, including the territories of the Nipmuck, Quaboag, and Nashaway Algonquin tribes. Colonists Arrival When the Pilgrims landed in Plymouth in 1620, the Wampanoag had suffered devastating population losses due to a plague brought by Europeans in 1616; estimates are that upwards of 45,000, or two-thirds of the entire Wampanoag nation, had perished. Many other tribes had also suffered extensive losses throughout the 15th century due to European diseases. The arrival of the English with their encroachments on Indian territories combined with the depopulation and the Indian slave trade, which had been underway for a century, led to increasing instability in tribal relationships. The Wampanoag were under threat from the powerful Narragansett. By 1621, the Mayflower Pilgrims had lost half of their original population of 102 people as well; it was in this vulnerable state that Massasoit as the Wampanoag leader sought alliances with the equally-as-vulnerable pilgrims. The Pilgrims were impressed with Massasoit. According to MayflowerHIstory.com, Plymouth colonist Edward Winslow described the chief as follows: In his person he is a very lusty man, in his best years, an able body, grave of countenance, and spare of speech. In his attire little or nothing differing from the rest of his followers, only in a great chain of white bone beads about his neck, and at it behind his neck hangs a little bag of tobacco, which he drank and gave us to drink; his face was painted with a sad red like murry, and oiled both head and face, that he looked greasily. Peace, War, and Protection When Massasoit entered into a treaty of mutual peace and protection with the pilgrims in 1621, there was more at stake than a simple desire to make friends with the newcomers. Other tribes in the region were entering into agreements with the English colonies as well. For example, the Shawomet Purchase (todays Warwick, Rhode Island), in which sachems Pumhom and Sucononoco claimed they had been forced to sell under duress a large tract of land to a rogue Puritan group under the leadership of Samuel Gorton in 1643, led to tribes placing themselves under the protection of the Massachusetts colony in 1644. By 1632, the Wampanoags were engaged in a full-scale war with the Narragansett. Thats when Massasoit changed his name to Wassamagoin, which means Yellow Feather. Between 1649 and 1657, under pressure from the English, he sold several large tracts of land in Plymouth Colony. After abdicating his leadership to his eldest son Wamsutta (aka Alexander), Massasoit is said to have gone to live the rest of his days with the Quaboag who maintained the highest respect for the sachem. Later Years and Death Massasoit is often held up in American history as a hero because of his alliance and assumed love for the English, and some of the documentation hints at an overestimation of his esteem for them. For example, in one story when Massasoit contracted an illness in March 1623, Plymouth colonist Winslow is reported to have come to the side of the dying sachem, feeding him comfortable conserves and sassafras tea. Upon his recovery five days later, Winslow wrote that Massasoit said that the English are my friends and love me and that whilst I live I will never forget this kindness they have showed me. However, a critical examination of the relationships and realities casts some doubt over Winslows ability to heal Massasoit, considering the Indians superior knowledge of medicine and likelihood that the sachem was being attended to by the tribes most skilled medicine people. Still, Massasoit lived for many years after this illness, and he remained a friend and ally of the Mayflower Pilgrims until his death in 1661. Legacy Peace between the Wampanoag Nation and the Pilgrims lasted for four decades after the 1621 treaty, and centuries after his death, Massasoit has not been forgotten. For more than 300 years, Massasoit, and many artifacts related to his time as chief were buried in Burr’s Hill Park, which overlooks Narragansett Bay in the present-day town of Warren, Rhode Island. A confederation of Wampanoags, who still live in the area, worked for two decades to secure funding and dig up Massasoits remains and the remains and artifacts of many other Wampanoag tribe members who were buried in Burrs Hill. On May 13, 2017, the confederation re-interred the remains and items in the park in a concrete vault marked with a simple boulder during a solemn ceremony. They hope the burial site will eventually be added to the National Register of Historic Places. Ramona Peters, the repatriation coordinator of the Wampanoag Confederation who led the project, explained shortly before the re-interment: I would hope Americans would be interested too. Massasoit made it possible for the colonization of this continent. Sources Daley, Jason. â€Å"Massasoit, Chief Who Signed Treaty With the Pilgrims, To Be Reburied.†Ã‚  Smithsonian.com, Smithsonian Institution, 21 Apr. 2017.Hayes, Ted. â€Å"Burrs Hill Re-Burial to Be Solemn, Private Affair.†Ã‚  RhodyBeat, 12 May 2017.â€Å"Massasoit.†Ã‚  MayflowerHistory.com.â€Å"Massasoit Quotes. AZ Quotes.