The Mission Statement Of Party City - 1639 Words

The mission statement of Party City, my current employer, as stated in the handbook: Party City loves to celebrate. We pride ourselves on making it easy and fun for our customers to celebrate the special times in the lives of their family and friends by offering a complete selection of fresh and exciting merchandise at great value in a fun shopping environment. Culture The culture of the company is built on customer service, team building and a fun environment. The focus on the customer includes helping the customer with suggestions to create the perfect event, from birthday parties to retirement celebrations by covering the ‘parts of the party’. That ideal consists of starting with color schemes or theme, then covering the tableware, decorations, favors, invitations, thank you cards, and banners to have all of the must haves covered. That same concept goes for Halloween, which is the biggest season for Party City. We encourage the customer to not just buy a costume but become the character by starting with what the customer wants to be then offering accessories that complement the costume to create the look from head to toe. We are encouraged to greet every customer that walks in and offer assistance throughout their shopping experience. We are also careful to keep the lines moving to ensure an efficient checkout. During the holidays and major sporting events, the company encourages the employees to dress the part. For Halloween, we dress up in full costumes andShow MoreRelatedMultinational Investment Banking And Financial Services722 Words   |  3 Pagessee how their mission statement matches their actions. According to wikipedia, Citigroup is an â€Å"american multinational investment banking and financial services corporation headquartered in Manhattan, New York City.†(Citigroup, 2016) Founded in 1812, Citigroup became the third largest bank holding company after a merger with the Travelers group. Now that we know who they are, we will explore whether or not they are true to their missions statement. Citigroups mission statement is †our goal forRead MoreConceptualizing a Business Essays1081 Words   |  5 PagesSweet Tooth is a bakery and party store located in Las Vegas, Nevada. What sets this bakery apart from other bakeries is the company’s artistic flair for fun and elegant designs, whether on a cake or piece of chocolate. Sweet Tooth produces some of the most gorgeous and fun cakes, cupcakes, candy, and cookies within sin city at very affordable prices. Sweet Tooth has the reputation of possessing the best customer service and is the go to place for all of your sweet party needs. The purpose of thisRead MoreBusiness strategy of Carrefour Macedonia1453 Words   |  6 Pagessupermarket, Food markets, Discount shops ï‚ § Keeping low prices, good consumer service, comfortable shopping environment Vision and Mission statements ï‚ § Vision statement: - Carrefour has one simple ambition to be the preferred retailer wherever it operates ï‚ § Mission statement: - Carrefour is totally focused on meeting the expectations of its customers. Our mission is to be the benchmark in modern retailing in each of our markets. As a global retailer, Carrefour is committed to enabling as many peopleRead MoreThe Massacre of Rwandans During 1993 Essay1386 Words   |  6 Pagesmassacre of Rwandans during 1993 were described by Ndiaye in a statement to the Commission on Human Rights as deemed so severe that it could merit the label of a genocide. Ndiaye report offered such extensive material based on the proceeding occurring in Rwanda that the United Nations should have into account his findings when establishing a peacekeeping force called The United Nations Assistant Mission for Rwanda (UNAMIR). Ndiaye’s (1993) statement goes on to emphasize the key elements that had â€Å"facilitatedRead MoreEssay about Strategic Plan, Part I: Conceptualizing a Business679 Words   |  3 Pagesof the year there will be a party highlighting the 52 weekly flavors. The CupCake Cafà © cupcakes are freshly made every morning. The mission of a company is the unique purpose that sets it apart from other companies of its types and identifies the scope of the operation (Pearson Robinson, 2009). The mission statement for the CupCake Cafà © is â€Å"To provide our clientele with a cupcake made of quality ingredients that taste like grandma made them.† A vision statement presents a company’s strategicRead MoreMission, Governance, And Financing858 Words   |  4 PagesMission, Governance, and Financing Christus St. Elizabeth Outpatient Wound Care Clinic is primarily a community health agency that serves the Beaumont and Southeast Texas area. Its mission statement is â€Å"to extend the healing ministry of Jesus Christ† (â€Å"Our Mission, Values, and Vision†, 2016). As a not-for-profit agency, Christus St. Elizabeth Wound Care Clinic works with numerous agencies to make a profound effect in the lives of patients and to promote a positive change in the community. A mixtureRead MoreComparing Essay- Miri Regev And Shulamit Aloni916 Words   |  4 Pagespolitical arch. Aloni had defined herself as Radical liberal or Radical-social democrat while Regev is a Right Wing-Nationalist. Aloni started her Political career at Hamaa rach and was one the cofounders of the left wing party Meretz. Regev is a member of the Likud party. This comparison enables us to see the success of two very different woman to integrate in the Israeli politics holding harsh courageous opposing opin ions. Miri Regev was born and raised in Kiryat Gat by the name of MiriamRead MoreAnalysis Of The City And County Of Denver1142 Words   |  5 PagesColorado, the City and County of Denver serves the Rocky Mountain region as its financial, cultural, service and transportation center. It was founded in 1858 by William H. Larimer after a gold discovery in the area, and has grown to a city of about 3 million people today. Major economic features include the state capital building, international airport, central business district, cultural facilities, and numerous professional sports teams (City and County of Denver, 2017b). 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The restaurant was instantly successful that it spread throughout most of the Visayas, to Mindanao and then Metro Manila. It applied for franchise a couple of years later.By 2009, Mang Inasal opened one hundred stores.In October of 2010, 70% of

A House in Gross Disorder Free Essays

A sex scandal – that too accompanied by charges of sodomy, doesn’t sound theoretically convincing enough to be lauded as the chief antagonist of a book that would elaborate the manners of the early seventeenth century English society. The heinous nature of the scandal and the noble family it badly marred collectively demanded a thorough and scrupulous historical documentation that would serve as a bold yet honest evidence of the truth in times of secrecy and puritanical approaches. In A House in Gross Disorder: Sex, Law, and the 2nd Earl of Castlehaven, Cynthia Herrup takes up a bold task of chronicling an emperor’s debauchery and the subsequent fall from grace. We will write a custom essay sample on A House in Gross Disorder or any similar topic only for you Order Now On the surface, the book vividly records a tale of sodomy, rape, corruption and revenge. But Herrup goes beyond the notions of conventional morality, and excites the readers with an insightful telling of how a man of noble origin was incriminated by a system which was essentially naà ¯ve and passive. Moreover, the case of the 2nd earl of Castlehaven directly implies the latent anxieties involved with the very structure of power, which can be applicable to modern societies as well. Mervin Touchet, the earl of Castlehaven, was charged with serious offenses of actuating the rape of his own wife and of performing sodomy on one of his servants. This case received so much public attention that researchers have later on found evidential grounds to address to a number of social, religious and ethical issues involving the hindsight of power and authority, tyranny, deviance, legal entailments of suppression, and the inevitable implications of patriarchal domestic setups. A House in Gross Disorder: Sex, Law, and the 2nd Earl of Castlehaven captures the nature of governance that prevailed in the royal court of Castlehaven prior to the grisly events, and how it brought about the condemnation and beheading of the earl in 1631. In a way, the author discusses and explains the situations that led to the debauchery and disorder in the Castlehaven household. It is to be clearly understood that Cynthia Herrup does not merely tell us a shameful event, but she actively engages our consciousness and awareness about the relevance of such an event in contemporary society by collating key points concerning sex, able governance and the role of a transparent and competent legal system. Hence the main thesis argument Cynthia Herrup tries to propagate in the book is not what happened, but why it happened. The Touchets settled in the Castlehaven in 1620 and immediately exercised their sovereign power in the locality. There was an underlying wave of nobility and religious leniency about the way the head of the household directed both the internal as well as external affairs. Despite being an old family dating back to the times of the Norman Conquest in England, the Touchets never really went out to establish a fortunate identity for themselves, partly because of their inheritance and injudicious trends of marriage. Eventually it was the convicted earl’s father George Touchet who understood that â€Å"the surest path to wealth and status was a combination of service, supplication, and judicious marriage.† (p. 10) His expertise as a soldier and good administrator was well circulated, fetching him widespread recognition. But his son’s escapades, as Herrup wants us to show, are not to be confused with his own status or credibility. Stuck in a perpetual state of dynamics in terms of religion, politics and law, the stage was almost set for the ensuing chain of events that would bring ignominy to the Castlehaven family. An act of sodomy, according to the Christian convictions, was extremely degrading and morally reproachable offense. Long before the Castlehaven case, the English society was unrelenting in despising such activities. As history has it, the aristocrats in the Elizabethan times were frequently accused with similar charges, the most notable being in the cases of the Earls of Oxford and of Southampton. Due to the passive nature of the mass acceptance of crimes such as rape and sodomy, majority of these cases lay under cover and never really attracted too much attention other than a reviled broadcasting. Even men hailing from blue-blooded families had the grit to stand up to the charges brought against them – presumably for testifying to their self-confidence and beliefs in a patriarchal supremacy. But according to the prevalent Protestant notions, sodomy was typically an un-English crime usually committed by the Italians and the Turkeys who were believed to have very little sense of self-restraint and moral values. But Mervin Touchet was neither an Italian nor a Turkey, nor was he supposed to be stripped off the conventional Protestant values. So the logical question remains – why did he engage in such treachery? Herrup attempts to guide us through the convoluted system of monarchy that somehow isolated many of the young earls in the beginning of their tenures. Lack of traceability in terms of peer connections and the general tenor of mistrust and passivity at the core of the family seemed to generate a deficient measure of ethics for the accused person in contention here. Five chapters are assigned to this book, making the task of unfolding the events and their interpretations a smooth one. The first chapter recounts the history of the Castlehaven’s ancestry, their land acquisitions, and how the premonitions were about to unveil themselves. From the perspective of a historian, this chapter is thoroughly required for the sake of critical research. Herrup introduces in this chapter the obvious difference that prevailed in the moral domains of two of the earls of Castlehaven, resulting in the disorderly affairs at Fonthill Gifford. The second chapter directly goes into the central topic of the book, e. g. the allegations of assistance in rape and sodomy brought against the 2nd earl. From informative contexts, this chapter abounds in charges that eventually incriminate the earl on the ground of circumstantial as well as concrete pools of evidence. It was Lord Audley who first brought the disturbing charges against the earl, stating that he was purposefully denied of his inheritance as the earl had an unusual propensity to one of his servants Henry Skipwith. This set the ball in motion as allegations of sexual perversion and provoked acts of sexuality started raining. The Privy Council intervened into the matter and questioned most of the family members, including the accused ones. Finally in 1631, charges against the earl were found legitimate after a prolonged trial and he was convicted of rape and sodomy. Herrup inducts the evidences to support her arguments in the third chapter. The first thematic construct involves the obligation for men to control their emotive responses for the greater good of their families and loved ones. No doubt it was completely taunted by the Castlehaven to doom his own fate. The second important argument concerns the faculty of self-respect and honor in dealing with potentially unruly confrontations. This too lacked in the case of the 2nd earl of Castlehaven. The third argument, same as the second one, brings into the forefront of consideration the need to remain firm to sacred religious beliefs. All the three aforementioned arguments can be exemplified in a nutshell. As the head of a domestic setup infested with â€Å"sly servants and unruly women† (p. 74), Touchet engaged in disgraceful activities and supported the same in others (p. 79), and he was alleged to have questionable associations with Roman Catholicism and Ireland (p. 81). Hence the earl was comfortably drawn as debased and therefore, shamefaced for some reason. For the readers, it is virtually impossible to decipher the extent of his guilt, and that is precisely what the author tries to say in the book. It is basically a trial which is to be closely examined in the contemporary social context of deviance, homosexuality, tyranny and power games. So it may easily be inferred that this book is for a select band of readers – those with idiosyncratic viewpoints and a commanding grasp over the Elizabethan history of England. How to cite A House in Gross Disorder, Papers

Organization Often Faces Situations Require-Myassignmenthelp.Com

Question: Discuss About The Organization Often Faces Situations Require? Answer: Introducation According to Northhouse (2015), Trait theory of leadership is considered a timeless theory of leadership. According to the trait theory, effective leaders have certain traits that make them good leaders. This theory suggests that leaders are born. On the contrary, some of the critics of trait theory believe that leaders can be made through training and development. There are certain skills and traits that contribute to a good leaders effectiveness in certain situations. On the other hand, it is believed by many that skills can be developed. Effective leaders are made by inculcating particular traits in to them (Northhouse 2015). An organization often faces situations that require the leaders to have certain traits, rather personality traits that are required for leading the organization towards the specific goals. Personality traits are of two types, General personality traits and task related traits. The general traits are common traits that are required in all the areas irrespective of where an individual works. These traits are self-confidence, humility, core self-evaluations, assertiveness, enthusiasm, and trustworthiness, sense of humor, extraversion, optimism and warmth. The task related personality traits are proactive personality, passion for the work and the people, emotional intelligence, self-awareness, self-management, relationship management, flexibility and adaptability and management (Sethuraman and Suresh 2014). The trait approach theory suggests that individuals with these traits have the possibility of becoming successful leaders. To understand leadership it is very important to understand the traits, characteristics, behaviors of leaders. According to the trait theory leaders have a stable and consistent patterns of behaviors and consistent that determine that which individuals can be successful leaders. For example an enthusiastic leader, can easily influence and motivate people but a leader who himself is not enthusiastic will not be able to motivate the employees and the subordinates. Effective leaders will know how to make good relation with his or her subordinates; these qualities are innate to individuals (Sethuraman and Suresh 2014). Good leaders are also differentiated by their motives as well, leaders are ambitious and they are motivated by the need for occupying a position and they also have need to control others. The motives of the leadership are divided into four categories, power, drive and achievement, tenacity and resilience, strong work ethic (Van Wart 2014). Effective leaders have power motive that creates a need for controlling resources. There are two types of power motive according to the Motive leadership theory, personalized power motive and socialized power motive. Personalized power motive makes the leaders seek for themselves. According to the theory, it is the drive and an achievement motive that makes the leaders strive hard to attain certain goals and objectives. Drive enables individuals to give their best efforts for achieving certain goals and objectives maintain the persistency by continue to apply energy in that direction. Achievement is defined as the joy that an individual gets by attaining certain goals and objectives. Leaders have tenacity and resilience motives, leaders are tenacious any project of new business deal taken up by a leaders takes a significant amount of time. Leaders are resilience motives because they usually rise up from any failure of difficulty through their constant efforts (Chemers 2014). The theory that contradicts the trait theory is Contingency theory, it suggest that there are certain contingency situations that requires much more than the already mentioned traits and motives, effective leaders emerge out of these situations based on the situation leaders have to decide what action is needed. The traits of the leaders are not that much effective, rather they are forced to use their experience and forecast what steps will help in those crises. This theory says that there is no specific method to style that can fit in all the situations. Success of an organization is determined by a number of factors which includes, leadership style, quality of the followers and the features of the situation. Contingency factor is a situation or feature in a circumstance which is considered while designing the organization or designing any parts or system of the organization (Van Wart 2014). Situational theory The situational theory on the other hand suggests that leaders select the best method or the course of action based on the situation or the condition. For different types of decision-making, different types of leadership is required. For example if it is requirement of the situation that the leader or the manager has to be authorative, and he is the only member in the group that has more knowledge about the situation than others then he or she should use the autocratic type of leadership. Autocratic type of leadership style might contradict some of the traits that are required in managers, like being emphatic. There are situations when the leaders have to overlook the individual interest just to protect the interest of the team, this might clash with the interest of any group member. The duty of an effective leader in such situation will be to give priority to the interest of the entire group in such case he will contradict some of the basic things that the managers need to do, liste ning to the employees. In this situation, listening to a single employee might go against the interest of the entire group (Nahavandi 2016). Trait theory is one of the most popular theories of leadership but according to the other theorists it is not applicable in all the situations, the leadership style is determined by the situation, so is the effectiveness of the leadership. Leaders in any organization lead and direct the employees, they do require skills that lets the leaders effectively lead the organization towards attaining goals and objectives of the organization. Theories of leadership also suggest that leaders can be made, but trait theory suggests that effective leaders have certain traits that makes them leaders. Traits can be learned through experience, leaders needs to have extensive knowledge of situation. If leaders have sufficient experience about various situations they will know what needs to be done in those situations. For an instance if an organization if the workers call strikes, an effective leader might have to think out of the box and does something that will help combat the situation of and deal with the agitated workers. All these issues are not discussed in the theories and that is where the limitation can short sightedness is seen in the trait theory as well as behavioral theory. The contingency and the Situational theory all though does not lack vision, because there are many situations that will require taking different course of action other than the typical measures (Ghasabeh Soosay and Reaiche 2015). Transformational leadership Transformational leadership is the type of leadership that is most appropriate for modern organizational structure, in transformational leadership the leaders with their subordinates work towards identifying the required change and work in harmony with the employees. Transformational leadership motivates the morale of the employees and their job performance is improved by taking various measures (Antonakis and House 2013). Implications of leadership theories in organization In an organization there are many kind of individuals who are motivated in different ways, it is not necessary that all the employees can be motivated by monetary benefits, some want promotion, recognition and appreciation. It may also happen that it is not the rewards that motivates certain employees instead the fear of punishment motivates them. Dealing with sch employees might require a strict leader that can create fear in those types of employees, it is contradicting the trait theory that suggests that leaders are required to be emphatic, it is the situation that determines how the leaders should be (Chemers 2014). Leaders can be made, though various training and grooming sessions leaders can be trained to use the right type of leadership style. Contemporary leadership is totally based on the situations, the effectiveness of the leaders is based on the right use of methods and course on actions. Trait theory can be used in places where the situation always remains same. In an organization trait theory can be applied but it is not that much effective because situations are not same. A broader approach is always needed in an organization and therefore the leaders are required to act and adapt themselves according to the situation. Everyone can be a leader if proper training is given to theme, the traits can be taught not all of it but most of it, like communication skills, problem solving, adaptability (McCleskey 2014). In an organization the motive of leaders is not always power neither their need is to control others, leaders in an organization are elected on the basis of their qualities and the situation, the individual that seems the suitable to manage and lead the organization in a particular situation is made the leader. The motive of leaders is recognition and appreciation, their needs are mostly esteem needs. So, it can be said that the theory of motive is quite applicable in the practical scenario in an organization because the motives of individuals work in similar way. Motives are innate and cannot be trained unlike the traits, which are characteristics that can be learned, while motives are related to psychology (Sethuraman and Suresh 2014). References Antonakis, J. and House, R.J., 2013. The full-range leadership theory: The way forward. InTransformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition(pp. 3-33). Emerald Group Publishing Limited. Chemers, M., 2014.An integrative theory of leadership. Psychology Press. Ghasabeh, M.S., Soosay, C. and Reaiche, C., 2015. The emerging role of transformational leadership.The Journal of Developing Areas,49(6), pp.459-467. McCleskey, J., 2014. Emotional intelligence and leadership: A review of the progress, controversy, and criticism.International Journal of Organizational Analysis,22(1), pp.76-93. Nahavandi, A., 2016.The Art and Science of Leadership -Global Edition. Pearson. Northouse, P.G., 2015.Leadership: Theory and practice. Sage publications. Sethuraman, K. and Suresh, J., 2014. Effective leadership styles. International Business Research,7(9), p.165. Van Wart, M., 2014.Dynamics of leadership in public service: Theory and practice. Routledge.

Theory of Supervision free essay sample

When I think about my personal theory of supervision and evaluation, several key theories and theorists run through my mind. As an administrator, I will incorporate several different aspects and themes of theories that I have learned about. I do not think that you can be an effective leader using just one theoretical perspective. Every school, student, faculty and staff member has different needs, and it is my duty to assist in fulfilling those needs.That means that I will have to make several adjustments to my leadership style as I learn more about my schools population and issues. It is imperative that I support ISLLC standards. Effective school leaders are strong educators, anchoring their work on central issues of learning and teaching and school improvement. They are moral agents and social advocates for the children and the communities they serve. They make strong connections with other people, valuing and caring for others as individuals and as members of the educational community (Council of Chief State School Officers, 2002). We will write a custom essay sample on Theory of Supervision or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The key concepts to my approach would include aspects from Warren Bennis, Howard Gardner, David Kolb, Peter Senge and Michael Fullan. I chose these five theorists because they focus on effective leadership, change, learning and most importantly the success of all students. Warren Bennis developed four competencies of great leaders. Those competencies include the management of attention, meaning, trust and self. In order to truly be an effective leader you must be able to hold people’s attention, help them to understand your vision, earn their trust and be confident in yourself.If you are unable to master those four things, I believe that you will be ineffective as an administrator. One of the themes that I found most effective was we need to â€Å"know ourselves. †Ã‚   Bennis (2003), states that knowing thyself means separating who you are and who you want to be from what the world thinks you are and wants you to be. †Ã‚   This is a lesson that we all need to learn and relearn. I believe that leaders need to continuously be on the journey to understand themselves, especially when they go through a leadership transition of any kind. Howard Gardner and David Kolb both emphasize learning.Gardner developed the theory of multiple intelligences. His theory validates educators everyday experience: students think and learn in many different ways. Gardner provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices (Gardner, 1991). Kolb introduced the experiential learning theory. His theory emphasized the importance of experience in the learning process, drew on research by Dewey and Piaget to identify two major dimensions of learning: perception and processing (Kolb, 1984).As an administrator my main goal is the success of ALL students. It is my duty to lead school reform to raise student achievement. Success in leading reforms to increase student achievement will be hinged upon my ability to create a shared vision within the school community as well as my success in implementing new organizational structures that engage teachers in shared decision-making. A positive school climate can enhance student engagement, motivation and achievement. School climate is a significant element in discussions for improving academic performance and school reform.Positive school climate is characterized by strong collaborative learning communities. Peter Senge’s theory states that learning organizations are places where people continually expand their capacity, where new and expansive patterns of thinking are nurtured, where collective aspiration are set free, and where people are continually learning to see the whole reality together (Senge, 2006). Also, Michael Fullan states that every stakeholder in the educational change process is a change agent.Fullan and Stiegelbauer (1991 ) state that the key to successful change is the improvement in relationships between all involved and not simply the imposition of top down reform. As an administrator, it is my idea that every person in the building will work collaboratively to ensure student success. I am not just talking about classroom teachers, but also the custodians, cafeteria w orkers, bus drivers and secretaries. Everyone in the building should play a part in the environment for student learning.In other words, when students, in partnership with educators and parents, work together they promote essential learning skills as well as life and career skills that provide the foundation for 21st century learning (Partnership for 21st Century Skills, 2002). Depending on the learners and the situation, different learning theories may apply. It is important for individuals to know the strengths and weaknesses of any theory. Theories are useful because they open up the doors of possibilities and allow different ways to see the world.Schools have a greater chance of being successful and appealing if everyone works together toward achieving the common goal: creating lifelong learners. It is important that the administrator understand that their theory may need to be intertwined with others. As the old saying goes, â€Å"if the only tool in your workbox is a hammer, you will perceive every problem as a nail. † School success comes when everyone has the same mission but each brings their own â€Å"tools† to the table. My Graphic Representation.

Essay Test Sample

Essay Test SampleStudents are required to write an essay test sample, a short essay which they may take and then read online for credit. They should understand that these writing samples are not intended to be an excellent work of their own.This assignment is meant to help the student get an idea of how a class will teach them in the first place. The testing service usually uses this short essay to track their progress over the semester, how they understand the course material, and how they demonstrate their ability to use the course material.The short essay can either be from any point in the semester, the entire semester, or any part of the semester. The student needs to note that they are required to read through the essay. It is also necessary to understand that the writing samples are meant to be used as inspiration for the student's own essays.Students have a lot of time to take advantage of during this semester. They should do so, but it is important to know the standards the syllabus sets for students to receive credit for this essay. The individual writing sample should provide a good foundation for understanding the syllabus, as well as for the student to practice their own writing style.Many students fail to keep a keen eye on the requirements of the writing samples set forth. They should remember that the quality of the writing sample does not determine whether the student receives credit or not. These writing samples are simply what is needed to show a student how their work matches with the syllabus.Students must understand that they are not in fact expected to write the entire essay, as many believe. The writing sample is simply meant to give them a good starting point for creating a worthy essay. There is not necessarily anything wrong with writing this assignment for the sake of the student getting credit.An essay test sample is only to be used in conjunction with your own work. If you feel you do not really understand the guidelines in the syl labus sets forth, you should speak with a test counselor to better understand your role in the process.

Maria Montessori Her Life and Work Essays

Maria Montessori Her Life and Work Essays Maria Montessori Her Life and Work Paper Maria Montessori Her Life and Work Paper Essay Topic: Life Is Beautiful Montessori Education SA Montessori, Pre-Primary Philosophy 2 1Write a page about Maria Montessori’s family, 4 where they lived, her father’s profession, her mother and her siblings 2Where did Maria Montessori go to school, what did she study and why5 3Write about Maria Montessori’s Medical training, why, where6 4Note where she first practised medicine, why, and what did she learn7 5What was the ‘Children’s House’, where was it located, 9 what was Maria Montessori’s role 6When did Maria Montessori first start writing and why11 Why do you think Maria Montessori never married, substantiate with research12 8Who was the father of Maria Montessori’s son and why did they never marry 13 9Mario Montessori, write about his part in his mother’s life14 10What happened to Maria Montessori in Italy before World War II15 11Where did Maria Montessori Spend World War II16 12What effect, if any, did Maria Montessori’s 17 stay in India have on the spread of her method? 13How did the teaching colleges start and where18 14How did Maria Montessori spend her last few years of life, 19 where and when did she die Extracts from Maria Montessori’s Last Will and Testament20 15Try and find out what events and inventions took place in her life-time21 16Who were her contemporaries? 22 Important Dates In Maria Montessori’s Life24 Question One: -Write a page about Maria Montessori’s family, where they lived, the profession of her father, her mother and her siblings? Maria Montessori ?Maria Montessori’s parents were married in the spring on 1866; both mother and father were devoted to the liberation and the unity of Italy this was the common ground on which Maria Montessori’s parents met. They were devout Catholics. ?Alessandro Montessori was a descendant of a noble family from bologna, ? In his youth he was a soldier and then an accountant in the civil service in his later years, he was well known for his courteous politeness. ?â€Å"He was an old fashioned Gentleman, with a conservative temper and was of military habits†. (Rita Kramer, 1976, pg22). In the year 1865 Alessandro Montessori, aged 33 came to the town of Chiaravalle which was a provincial agricultural town and here he met the love of his life Renilde Stoppani then aged 25. Renilde Stoppani Montessori was the niece of the great philosopher-scientist-priest Antonio Stoppani a monument of him was erected at the University of Milan on the event of his death. ?Renilde was a beautiful a well educated woman for her time she loved to read books, this was incredible because in Chiaravalle, persons who could read and write their own names were praised, she was a firm believer in discipline, but loved her dau ghter and supported her in all she did, Renilde was very patriotic and was devoted to the ideals of the liberation and union for Italy, she was a lady of singular piety and charm. Renilde Montessori passed away in 1912. ?Alessandro Montessori and Renilde Stoppani were married within a year of his placement as a government civil service accountant in the small town of Ancona. ?After two years in Venice the couple moved back to Chiaravalle and it was a year later 1870 there were two major events the one being Italy became a unified and free nation the second being Alessandro and Renilde were blessed with a beautiful buddle of joy on August 31 and they named her Maria. ?In 1873 the government transferred Alessandro to the city of Florence and then his last move was to Rome in 1875. It was in Rome that Maria grew up. Maria Montessori did not have any siblings. Question Two: -Where did she go to school, what did she study and why? ?Maria was six when her parents enrolled her in first grade just 2 yrs before public education became mandatory. The first few years Maria was uncompetitive, receiving awards for good conduct and her needle work, she wanted to become an a ctress like most young girls of the time. ?At the age of twelve the family moved to Rome here she could receive a better education. ?At fourteen a keen interest in mathematics developed and Maria really enjoyed it, this was an interest that she carried throughout her life. Her parents suggested that she follow a career in teaching as this was one of the only professions available to young woman in the male dominated society in which Maria Montessori lived. She would not even consider it at this point. ?Due to her mathematical mind she decided she would like to follow a career in engineering which was seen as a very unusual career for a young lady. ?Maria Montessori attended a technical school for boys and graduated in 1886 and received very high marks in all her subjects her final score being 137 out of 150. After this she â€Å"attended Regio Instituto Tecnico Leonardo da Vinci from 1886 to 1890 (Kramer 1976)†. It was here that she studied modern languages and natural scienc es her favourite of all her classes was math. Question Three: -Write about her medical training, why, where, etc? ?When she was ready to graduate she was very drawn to the study of biological sciences her family were shocked to say the least but her father was very disapproving of her desire to study medicine he stopped short of forbidding her to continue with this idea. Maria first checked with the University of Rome and spoke to â€Å"Dr Guido Bacelli the head of the board of education†. Dr Bacelli explained to her in no uncertain terms that her desire to study medicine was not going to be happening, with this Maria stood up, shook hands cordially, thanked the Dr politely and then quietly remarked â€Å"I know I will be a Doctor of Medicine† she then bowed and left the room. ?Taking a new look at this problem Maria enrolled at the University to study physics, mathematics and natural sciences. In 1892 she passed her exams with and eight out of ten and received a †Å"Diploma di licenza† this made her eligible to study medicine. ?There was still the small matter of her being a woman that was standing in her way (there is not much recorded information on how she did it) but Maria persisted until she was accepted into the school. In the biography by Kramer it is mentioned that Pope Leo XIII helped her somehow. ?Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She won a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. ?Her time at medical school was not easy. She faced prejudice from her male colleagues and had to work alone on dissections since these were not allowed to be done in mixed classes. ?She was a dedicated student and on July 10th 1896 Maria presented her thesis to a board of ten men, they were truly impressed with her and granted her the degree of doctor of medicine. ?This made her the first woman to graduate from Medical School in Italy. She graduated with a very impressive score of 105 considering anything over 100 was considered brilliant (Rita Kramer 1976) ? Her first post was in the universities psychiatric clinic ? Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria Montessori was appointed professor of anthropology at the University of Rome Question Four: -a) Note where she first practised Medicine, why? b) What did she learn? ?On graduation Maria was immediately employed in the San Giovanni Hospital attached to the University. It was later in that year she was asked to represent Italy at the International Congress for Women’s Rights and in her speech to the Congress she developed a thesis for social reform, arguing that women should be entitled to equal wages with men. A reporter covering the event asked her how her patients responded to a female doctor. She replied â€Å"†¦they know intuitively when someone really cares about t hem†¦ It is only the upper classes that have a prejudice against ? Women leading a useful existence. † 1 ?In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. Much of her work there was with the poor, and particularly with their children. As a doctor she was noted for the way in which she ‘tended’ her patients, making sure they were warm and properly fed as well as diagnosing and treating their illnesses. ?In 1897 she volunteered to join a research programme at the psychiatric clinic of the University of Rome and it was here that she worked alongside Giusseppe Montesano As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. She relates how, on one such visit the caretaker of a children’s asylum told her with disgust how the children grabbed crumbs off the floor after their meal. ?Montessori realised that in such a bare unfurnished room the children were desperate for ? Sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. ?She began to read all she could on the subject of mentally retarded children and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard, who made his name working with the ‘wild boy of Aveyron’ and Edouard Seguin, his student. She was so keen to understand their work properly that she translated it herself from French into Italian. Itard developed a technique of education through the senses which Seguin later tried to adapt to mainstream education. Highly critical of the regimented schooling of the time, Seguin emphasised respect and understanding for each individual child. He created practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was to later develop in new ways. During the 1897-98 University terms she sought to expand her knowledge of education by attending courses in pedagogy, studying the works of Rousseau, Pestallozzi and Froebel. Some sixty years earlier, Froebel had established a school for very young children which placed an emphasis on play in early learning. In these ‘Kindergartens’ Froebel devised a series of toys or apparatus which he called ‘gifts’. ?Research work in psychiatric medicine and continued her education in philosophy, physiology and education. ?In 1904 Maria was appointed professor of anthropology at the University of Rome. Question Five: -a) What was the ‘Children’s house’ and where was it Located? b) What was Maria Montessori’s role? ?Maria was given a menial task: to try to educate the idiots and the uneducable in Rome ? On 6 January 1907 Maria Montessori opened her first school â€Å"Casa dei Bambini† (Children’s House), in probably one of the poorest areas in Rome the notorious â€Å"Quartered di San Lorenzo. † ? Within six months of opening the Casa dei Bambini, people from all walks of life, from every continent came to see Maria Montessoris miracle children. In observing all these developments in the children, Montessori felt she had identified significant and up till then unknown facts about childrens behaviour. She also knew that, in order to consider these developments as representing universal truths, she must study them under different conditions and be able to reproduce them. ?In this spirit, a second school was opened in San Lorenzo that sam e year. ?A third in Milan and a fourth in Rome in 1908, the school in Rome was for children of well-to-do parents. By the autumn of 1908 there were five Casa dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress and soon five year olds were writing and reading. News of Montessori’s new approach spread rapidly and visitors arrived to see for themselves how she was achieving such results. Within a year the Italian speaking part of Switzerland began switching its kindergartens to the Montessori approach and the spread of the new educational approach began. The school was for children between the ages of three and six, each of these children came from extremely poor families, and most of the parents were illiterate. ?The children themselves were â€Å"rough and shy in manner† they were very tearful and frightened, their faces expressionless and their bewilderment in their eyes was as though they had never seen anyt hing in their lives. ?These children were referred to as â€Å"idiots† and uneducable ? Maria Montessori was quoted in saying: It was January 6th (1907), when the first school was opened for small, normal children of between three and six years of age. I cannot say on my methods, for these did not yet exist. But in the school that was opened my method was shortly to come into being. On that day there was nothing to be seen but about fifty wretchedly poor children, rough and shy in manner, many of them crying, almost all the children of illiterate parents, who had been entrusted to my care They were tearful, frightened children, so shy that it was impossible to get them to speak; their faces were expressionless, with bewildered eyes as though they had never seen anything in their lives. It would be interesting to know the original circumstances that enabled these children to undergo such an extraordinary transformation, or rather, that brought about the appearance of new children, whose souls revealed themselves with such radiance as to spread a light through the whole world. ? By 1909, all of Italian Switzerland began using Montessoris methods in their orphan asylums and childrens homes. Question Six: -When did Maria Montessori f irst start writing and why? ?Maria Montessori’s book â€Å"The Montessori Method† was published in 1909. The book was originally titled â€Å"The Method of Scientific Pedagogy as Applied to Infant Education and the Childrens House† and it was later re-titled to â€Å"The Discovery of the Child†. ?Maria Montessori began writing to document her findings and to share her knowledge with all people. ?Word of Montessoris work spread rapidly. ?Visitors from all over the world arrived at the Montessori schools to verify with their own eyes the reports of these remarkable children. ?Montessori began a life of world travel- -establishing schools and teacher training centres, lecturing and writing. The first comprehensive account of her work, The Montessori Method. Question Seven: -Why do you think Maria Montessori did not marry – substantiate with research. ?It was very difficult for Maria Montessori to become a doctor as this was a male dominated profession , it was unheard of that a woman do medicine, all of the other student doctors were men. They men made fun of her and threatened her. The only way she could do what she wanted to was to block them out completely and I think this was one of the reasons Maria never married. I think it was also due to Dr Montesano’s dishonesty (as discussed in Question 8) that destroyed her faith in men; Dr Maria Montessori was a woman with great integrity and high moral standing. ?I also believe that she was totally emerged in her work and perhaps did not want the distraction, she was totally devoted to her work, and this is clearly evident in her writings. Question Eight: -Who was the father of Maria Montessori’s son and why did they not marry? (You may have to research this one). ?When Maria Montessori was at the Orthophrenic School, she worked with Dr. Giuseppe Montesano. One thing led to another, and they had an affair. Maria Montessori’s mother was devastated and knew that a scandal could destroy her daughters career. It was not the done thing in the day to have a child out of wedlock and therefore everything was kept quiet. ?She gave birth to a son, Mario Montessori. ?Mario was sent to a wet nurse and then lived with family in the country near Rome. ?There are many different takes on this part of Maria Montessori’s life one group said that Dr Maria Montessori and Dr Giuseppe Montesano agreed not to marry, they would also keep their relationship a secret and by doing so they would not reveal that he was Mario Montessori’s Father. They agreed that neither of them would ever marry another person, it was not long after this that Dr Montesano fell in love and married some-one else, Montessori and Montesano still worked together on a daily basis in constant contact and it was this betrayal of trust that prompted her to leave the Orthophrenic School ? Biographer Kramer speculated that Maria Montessori’s pregnancy as well as the break up w ith Dr. Montesano must have occurred in 1901 as this is when Maria Montessori suddenly resigned from the Orthophrenic School, and for about a year M. M was out of the public eye, she also abandoned her successful work with defective hildren at this time. Question Nine: -Mario Montessori – Write about his part in his mother’s life. ?On 20th December 1912 Maria Montessori’s her mother died at the age of seventy-two. ?Maria was deeply affected by this event and in the year following her mother’s death she brought her fourteen year-old son Mario to Rome to live with her. ?His dedication to her was of his own free will and it can not be said that it was because of a mother/son attachment. ?Mario Montessori had many loves in his life but none compared to the love he had for his mother and her work. His love for her was encompassing and it dominated his entire existence. He lived for her, with her but definitely not through her. ?Mario Montessori had no real scholastic or academic background but his total understanding of his mother’s work. His intuitive intelligence and openness of spirit allowed him to keep abreast with her quantum leaps from the first to the nth dimension even sometimes arriving just ahead, thus enabling her to soar even further. There was nothing his mother deducted, developed or stated that ever surprised him. It was said that thanks to Mario Montessori his mother never suffered the isolation that is common to genius, he was not just a sounding board for her ideas; he helped her to clarify them and give them shape, by doing this she was able to continue developing her unique mind to the end. Mario Montessori also presented his mother with fresh, new ideas. ?He began taking more of the workload from his mother as she grew older He would do the organi zing of courses, examining students, lecturing on materials, practical life etc. He coped with any unexpected complications during the training courses. By doing this he enabled Maria Montessori to concentrate fully on her creative work. As the years progressed, their complicity became total. Without him she would have grown frustrated by the lack of understanding of those around her, she would have retreated spiritual isolation, unable to cope and fight alone to preserve the purity of her work. ?It was because of his understanding, his enthusiasm and belief in her vision for the development of mankind; he became a pillar of her work. ?Even after she died, Mario Montessori continued the fight for the child the child, father of man. Here is an extract form the Last Will and Testament of Maria Montessori, and perhaps we can understand from this the importance of her son in her life. Question Ten: -What happened to Maria Montessori in Italy before World War II? ?The Spanish government invited Maria to set up a research institute which she did in 1917. She began conducting a series of teacher-training courses in London in the year 1919. ?In 1922, Benito Mussolini took over the government of Italy. Mussolini being a politician wanted Maria on his side. So, initially he encouraged and fully supported the Montessori movement in Italy. The government of Italy funded the Montessori schools and also helped Maria establish a training centre for teachers. ?Mussolini was nurturing colonial ambitions and in 1934 he was planning an attack on the African state of Abyssinia. ?To carry out his designs he needed the people of Italy, especially the youth, to be war-minded. To achieve this he set up a Fascist youth organisation whose members wore uniform at all times and gave the Fascist salute. ?Mussolini insisted that all children should enrol into this organisation. This meant even children from the Montessori schools should join. Maria disagreed with this and would not compro mise her principles and her beliefs to comply with his wishes. ?With this Mussolini ordered the immediate closure of all Montessori schools, and with this Maria was exiled from Italy. ?She moved to Spain and lived there until 1936. This again was a mistake. A civil war broke out in Spain. General Franco another fascist took over the government of Spain. She was rescued by a British cruiser. Maria opted to stay in the Netherlands for sometime. In 1938, she opened the Montessori Training Centre in Laren in the Netherlands. She continued with her work in the country till 1939. Question Eleven: Where did Maria Montessori spend World War II? ?Maria Montessori Spent World War II in India. ?It was here that she developed her â€Å"Education for Peace†, and developed many of the ideas taught in her training courses today. ?The outbreak of the World War II made Maria extend her stay in India. ?In 1940, when India entered the war, she and her son were interned as enemy aliens, but Maria was allowed to conduct training courses. ?She continued to stay in India till 1946 well after the war. ?She returned to Europe for a brief period. In 1947, she founded the Montessori Centre in London. ?In 1949 Maria Montessori travelled to Pakistan and also toured Europe in the same year. ?In 1951 Maria toured Austria. Question Twelve: -What effect, if any, did Maria Montessori’s stay in India have on the spread of her method? ?In 1939, the Theosophical Society of India extended an invitation to Maria Montessori who was 69 years of age. She accepted the invitation and reached India the same year. The journey from Holland in those days was very tedious. But this did not seem to trouble Maria. She was full of energy and keen to start work in India. She made Adayar, Chennai her home and lived there along with her son, Mario. Here, Dr. Maria came in close contact with Rukmini Devi, a Bharat Natyam dancer and the founder of the world famous centre for music, dance, and other fine arts Kalakshetra and her husband George Sidney Arundale, who was the president of the Theosophical Society of India. ?Between 1939 and 1949, Maria Montessori, with the help of her son Mario, conducted sixteen Indian Montessori Training Courses, thus laying a very sound foundation for the Montessori movement in India. Question Thirteen: How did the teaching Colleges start and where? In 1909 she gave her first Montessori course, expecting to have as students only Italian teachers. ?There were about 100 students that atte nded ?To her amazement people attended from many different countries. Probably that was the origin of what would become a serious handicap in the evolution of Montessori pedagogy. Since the beginning Montessori pedagogy has been appropriated, interpreted, misinterpreted, exploited, propagated, torn to shreds and the shreds magnified into systems, reconstituted, used, abused and disabused, gone into oblivion and undergone multiple renaissances. There are various reasons why this should be so. Perhaps the most important is that although Montessori pedagogy is known as the Montessori Method, it is not a method of education, in other words, it is not a programme for teachers to apply. Maria Montessori was not a teacher. ?In the summer of 1909 Dr Montessori gave her first training course in her approach to around 100 students. ?Her notes from this period developed into The Montessori Method, which was published in the United States in 1912, reaching second place in the US non-fiction bes t sellers. Soon afterwards it was translated in to twenty different languages. It has become a major influence in the field of education. Question Fourteen: How did Maria Montessori spend her last years of life? When and where did she die? ?Maria Montessori was nominated for the Nobel Peace for three consecutive years, 1949, 1950, 1951. But sadly the Nobel Prize eluded her on all three occasions. ?In 1951, Maria Montessori went to Holland from India. She made Noordwijk aan Zee, which is a coastal town, her home. The last few days of Montessoris life were characterized by the same activity and zeal she had shown throughout her career. ?Her long and self-sacrificing labours on behalf of the child came to a sudden end on the 6th of May, 1952. Maria was 82 years when she passed away. ?Her work lives on till today through the thousands of proud Montessorians all over the world who are continuing with her good work. Extracts From Maria Montessoris Last Will and Testament I declare that i t is my wish that Mario Montessori be the general executor of this my Will. ith regard to my property, I declare that this belongs both materially and spiritually, to my son: that is, to him belong by right not only the material goods of every kind or sort that I may eventually possess at any time of my life until the end; but to him belongs by right also, everything that may accrue from my social and intellectual works, either because they were inspired by him or because, from the time that he was able to act in the world, they were undertaken with his actual and constant collaboration, since he totally dedicated his life to helping me and my work. Therefore he is the sole heir to my work, and the only one qualified to be entrusted with the safekeeping and preservation of my work; and thus the legitimate and rightful successor to the work that I have embarked upon and that I hope he may continue and successfully complete, for the benefit of that humanity that together we have loved, finding in our shared ideals and actions the highest solace of our lives. So be it: and may his children bring him consolation; and may the world render him justice, according to his merits, which I know to be great and sublime. Revoking all preceding Wills, I declare this to be my last and only valid Will. I sign with my name. And so may friends and all those who benefit from my work, feel their debt toward my son! Question Fifteen: Try and find out what events and inventions took place in her life-time? The telephone and patent issues ?Bell filed an application to patent his speaking telephone in the United States on February 14, 1876, ? On June 3, 1880, Alexander Graham Bell transmitted the first wireless telephone message on his newly invented photo phone. ?Bell believed the photo phone was his most important invention. The device allowed for the transmission of sound on a beam of light. ?Of the eighteen patents granted in Bells name alone, and the twelve he shared with his collaborators, four were for the photo phone. Colour Photography ?Was explored throughout the 1800s. Initial experiments in colour could not fix the photograph and prevent the colour from fading. ?The first permanent colour photo was taken in 1861 by the physicist James Clerk Maxwell. ?The first colour film, Auto chrome, did not reach the market until 1907 and was based on dyed dots of potato starch. Other systems of colour photography included that invented by Sergei Mikhailovich Prokudin-Gorskii, which involved three separate monochrome exposures of a still scene through red, green, and blue filters. ?The first modern colour film, Kodachrome, was introduced in 1935 based on three colour emulsions. ?Most modern colour films, except Kodachrome, are based on technology developed for Agfa colour (as Agfacolor Neue) in 1936. ?Instan t colour film was introduced by Polaroid in 1963. Question Sixteen: Who were her contemporaries? A few of Maria Montessori’s contemporaries were Helen Keller (1880 – 1968) It was with a great deal of willpower and determination that Helen Keller became a world-famous speaker, author, lecturer and activist. ?She was an extraordinary lady because when she was 19 months old was struck by a fever that left her blind and deaf for the rest of her natural life. ?At the age of 7 she had invented over sixty different signs that she could use to communicate with her family. ?Graduated from Radcliffe, ?Gave many speeches on behalf of the physically handicapped and wrote several books ? Helen Keller made it her life’s mission to fight for the sensorially handicapped in the world Aletta Jacobs (1854 – 1929) Aletta Jacobs was the first woman in Dutch history to be officially admitted to university. ?This took place in 1871. As a schoolgirl she had written a letter to Prime Minister Thorbecke requesting permission to be allowed to attend â€Å"academic classes†. ?Aletta Jacobs’ dream was to become a doctor. ?Thorbecke answered within a week, but did not write to Aletta herself. Instead, he wrote to her father that permission had been granted. ?So, thanks to a seventeen-year-old girl, in 1871 universities in the Netherlands were opened to women. Prior to this time, universities and most schools as well, were only open to young men. It was with the exception that Anna Maria van Schurman, an educated woman (she had a command of no less than ten languages) who lived in the seventeenth century, had ever been allowed to attend any lectures (in Utrecht). However, she had had to sit behind a curtain so as not to cause a distraction for the young men. ?Throughout her life, she fought for the rights of women. ?As a doctor, for example, she opened a practice that assisted women with contraception so that they did not have to be pregnant every year. ?She also fought against the abuses of the retail trade. Aletta Jacobs also fought for the right to vote for women. ?It was only in 1919 that the right to vote for women was established. In 1922, Dutch women voted for the first time. Aletta Jacobs was 68 years old at the time. Anna Eleanor Roosevelt (1884 – 1962) ?Was an American human rights activist, a diplomat and of course she was Franklin D. Roosevelt’s wife who was president from 1933-1945 making her, the longest serving First Lady of The United States Of America. ?Eleanor Roosevelt was active in the formations of numerous institutions most notably the United Nations, United Nations Association and Freedom House. She chaired the committee that drafted and approved the Universal Declaration of Human Rights. ?President Harry S. Truman called her ‘The First Lady of the world† in honour of her extensive travels to promote human rights. ?She travelled for President Roosevelt during World War II visit ing troops at the frontline. ?She was a first-wave feminist and an active supporter of the American Civil Rights movement. Amelia Earhart (1897 – 1937? ) ?A famous American aviator, known for breaking new ground for female pilots. She is remembered for her mysterious disappearance during a flight over the Pacific Ocean? While trying to fly around the world. ?She was the first American woman to fly across the Atlantic Ocean alone. Alexander Graham Bell (3 March 1847 – 2 August 1922) ?He was a scientist, inventor and the founder of the Bell Telephone Company as the â€Å"Father of the telephone. ?In to his work in telecommunications technology, he was responsible for important advances in aviation and hydrofoil technology. Researched by Alana Jane Polyblank Information from Wikipedia and other sites on Maria Montessori

Difference Between Density and Specific Gravity

Difference Between Density and Specific Gravity Both density and specific gravity describe mass and may be used to compare different substances. They are not, however, identical measures. Specific gravity is an expression of density in relation to the density of a standard or reference (usually water). Also, density is expressed in units (weight relative to size) while specific gravity is a pure number or dimensionless. What Is Density? Density is a property of matter and can be defined as the ratio of mass to a unit volume of matter.   Its typically expressed in units of grams per cubic centimeter, kilograms per cubic meter, or pounds per cubic inch.Density is expressed by the formula:Ï  m/V whereÏ  is the densitym is the massV is the volume What Is Specific Gravity? Specific gravity is a measure of density relative to the density of a reference substance. The reference material could be anything, but the most common reference is pure water. If a material has a specific gravity less than 1, it will float on water. Specific gravity is often abbreviated as sp gr. Specific gravity is also called relative density and is expressed by the formula:Specific Gravitysubstance Ï substance/Ï referenceWhy would someone want to compare the density of a substance to the density of water? Lets look at one example. Saltwater aquarium enthusiasts measure the amount of salt in their water by specific gravity where their reference material is fresh water. Salt water is less dense than pure water but by how much? The number generated by a calculation of specific gravity provides the answer. Converting Between Density and Specific Gravity Specific gravity values arent very useful except for predicting whether or not something will float on water and for comparing whether one material is more or less dense than another. However, because the density of pure water is so close to 1 (0.9976 grams per cubic centimeter), specific gravity and density are nearly the same value so long as the density is given in g/cc. Density is very slightly less than specific gravity.