Learning Experience Of A Gelatoria

An education provides people not only with the academic skills required, but also the social skills such as having the self confidence and belief in ones self to achieve a fulfilling and happy life. It is every child’s human right to receive such an education from early years to higher, and therefore several stages in which they must travel for this to happen.

Every kid and person must be respected and protected as an individual with his/her own specific needs and characteristics, who at the same time will be socialising with other individuals and their needs and personalities. Thus, when all being together we have to ensure that we are supporting them as individuals as the same time we offer them a comfortable environment to develop their socialising skills

Encourage correct manners to be used by ‘treating others in a way that you expect to be treated’. Always allow the children to hear “please” and “thank you” being used which will show continued respect between all children and other adults.

It shows respect to other people and a lack of manners is often interpreted as a lack of respect. Manners will influence on children’s behaviour therefore practitioners will need to be good role models.

Learning is the process of gaining knowledge about various issues that affects our lives and wellbeing. The learning takes place each and every day of our lives at any place and time. There are two ways in which learning takes place. There is the formal learning and informal learning. In most cases, the formal learning is got from various learning institutions which indeed have set rules and regulations on how the running takes place. Various tests are set to help in gauging whether the student is ready for the next learning sequence or not. Institutions therefore has a bigger influence on formal learning and development of these students. On the account of the informal learning, this takes place within our social context. This form of learning is based on the societal norms and beliefs of various communities across the world. The teaching of the culture and norms that any society holds dear are indeed made possible through informal learning. Here, there is no need for a classroom which would mean that they can be done any place either a house, under a tree or as people interact in the societal setting. This paper looks into the impacts that the societal and institution constraints have on learning processes of various individuals. It gives much attention to the factual connotations of how these two sets of learning have impacted on the growth and development of various students across the world. Notably, this research uses the connotations from two articles that dwells on

* behaviour in class or other environments where the child or young person comes into contact with their peers;

Education is an important necessity in every human being’s life. For some, school is just a dreadful constitution that people must sit in for 8 hours a day, eagerly waiting to get a diploma and move on in their next stage in life, however, for others it is life-saving and both Richard Rodriguez and Sherman Alexie can say this is their case. Education has made a great influence on both Alexie and Rodriguez’s life. Although both authors faced alienation due to their ethnic background, Alexie continuously keeps in touch with his Indian roots and family while Rodriguez has lost any contact that he has attained with his family and Mexican origins.

Education is a topic that can be explored in many ways. Education is looked at in depth by both Richard Rodriguez in his essay, “The Achievement of Desire”, and by Paulo Freire in his essay, “The ‘Banking’ Concept of Education.” After reading both essays, one can make some assumptions about different methods of education and exactly by which method Rodriguez was taught. The types of relationships Rodriguez had with his teachers, family and in life were affected by specific styles of education.

Reggio Emilia is a child driven methodology where children are enriched within their environment as well as communication from their peers. Reggio Emilia schooling is an innovative approach for preschoolers and kindergarteners. Teachers are considered co learners with the children. The classroom environment is considered a “third teacher” while the children are seen as obtaining a “hundred languages”. Reggio Emilia schooling can be viewed as an out of the box and unorganized approach to learning due to excluding a written curriculum. Reggio Emilia has been viewed as highly unstructured with a high chance of bullying to develop. Reggio Emilia is an unconventional way of providing students with a manipulative environment including co-learners

An interior project called Gelatoria is being developed. To make this successful, it is important to become familiar with the industry not just by knowing the components and ingredients of product but also through familiarity with other factors correlated with the success and survivability in the market. The typical gelato shops in Italy are characterized by its unique atmosphere imitating the European lifestyle. Its homemade frozen desserts are the center of attraction not only for adults but for all consumers of all ages. Gelato is indeed popular in Italy as it is enjoyed by all kinds of consumers (D’amico, Nevstrueva, Guan, Gon, Annini, and Yang 8). This paper aims to provide a discussion of the cultural, economical and social factors that affect the industry of gelato, ice cream, yogurt and other frozen desserts. These factors will provide a deeper understanding why certain products become successful in specific regions and how culturally diverse products could be introduced to other nations.

The documentary helps us realize how children are so eager to learn and the idea of school excites them, however if they do not have access to it, they are left with no option other than stay home and help with their assigned tasks. It is also important to note that the strength at which this education pillar is

functions as proper etiquette, hygiene, and association with other peer groups. They also learn the basic

Yonis and my mother both talked about how everyone in their childhood community knew you and your parents. This way of life makes it much harder to miss behave since neighbors will act if you do bad. During my mother's childhood, there was no technology, and since it was sunny often in Ethiopia. Weather would not stop kids from going outside and playing a random game like a timed reading game. The culture just allowed them to be more social and interactive with neighbors. You would have parents going to each other's houses for coffee and meal and at the same time, their kids were also playing together. The plates used for eating with a guest were huge because they allowed you to eat with them. Since everyone knew each other there was no fear that children would be taken. They felt relaxed and

“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher 's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.”

Schools are “complex, formal organisations that, as such, include behaviours of diverse actors, organised and interconnected by a structure of authority and a network of relationships that allow partial and unfinished information, resources and products pass from one group to another" (Bates and Murray, 1981, 58). According to these authors, school is structurally grouped in two kinds – the "elementary groups" and the "interstitial groups". The former constitutes “basic structural elements” or “social units” (for example, the class, the group of teachers of a certain subject or field of knowledge, the administrative sector, etc.), while the latter, formed by the representatives of the elementary groups, are “connexion groups” which origin a network of links in the system’s structure (for example, the pedagogical council, the school and/or school group assembly, the class councils, the board of the parents’ association). It is inside these interstitial groups that the contact between the members of the isolated elementary groups is established. Research has not given much attention to the role of the interstitial groups, although the organisation of schools in the Portuguese educational system assigns them a strong leading role. The organisation of these groups, established in Portuguese schools, holds a potential of collective work to promoting a favourable school environment to students’ learning