Tuesday, July 23, 2019
ART HISTORY Essay Example | Topics and Well Written Essays - 750 words
ART HISTORY - Essay Example It stands in a low sculpture that looks like an uneven terrain that is in a rectangular base (Hemingway 22). Eusebio Francisco Kino was dedicated in the year 1988 in honor of the Father Eusebio of Italy. He had traveled in 1645 to Americas as a missionary where prior to his death he traveled to Pimera and established 17 missions. This statue has three copies in the world. The Padre Kinos presence in the statute in Campbell carries dignity and craftsmanship that captures every wrinkle and muscle. Its 25 foot cast concrete bronze statute done by Julian Martinez in the year 1988. It is located in the drab corner surrounded by traffic and fulfills the promise of ADOTS in bringing public art to the town (Hemingway 11). Tucson town is full of contradictions. The Pancho Villa has been very controversial for nearly 3o years. The statute has already undergone three lawsuits which it has survived which were aimed at erecting it.The city has defended the statute where it has paid almost $2,000 for a sculptor to do some touch ups in the year 2006. This shows that the sculpture of the Pancho Villa does not get support from the local administration where it has outlived its usefulness. The cost of maintaining the sculpture is also high and needs to be replaced. The Villa has lost its purpose to serve as a political tool for the Villa future legacy in Mexico. It has provided many intense arguments due to issues of cultural diversity and politics. It is seen as the Robin Hood for the poor. The Kino and Villa statutes are no longer effective in their purpose of history resemblance and create a variety of cultural differences and, therefore, there is a need to replace them with new statutes in Tucson town. There are people in the world studying the history of Mexico and would like to see the cultural art used to describe the famous missionaries like Padre Kino. Therefore, the city experiences tourists from across the globe that come to
Monday, July 22, 2019
Drugs trafficking in the US Mexico border Essay Example for Free
Drugs trafficking in the US Mexico border Essay There has been an argument about drugs trafficking in the US Mexico border. It has been said that with effective and sustained financial aid from US, Mexico should be able to dramatically reduce drug trafficking and the violence it generates. I disagree with this idea because the origin and history of drug trafficking along the US-Mexico border indicates that not only Mexico is responsible but USA is also responsible for drug trafficking. Though US financial aid may help to reduce some of the problem, it cannot decrease demands and consumption of drug in USA and Mexico and in turn reduce drug trafficking. I believe strongly that the root cause of drug problem in Mexico- USA border is insatiable demand and consumption by the US population.            The drug trafficking laws (Dunn T.J., 1996) had their source in smuggling of various narcotics in the end of 19th and early part of the 20th century. At this time, US joined a dozen other nations to sign up the Opium International Convention as opium was the only drug that was used mostly. Mexico also ratified this decision. Later in 1914, US altered the law so that it could start charging tax on opium and its derivatives. The new act was called Harrison Narcotic Act. Anybody found in illegal possession of opium and its derivatives was charged by the federal government. USA stepped its efforts to curb illegal possession of opium by declaring that addicts of narcotics could not be prescribed with drugs. This forced these addicts to start operating black markets in order to get these drugs. Here we can see clearly this high demand by addicts and opium consumption in US led to drug trafficking.            To take advantage of the new market in US, Mexicans, Chinese and European Americans started operating along the borders in rings, partnership or in gangs. This led to an increase in the role of Mexican cities as centers of these businesses. It is the demand that led the smugglers, border bootleggers and traffickers to increase their efforts along the border. In 1959s due to the effects of opium usage and social problems, various narcotic acts were passed like Boggs act of 1951 and the narcotic act of 1956. They were meant to give police and prosecutors powers to deal with the increasing number of drug users. By this time Mexico had taken a firm stand against opium but the laws became ineffective due to the high demand for drugs by the consumers which guaranteed ready market to the supplies. Therefore, the root cause of these drugs is the high demand and the ready market was available.            The proliferation of drug use and trafficking in US (Dunn T.J., 1996) was because of USA unrealistic policies about drug abuse. USA drug war budget in 2005 was 20 billion dollars while in 1981 it was 2 billion dollars. Mexico has accused by USA of increased drug trafficking smuggling and usage. This is attributed to the heavy investment it has and increased militarization in the border. USA felt that Mexico was not doing enough to fight against drug abuse. They hoped that if trade and tourism was interrupted along the border, then Mexico would feel the pinch because there would be fewer customers. They accused Mexico of failing to fight drugs. They tightened their borders so that Mexico would change its position on conflicts in Central America as well as in other foreign policies. Mexico did not welcome this idea but continued pursuing its independent policies and harshly criticized USA for its failure to address the main causes of the drug problems. These are the insatiable demand for drugs and high consumption in the USA.            In Mexico, due to the lack of enough funds and training of police forces and the weakness of the judicial system, criminals who arm themselves with crude weapons know that there is no chance of them being caught and punished. There have been cases where the perpetrators wear police uniforms and drive vehicles that resembled those of the police casting doubts whether police were not involved in the crime (Dunn T.J., 1996)            USA has been issuing warnings to Mexico through its emissary in Mexico blaming it for not working hard enough to end the state of lawlessness. The Mexico government rejected this and accused them of fostering this state of lawlessness.            Mexico called upon both governments to work constructively in combating the crime. The US government was accused of its failure to control dangerous weapons which are used. For these reasons, Mexico should not be blamed alone for its failure to control these drug businesses.            Effective and sustained financial assistance from US cannot fully help to reduce drug trafficking and violence that it generates but still it can help. For example if it is provided, more policemen could be trained and put along the borderline where this illegal business takes place. They would be able to control the flow of illegal arms that are used by these drug dealers. It is also true that people whose per capital income is very low and their health and social problems are increasing daily are the ones who deal with drugs. So if US could offer financial aid could be channeled to this end. I think drug business would drop significantly though not completely. No matter how much aid US government can channel, the problem cannot be solved because the root causes are not addressed. These are demand and consumption, business thrives because where there are many consumers hence high demand.            For the fight against drug to be effective, both government should stop blaming each other and work on modalities to solve this problem for once and for all. The Mexican government should take a firm stand on these drug dealers just like USA. Also, US should stop blaming Mexico and address the conditions that are favoring this drug business.   Reference: Dunn T.J., 1996. The Militarization of the USA Mexico Border 1978-1992: Low           Intensity Conflict Comes Home. University of Texas, Austin.
Sunday, July 21, 2019
Impacts of Poor Teaching Methods
Impacts of Poor Teaching Methods According to Buddha, the mind is everything. What you think you become and therefore in accordance to that statement our mind is responsible for the actions we take. In this case, poor teaching methods have highly affected our mind and our thinking making us feel that we are not good at certain subjects, even making us go as far as hating the subject, whereas all that is required is a different approach. This has in turn affected students action thereby making them shy away from such subjects when it comes to subject choices. According to Aristotle, The one exclusive sign of thorough knowledge is the power of teaching. Ardictionary defines teaching as the activity of educating or instructing activities that impact knowledge or skill. Tutors handling of teaching is very flimsy in various parts of the world and hence poor teaching methods have really affected students thereby giving them a lifelong phobia at certain subjects. Poor teaching methods is affected by many factors such as, Lack of use of modern technology during teaching Lack of effective management of classrooms Personality of teachers. This factor splits into many other factors for example Lack of motivation by teachers The absence of effective individual questioning Lack of use of practical methods to aid the understanding of various topics Absence of standardised testing on each topic Lack of use of added learning time for students who lag behind Non-Student friendly teachers (http://serc.carleton.edu/introgeo/justintime/index.html) LACK OF MODERN TECHNOLOGY In accordance to David Thornburg It is a well known fact that technology improves everyday and in every aspect. Poor teaching methods are highly influenced by the use of ancient material and beliefs for teaching, for example the use of chalkboards and the writing down of long notes takes students time and leaves very little or no time for learning and understanding what is actually been taught. White board should be used instead of chalkboards in schools, also projectors and interactive boards should also be taken into consideration in helping the teachers present their notes in digital form and also to play relevant videos and illustrations to students allowing them to have a clearer view of what is being taught. The writing of notes can now be reduced if copies of notes are collected with the use of a storage device from the teacher and put into personal laptops of students. Once the copy of the note is given to each student, there will be room for more time for the explanation of topics being taught because students take a lot of time copying their notes which makes them tired and even discouraged to read back the lengthy note back because they dont have a good understanding of what has been written in the note. The use of the Chinese abacus would also help young students during get a clearer view of what arithmetic is like. The use of the internet should also be brought into consideration as a source of help to teachers and students thereby ensuring them not to be limited to knowing just what has been known for a very long period of time and leaving both the students and teachers outdated. Modifications are made to various subjects and the internet can be a source of information for educators and students therefore the internet would allow everyone to improve and gain more knowledge on various topics. (The new basics: education and the future of work in the Telematic Age by David Thornburg) LACK OF EFFECTIVE MANAGEMENT OF CLASSROOMS Classrooms are very important when it comes to learning, a standard class would be of great help to both the students and their tutors. A teacher has to have rules and regulations given to the students thereby ensuring that there is a standard policy and a certain order in the classroom. The appraisal of pupils work and the provision of sufficient feedback to students will turn out to be more knotty due to the large number of pupils. The overcrowded classrooms also causes shortage of sufficient instructional equipments, high pupil to teacher ratio also reduces possibilities of individual attention to the pupils. Only the students who sit down at the front rows of the classrooms gain from what the teacher is actually trying to pass across to the students. Congested classes are also not conducive for learning because of the stuffy surrounding and make students start sweating which makes them stressed out so easily which is actually very harmful to the health and can actually lead to th e easy transfer of airborne diseases between students. A standard classroom has to be well spaced, well aired, and beautified with different academic illustrations such as the multiplication table of numbers, if a multiplication table is part of the illustrations pasted on the walls of a classroom, it will abet learning due to the frequent sighting of it. Hence, the students would remember it well after several memorisations and will not forget easily.(Patricia Williams, Robert D. Alley, Kenneth T. Henson.1999. Managing secondary classrooms: principles and strategies for effective management and instruction Managing secondary classrooms: principles and strategies for effective management and instruction.) THE USE OF INEXPERIENCED AND UNQUALIFIED TEACHERS The use of inexperienced and unqualified teachers in teaching various subjects causes great harm to the students and greatly affects students subject choices. There are teachers without the appropriate teaching certificates. The academic background of these teachers is feeble, some of the educators teach mathematics and many are untrained, these teachers use poor teaching techniques and they lack assistance in form of constant professional development through seminars, workshops, and refresher courses. These teachers go ahead to teach students at young ages knowing that there are some subjects that require experts in the field for a better understanding of those technical subjects. For example, mathematics, if those teachers without the appropriate knowledge of teaching teach mathematics, there would a high tendency of students having very poor foundation at such a technical subject like mathematics. Such students can end up having a phobia for mathematics and end up dropping the sub ject after the completion of the secondary education. Therefore, the solution to these is by getting teachers with the appropriate teaching certificates to these subjects and these will improve the general performance of students at Ordinary level examinations particularly on subjects like mathematics and English. Non-student friendly teachers also cause great harm to some students by putting fear in the students mind. Lack of motivation by teachers also falls under examples of poor teaching methods. There are certain teachers who dont care about the intellectual feelings of students, they just teach reluctantly and leave the class meanwhile there are certain students who already have a phobia for the subject and what is just needed is motivation which they dont get really from their tutors. Teachers should be of help at motivating students, encouraging and inspiring the students to make them get up and move on. There are also cases whereby students get frustrated at the subjects been taught, instances like that are also resolved by the assistance of these motivational and inspiring teachers. The use of jokes during teaching also aids learning, this makes the students really like the teacher and makes the class lively, and there is this belief that if a student likes a teacher, he will definit ely love his subject. (David Kember and Anthony Wong 2000) According to General Ruben Cubero, the absence of individual questioning is also a factor that affects the overall performance of students. Teachers who do not carry all the students along during lectures tend to be ignorant of students who do not learn easily. Therefore, teachers have to be at the same pace with every student been taught and not leaving any student behind. A suitable solution to these is by the frequent questioning of students when new topics are been taught to know the weakness of students especially the quiet ones and to know the students who have paid total attention throughout the lesson. This also makes the class very lively and encourages the students to do private study at their leisure time. This factor would also help the teacher in knowing some topics he needs to go back and give a different approach when next he is teaching that particular topic. The use of added learning time should also be a necessity to help students who lag behind, or students who nee d extra lessons for effective understanding of topics. If a teacher uses part of his leisure time to gather some weak students together there would be a general improvement in those students performance. These students would therefore put more interest and hence there would be a high tendency of getting better grades in the subject. (General Ruben Cubero, Dean of the Faculty, United States Air Force Academy.) In addition lack of use of practical has also affected students in understanding what has been taught because they are certain subjects that require the use of practical to have a better understanding of the subject. The use of practical and application of the topics to the everyday day life would give students an idea or a clearer picture of what the teacher is explaining (David Kember and Anthony Wong 2000) The absence of study groups also affects the attitude of students towards the understanding of several topics. Students will not be able to interact among themselves and share different opinions but if the teachers put the students into study groups mixing both the weak and smart students together. There will be interaction and discussion between students in a group about their different weak points and the ones who understand a particular topic very well will help those that are still weak in those topics. For instance, when the use of study group was introduced in Chrisland college idimu by Principal T.O Malaka, there was a general improvement of every students performance that particular when all the students made a minimum of a credit in each subject at the 2009 West African Senior Secondary Certificate Examination (WASSCE). (www.chrislandschools.org) All the points that are been listed earlier are the main causes of mathematics phobia and lead to the negative attitude of students towards mathematics. A look at the 2009 West African Senior Secondary Certificate Examination (WASSCE) result of candidates in Nigeria proved that they are more students that fail mathematics than those that actually pass them. The result clearly stated that only 25.99% of all the candidates obtained a minimum of credits in both mathematics and English. (http://thenationonlineng.net) THE NEGATIVE ATTITUDE OF STUDENTS TOWARDS MATHEMATICS According to H.J.S Smith, a popular mathematician he stated that poor teaching leads to the inevitable idea that mathematics is only adapted to peculiar mind, when it is the one universal science, and the one whose ground rules are taught almost in infancy and reappear in the motions of the universe. Mathematics has a tarnished and flawed reputation among students. It is believed that mathematics is murky, obscure, vague and very difficult to understand and only known by specific people which is very wrong, once there is a change of attitude of student and all those poor teaching methods are corrected, there would be an overall improvement in mathematics result. The teachers have scrawny academic backgrounds on the mathematics content to deliver. Their own manner to mathematics also contributes to their inability to egg on the pupils to study mathematics. The teaching techniques that are used remain principally the traditional talk and chalk mode of delivery. These educators are unde r pressure to facilitate their students pass examinations, and therefore, they are forced to water down the implemented curriculum. This has in turn let to the poor performance of students. If an analyst asks a mathematics professor if he possesses a special brain, he just laughs and it will turn out that he had come across a motivator that was responsible in helping him discover the true beauty of mathematics. Therefore, in conclusion to these saying once a student has a good foundation at a subject he will definitely have a passion for the subject and give his best shot to the subject. According to Plutarch a Greek biographer and essayist, he stated, the mind is not a vessel to be filled. It is a fire to be rekindled the jaundiced attitude of students towards mathematics is highly exacerbated by the method in which it was been taught. These teaching strategies have also relied on the behaviourist model of learning, a paradigm that stresses learning by repetition and memorisation. Teachers should therefore replace the behaviourist paradigms with strategies based on other progressive and improved methods of learning which would be of very great help to student at their ages and which will remove any fear, change the attitude, and bring confidence to students in doing the subject after the completion of secondary education.
Walter Gropius and Mie van der Rohe | Comparison
Walter Gropius and Mie van der Rohe | Comparison As it known about two famous German architects, Walter Gropius and Mies Van de Rohe, who had been worked together and made a great contribution to the world architectures. Although both of them focus on the Modern building technology, they still have their own unique features and design philosophies. Walters main themes of architecture is standardized house, prefabrication and developed house for low-income workers whereas Mies Van de Rohes Less is more and God is in the details are his famous sayings. This essay talks about the two famous architects from Germany and the similarities and difference between their unique architectural buildings. In this essay, some of the greatest masterpieces before WW2 such as the Tà ¶rten Estate, skyscraper, IIT campus buildings are mentioned below. Walter Gropius, a German architect and educator, who established the Bauhaus school of design, which has become a predominant force in architecture in 20th century. Gropius was famous for the Bauhaus style and the prestige of the architecture had established when he grouped with Adolph Meyer. Walter Gropius went against the Nazi regime and escaped Germany secretly in 1934. He taught architecture at Harvard University in Britain after a few years. Then, the Bauhaus concepts and design principles were generated and introduced by him. During the 1938 to 1941, he worked on some houses with Marcel Breuer and all of them established the Architects Collaborative in 1945 (Jackie Craven n.d). Ludwig Mies van der Rohe, another prestigious German architect, who had worked with Walter Gropius and highly regarded as one of the pioneering masters of Modern architecture. Although he had never received any formal education in school, it would not stop the pursuit of establishing a new architectural style. Less is more and God is in the details are his aphorisms. He continued to seek a rational method that could navigate the innovative process of architectural design and strived to a concept of minimal framework of structural order fight against the freedom implication of free-flowing open space-skin and bones building style. Mies van der Rohe became well known for the glass and steel, this style clarified that the Barcelona Pavilion expressed as well as the planar inner walls that are an outgrowth of the belief that space must be made universal and flexible (Ludwig Mies Van der Rohe: architect biography 2011). Mies s design for the housing was stemmed from his early study of the Kari Friedrich Schinkel. This project was famous from drawing and photographs. In 1912, Mie established his practice as an unique architect in Berlin. At that time, there was a competition that had been held for a skyscraper design on Friedrichstrasse in Berlin. Although Miess scheme was successful and forward-looking, the project could not be accepted due to the poor conditions would not match with the solution (Ludwig Mies Van der Rohe: architect biography 2011). Walter Gropius- design philosophy The architectural design of Walter Gropius was on the basis of the new architecture, which was not just about shelter any longer, but a kind of expression. The whole world has changed the idea from the gigantic structures to the stability and protection of the architectural buildings. In the modern age, we can concentrate on the architecture itself and the pursuit of our humans expressed feelings. Walter Gropiuss ideology of designing buildings is far more advanced and preferable to the modern time than turn people in the past. He has more focused on the central expression and utilitarianism of every buildings rather than beautiful structure and extravagant materials (Design Philosophy 2011). Walter Gropiuss New Architecture included the new materials and modern technologies of the World. He said that excellent design should be available to all and truly believed that it was not impossible by using standardization and prefabricated homes. The use of walls was just the most distinguishing angle of the buildings he designed. The simple form that provided by him was the best way to express life (Design Philosophy 2011). Bauhaus/International style of architecture has a number of unique features: namely, functionality Vs ornamentation, asymmetry and regularity Vs symmetry, and space Vs mass. Walter Gropius gave up the old concept and style of the architectural building, while he mainly put these three ideas in the front line- functionality, asymmetry and space. Bauhaus buildings are normally cubic with right angles; they have smooth facades and an open floor plan (Yael Zisling 2000). Bauhaus architecture primarily relates to the social aspects of design and workers departments. Tel Aviv, a newly evolved city, which embraced the style. This style of architecture was popular at a time due to the new engineering advancements that allowed to be built around steel or iron frames, that was, the walls did not support the structure any longer, but only enveloped from the outside. The International Style was the kind of architecture that never depended on the past style of the buildings; conversely, it made an attempt to set up a new and modern style. In Tel Aviv, Bauhaus architecture benefited a foothold because there was no real entrenched architectural style. However, the style of the architecture could be discovered in many places in Tel Aviv (Yael Zisling 2000). Ludwig Mies Van de Rohe design philosophy Miess glass skyscraper proposal actually had not been accepted by those clients because there was a thirty-story tower designed for an usual site situated near the crossing of the broad avenues, and this free-form scheme without any effective solutions for the structure. In 1923, the proposal was known from the photos of a model and several drawings. It can be shown from this project that Mies Van Der Rohe moves to a real modern style, it has become of great interest. He took over a number of studies of these architectures, which includes block building at that time (Ludwig Mies Van der Rohe: architect biography 2011). In 1924, the plan for a brick building has a close resemblance to the de Stiji paintings of Van Doesburg. Mies Van der rohe regarded the brick as an old material and utilized it in the design for this planed country house. The Walls were free standing, sliding out from beneath the roof into the landscape. The walls linked with glass enclosures produced an entirely new effect, with radical implications for living style. Mies van der Rohe used these concepts to good effect in the Barcelona Pavilion of 1929 (Ludwig Mies Van der Rohe: architect biography 2011). Walter Gropius -technology Due to the Industrial Revolution, the world had evolved dramatically, while art schools ignored new technology and ideas. Gropius supported students to exploit new industrial materials and processes. Walter Gropius believed that art should serve the proletariat and those of completed buildings. The main themes of Gropius architecture is standardized house, prefabrication and developed house. These ideas were applied into his private missions. In 1926, Gropius designed a 60-dwelling low-income community in Dessau, Germany- the Tà ¶rten Estate. He often helped the urban workers who live under the poverty lines. In order to help those poor workers, Gropius planed to design economical buildings with small but comfortable rooms by using cheap materials like cement and prefabricated elements. He tried to improve the sunlight and air circulation in the room by placing the windows (Walter Gropius and the Legacy of Modernism / Maddie Wardley 2011). At present, most of the modern buildings adapt the Bauhaus style. There is a typical case of Truro House design. This house makes full use of the energy-saving techniques like solar power and it is divided into the wings. One is used for family visits and could be closed to reduce the energy. Just as Gropius, the buildings prefer to white color, big windows and a flat roof. The structural elements have been exposed under the sunlight. Perhaps Gropius fancies about the transparency in these buildings so that visitors can see through the construction and inner workings. Therefore, the Truro House can demonstrate a theme of technology, comfort, conservation and functionality by this famous designer. Up into now, the architecture is still largely affected by Bauhaus Modernism (Walter Gropius and the Legacy of Modernism / Maddie Wardley 2011). Mie van der Rohe Technology Mie van der Rohe designed Czechoslovakia in 1930, the largest luxurious Tugendhat House in Brno. On a sloping site, this building is with a compact two-story plan and entered from the street at the higher level. The living rooms and dining rooms give more space and quality. Its use of exterior terraces on both levels is omparable to Le Corbusiers Villa Stein in Garches, France, 1927. The house is the same in function as large, late nineteenth-century country houses. Individual spaces could be shut off using draperies on ceiling tracks. The curved wall denning the dining room is Macassar wood, with an onyx freestanding wall denning space between living area and study. The Brno chairs designed for this house have been generated. The house suffered damage and is now owned by the city of Bmo (Ludwig Mies Van der Rohe: architect biography 2011). Ludwig Mies van der Rohe was counted among the founders of modern architecture and design. One of the most emulated architects of the 20th century, he taught architecture for almost 30 years. Mies came to Illinois Institute of Technology to head the universitys Department of Architecture soon after the closing of Bauhaus, the renowned design school that flourished in Germany from 1919 until the rise of Nazism in 1933. During his 20 years as chairman of the department, he built up a curriculum based on the Bauhaus philosophy of synthesizing aesthetics and technology. He strongly emphasized on the grounding in the fundamentals of architecture and on a disciplined method of problem solving is reflected in IITs curriculum. According to his career, Mie had affected a great many architects and they made his theories into a movement (See Architecture 2011). His own designs, ranging from the Barcelona Pavilion in Spain to the Seagram Building in New York to IITs S. R. Crown Hall changed the skylines of cities all over the globe. Mies established Crown hall, which depicted on the banquet stamp, in 1955, was considered to be one of his greatest architectural masterpiece. In order to provide for a flexible, columnless interior, Mies stopped the roof from four steel girders maintained in the midway through eight external columns. Crown Hall has been regarded as an immortal contribution to the architecture of Chicago and the world. In 1941, Mies also designed the masterpiece of IIT campus, which was the most remarkable projects he believed and the only person to come close to attaining the whole realization. There are 20 architectural buildings around the old campus, which are the greatest Mies-designed buildings in the world. Hence, IIT campus has become a landmark of Chicago(See Architecture 2011). Similarity Difference Not surprisingly, it is evident from the details provided that there are some similarities and differences between Walter Gropius and Mies attitudes toward the technology and stylish building to the specific group of people. Walter Gropius focuses on low-income workers and he tries to build up the affordable and comfortable homes for people. Moreover, he considers the cost consumption of materials, the architectures practice, space, sunlight and air circulation. Further, he believes that architecture should express a kind of feelings or theme rather than its extravagant materials consumption and too distinguished surface. It has been discovered that the buildings that Walter Gropius designs are almost the peoples living place and the structures are modernized and fully transparent. The Bauhaus/ International style of architecture hold its ideology: functionality, asymmetry and space with lower cost consumptions. This would be fine match with the modern peoples perceptions and demands. However, although Mie van der Rohes architectural style still toward the Modernism, it seems that Mie vans buildings are far more preferable to the metropolitan building such as skyscraper. This is the striking difference between the Mie and Walter Gropius. The Mie van der Rohe has strongly emphasized the details, qualities and aesthetics. For example, the living rooms and dining rooms give more space and quality. Its use of exterior terraces on both levels is omparable to Le Corbusiers Villa Stein in Garches, France, 1927..Also his architectural buildings normally located on the Campus or the city centres, IITs S. R. Crown Hall is the one case to prove it. Mies architectural theories can build up a big city for one country whereas Walter Gropiuss can establish a comfortable home for people. Maybe this is where the difference is. Still, there remain some similarities between them. First, they both apply modern technology to the building establishment; second, no matter Walters the three main themes or Miess God is in the details, they all made the greatest contribution to the human race, to the country, to the modernization. Meanwhile, they hold the common attitude to the modern technology and impart their way of thinking to the next generation. Conclusion All together, this paper discusses the main architectural styles and design philosophies from Walter Gropius and Mie van der Rohe before the second world war. Walter Gropius prefers to the functionality of the building, while Mies is more likely to design it in an aesthetic way. They both have the typical masterpieces which located in different places. There are also a lot of research findings about their architectures, designs and attitudes toward the modern technology. Based on these series of comparison and contrast, it has been noted clearly that the situation of architectural development and technology goes to the certain extent that has already reached the contemporary design model-skyscrapers or the Tà ¶rten Estate, unfortunately, the conditions of architecture could not meet the requirements of solutions at that time. Nevertheless, their ideas have surpassed all the unavailable conditions and exerted the strong power to push the historical movement. How do children learn? How do children learn? How do children learn? Describe and evaluate behaviourist and cognitivist theories of learning, with reference to influential researchers and writers in each field. Child development that occurs from birth to adulthood was mostly ignored throughout much of history. Children were often viewed as small versions of adults rather than individuals and little attention was paid to the many advances in cognitive abilities, language usage, and physical growth. It wasnt until early in the 20th-century that interest was taken in the field of child development. This then tended to focus on abnormal behaviour. The following are some of the theorists that specialized at looking at cognitive development; these include Piaget, Bruner and Vygotsky. Jean Piaget (1896 1980) was a constructivist whose work has been a major influence both on child development and on learning and education. Piagets view was that from birth to adulthood children pass through a number of different stages of cognitive and mental development. As well as this he highlighted that the individual child played a big role in their own development and learning. He also recognized that the social environment plays a part alongside this. Although recognizing this he did not emphasize it, therefore his work focuses on the individual child impacting his or her own development. Piaget broke his cognitive development in to four different stages; Sensori-motor (birth to around two years), pre-operational (two to around seven years), concrete-operational (seven to around twelve years) and finally formal-operational (twelve years and onwards). As I said above although these stages have ages against them all individuals learn and development at their own rate and so may not hit these stages at the same time as all their peers do. This is something you see in schools and why work needs to be differentiated for the different abilities as they are all learning at their own rate. Piaget also believed that children learn through processes of adaptation which is known as assimilation, accommodation and equilibration. An example of assimilation can be that child A establishes the concept of cats as black. Child A then progresses to accommodation where the toddler ‘accommodates new information that cats can be different colours. Equilibration is where child A then needs to have this reinforced by further experiences before accommodating this in to their understanding. Schemas are one thing that came out form Piagets work. These are early ideas and concepts based on linked patterns of behaviour and are part of the childrens way of understanding their experiences. Schemas often occur in clusters and dominate a childs play at any one time. For example the idea of transporting, children will take time to investigate the different ways in which to move objects, such as using bags, trucks and trolleys. Jerome Bruner (1915) and Lev Vygotsky (1896-1934) built on Piagets theory. They stressed the role of play, talking with adults and interacting with the social world. Piagets view of the child being a solitary learner is here replaced by that of the child as a social being. Children use their learning skills and knowledge of their own culture, received from adults to develop their ideas and learning that they could not do as a solitary learner. Vygotsky saw children as active organisers of their own lives which agreed with Piaget however he extended this to believing that social relationships and interaction with other people where needed to develop intellectually and that â€Å"knowledge develops through interaction with others†(Mistry, M 2009) So where Piaget emphasized the individual learner, Vygotsky is now emphasizing the role of the adults in helping children learn. From this he identified the ‘zone of proximal development, which is where children show signs about being ready to move on in their own development and learning. Adults then need to intervene and â€Å"help children to move into the zone of actual development and the cycle goes on.†(Smith, M 2006, p117). There are other areas in which theorists have specialized in, one of them being behaviour. Some of these theorists are Pavlov, Skinner, Bandura and Watson. These theories are part of the transmission model which builds on the thinking of the philosopher John Locke (1632-1704). Transmission theories are less to do with what goes on inside the mind and more to do with what goes on with the external outputs and influences of learning. There are two main components of transmission theory: learning theory and social learning theory. This is where those theorists come in so will look at them in more detail. The learning theory is where children learn through experience, this is shown through classical conditioning and operant conditioning. Ivan Pavlovs (1849-1936) work on the behaviour of dogs is an influential example of how the learning theory has developed through the twentieth century. Pavlovs research consisted of conditioning dogs by feeding them when a bell rang or a light shone. This progressed and went on for some time until finally when the bell rang or the light was flashed the dog would automatically salivate. The dogs had been conditioned to this way of thinking. This is something that is reflected in schools today for example when the bell rings at the end of the lesson the children then know that it is then a break time. This is repeated everyday during school and so the children become conditioned in to this way of thinking. These behaviours are continued through life even by teenagers and adults. For example at secondary school when the bell went at the end of a lesson myself and peers would automatically make the move to pack up our things and move to our next lesson or on to break time. Other things that we condition children to do is sit on the carpet with their arms and legs crossed. Also to hang their coats up and put their bags away, this becomes and automatic routine for children when they come in to school in the morning. Further development from Classical conditioning is Operant conditioning which psychologist B. F Skinner worked on. This operant conditioning is more to do with shaping and modifying behaviour rather than creating certain behaviour patterns. Skinner again worked with animals during his research, he gave the dogs food as a reward. The food was used as positive enforcement, if the dog was not to do what Skinner wanted he would ‘punish them by giving them electric shocks for example. Doing this repeatedly meant that the bad behaviour the dog presented with soon became eliminated. This works the same way for children, good behaviour is rewarded with stickers or golden time for example and the bad behaviour would be treated with detentions or telling off, singling out. This then works in the classroom as well, the children learn what behaviour is expected of them and what they will get in return for what they do. Smith, M (2006 p112) says that â€Å"By selectively reinforcing behaviour that is wanted adults can change the way children behave. This is called behaviour modification.†The social learning theory is where children learn through example. This leads on from the Learning theory but also emphasizes that children learn behaviours by observing and imitating adults, especially those that are important to the child. Some of these may include family members and the class teacher or other professionals that the child may work with. It has also been shown that children imitate each other. Albert Bandura (1925-) did an experiment using Bobo dolls. He showed three groups of children a doll being kicked and hit by other children which was then followed by showing a different consequence to the different groups. One of them being told off showing the behaviour was unacceptable, one being praised for what they had done and the last was not shown any consequence. After this they were then put in a room to see how they would react. This then showed Bandura that children would repeat what they had seen. This is seen in schools as well, both positively and negatively. Having mixed ages in classes or on the playground together means that younger children can look up to the older children and imitate their behaviour. The older children have been in the school longer therefore know how to behave more for example lining up in the playground at the end of lunch, the smaller children can then see this as an example and know what is then expected of them. John Watson (1878-1958) is another theorist that looked at conditioning behaviour. His research consisted of conditioning children to have a fear of a small white rat. He would present the rat alongside with a loud noise or bang which would scare the child. Although this then proved the theory of conditioning children the ethics of the experiment are often criticized today, especially because the childs fear was never deconditioned. Today in schools both the cognitivist and behaviourist theories are used. Without even knowing it, the teacher and whole school will have conditioned their children in to their overall daily routine as well as routines they take part I throughout their day. It is also shown in day to day lesson the differentiation that the teacher puts in to them in order for the children to be able to work at their own rate but still be pushed and progress through the work they are doing. Through the school planning and class planning these theories are used in everyday circumstances. 1550 words Part 2: 1500 words To what extent should theories of how children learn influence the way a class teacher plans and teaches lessons? Justify your answer with specific examples from your own experience and your reading. Our education system would not be the same today without the influence of many different theorists. Theorists such as Vygotsky, Pavlov, Piaget, Skinner and many more have influenced our day to day working with young children and people. I believe that theses theories are important and hold vital reasoning behind the way children act and learn throughout school and play. I myself without knowing will have used some of the techniques used by these theorists in their research for helping the children in my care progress. I think it is important to have knowledge about the theorists and to implement them to a certain degree in everyday teaching. For example Vygotskys theory Zone of proximal development, the teachers need to be aware of the levels of cognitive development in the group in order to know the right amount of scaffholding to give to the children. Teachers also need to work out strategies and provide tools for the children to realise and scaffhold themselves to move on to the next level. This development can be shown with differentiation in the classroom. In a school I have recently worked in they used this technique of allowing the children to recognize what level they are at and where they need to be working. Although the children were differentiated in to ability groups the children were given the opportunity to choose at what level they worked at for some of the activities. The Zone of proximal development kicked in when the child then felt ready to move on. The teacher would have extension work for all groups, lower groups were given the next levels work and the higher ability group would be given further extension work to better themselves. This is a reflection of Vygotskys theory allowing the children to have a choice and encouraged to challenge themselves, which they would often do willingly. Scaffholding which I have mentioned above is a term used by Bruner. Using this in the classroom may consist of providing clear and realistic goals, providing examples for the children to see on the board, making the task in to manageable chunks and also aiding the children with any parts that may cause frustration. â€Å"An example of this might be when a parent helps an infant clap or roll his hands to the Pat-a-Cake rhyme, until he can clap and roll his hands himself.†(webpage 2 bibliography) This I have also seen in a school before where the teacher would demonstrate the lesson before hand on the board. A clear ‘I can statement was also put on the board for all the children to see the objective for the lesson, this was then copied down as the title for that days work which meant they could easily see if they had met their target or not. If at any time the majority of children or a large group of children were finding a specific task difficult the class teacher would stop the whole class or ask those finding it too challenging to come to the front and work through it together before going back to tackle it individually again. In one school I have worked in they grouped all their foundation subjects and science into one, calling it Topic. This covered all the subjects well and although the whole class did this together without differentiated tasks the children would be learning and building on their knowledge at different rates. For example if the topic was space there may be children that are coming in to the work with a lot more background knowledge than those of others. In this case they are able to help those that need it and guide them to gaining more knowledge themselves. This shows and highlights that all children learn at their own rate as they can take in and hold different amounts of information. This reflecting the theory of Piaget where he states that children learn differently and at their own pace. I feel the most used theory is the reward system within the classroom and whole school. This is something that I have seen used in every school I have been in to and is a development from Skinners theory. His theory was to reward dogs for good behaviour and punish them for behaviour that he did not want. This is used in every school to a certain degree. For good behaviour in school you could give the children stickers, golden time or person of the week. As well as this for bad behaviour certain sanctions could be put in place for example extra work, missing of break times, informing parents, loss of privileges and even exclusion if it comes to that. The school I have recently worked in had a sticker reward system where the children gained them for good behaviour, good work and excelling in extra duties or work. This sticker was then ticked off in their work and put up on a class sticker board of one hundred. When they have filled this up they get a reward of an extra fifteen minute break time, they then start another hundred square and after that get another class reward. Therefore instead of individuals getting the rewards they are working as a group to progress and get them. They have certain sanctions for punishment put in to place as well. (Appendix 1) Although reward systems are widely used in schools â€Å"There is a debate about the appropriateness of rewarding good behaviour with stickers or small treats since it could be assumed that good behaviour is the norm.†(Jacques, K 2007 p127) Pavlovs original Classical conditioning of getting the dog to salivate awaiting food when the bell rang or the light flashed is still seen in schools today. Examples of this would be that when the bell rang at intervals during the school day the children recognize that it represents the end of a lesson ready for break time or that it is even home time. When this happens the children begin moving about anticipating the teacher saying you may go out. Another example of this is when you ask the children to come and sit on the carpet they will go and sit with their arms folded and their legs crossed. This is because at a young age when in nursery or reception this is the expectation therefore the children have been conditioned in such a way to continue showing this behaviour. This was something I have done myself even up to the ages of 14 or 15 at secondary school when we had assemblies where we had to sit on the floor, we would all sit still with our legs crossed. I think this benefits a lot of children having a routine that they do most days and having expectations of behaviour given to them by the class teacher and school. However some of these are not always beneficial for when they get to an older age for example during school many children will be asked to be quiet and work quietly and then when they are asked unexpectantly to share with people and feedback to a group they do not have the confidence or the ability to do so well as this is something they are not used to doing. I think this is even shown at our age in University seminars that I take part in now as you can see the students that have the better ability at speaking in front of others. Having said this at schools now I feel that they are taking advantage of the use of talking partners and group discussions to help involve all students in speaking in public and in front of their peers. In conclusion I feel that there are advantages and disadvantages of taking on board the different theories and using them in everyday practice. I have seen in many schools implications of the theories being used. Although all these are very beneficial and aid in how the school day runs and the flow of the day there are a few disadvantages to think about. One being the fact that children are conditioned for certain things that may not help them in later life, as I have stated above that we condition children in being quiet a lot of the time while working, this can influence their ability in older life to not feeling confident enough to talk in front of others. This is something that I can speak of from experience. However after taking all this in to consideration I feel that the theories do help to improve the working environment in different settings. I think the theories are very practical with working in todays school environment.
Saturday, July 20, 2019
Importance of Language in Richard Wrights Black Boy Essay -- Wright B
The Importance of Language in Black Boy      Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.  From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.  His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8. Rpt. in Modern American Literature. Vol. 3. New York: Ungar, 1960, 417. McCall, Dan. "The Bad Nigger." The Example of Richard Wright. New York: Harcourt, 1969. Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations. New York: Chelsea House, 1988. McCall, Dan. "Wright's American Hunger." Appiah 259-268. Moss, Robert F. "Caged Misery." Saturday Review. Jan. 21, 1978, 45-7. Rpt. in Contemporary Literary Criticism. Vol. 14. Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy: Modern Critical Interpretations. New York: Chelsea House, 1988. Stepto, Robert. "Literacy and Ascent: Black Boy." Appiah, 226-254. Thaddeus, Janice. "The Metamorphosis of Black Boy." Appiah 272-284. Wright, Richard. Black Boy. New York: Harper, 1944.  Importance of Language in Richard Wright's Black Boy Essay -- Wright B The Importance of Language in Black Boy      Richard Wright's novel Black Boy is not only a story about one man's struggle to find freedom and intellectual happiness, it is a story about his discovery of language's inherent strengths and weaknesses. And the ways in which its power can separate one soul from another and one class from another. Throughout the novel, he moves from fear to respect, to abuse, to fear of language in a cycle of education which might be likened to a tumultuous love affair.  From the very beginning of the novel we see young Richard realize the power of language when he follows his father's literal directions and kills a cat he has befriended(12). Although he knows that this is not really what his father wants him to do, following these directions explicitly temporarily gives him a sort of power over his father's wishes. At the same time it reveals a weakness in his father, ie., his lack of control over language gives him less power. Later, when Richard must defend himself against attackers who repeatedly try to steal his mother's money(21), he learns a new and symbolic lesson: Victory can come when one has money, words (the grocery list), and a big stick to defend one's self.  His next experience with language frightens him away from it. He becomes "blind with anger"(29) when he is forced to clean four letter words from places he has written them. He does not understand how, in his innocence, he could have misused something which had only done him good in the past. After this experience, Richard shies away from the use of powerful language for many years. In one scene he refuses to blot the ink from a stack of envelopes(36), fearing, perhaps, the power of the written word, and... ..., 1953, 457-8. Rpt. in Modern American Literature. Vol. 3. New York: Ungar, 1960, 417. McCall, Dan. "The Bad Nigger." The Example of Richard Wright. New York: Harcourt, 1969. Rpt. in Richard Wright's Black Boy: Modern Critical Interpretations. New York: Chelsea House, 1988. McCall, Dan. "Wright's American Hunger." Appiah 259-268. Moss, Robert F. "Caged Misery." Saturday Review. Jan. 21, 1978, 45-7. Rpt. in Contemporary Literary Criticism. Vol. 14. Detroit: Gale, 1980. Skerrett, Joseph T., Jr. "Wright and the Making of Black Boy." in Richard Wright's Black Boy: Modern Critical Interpretations. New York: Chelsea House, 1988. Stepto, Robert. "Literacy and Ascent: Black Boy." Appiah, 226-254. Thaddeus, Janice. "The Metamorphosis of Black Boy." Appiah 272-284. Wright, Richard. Black Boy. New York: Harper, 1944. Â
Friday, July 19, 2019
The Life-Span Developmental Approach to Counseling Essay -- essays res
The life-span development approach addresses the basic nature versus nurture debate by allowing for both. Just as our physicals selves are determined by both genetics and lifestyle, so are our emotional selves. As a Licensed Professional Counselor, I plan to consider life-span development to specialize in counseling a specific type of person with hopes of becoming well-versed, and therefore more helpful, in the types of experiences that group faces. â€Å"Personality can be better understood if it is examined developmentally†(Santrock, 2006, p. 45). Considering cognitive, biological, and socioemotional development throughout life will provide context, guideposts, and reasonable expectations for counselors. Life-span development theories also provide a useful place to start when offering emotional support as a counselor. Understanding an individual’s previous stages of development and environment can give a counselor and individual a common place from which to start counseling. Most of the developmental theorists discussed in section one of Santrockâ€â€Sigmund Freud, Jean Piaget, Lev Vygotsky, Konrad Lorenz, and to an extent B. F. Skinnerâ€â€focused mostly on early or childhood development. Early development, when considered in a life-span context of development, can give an LPC insight in an individual’s personality. Regardless of specialization, a counselor can weigh early behaviors against his or her contemporary observations, giving them a fuller context. â€Å"Actual development requires more [than genetic loading]: an environment†(Santrock, 2006, p. 98). Two cognitive developmental theories support Santrock’s assertion of environmental influence on early development. First, Piaget’s cognitive developmental theory defines how a person behaves as how a person adapts to his or her environment. An individual’s behavior is an adaptive process driven by a biological drive to obtain balance between schemes and the environment (Huitt and Hummel, 2003). This theory states that development is a byproduct linking and relating our experiences to each other, starting with general environmental knowledge, until a person’s cognitive ability is composed of more abstract reasoning. The second cognitive theory emphasizes social and cultural environment. Vygotsky’s theory points to our relationships with others as the definitions of ourselves (Nicholl, 1998, par. 13). Two other theo... ...span development is a multi-faceted approach to counseling. Using these and other theories gives a licensed professional counselor a variety of tools for counseling. I expect these theories to help me determine a specialty in my future practice, relying on the overlap and complexity of working in terms of an entire human life. References?Boeree, C. George. (1997). Erik Erikson: 1902 to 1994. Shippensburg, PA: Shippensburg University. Retrieved 21 June 2005 from http://www.ship.edu/~cgboeree/erikson.html. Huitt, W. (1997). Socioemotional development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 22 June 2005, from http://chiron.valdosta.edu/whuitt/col/affsys/erikson.html. Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 21 June 2005 from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html. Nicholl, P .M. (Trish). 1998. Vygotsky. Palmerston North, NZ: Massey University. Retrieved 21 June 2005 from http://www.massey.ac.nz/~alock/virtual/trishvyg.htm. Santrock, John H. (2006) Life-Span Development. New York, NY: McGraw-Hill.
Thursday, July 18, 2019
Analysis of A Tale of Two Cities by Charles Dickens Essay -- essays re
â€Å"A Tale of Two Cities†by Charles Dickens is an artfully crafted tale that unabashedly tells the story of the injustice, the horror and the madness of the French Revolution. More than this, it is a story of one man’s redemption, one man who Dickens vividly portrays as being â€Å"a nobody†. This nobody had thrown away his life. â€Å"A Tale of Two Cities†is the tale of Sydney Carton and his full circle redemption. The first impression we get of Sydney Carton is not a pleasant one. â€Å"[Sydney Carton] sat leaning back, with his torn gown half off him, his untidy wig put on just as it happened to light on his head after removal, his hands in his pockets, and his eyes on the ceiling as they had been all day. Something especially reckless in his demeanor†¦gave him a disreputable look.†(p. 57) From this description we get the impression that Carton is a slacker and that he doesn’t care about appearances. We also learn that he is a drunk. â€Å" ‘You have had your bottle, I perceive, Sydney.’ ‘Two tonight, I think.’ †(p.66) Sydney is trying to find the answers for his problems in the wrong places and he has begun to give up hope. â€Å" He resorted to his pint of wine for consolation, drank it all in a few minutes and fell asleep on his arms, with his hair straggling over the table, and a long winding-sheet in the candle dripping down upon h im.†(p. 64) Sydney Carton is in bad shape. He is an alcoholic, he is depressed and he has nothing going for him. Before a chick is born, it must first break free of the shell that encases it. It only begins to chip once it realizes that breaking free is the only way to start a new life. In the same way Carton begins to take a serious look at who he is and what he has become. â€Å" ‘Do you particularly like the m... ...ounters a young, frightened seamstress. Carton takes her hand and commands her to never take her eyes off him. â€Å" ‘ Keep your eyes on me, dear child, and mind no other object.’ †(p. 291) Sydney Carton, had always been the follower, but now, he takes the lead in his own life. Amidst the chaos and the confusion of the crowd, Sydney Carton whispers his final words. â€Å" ‘It is a far, far better thing that I do, then I have ever done, it is a far, far better rest that I go to than I have ever known.†(p. 293) As the chick chips its shell to its final breaking free, Sydney Carton begins the journey of redemption and completely transforms himself. Carton ascends to the plane of heroism, using his death to save the lives of others. His own life thus gains meaning and value. â€Å"A Tale of Two Cities†is truly the tale of the miraculous redemption of one, ordinary â€Å"nobody.â€
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