Group characteristics and development Essay Example | Topics and Well Written Essays - 500 words - 1

Group characteristics and development - Essay Example Along with it, in the content of selected information some relevant information like the problem related discussion, facts and figures of already occurred problems, reasons for the occurrence of the problem, relevant solutions information to solve the problem were searched. Also, some information was searched on how to force young under aged drivers from not being able to get license so that they can be protected from danger. Some other sources were like the police record related to number of cases that occurred because of alcohol related drunken driving. The sources would be able to tell us the number of such cases occurred because of reasons like under age driving, youths’ returning from after party in a drunken state. Such information is crucial in forming a constructive discussion on the selected topic. The group discussion topic about what can be done to reduce the incidence of alcohol-related automobile accidents is a very relevant topic in the present context. The summa ry form discussion on the topic at the time of group discussion will help the entire group to understand the relevance of the topic. Also, it will create awareness among the listeners about the preventive measures which can be taken to reduce the occurrence of such incidence. Group discussion has its effectiveness in certain areas like a proper collection of information helps to identify and also locate information which relates to the topic. Also, it presents suggestions on the process of reducing the collected information to relevant one for the topic. It also helps in establishing certain questions for testing the acceptability of collected information before placing it in front of the group. All of these aids are of substantial value, mainly in the areas of decision making and problem solving. Effective solutions to problems and also sound assessment require good quality information and also the capability of applying it in a presentable

BLEVE paper Research Example | Topics and Well Written Essays - 750 words

BLEVE - Research Paper Example The rupture will occur at the weakest point of the container (the part of the container that is leaking due to corrosion). A prime example is the Kingman BLEVE or Doxol Disaster (1973). The explosion occurred during propane transfer from a Doxol railroad vehicle to a storage tank on the rail sliding, located near the Andy Devine Avenue. The explosion occurred when a worker was attempting to tighten a leak on the connection by hitting a wrench with a hammer into the leak. The burning propane gas escaped through the valve connection on the rail car, which resulted in the cooling of the tank pressure. (Kletz, 1990) This resulted in an increase in the leak and the fire, heating the tank car. The fire burned the employees working at the site, with some succumbing to their injuries in hospital. The heating of the tank car resulted in a huge explosion. The safety valve on the car opened, which increased pressure in the tank. The high pressure eventually caused the tank to explode, blowing up the carrier in the process. The explosion created a shock wave that was audible for a radius of 5 miles. Three firefighters who had managed to get to the scene were killed upon explosion, with eight more dying in hospital from burn severe burn wounds. It is a demonstration of the adverse danger of BLEVEs, and how measures must be taken to prevent such incidences using better safety precautions. Another example is the San Juanico Disaster. The incident was initiated by a gas leak in Petroeos Mexicanos (PEMEX). There was a pipe rupture during the transfer operation, which resulted in the plume of the LPG thus concentrating at ground level. The plume grew larger, and drifted with the winds to the direction of the waste gas in the flare pit. (Mannan, 2005) The first plant exploded (BLEVE), and it was followed by 12 more BLEVEs. Two of the largest tanks on the site had such a large explosion,

Land Law Cases Analysis

Land Law Cases Analysis Kingsnorth Finance v Tizard [1986] 1 WLR 783 Mr and Mrs Tizard owned a matrimonial home on unregistered land. Mrs Tizard had contributed to it although it was in Mr Tizard’s name. Due to the breakdown of the matrimony Mrs Tizard spent time away from the home but returning daily to care for their children and to prepare herself for work and so often spending nights there to care for the children and leaving clothes at the property. Mr Tizard obtained a loan to which it was thought that the property was solely occupied by him and his children. Mr Tizard informing the surveyor that he and his wife were separated and that she was living outside of the property with someone else. The loan was consequently granted and Mr Tiazrd defaulted. The lenders sought to enforce the charge and the question was whether his wife’s equitable interest was defeated. This depended on whether the lender had actual or constructive notice of her rights. It was held that the plaintiff lender did have constructive notice of the wife’s rights. Their agent, the surveyor had been aware that a wife existed even through having been told the applicant was single and should have informed the lender of these contradictory facts. Given the wife’s confirmed existence further investigations should have been carried out by the plaintiffs. The occupation of the children in the house should have further alerted the surveyor as to possible occupation by their mother; Mr Tizard’s wife. Since the plaintiffs should have carried out further investigations as to the matters, they had constructive notice of the wife’s rights. Further, the fact that the inspection had been prearranged did not, in these circumstances, amount to a reasonable inspection. Caunce v Caunce [1969]1 WLR 286 A and B, intended to buy a property as a matrimonial home. It was agreed that a mortgage would be acquired in B’s name and that the property would be conveyed into their joint names. B contributed  £479.00 towards the cost of the property. But in breach of the agreement A obtained a conveyance of the property into his sole name. Without B’s knowledge A effect legal charges in favour of the bank to secure the amount lent to him. A became bankrupt and B commenced proceedings claiming that she had an equitable interest in the property and so that she was entitled to such interest free from the claims both of A’s trustee in bankruptcy and of the bank. The bank as mortgagee issued a summons seeking possession of the property. B claimed that A had held the house on trust for herself and the banks, also that the banks’ mortgages were charged only against the husband’s beneficial interest and that her interest had prior over that of the banks. She further claimed that the bankers had had constructive notice of her equitable interest in her property as she had held an account with them. It was held that the bank took free charge of her interest unless they had constructive notice of it. An enquiry into the wife’s account was not an enquiry the bank ought reasonably to have made and so there were no special facts which should have brought her interest to their attention. Mortgages were not affected with equitable interest of people residing in their property where that residence was not inconsistent with the title offered as security. They were not fixed with contrastive notice by failure to enquire. The mere fact of it being a matrimonial home did not raise a need to enquire; therefore, B’s interest was not free from the legal charge. In older cases the problem had mainly been that that the occupier, usually a wife with a beneficial interest in the family home, had been living with the registered proprietor in circumstances which are not indicative of any hostile claim. But in cases of unregistered land Stamp J in Caunce held that there would not be constructive notice of such a wife’s interests. In Williams Glyn Bank v Boland[1], the House of Lords faced similar facts in registered land. Lord Wilberforce was explicit in rejecting the relevance of the doctrine of notice. He was derisive as to the suggestion that a spouse may be subject to special rules and rejected the suggestions that actual occupation excludes occupation that is consistent with the mortgagor’s title. This test would be difficult to apply in modern circumstances as wives and other occupiers are likely to have proprietary interests. But two things must be distinguished; the first is in regards to a person who is living on land in circumstances illustrated in Caunce and Boland. That person cannot be denied to be in actual occupation in accordance with the interpretation of Stamp J: â€Å"If there is actual occupation, and the occupier had rights, the purchaser takes subject to them†¦..no further element is material.† Stamp J holding favour of the bank, also based his decision on the fact that it was quite unreasonable to expect a bank to make enquiries beyond the legal owner of the property, taking the view that;[2] â€Å"it is not in the public interest that the bank mortgages should be snoopers and busybodies in wholly normal transactions of mortgage.†[3] The courts have already concluded that where there is doubt as to whether there was actual occupation then it is looked to the question of whether the occupation would have been obvious to a purchaser.[4] Turning to Tizard, Judge Finaly QC was clear that there was actual occupation as the Boland test was applied even though the fats concerned unregistered land. Although the Mrs Tizard was no longer living there, her daily activities must be regarded sufficient to justify the result. Concluding The case law involving both unregistered and registered land before the 2002 Act suggests that proper enquiries were considered necessary. The leading authority in respect of unregistered land was Caunce where it was thought that notice of the presence of the wife did not of itself give the bank notice of her interest in the property. But in Tizard it was decided that the mortgagee may be fixed with notice of the co-owners interest by her actual occupation. In Tizard it was held that the bank did have constructive knowledge because the inspection took place on a Sunday in dubious circumstances.So far as registered land is concerned it will be a rare case where the beneficiary will both be in actual occupation and unaware of the banks charge. However, there may still be cases where the lender is ignorant of the beneficiarys interest. The Law Commission recommended[5] that occupation of the beneficiary claiming a beneficial interest should have been apparent on reasonably careful inspe ction and this recommendation has now been incorporated in Schedule 3 of the Land Registration Act 2002 in respect of registered dispositions. As emphasised by the Law Commission it was knowledge of the occupation that was important not knowledge of the interest claimed.In conclusion, the law as enacted in the 2002 Act combined with the cases since Boland[6] gives the lender a high degree of protection. Banks are likely to make standard enquiries and any failure to disclose will enable them to take free of the beneficiarys interest where, for example, a wife knows that her husband is charging the property. There may still be exceptional cases where the wife neither knew nor ought to have known of the husbands charge over the property or where the wife is in occupation through an agent[7] whose relationship to her is not obvious to an outsider. However, those cases are likely to remain rare. Considering the facts of these cases from a modern perspective; the problem here is the matter of presumption as well as occupation. The operation of presumptions in English law is problematic. There are situations established by case law in which is it presumed that the transfer of property manifests an intention to create a gift of that property. The two most usually cases are the transfer of property from father to child and from husband to wife. So the use of presumption in society today is questionable. There is no logic behind the reasoning that a presumption may exist behind the transfer between father and child if the transfer may not necessarily exist between mother and child. In the times when presumptions were created it would thought natural for the court to assume that a man would be obliged to provide for his wife and children. So it was presumed that a transfer of property to a wife or child was thought to be part of his obligation to maintain them. Yet this presumptio n did not exist between a wife and her husband as it was thought that women did not usually have a property of their own. At this time husbands and wives were thought to be one person[8]as the wife was merely â€Å"the shadow of her husband†.[9] Caunce very much reflects an era where women were considered to rarely own property of their own and were not often thought of as earning incomes and so were reliant on either their husbands or fathers. The presumption of advancement between husband and wife belonged to era were men were expected to look after women for the above reasons. It was only with Caunce, in 1969, that wives were finally accepted by English law as not being solely shadows of their husbands. This meant that for the first time women were entitled to have separate rights to property outside of the rights of their husbands. In 1970 with the influence of Lord Reid in his enlightened approach to rights of spouses in the matrimonial home, Pettitt v Pettitt[10] considered for the first time all the circumstances in recognising the existence of rights in the home, even at a time when women were not considered to have rights independent of their husbands. The matter of the juxtaposition of a women’s role in society and so her influence upon mortgage transactions due to her possible proprietary rights in property is not the sole principle to be considered in the light of these two cases. Due to the bench mark decision of Boland it was accepted that the restrictive approach taken in Caunce was no longer applicable and the ambit of reasonable enquiries extended to making enquiries of all occupiers of the property, despite the vendor also being in occupation.[11] The full extent of the purchaser’s task, considered in Tizard meant that the idea of investigations into all occupants of the household was now embraced. This meant that recognition was given to those living within a household living with the legal owner of the house may have rights deserving of protection when the property is mortgaged without their consent. Reference list Journals Hanbury, W., Overriding Interests under the Land Registration Act, 2002 – the Lender’s Perspective, 2005. 3 EMIS Property Service. Shea, T., Overriding Interests in Unregistered Land. Journal of International Banking Law. 1 (2), 125 – 127 Thompson, M.P., The Purchaser as Private Detective, 1986. Conveyancer and Property Lawyer, July – August 283 – 28 Bibliography Hudson, A., Equity and Trusts, 2004. Third Edition. Cavendish Publishing, London. Pearce, R Stevens, J., The Law of Trusts and Equitable Obligations, 2002, Third Edition. Butterworths, London. Smith, R. J., Property Law, 2003, Fourth Edition. Longman, London. Thompson, M. p., Modern Land Law, 2003. Second Edition. Oxford University Press Footnotes [1] (1981) AC 487; (1979) Ch 312 [2] Thompson, M. p., Modern Land Law at page 53 [3] Caunce v Caunce [1969]1 WLR 286 at 294 [4] Analysis of Mustill LJ in Lloyds Bank v Rosset (1989) Ch 350 [5] In â€Å"Land Registration for the 21st Century† (Law Com 254). [6] Ibid 1 [7] Per Lord Oliver in Abbey National BS v Cann (1991) 1 AC 56 [8] Hudson, A., Equity and Trusts at page 318 [9] Ibid 3 [10] (1970) AC 777 [11] Midland Bank Ltd v Farmpride Hatcheries Ltd (1981) 2 EGLR 147

Effects of Biological and Chemical Warfare Essay examples -- Biologica

â€Å"The gas instantly caused severe burning in their throats and lung. The men clutched their chests, coughed, and gasped for breath. Attempts to shield themselves from the gas were largely futile. Many tried to burrow their noses and mouths or to cover them with cloth, but the moist, dense poison penetrated everything† (Taylor 17). Those were the effects of chlorine quoted by an eyewitness. The gases and biological agents used against people in war are very cruel. They cause lots of deaths in short periods of time, leaving lasting effects wherever they are unleashed. These weapons are very volatile and in small doses can cause mass destruction worldwide. No matter how they are used, they still leave a lasting effect on the planet and the inhabitants of it. Over the course of time, biological and chemical weapons have been used to take over the battlefield, but the future effects of these have not been considered. Biological weapons are pathogenic microbes including viruses, bacteria, rickettsia, toxins, and any other living agent that is harmful to living things (McCarthy 1). The major difference between chemical and biological weapons is that chemicals injure directly, and biological agents injure indirectly through disease (McCarthy 1). Pathogens are categorized by how they are delivered (McCarthy 1). The majority of pathogens can be carried by any agricultural pest, insect, tick, rodent, or flea (McCarthy 1). Contact diseases include Ebola, dengue fever, smallpox, yellow fever, and plague (McCarthy 1). Water and food borne diseases include dysentery, E coli, Salmonella, cholera, and typhoid (Hutchinson 237). Viral pathogens include smallpox, equine, dengue fever, yellow fever, and psittacosis (Hutchinson 238). Ebola is passed... ...gents, each with the ability to cause disease that spreads throughout the world, killing many people, and only stoppable with certain antibiotics or vaccines. There are numerous chemical agents used during the past wars of the world, some so deadly that they were disapproved, and some were even so inhumane that the people who used them rebelled against using them. As these weapons become more used, the less it seems that people care about the effects that they cause, and many people could therefore suffer greatly at the moment or in the future because of someone’s mistake. There are weapons of these being built that significantly surpass the protection levels in the world currently, and one little slip could be disastrous for all. Perhaps someday everyone will realize the dangers of these weapons, or they will keep using them, dooming all people to a horrid death.

Organic or Processed Food? Essay

Abstract In our society today we are battling obesity and unhealthy processed foods. We are one of the only countries left in the world that lets our government put GMOs in our food that is sold to the public. When are we going to take a stand in this country and stop letting our government control our food and poison us? Or better yet, we as Americans should start becoming more self-sufficient in growing and raising our own food. Unfortunately, not everyone is for being self-sufficient and want to buy the cheaper processed food in the stores because it is simply much cheaper, which I do concur, and it makes me feel there is a reason the government allows the processed food to be cheaper and the healthier foods to be outrageously more expensive. Is it really worth paying a hefty penny for organic food or should it be suffice to say that the processed GMO food, that is at a more affordable price, be sufficient for our health? According to, http://nongmoproject. org/, GMOs, or â€Å"genetically modified organisms,† are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. In more than 60 countries around the world there are bans on the production and sale of GMOs. â€Å"In the U. S., the government has approved GMOs based on studies conducted by the same corporations that created them and profit from their sale. Increasingly, Americans are taking matters into their own hands and choosing to opt out of the GMO experiment. † Talk about processed foods Talk about Organic foods Conclusion In conclusion to whether or not Organic food is in our best interest or if Processed GMOs are healthy enough for Americans to not be so concerned with, I believe it comes down to money. Yes, Health is extremely important but health costs money, and when you are limited to what you can buy, the cheaper route is almost always the option. You say,†Well why don’t they grow most of their crops and raise some chickens and rabbits†? That would be the best option of course, but the reality of it is, the people who have to work all day that live paycheck to paycheck either don’t have the desire, the space or the time to take care of the responsibility of producing their own food. So, their can really be no judgment on each individual American as to which option they decide. If you go GMO then at least you can pick the healthier of the choices they give you and stay active to fight obesity. Remember, YOU are your child’s number one role model. They are going to eat what you eat, act like you do and say what you say. So be proactive for your children and let’s create a healthier society for the future. References Online Documents NON-GMO PROJECT (2014). GMO Facts. What are GMOs? Retrieved from http://nongmoproject. org/.

American Me †Poem Essay

The poem American Me, written by Ninfa Miranda-Maloney, tells the story of a Mexican immigrant who comes to the United States to live the American dream. The author incorporates ethnic aspects with her use of Spanish words sprinkled in amongst the poem. With his â€Å"spit shine shoes† (Miranda-Maloney, n. d, line 10) and â€Å"brillantina-slick back hair† (Miranda-Maloney, n. d. , line 11), a picture is painted of a young man’s pride in himself as he begins the journey of a lifetime. This is a young man ready for his new life in America. The tone quickly changes, however, as he probably soon realizes that the dream is not what he had in mind. In San Eli, where he â€Å"lived on thank yous and maybes† (Miranda-Maloney, n. d. , line 23), the reader gets the sense that the man was taken advantage of and worked hard for little compensation. The most powerful lines in the poem are â€Å"kissed your white land, broke my back, sweat a few tears for a piece of the dream† (Miranda-Maloney, n. d. , lines 27, 28, 29). The author has incorporated a racial aspect in the poem by showing referring to the white land. This is not his land, this is the â€Å"white land†. He is doing back breaking labor for â€Å"whites†, probably not what he expected as the young man full of hope chasing the American dream. The author also includes social class aspects in this poem. The poem ends with the man, now here in the United States for fifty years, still smelling the onions on his fingertips. (Miranda-Maloney, n. d. ) This leads me to believe the man is still working in the onion fields fifty years after arriving in the United States. A generalization can be made that a person from a lower social class would need to continue to work past retirement age to make ends meet. I grew up in a poor neighborhood in California. My community included many immigrants here in the United States both illegally and legally. The immigrants I have known throughout my life are generally proud Americans, though there are the few that grow bitter because their American ideals and dreams have not been met. They work hard doing difficult work for little money and not much appreciation. While I don’t personally identify with the poem, I am able to sympathize with the character as he could represent a number of people I know. My grandmother emigrated to California before my mother was born. She came to the States with the dream of giving her children a better life than the one they’d likely have in El Salvador. Throughout my life, she’s told me the stories of moving here and settling the family in the area. It was difficult for her, working many hours as a maid, but she did it for the benefit of her children. Many times throughout her first few years in the states, she considering going back home. The dream she envisioned was hardly her reality at first. I can’t imagine how difficult it would be to go to a different country where you don’t speak the language or know the culture but it happens regularly in this country. At the end of the day, the United States is a country made up of immigrants, most of which are just chasing the dream as well. References: Miranda-Maloney, N. (n. d) American Me Xispas. com Retrieved From http://www. xispas. com/poetry/maloney. htm.

French Champagne Region essays

French Champagne Region essays When you think of Champagne, what comes to mind? Champagne is not just the bubble-filled alcoholic drink, but also an important region of France. Champagne is a region in France which lies in a jagged, one hundred-mile crescent approximately an hour and a half east of Paris with the base near Burgundy and the tip near Belgium. Within Champagne, are four cathedrals containing great architectural and historic interest, two art museums that have superior collections, a number of fine restaurants where the local wine is drank casually. All of this set in some of the most brilliant countryside France has to offer in a place of tranquiled and varied beauty. Today, Champagne is one of Frances more accessible regions. Roads here are nearly deserted wind and delve between red-roofed villages through forests and fields and 75,000 acres of vineyards growing grapes. At Courgivaux, when you enter Champagne, the landscape begins to open out in long fields filled with white lanes that are attractive in contrast to the vivid fields. The fields are a sign of the regions most noticeable geological feature, for the Champagne was anciently an inland sea. It left behind nothing but a gigantic block of chalk studded with fossils, which lie beneath the topsoil in deposits hundreds of feet thick. It is this chalk which makes champagne what it is, due to the chalky soil reflecting the suns warmth. This heat provides excellent dissipation. Its fossils give nutrients and the caves maintain a constant temperature which is used to ferment the vintages. During the early Middle Ages Champagne was a duchy under Merovingian rulers. About the 10th century it became a hereditary estate known as the county of Champagne. In the 12th and 13th centuries it became famous for commercial fairs attended by merchants from all of Europe with Troyes as the capital. In 1314, Champagne became a province of the royal domain of France when the coun ...

The Ann Hopkins Case

The Ann Hopkins Case Relevant FactsAnn Hopkins worked as a senior manager for the accounting firm of Price Waterhouse for four years and was proposed for partnership in 1982. Her 1982 partnership class included 87 other candidates, of which Ann Hopkins was the only woman. Price Waterhouse' final decision was to place her nomination on hold. It was suggested that she be given more work with partners and undertake a quality control review in order to demonstrate her skills and dispel concerns about her.In the Ann Hopkins nominating proposal, she was praised for her "outstanding performance, virtually at partnership level". She had billed more hours, and generated more business than any other candidate. The admissions committee received 32 initial evaluations, 13 supported Hopkins for admission, 3 recommended she be put on hold, 8 had no opinion, and 8 opposed making her a partner. In the candidate evaluations, she received very few yes votes and more no votes than all but two of the other candidates that y ear.Civil Rights Act of 1964Ann Hopkins had four major work assignments during her time with Price Waterhouse. Each was successfully completed bringing in considerable business for Price Waterhouse. Most feedback from partners working with her and clients of hers had positive remarks about her and her work. There was some negative feedback about her "tough" and "abrasive" personality. She was promoted from manager to senior manager during this time. During an annual mandatory counseling session each employee went through, Hopkins was counseled to be more careful with her language.Price Waterhouse had recommended and elected two candidates who were criticized for their aggressive, abrasive and crude behaviors. The policy board had feared the company would lose these specifically needed candidates if they were not promoted. Price Waterhouse had only seven female partners, which they explained by...

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.

Diet Essay Example | Topics and Well Written Essays - 2000 words - 1

Diet - Essay Example They rapidly and furiously increase insulin and blood sugar which could spike hunger in the short term leading to overeating. In the long term, this could lead to increased risk of heart disease, diabetes and weight gain. For example, increased consumption of French fries, potato chips and potatoes, refined grains and sugary drinks causes weight gain of about 3.4, 1.3, 0.6 and 1.0 pounds over a span of four years respectively (Roth, 2011). Minimal intake of such foods reduces weight gain. Whole grains such as brown rice, barley and wheat among others get digested slowly compared to refined grains. As such, they have a gentle effect on insulin and blood sugar, helping to keep hunger at bay. This holds for a majority of fruits and vegetables. Studies by the HSPH shows that over 20 years, the studied samples subjected to this kind of diet recorded minimal weight increments of â€Å"-0.4, 0.5, and 0.2 pounds less every four years, respectively† (2013). According to Roth (2011), in creasing the intake of these foods leads to reduced intake of the other foods, thus cutting on calories. The fiber in these foods has weight control benefits because of the effect of fiber in slowing down digestion, hence curbing hunger. Additionally, fruits and vegetables have high water content helping people fill up on few calories. As such, I have been a supporter of maximal consumption of vegetables and fruits to maintain proper body weight and form. Not only has the water that fills one fast and nourishes the skin been my argument for this but also because of the belief in the many forms of vitamins in these food sources that help keep diseases away. However, Robinson (2013) calls for revision of such myths. According to this scholar, the right varieties of... This paper approves that poor diets, especially those made up of sugary drinks and refined grains, largely contribute to weight gain and promote chronic diseases. One of the major effects of poor dietary considerations is obesity. Those children in poor countries suffer from obesity due to â€Å"exposure to Westernized diets coinciding with a history of undernutritions†. The world food economy has largely contributed to a shift in dietary patterns, for instance, promoting consumption of diets rich in energy and fat, specifically the saturated fat and diets low in unrefined carbohydrates. Combining such diets with declined energy expenditure due to sedentary lifestyle – domestic labor-saving devices, motorized transport and physically undemanding leisure among others – increases the chances of one being obese. From this essay, it is clear that healthy diets play an important role in preventing chronic diseases and weight gain. It has equipped me with additional information on the importance of having a proper diet for a healthy life. The general recommended dietary requirement calls for higher proteins but lower carbohydrates intake. Contrary to my previous belief that processed foods contain lower carbohydrates, this research has made me appreciate that whole foods or minimally processed foods such as whole grains, plant oils, fruits, nuts and vegetables provide a healthier source of nutrients. They are digested slowly and thus reduce food intake. Sugared beverages, red and processed meats, potatoes and highly processed foods like fast foods should be minimized as they have a similar effect as processed grains.

Geography Essay Example | Topics and Well Written Essays - 250 words

Geography - Essay Example Some of the most notable rivers in Tennessee include the Cumberland and the Mississippi. Geographically, the whole area is divided into three major parts namely East Tennessee, Middle Tennessee, and West Tennessee. Natural resources are rich in Tennessee. From coal to gas to fruits and vegetables to rich soil to good climate, these resources offer immense merits to the public. There is a large amount of coal and other minerals which are needed for manufacturing purposes. The soil is so fertile that all kinds of fruits and vegetables can be grown here. Water is one of the most important natural resources. There is no water shortage in Tennessee due to huge water systems. These natural resources play a huge role in supporting the economy of the state. The climate is also very friendly because it is not unpredictable and the soil helps to support both crops and grazing. The nature of soil varies from region to region in

Gender in Organizations Essay Example | Topics and Well Written Essays - 2500 words

Gender in Organizations - Essay Example As a result, women remain different from men in that they put in more time and effort at the workplace and do more unpaid housework than their male partners. This is the main point raised by Ilene Philipson (2002) and David Schweingruber (2007), whose papers were selected as the two centerpieces of research for this essay because they capture the essence of the topic we want to discuss: that is, gender equality as it unfolds at work and at home today remains meaningless for the most part because of what both Philipson and Schweingruber call the "second shift," with Phillipson adding another factor called "familism." The first part of the main body discusses the dynamics of these two factors as to how they effectively distort the meaning of gender equality in the workplace. To illustrate the point, the last part of the essay's body looks into an actual case study of a married woman doing second shift work, tying this up to conditions in New Zealand, which is currently headed by a woma n president and where the women's movement is going great guns. ... Second Shift & Familism The dramatic increase in the labor force participation of women gave rise to the perception that we have finally entered an era that puts men and women on equal footing and makes no distinction between their sex and interests (Philipson, 2002). Women now hold jobs previously confined to men, such that there are now women police and soldiers, pilots, miners and even steel mill workers. Research since the 1960s shows that women's time spent on housework has been cut by nearly half while men doubled their time (Mickelson, et al., 2006). However, a closer look reveals that married women continue to suffer from gender inequality in the amount of work they do both at the workplace and at the house. In households with two wage earners, the women who enter the labor force continue to do more housework than men (Schweingruber, 2007). Women suffer from the same disadvantage at their paid job outside the home largely because of the mothering instinct that they bring to the workplace and creates special problems for their claim to gender equality (Fletcher, 2002). Even as a wage gap between working women and men persists, there is also a "leisure gap" between them at home (Bartley, et al., 2005). This crack in the otherwise greatly improved gender relations is traced to the "second shift" phenomenon, which is described by Philipson (2002) as the two work shifts of women: their unpaid job at home and paid job outside. Schweingruber (2007) defines the condition in more or less the same terms, relating it to the load of housework that married women perform on top of their shift of work outside the home. An important aspect of the second shift phenomenon is the way women develop an emotional attachment to their jobs and

Health Communications Research Paper on Hurricane Katrina Essay

Health Communications Research Paper on Hurricane Katrina - Essay Example Earthquake stroke Kobe Japan a few years ago killing 200,000 people. True, however is the recent ruthless, Hurricane Katrina hit of Louisiana and Mississippi Gulf Coast August 29, as a Category 4 hurricane with sustained winds of 145 mph It flooded 90,000 square miles displacing 400,000 people. 1 The official death toll now stands at 1,302 and the damage estimated from $70 to $130 billion. According to the Federal Emergency Management Agency (FEMA) over one million persons were displaced, and hundreds of thousands remain dispersed throughout the U.S. including some 200,000 people staying in 65,000 rooms in 10,000 hotels or motels nationwide. Additional thousands are reportedly still housed in Texas churches. Forty-three states are now eligible for federal assistance to help meet needs of evacutees. More than 200,000 people also lost their jobs across the affected Gulf region. However, experience from the historical disasters has established a dichotomy between disaster and peoples re silience. People have been able to adapt very first by embarking on reconstruction regardless of the impact. In the wake of Katrina for example resilience has gained a new relevance. Relatively, resilience and catastrophes are two inseparable entities that depend on demographics and the impact of the devastation. Just as some people can fend off traumatic illness while others succumb, not all cities are equally of rebounding from a shock to the system. A person whose health is compromised to begin with, has less chance of recovery than an individual in full health. So too is a city. New Orleans, which already was burdened with huge social and economic problems long before Katrina arrival have played a major role in determining how well the Crescent City will recover from the storm and its aftermath. Urban resilience, moreover, is not necessarily progressive. In spite of the seeming tabular Rasa opportunity a major disaster can offer to correct old errors and put things right, reconstruction tends to favor the status quo. Even if city buildings are toppled, foundations are often reusable and property lines remain. Insurance claims and simple inertia help push landowners to rebuild more or less what they lost. The deep psychological need to see things put quickly back the way they were has also had a positive impact on resiliency and thereof reconstruction. While a disaster can trigger a host of long-term innovations, these tend not to surface in the immediate wake of a catastrophe. Visionary schemes have been the stuff of good times, when people can afford the lu xury of debating possible future. The last thing people want to do in the middle of a disaster is wait around for the minute of a brave new plan to be refined for implementation. When London burned in 1666, Christopher Wren, John Evelyn's and others, full of axial boulevards and capacious plazas; all remained on paper, floated grand schemes. What Londoners returned to instead, was a city that looked and felt much as it did before the conflagration. And while Chicago great fire of 1871 eventually yielded a city of fire-proof masonry buildings as well as the first skyscrapers, the initial reconstruction phase fell back to erecting very kinds of rickety firetraps that caused the catastrophe in the first place. This notion of regressive resilience extends also to a city social order and

Traditional Marketing and E-marketing Essay Example | Topics and Well Written Essays - 500 words

Traditional Marketing and E-marketing - Essay Example The reason is obvious to this decade where for a customer the phenomena of switching over and over a brand is not a tough decision to make. Since the market is saturated for brands, and competition has swayed every brand to be as good as its competitor, traditional marketing does not work as much as e-marketing does. However there are some factors to which I think traditional marketing is still preferred by many of the retailers. Those factors when viewed in the light of the electronic commerce appear as 'threats' to many of us. For example electronic transactions which are concentrated only within a certain number of product categories, poses a threat to many of the e-retailers (Fritz et al, 2002, p. 73). However there are some other good reasons for choosing e-marketing. The easy integration of the traditional strategic marketing tools, which include generic marketing strategies, competitive marketing positions, and capabilities, into the e-marketing environment provides the consu mer a user friendly edge to opt for the specific brand.

The effects of healthy and unhealthy food Essay

The effects of healthy and unhealthy food - Essay Example In order to illustrate this, a local television company carried on an experiment in Moscow, Russia. There were two participants: one – who ate every day, starting with breakfast, the so-called â€Å"junk food†, and the second – a person who ate only healthy food. At the beginning of the experiment, both participants were examined by a doctor, who established their state of health. The â€Å"junk food† consumer was nervous, constantly tired, his blood analyses were bad, and his entire state of health was not very good. The second participant, a person who had an equilibrate nutrition, focusing on eating healthily, was in good shape and had no complaints regarding his health. The experiment consisted in switching the food habits between the two participants for one week: instead of eating junk food, the first person was going to adopt an equilibrate nutrition, and, vice versa, the person that was eating healthily, was going to consume only junk food. Beginni ng with the first day of the experiment, the second participant started to feel bad. He was constantly hungry, he felt tired although he did not have a rough day, and he felt his stomach heavy. After seven days, the doctor examined both participants again. To everybody’s surprise, the participant that at the beginning of the experiment had a state of health that could be envied by everybody, after having eaten for one week only unhealthy food, was feeling very bad at that moment and the results of the analyses confirmed it. Similar studies have been carried worldwide and all the results point out to a sole conclusion: unhealthy food can seriously affect our state of mind, health and almost every aspect of our lives. Therefore, it is worth pointing out the effects of unhealthy eating, which are multiple, and if somebody consumes it, he or she should be aware of the effects it has on his or her health. They call it â€Å"junk food† for a

Traditional Marketing and E-marketing Essay Example | Topics and Well Written Essays - 500 words

Traditional Marketing and E-marketing - Essay Example The reason is obvious to this decade where for a customer the phenomena of switching over and over a brand is not a tough decision to make. Since the market is saturated for brands, and competition has swayed every brand to be as good as its competitor, traditional marketing does not work as much as e-marketing does. However there are some factors to which I think traditional marketing is still preferred by many of the retailers. Those factors when viewed in the light of the electronic commerce appear as 'threats' to many of us. For example electronic transactions which are concentrated only within a certain number of product categories, poses a threat to many of the e-retailers (Fritz et al, 2002, p. 73). However there are some other good reasons for choosing e-marketing. The easy integration of the traditional strategic marketing tools, which include generic marketing strategies, competitive marketing positions, and capabilities, into the e-marketing environment provides the consu mer a user friendly edge to opt for the specific brand.

Foundations in English Literary Studies Assignment 1 Essay Example for Free

Foundations in English Literary Studies Assignment 1 Essay Ozymandias was a powerful king, who ruled with an iron fist. Lines 4 and 5, â€Å"Half sunk, a shattered visage lies, whose frown†, â€Å"And wrinkled lip and sneer of cold command† shows that Ozymandias ruled with contempt, dominance and conceit. He was a very unhappy man, not forthcoming or humble in any way, as a true king should be. He was however, filled with pride and arrogance. Lines 10 and 11, â€Å"My name is Ozymandias, King of Kings: Look on my works, ye mighty, and despair!† depicts his pride and vanity. The manner in which these lines are written, in the first voice, as if Ozymandias himself is telling us of his importance, one last time. In these 2 lines, he is boasting about all his accomplishments, wealth and successes, which accompanied being a king. These lines show that he believed that he was the greatest, and none superior to him. â€Å"Half sunk, a shattered visage lies, whose frown† â€Å"And wrinkled lip and sneer of cold command† â€Å"Tell that its sculptor well those passions read† â€Å"Which yet survive, stamped on these lifeless things† The sculptor clearly showed Ozymandias personality and passions on his statue. Even though Ozymandias thought his would rule forever, everything becomes lifeless with time. And the manner in which he ruled was clearly shown on his half decayed and dismantled statue. Human ambition will only take you that far, it’s what you leave behind that truly matters. The words â€Å"passions† and â€Å"lifeless† are placed close together, because your passions and desires are supposed to keep you alive and happy, yet Ozymandias’ passions of despair survived on a lifeless statue. â€Å"The hand that mocked them and the heart that fed†. From what I can tell, the sculptor disapproved of the king’s way of ruling and ridiculed him, but yet he had to create him in stone to be remembered by all. The irony concerning lines 10 and 11 is that Ozymandias will not be remembered as a  great leader and king. What he believed himself to be will not be engraved in his followers, on the contrary, they would probably want him forgotten and his statue left in ruins. A statue is usually a monument erected in honour of a great leader of merit, but Ozymandias was a monument of fear and oppression. The poet is displaying a picture of dry and barren land in the desert. A half sunken body or head decapitated from its legs lying in the sand. There is nothing around these dismantled pieces, nothing for miles. The word â€Å"antique† to me, suggests old, ancient and maybe dilapidated. The poet also uses many words that evidently illustrate brokenness and deterioration like â€Å"trunkless legs†, â€Å"shattered visage†, â€Å"frown†, â€Å"wrinkled lip†, â€Å"cold command†, â€Å"survive†, â€Å"lifeless things†,† despair†, â€Å"nothing beside remains†, â€Å"decay†, â€Å"colossal wreck†, â€Å"boundless and bare† and â€Å"lone†. Lines 12, 13 and 14 portray the degeneration and despair clearly. â€Å"Nothing beside remains, round the decay† â€Å"Of the colossal wreck, boundless and bare† â€Å"The lone and level sands stretch far away† â€Å"boundless and bare†, â€Å"lone and level† and â€Å"sands stretch† Using alliteration in these lines creates and increases the effect of what the poet is saying. It also adds emphasis on the description of the land and on what remains of the mighty Ozymandias. It allows a clear picture and the irony of the end of Ozymandias legacy.

Disabilities: Barriers to Participation

Disabilities: Barriers to Participation Exclusion Inclusion Disabilities Overcoming barriers to participation From Exclusion to Inclusion In the United Kingdom, discussed by Shah (2005), segregated or special schools were the most common form of provision for pupils with disabilities, despite the fact that the cost of special education per child is too high for most countries. Governments are now recognizing the need to develop a more affordable system which will provide quality education for all children, additionally, legislation is clearly moving towards an increasing emphasis on inclusion. In Scotland the Education (Additional Support for Learning) (Scotland) Act 2004, and the Special Educational Needs and Disability Act 2001 (Department for Education and Employment, 2001), which amends the Disability Discrimination Act (1995), deliver a stronger right to a mainstream education for disabled children unless this is conflicting with the parents wishes or the provision of efficient education for other children. One of the main aims proposed in the recent White Paper, Removing Barriers to Achievement (DfES, 2004) is to reduce the number of special schools and encourage more mainstream schools to adopt fully inclusive practices. In addition, by reducing the number of residential schools and reallocating resources to local provisions and service, disabled children and young people can be educated closer to their homes and families. But it is argued that, even with the worldwide trend towards inclusion and the increasing participation of disabled children in mainstream schools, special education still has an important role and, for some students, is still the best option. However, others need to be put in situations in which they have opportunities to succeed and develop self-esteem and confidence. (Shah, S, 2005) There has been much debate over recent years concerning the provision of segregated special education for pupils with disabilities. There are both arguments in favour of inclusion and against. Advantages of segregated education Cited by Shah (2005), Barnes (1991) and Middleton (1999), argue that special education is promoted to parents of disabled children as a safe option to the hustle and bustle of mainstream schools, which may otherwise be too stressful. Some researchers claim that separate schools offer the best opportunities for disabled students, for instance, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs. They are perceived as more supportive, both physically and socially, and less threatening to students with disabilities, encouraging their feeling of security and enhancing their self-esteem by avoiding continual comparison of their achievements with other students. According to Pearse (1996), segregated institutions are an essential element of the social and psychological independence of disabled children. Moreover, being supported in an environment free from the involvement of mainstream barriers allows the children to explore and develop a sense of self. Cook, Swain and French (2001) propose that disabled students are likely to build positive social relationships more easily in segregated institutions where they not only share common goals and interests, but values, goals and ways of viewing the world. In mainstream school, where a disabled child requires support, Watson et al. (1999) suggest that successful social integration with peers may be hindered. They found that for some disabled people, the physical location of the helper could work against their acceptance among other children in the class. Allan (1996) suggests that the child’s interaction can be brought to the attention of the staff, as disabled children are more carefully monitored than their non-disabled peers: All children are the object of analysis within schools, but for pupils with special educational needs, the observation reaches further. They are observed, not only at work in the classroom, but also at break times. The way in which they intermingle with mainstream peers or integrate socially is often viewed as equally important, if not more so, than their attainment in mainstream curriculum goals. (Shah, S, 2005) Criticisms of segregated education Shah also discusses arguments against segregated education; Alderson and Goodey, (1998) argue that reports which suggest that students have a higher self-esteem or do better at special schools are worthless if self-esteem depends on being in an artificial, sheltered world. Barnes (1991) argues that being in a protective, segregated environment holds back disabled individuals from society. Dr John Mary and the British Council of Organizations of Disabled People (1986) believe that special education is one of the key routes for distributing non-disabled views of the world and making sure that disabled school leavers are socially isolated. The outcome of this isolation is that disabled people accept social discrimination and lack the skills needed in adult life. This argument is supported by Jenkinson (1997) and Fuchs and Fuchs (1998) who feel that the deficiency of suitable behavioural role models, and the removal from the general way of life of childhood and adolescence contribute to isolation in the community. Barnes, (1991) also argues that by producing socially and educationally disabled individuals, the special education system maintains discrimination practices in all other areas of social life, particularly employment. Dunn (1968), also had the same views, in that, a segregated placement is responsible for people with disabilities being negatively labelled and excluded from society. He goes on to say that labels have damaging effects on both teacher expectations and the student’s own self-concept. Another major criticism of segregated education is that an isolated curriculum that focuses on specific educational needs stops students from learning a wide range of subjects offered in mainstream schools. Jenkinson (1997) argues that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum. She feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. An article entitled Special School Shame (Disability Now, January 1997) reported on a study, conducted by the Alliance for Inclusive Education, which evidenced that special schools are less likely than mainstream schools to enter their students for public examinations. According to the sample statistics, only 6 of the 85 special schools in the study (7 per cent) proceeded to compete in national exams. The reasoning was based on the assumption that children in special schools were unable to learn as well as their peers in regular education. Shah has also discussed inclusive education and cites a number of authors for example, Barnes (1991) has argued that inclusion plays a crucial role in the fight towards the abolition of discrimination and of disabled people being accepted as citizens of the social majority, he suggests that being educated in mainstream schools is positively related to the successful transition of people with disabilities into employment and wider society, although, being placed in mainstream school does not necessarily mean experiencing total inclusion. Inclusive education is more than just placing a disabled person in a mainstream school and providing extra support. Inclusion requires major changes within society to allow everyone to take part, interact and make choices. Young disabled people are less likely than their non-disabled counterparts to pursue academic subjects of their choice due to restrictions imposed by the physical environment. Burgess, (2003) believes that even now, mainstream schools are not fully accessible, as those responsible for developing inclusion still often think of accessibility as ramps and rails. Burgess also points out that discriminatory attitudes among teachers in mainstream schools have also been confirmed by UK education inspectors. A survey by the Department of Education and Science (DES), published in 1989, noted that the attitudes of some staff were patronising, while others were reluctant to work with disabled pupils. T hese attitudes were likely to be reproduced in the attitudes and behaviour of non-disabled students towards their disabled peers. The result of such attitudinal prejudice among peers may be critical. Haring, (1991) argues that peer acceptance is a primary outcome of schooling, with important outcomes for the quality of life of students with disabilities. (Shah, S, 2005) As Shah discusses arguments in favour of, and against segregation, it becomes clear that there are a number of authors that support both viewpoints, for example, Jenkinson (1979) argues that with smaller classes and higher teacher pupil ratios, special schools allow concentrated one-to-one attention and tuition which can be delivered at a level appropriate to each child’s needs, yet, at the same time, she also says that the small number of staff in special schools, along with their considerably limited, curricula expertise, restricts the range and content of the curriculum and feels the lack of training and experience of most special school teachers in the secondary curriculum to be a growing obstacle as students with disabilities move into adolescence. Barnes (1991) stresses that one of the principal functions of segregated education is to protect disabled children from the rough and tumble of the normal environment, at the same time, arguing, that being in a protective, segregated environment holds back disabled individuals from society. These contradictory views lead to the belief that the authors feel that special schools do have their place in society, but not to the detriment of those attending, as in the past. People are different and diverse, and what is suitable for one may not be suitable for another, in that, total inclusion in a mainstream school may be damaging for some pupils but more beneficial for others. Perhaps this is where mainstream schools which have a special unit can be beneficial. This can be construed as partial inclusion. Pupils attending the special units can have access to the mainstream curriculum, and social interaction with their more able peers, at the same time, those who simply could not cope with mainstream institutions have the benefit of the caring special unit, where they can still have access to a similar curriculum as that offered in mainstream, and feel protected and less vulnerable. Partial integration is often seen as combining the best of both worlds in special education: the student has access to special curriculum and small classes in the special school, while also having the opportunity to socialize and participate with non-disabled peers in extra-curricular activities that are not available in the special school. (Jenkinson, 1996, p 107-108) The school in which I work is one of 14 secondary schools within the Local Authority which have a special unit. Local Authority and school level Within the local authority in which I work, there are 4 special schools and, 14 secondary schools and 28 primary schools which have a unit for pupils with additional support needs. A primary or secondary school is identified as having an integrated special unit/class if the sole or main purpose of any class or other unit forming part of the school is to provide education specially suited to the additional support needs of children or young persons selected for attendance at the class or unit by reason of those needs. The School The school is a large rural secondary comprehensive school with a long tradition of excellence, and positive relationships with the local community. The school is sited in a wooded setting, once the grounds of a Castle. In 1979 the school catered for only 500 pupils; today more than 1,200 pupils attend the school and are supported by over 100 teaching staff. The school aims to ensure that all pupils, regardless of circumstance, be given every opportunity to succeed and attempt to achieve their full potential. The school Inclusion Policy states it is the intention to include as many children as possible into some aspects of a mainstream school day. The school can cater for all students in the catchment area except those who require daily hospital residential care. For a small number of pupils inclusion could mean that they are in the same school as mainstream children, have their break times and their lunch times with mainstream classes, and attend mainstream subjects taught by a mainstream teacher as part of their S.E.N. class. They would also be able to attend activities arranged for their year group such as induction days, assemblies and trips. For other pupils it will mean that they are included into mainstream classes for part of their week. Some pupils will be mostly taught in mainstream, with one or two subjects in the Additional Support department, and vice versa. The decision of how much inclusion or when inclusion is suitable will be made at each student’s annual review; or on their entry into the Special Education Department. This means that parents and professionals will decide together what is most appropriate for each child. Whatever decisions are made can be altered as and when appropriate. Each pupil’s needs will be assessed every year to ensure that past decisions are still appropriate. All students in the S.E.N. Department will have an IEP and annual review meetings will be held to discuss progress. The support for learning team in the school consists of: Additional Support Needs (ASN) Department, Learning Support Department (LS), Sensory Impairment Department (For Visual and Hearing Impairment), Promoting Education Pupil Support (PEPS), and Auxiliary Support. Additional Support Department: Support of pupils who are not full time mainstream because of mild to severe and complex learning difficulties and / or who for significant emotional, psychological or other reasons are unable to attend large mainstream classes. Learning Support Department: Support of pupils in our associated primary schools and secondary mainstream pupils with Specific Learning Difficulties and other Learning Difficulties. Supplementary Studies in S1 and S2 provides support with Literacy and Numeracy and Support Studies in S3 and 4 provide support with Standard Grade mainstream subjects. SFL Room 3: Support of mainstream pupils on the Autistic Spectrum who cannot access mainstream classes full time because of social and communication difficulties. Also used for Alternatives to Exclusion work. Promoting Education Pupil Support Department: Support of mainstream pupils with significant social, emotional and / or behavioural difficulties. This support is mostly in class but also appropriate 1:1 and group support provided within the PEPS department classroom Pupils may be supported across all subject areas and this can be in a variety of ways: Working with a Support Teacher as well as a Subject Teacher in class e.g. a Special Education, Learning Support, PEPS or Hearing Impairment Teacher working alongside the Subject Teacher to deliver the class lesson. More intensive support in small groups or on an individual basis with any of the SFL professionals. Following a short/ medium or longer term modified timetable to help explore strategies to assist pupils in developing study and learning skills. Working totally out with the mainstream class structure in specialised classes for support. Support by an auxiliary in a subject class. In addition to the above, the SFL team liaises with a wide range of outside agencies including: the social work department, the community education team, the educational psychology services, the police, the medical services, family support for workers. House and Guidance System Until this year, 1008, each pupil in the school belongs to one of seven House Groups, which are the responsibility of seven Principal Teachers of Guidance. Their role is to know well and support each pupil in their House, providing a focus for the pupil, parents/carers, and staff and outside school contacts. At all times they work towards promoting positive behaviour and positive relationships: working with pupils to set learning targets; reviewing and discussing overall progress and being a regular point-of-contact throughout their school career. Although the school Inclusion Policy states it is the intention to include as many children as possible, the pupils attending the AS department where placed in a separate Guidance house from the rest of the school. The registration group I was assigned to when I joined the school, consisted of a mixture of 3rd, 4th, 5th and 6th years. There is an assembly held every week for each year group. The day and time for the assemblies is announced on a daily bulletin, and the days change each term. The assembly day and time for the 5th and 6th year has never included those pupils from the AS department. As part of my research I interviewed the Head Teacher about inclusion and he said that when he first started at the school, which was not long ago, he was horrified to find that there was a separate House for the pupils with additional needs. As from August 2008 there will be a new House System put into place, instead of 7 houses there will be 5. To promote the further integration and inclusion of pupils with additional support needs, all pupils will be assigned to a mainstream Registration Group, and House. The Head Teacher feels that Inclusion does not just mean integration; it means participation in all aspects. Promoting education The school has a whole school positive behaviour policy which provides the framework for classroom practice. There are school sanctions in place and these are: Official verbal warning. Move to another seat. Letter to parents. Send to Time Out Room Referral to Principal Teacher. Referral to Senior Staff. A key element of the behaviour policy is that the school does not accept any form of physical, verbal or emotional abuse, e.g. name calling, threatening behaviour or swearing. The school does recognize positively, that the vast majority of pupils, are a real credit to themselves, to the school and to their parents, and believes this should be recognized. Well Done slips are one method available to the staff at to communicate good news about an individual’ achievement. Pupils react positively to receiving these and value the recognition they bring. Pupils within my classroom The group of pupils I teach are in their 1st year at the school. Their additional needs include; social, emotional, behavioural, and difficulties in learning, understanding, listening, and following instructions. When incidents do occur in the classroom, the type of behaviour generally falls into one of three categories: Muttered or low-key threats, swearing or name-calling, chair/table tipping, refusal to co-operate with a group or another child or an adult, books or pencils swept off a table. Aggressive, verbal abuse with shouting directed towards another pupil or adult; objects such as a pencil or rubber thrown at someone or something. Physical aggression directed towards another child. When I first started at the school there were 9 pupils in my class. There are now 14. The additional 5 pupils have been reported as having difficulties in some subjects, and have therefore been removed from some mainstream lessons such as Science and Modern Languages, and placed in the AS Department. This seems to be more like exclusion rather than inclusion!

Gilgamesh and Enkidu in the Epic Poem of Gilgamesh Essay -- Gilgamesh

Gilgamesh and Enkidu in the Epic Poem of Gilgamesh In this paper, I seek to explore the identities and relationships between Gilgamesh and Enkidu in the epic poem of Gilgamesh, up through Enkidu’s death. I will explore the gender identity of each independently and then in relation to each other, and how their gender identity influences that relationship. I will also explore other aspects of their identity and how they came to their identities as well, through theories such as social conditioning. I will investigate the possibility that Gilgamesh and Enkidu enjoy a homosexual relationship, since modern times allow such investigations which only 20 years ago were considered extemporaneous to ancient texts by traditions western conventions. Conversely, I will also consider the possibility of a heterosexual male-male relationship in the terms of Platonic love. In addition to this, I will touch briefly at times on the unique relationship each has to a world that is caught up in a change from nature and natural things to what we cal l a civilized life, or an urban life.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning of the epic poem Gilgamesh, the main character Gilgamesh is conveyed as a generally immoral human, his genesis mythically coming from the gods. â€Å"Two thirds they made him god and one third man.† (19, Norton; â€Å"Gilgamesh†). He also is said to have a perfect body, which is a trait of godliness in many ancient cultures. â€Å"When the gods created Gilgamesh they gave him a perfect body.† (18, Norton; â€Å"Gilgamesh). Here again it is obvious that the myth says Gilgamesh is from the same stuff as the gods. He is known for taking whatever he desires â€Å"His lust leaves no virgin to her lover, neither the warriors daughter or the wife’s noble.† (19, Norton; â€Å"Gilgamesh†). He has the arrogance and audacity to simply take anything that he considers in his kingdom. Clearly, at least early on in the story, the actions of Gilgamesh mirror that of his mythical genealogy from the gods, who live by a dif ferent moral code than that of civilized humans. At the same time however, Gilgamesh is certainly portrayed in the story as magnificent and capable of incredible things, such as the building of the walls and Rampart in Uruk. â€Å"Climb upon the wall of Uruk; walk along it, I say; regard the foundation terrace and examine the masonry: is it not burnt brick and good?† (19, Norton; Gilgamesh). So at the ... ...ith the fact that it seems death simply can not be escaped. This helps to change Gilgamesh a great deal, and in fact it is after this that Gilgamesh begins to change his way and is truly a â€Å"shepherd of the people.† In the end, Gilgamesh veils Enkidu like a woman (35, Norton: â€Å"Gilgamesh†). In fact, the text describes this as being veiled like a bride in this translation. So once again, even in death, it seems that Enkidu and Gilgamesh have moved to a very close and personal relationship with each other, which is certainly Platonic in nature, and even possibly sexually oriented in some way or another. In the end, it is unavoidable that in some way each is affected by the other, either to serve or remember the other and to be the fulfillment of each other. Works Cited Uknown Author. â€Å"Gilgamesh.† In The Norton Anthology of World Masterpieces, the   Ã‚  Ã‚  Ã‚  Ã‚  Western Tradition, Seventh Edition, Volume 1. Ed. Sarah Lawall and Maynard Mack. New York: W.W. Norton and Company, Inc., 1999. 18-35. Doty, William G. Myths of Masculinity. New York: The Crossroad Publishing Company, 1993. 73-78. Sayers, Janet. Sexual Contradictions. New York: Tavistock Publications Ltd., 1986. 23-34.

The Collective Unconscious Essays -- essays research papers

The famous psychologist Carl Jung believed that the universe and all of its inhabitants are made up of a measureless web of thought called the collective unconscious, it’s suggests that the collective unconscious is rooted in the genetic code of every living thing. This collective unconscious is evident in an individual’s personality, which is comprised of five separate personalities blended together; these are called archetypes. In Jungian psychology, there are five different archetypes: the shadow, anima, animus, persona and the wise old man or mana-personality. Each influences a different aspect of one’s personality. These influences vary from one individual to another depending upon the dominance of each archetype. In the play Hamlet, each one of these archetypes manifests itself as a dominant personality trait within one of the play’s main characters. It is also apparent that the collective unconscious itself is an underlying theme which exists throug hout the events in the play. Although, these concepts have only recently been discussed and proposed as a psychological theory, it appears that they pre-date Jung by three hundred years. I will provide proof of this hypothesis through parallels between Jung’s work and the play. Carl Jung believed that the structure of the human psyche is comprised of three main parts: the conscious, personal unconscious and the collective unconscious (refer to figure 1). The conscious is basically the function or activity which maintains the relation of psychic contents with the ego or one’s state of awareness. Personal unconscious consists of experiences or memories that can be recalled by an individual, either through the will of the person or by employing special technique (e.g. Hypnosis). The final part of the psyche is the collective unconscious, which can be considered something that links us all together. It is the reservoir of our experiences as a species, a kind of knowledge the human race are all born with of which we can never be directly conscious of (refer to figure 2). The collective unconscious influences all of our experiences and behaviors, particularly the emotional ones; however, we are only aware of it indirectly, as it can be revealed by looking at various facets of those influences. Those influences are the archetypes (refer to figure 3). The first archetype that we see in the play is that of the per... ...ge. If the collective community unconsciously thinks that a change is needed, a large and almost catastrophic event will occur leaving the community in a momentary sense of chaos. Order is restored through the emergence of a single individual with the ability to rectify the state of flux. This is seen through the events in Act 5, Scene 2 where Fortinbras enters the hall where the duel took place, is faced with the deaths of Gertrude, Claudius, Hamlet, and Laertes. Chaos ends and order is restored when Fortinbras is named monarch of Denmark during Hamlet’s final breath. There is strong evidence that all major Jungian archetypes are portrayed through key characters within the play. The manifestation of the archetypes as major characters within the play occurred hundreds of years prior to the development of Jungian theory. As well, the collective unconscious is developed throughout the play, culminating in the final chaotic scene; however, a single individual re-institutes normalcy. It is feasible that the concept of archetypes and a collective unconscious was understood much earlier and possibly Jung could have been influenced by their unconscious in the development of his theories.

Mina Loy’s poem “Lunar Baedeker” Essay

When read top to bottom, Mina Loy’s poem â€Å"Lunar Baedeker† may sound like a story of drugs, sex, and desperation. In reality, it is an encrypted biography of part of Loy’s life, as well as symbolic of the cycles of life. Let’s start with the title, shall we? â€Å"Lunar Baedeker,† the word ‘lunar’ means moon. It can also mean relating to the moon, but more importantly it can mean measured by the moon’s cycles. What in the world is a â€Å"Baedeker† though? Baedeker is actually one Karl Baedeker, a German who, in 1859, published a series of guidebooks. Mina Loy’s title, therefore, translates to either â€Å"a guide to the moon† or a † a guide to the moon’s cycle or cycles.† The first stanza is very autobiographical; it refers to Loy’s falling in love with her second husband, Fabien Avernarius Lloyd, also known as Arthur Cravan. â€Å"A silver Lucifer/ serves/ cocaine in cornucopia† Silver here can be read as a shiny, white color, or highly persuasive, or a metal that has the highest thermal and electrical conductivity. Lucifer can mean a fallen rebel or a fallen star. If you read ‘Lucifer’ as ‘star’ it fits in well with Loy’s celestial theme, but it is better construed as a fallen rebel, because Loy’s second husband, Cravan, was constantly on the run for being a draft dodger. The fact that he was silver describes him as beautiful, pure, and persuasive. The fact that silver has the highest thermal and electrical conductivity says that he had a lot of sex appeal and â€Å"sparks flew† between him and the poet. Cocaine is a highly addictive substance that causes euphoric effect. The fact that it is â€Å"served . . . in cornucopia† makes Loy sound very much like a young girl who is giddy with love and cannot get enough of her beau. A rendition of the couple’s bedroom life is in the next stanza: â€Å"To some somnambulists/ of adolescent thighs/ draped/ in satirical draperies† Though Loy has two children from a previous marriage, these lines make Loy sound like a virgin in her husband’s bed. The term ‘somnambulists’ means sleepwalkers, which keys you into this pertaining to night activities. Thighs are a common representation of sexuality, as they are so close to the sex organs anyway, and by describing what I assume are Loy’s own thighs as  Ã¢â‚¬Å"adolescent† she represents her own sexuality as immature, underdeveloped, vulnerable and unused. By being â€Å"draped/ in satirical draperies† Loy says that her immaturity is hidden, but only by clothing or cloth that intentionally exposes and criticizes her puerility. Loy’s third child, Fabienne, is referred to in the third stanza. â€Å"Peris in livery/ prepare/ Lethe/ for posthumous parvenus† Peris, which is not ‘Paris’ misspelled, is actually the plural form of the noun Peri. A Peri is a woman or girl who is descended from fallen angels and is excluded from Paradise. The term can also be used to describe a beautiful girl. Livery is servants’ clothing, implying that this ‘Peri’ is not from a wealthy family. Lethe is the river in Hades that would erase one’s memories if she were to drink from it. The ‘posthumous parvenues,’ however, is what ties this whole stanza into Fabienne. Loy’s husband, Cravan, married his wife in Mexico where he was dodging the draft. They separated and were supposed to meet up just before they returned to the United States, but Cravan never showed, nor was he ever seen again. Loy searched for him, and later he was assumed dead. Loy was already pregnant with Fabienne, and posthumous can mean ‘born after the death of the father.’ Better yet, a parvenu is one who is unaccustomed to wealth or power, but has recently gained a position of such but hasn’t gained the prestige that comes with the station. Fabienne, as a newborn, is completely unaware of the fact that she has just joined the human race. The fourth stanza of Loy’s poem, â€Å"Delirious Avenues/ lit/ with the chandelier souls/ of infusoria/ from Pharaoh’s tombstones† is a description of Loy’s search for her missing husband. The chandelier reference is also key because shortly after â€Å"Lunar Baedeker† is published, Loy opens a lamp shop and designs the lamps and fixtures herself. At the time that the poem was written, she was probably already dabbling in the art. The â€Å"Delirious Avenues† is a reference to her constantly searching blindly, with no clues, in every place or pathway her husband could be. The people who are a part of Cravan, Fabienne and Mina herself brighten the avenues; they are the â€Å"chandelier souls,† branches, pieces of Cravan. The â€Å"Pharaoh’s tombstone† indicates that Loy finally coming to terms with the fact that her husband is most likely dead. The acceptance of the loss of Cravan comes in the next stanza: â€Å"lead/ to mercurial doomsdays/ Odious oasis/ in furrowed phosphorous† â€Å"Lead† can be interpreted in more than one-way. It can indicate that Loy was brought to a conclusion by the previous stanza, but it can also be defined as the first punch in a boxing match. This is important because Cravan was known as the â€Å"boxer poet† because he was really only a second rate poet and used prize fighting to supplement his income. â€Å"Mercurial† is a reference to Mercury, who is the Greek god of travel, cunning, and theft, and is also associated with swiftness. Mercury is also the second reference in the poem to a shiny, silver colored element; in this case it is a poisonous element. In keeping with Loy’s celestial theme, Mercury is also the closest planet to the sun. Therefore, this doomsday, the loss of her husband, came swiftly, is like poison to her heart, and the heat of the planet Mercury can be paralleled to the fire of Hell. The term â€Å"Odious oasis† is an oxymoron. Loy’s only relief in submitting to the fact that her husband would never return to her was that she could give up searching for him. Her oasis is â€Å"in furrowed phosphorous† because she feels the loneliest at night, the term phosphorous, meaning something that glows or shines, is referring to the stars in the sky. The next stanza is somewhat cryptic, though the many references to white and light and the moon, â€Å"the eye-white sky-light/ white light district,† made me think of virginity and purity. The final line, â€Å"of lunar lusts,† indicates the sexual needs or desires of one who is chaste, another oxymoron. It is most likely Loy voicing her loneliness. At this point in the poem, Loy’s blending of words happens more and more. The first line is â€Å"—Stellectric signs,† —Stellectric being the combination of constellation and electric, meaning that Loy is taking meaning from the constellations in the night sky. The first sign she sees is â€Å"‘wing shows on Starway'† If looked at from a point of view where this is an actual show, as in a theatrical presentation, a wing can be defined as a dance step, and the Starway can be the stage, something similar to Broadway. Loy’s next sign is the â€Å"‘Zodiac carrousel'† which is the cycle of astrological signs that are represented by the constellations in the night sky. A carrousel is a  children’s amusement ride where one would sit on an animal-shape, which would tie in to the zodiac. A carrousel can also mean a cycle of activity that is complex and fast-paced and difficult to break free from. This shows that Loy was in a cycle that she may have been unhappy with. Both the zodiac and the carrousel are the first two of many references to things that are cyclical, or go in circles, or are round even. The next two references to cyclical occurrences are in the next stanza. â€Å"Cyclones† are high-powered storms with low pressure at the center, 99% of which in the northern hemisphere spin in a counterclockwise motion. The fact that they run counterclockwise could be Loy’s rebellion against the cycles she is trapped in, or her feeling that she is stuck in a backward cycle, or a backward life. These cyclones consist â€Å"of ecstatic dust/ and ash† means that Loy’s grief for the loss of her husband is beyond her reason and self-control. The dust represents what something disintegrates into when it is reduced to its lowest form, and can also mean a state of humiliation. The ash, which is the carbon left after something is burned completely, is symbolic of Loy’s grief, repentance and humility. An ash is also a type of tree that has a tough, elastic wood, which represents Loy’s strength and malleability, indicating that she will heal from this l oss. The dust and ashes â€Å"whirl† in this cyclone, another indicator of a circular, cyclical pattern. The next part of the stanza refers to â€Å"crusaders/ from the hallucinatory citadels/ of shattered glass/ into evacuate craters† The hallucinatory citadels is the safety and security Loy thought she had with Cravan. The shattered glass represents Loy’s broken dreams about her ruined marriage and the evacuate craters, which are probably on the moon, are the emptiness into which her broken dreams are siphoned. Crater is another important hint to Loy’s personal life also. Loy was a painter and an artist and a crater can also be a dimple in a painted surface, meaning that there were visible flaws in Loy’s life. Though Loy’s dreams concerning Cravan are broken and gone, she still had goals and aspirations, in fact, she has â€Å"A flock of dreams† still. Those dreams do sometimes â€Å"browse on Necropolis† which means she often thinks of and dreams about her lost husband, Necropolis being the city of the dead. The next stanza is a return to Loy’s lunar theme, and also a reference to a used and tarnished womanhood. â€Å"From the shores/ of oval oceans† The word oval means elliptical and egg shaped, which the orbits of the planets and moons are, but also it is derived from the Latin word ovum, which our word for the female sex cell. The â€Å"oxidized Orient† is the phrase that truly represents a tarnished womanhood. Oxidation is when something has been exposed to oxygen, which has cause a corrosion that is often black, brown or green. Orient is another reference to the moon, which in turn represents chastity. Orient can mean the East, where the sun and moon rise from, or rising in the sky, and also the luster of a pearl. The next image that Loy presents us with is the loss of her thirst for life. In â€Å"Onyx-eyed Odalisques/ and ornithologists/ observe the flight/ of Eros obsolete† dark eyed concubines and studiers of birds watch, inspect, and celebrate as Loy’s no longer useful lust, as Eros is the Greek god of erotic love, and her life-preserving instinct, which is also represented in Eros, leave her. The next stanza where Loy refers to her â€Å"‘Immortality'† as it â€Å"mildews/ in the museums of the moon† Immortality could refer not only to her unending love for Cravan, but also the possibility of her being famous for her writing or her art. The fact that it can mildew means that there truly is no such thing as immortality, but if there was, it would be in a place where it would be looked at and not used: a museum. This museum would be in the moon because the moon represents an unreachable place or goal. The next two lines are direct references to the moon. The â€Å"‘Nocturnal cyclops'† would be the one-eyed being that is active only at night. With the â€Å"‘Crystal concubine'† crystal represents something transparent and pretty, while concubine represents an unmarried woman who lives with a man, which is symbolic of the moon’s relationship with the sun. The very last stanza of â€Å"Lunar Baedeker† is full of meaning. It refers to the moon as â€Å"Pocked with personification† One general thinks that pocked means  to have craters or indents, when in reality it means to have pustules that are filled with infection. By being â€Å"Pocked with personification† the moon is infected with human attributes. The moon is also considered â€Å"the fossil virgin of the skies† Fossil here refers to the fact that the moons representation of purity and chastity are outdated and a remnant of the past. This is also another allusion to astrology in that the virgin, or Virgo, is a sign of the Zodiac. The final three words of this poem are very powerful. When thoroughly considered they represent an inner struggle and inner turmoil. To wax is to increase, grow or intensify, but it can also mean rage. Wane, on the other hand, means to decrease in size and diminish, but it can also be used to describe a loss of power or a fall from power. â€Å"waxes and wanes—-† This is symbolic of Loy’s struggle with her anger and pain after the loss of her husband, and in waning, she relents to her feelings.

Architectural Humanities Questions

Architectural Humanistic disciplines Question 1:Compare the zikkurat of Ur from Mesopotamia civilisation and pyramids of Teotihuacan from Mesoamerica civilisation in footings of stuffs, and seek to explicate how the natural environments could act upon the dominant architectural development. The Ziggurat of Ur is the most constituted staying spiritual constructions from the Sumerian Era. Located in contemporary Iraq, it is an huge stepped pyramid, nevertheless merely the first grade remains. The zikkurat was a spiritual construction incorporating a temple composite every bit good as other unidentified possible comfortss that served the ancient metropolis of Ur. In the second century BC a new unidentified civilisation ascended edifice several immense stepped pyramids, now known as the pyramids of Teotihuacan located in contemporary Mexico. The Pyramid of the Sun was built around 200 A.D, one of the largest edifice in Mesoamerica. Construction of the smaller pyramid of the Moon, was non completed until 450 A.D. The building of The Ziggurat of Ur consisted of assorted natural stuffs found locally, these were sourced from The Mouth of Euphrates. Similar the belongingss of the stuffs used at Teotihuacan are shared as the environing environment consist of a boggy basin. The nucleus of the zikkurat is dumbly filled with extended clay bricks, walls were thick to counterbalance for the infirmity of clay, most likely the bricks contained a clay compound with the proviso of straw/reeds to beef up. Much like this the Pyramids of Teotihuacan aren’t built of solid rock, alternatively they consist of clay and rock debris infill and utilize the manner of talud-tablero ( holding both inclining and unsloped panel subdivisions ) for structural strength, nevertheless both enhance the stableness to counter excess weight, by profiting from the inclining planes. The Pyramids addition great advantage being covered with beds of cut rock able to drive practically any signifier of wet, this being sourced fro m the nearby cragged part accessed through the canoe channel web. On the other manus, the zikkurat adopted a technique of utilizing beds of brick to be separated by reeds leting drainage throughout and go forthing through weep holes ; whilst the side and patios of the construction consist of Sun baked clay bricks to add a constituent of waterproofing. Furthermore, clay from the river bed was used as a signifier of howitzer to counterbalance for the comparative strength of clay and protection from air current and rain. Much like this the Pyramids adopted their chief building stuff as a mixture of dirt and H2O, similar to clay, as it was readily available in this country and hold a unafraid constituent. In my sentiment both constructions showed solidness through the creative activity of inward inclining walls, making the feeling of looking ageless. The chief maps were simply to back up a comparatively little topographic point of worship nevertheless the sheer tallness provided an feeling, sacredly, culturally and commercially through religious nutriment ; hence both constructions portion similar orientations to the Sun. Question 2:Describe how Chinese Scholar Garden ( Wangshi Garden ) and Nipponese Moss Garden ( Saiho Jemaah Islamiyah ) usage different workss as important stuffs of design, and explicate their background societal contexts ( doctrines ) severally. The Chinese Scholar have created a scenic garden manner designed in order to show the harmoniousness bing between adult male and nature, a illumination compacted environment built for pleasance and to affect ; a so called Miniature Universe. A typical layout entails an enclosed walled country dwelling of pools, stone formations/variations, and a diverse scope of workss ; making carefully composed scenery. Nipponese Moss Gardens, are premeditated designs for a balance of diversion, aesthetic pleasance, contemplation and speculation. These illumination designs frequently were in a extremely abstract and conventional mode, composed around an entwined way fluxing through the garden, leting observation of cardinal elements. Nipponese Moss Gardens were, at first, developed under the influences of the Chinese Scholar Gardens. Finally development came through the grasp and coaction of their ain aesthetics, in the signifier of Nipponese stuffs and civilization. ‘The Four Nobles’ refer to four workss: the plum, the orchid, the bamboo, and the chrysanthemum[ 1 ], which withhold many symbolic significances. The plum tree is non deemed peculiarly dramatic nor that of its flower, nevertheless its ability to exudate this ambitious status, devises this blunt contrast and serves as a metaphor for interior beauty and a low presence. The Orchid represents and exemplifies simple elegance, a delicate signifier with no inclination towards force, with its visual aspect in spring this is deemed to mean humbleness and aristocracy. The shaft of bamboo is hollow, with it huge capableness to defy immense weights and force per unit areas through strength and flexibleness, this yielded the baronial qualities of the Chinese Scholar, low, lissome and yet surprisingly strong ; this besides came to resemble incarnation and resiliency. Finally the chrysanthemum signifies calm and virtuousness as it defies the fall hoar and most workss wither and die ; i t enables a religious Utopia for one to link with nature through bravery. Nothing in a Nipponese garden is left to opportunity, each component is chosen consequently for its symbolic significance ; mosses strongly show the landform and impression of an island. These are collaborated with the apprehension of their aesthetic and symbolic significance to either fell unwanted sights, or to resemble an acquired constituent. Moss is frequently utilized to organize a dynamic composing because of its adaptability and bendability ; with the purpose to invent a carefully controlled world, an idealized version of the natural universe, stripped to its indispensable. Moss creates the kernel of implicit in breakability and mutableness, developing an feeling to promote contemplation and response. The Nipponese believe it to be a symbol of infinity, versatility and resiliency resembled by the coexistence of ocular strength and physical breakability, able to last and stay resilienteven in rough conditions, including terrible cold and drouth. [ 1 ]Hong Jiang ( 2011 )The Plum Blossom: A Symbol of Strength,Available at: hypertext transfer protocol: //www.theepochtimes.com/n2/china-news/the-plum-blossom-a-symbol-of-strength-57557.html( Accessed: 19 January 2014 ) . Question 3:Compare and contrast two domed spiritual edifices, Hagia Sophia in Istanbul and Selimiye Mosque in Edirne in footings of overall signifier, layout, construction, and map. Hagia Sophia was established in 537 AD. It is considered be one of the historical greats for its beauty and domineer with many symbolic mentions to it impressiveness and spiritualty ; It marks the startup of Byzantine architecture. The construction was the most praised and celebrated church in all Christendom for many old ages. After the corruptness of Constantinople, it was adapted to a mosque with few minor add-ons, of all time since it has been an inspiration and an model design for many of the Islamic mosques. Likewise, Edirne is known for its beautiful mosques, but none rather every bit much as the Selimiye Mosque. Considered as one of the highest achievements of Islamic Architecture, the mosques was constructed in 1575 and at present dominates the skyline of Edirne. The Mosque is non a comprehensive composite, nevertheless facilitates many comfortss, created through a more modest attack. The Hagia Sofia contains a huge inside embedded in a complex construction, all assembled from brick and howitzer. It contains two floors centered on a elephantine nave all located beneath a vaulted basilica ; with the full construction oriented on the northwest-southeast axis. The dome sits between two semi-domes at the Centre of the church, partly supported by a gallery of 40 arched Windowss. The weight of the dome is carried on four concave pendentives enabling its dealing onto equal arches, finally administering through four significant wharfs. To guarantee the burden can be suspended the wharfs were reinforced with buttresses. This design allows the aisles to be significantly taller than the galleries therefore its consequence from below is that of a weightless dome that seems inherit the symbolism of the sky and celestial spheres. The elegance and rudimental elements of Hagia Sophia inspired the architecture of Selimiye Mosque, nevertheless can non be to the full isolated to the footings of Byzantine architecture ; the construction held a much greater cultural embroidery. Much like Hagia Sophia the construction contains ; suspended arches, semi-domes, buttresses and a immense encompassing dome with an array of uninterrupted Windowss. However, in topographic point there is an octangular support created through eight pillars, the weight of the dome bears on these carried through the arches to the buttresses alternatively of straight to the walls, enabling the dome to be stabilised. The domes of Selimiye are more elevated, doing it to look much more dominant than Hagia Sophia of which has a much flatter contour, although the dome height itself is greater. The effects of the supporting elements are non seeable in the inside of Selimiye, this is composed to enrich characteristics of architectural mass and infinite. The construction is chiefly constructed of cut rock making a pure position through clean lines.