It Is Good for Children to Learn by Heart

It is good for children to learn by heart Children today learn in many different ways, it depends on who they have as â€Å"teacher†. Today most of the teachers at school agree with that it is good for children to learn by heart. While other, disagrees. Why is it good for children to learn by heart, why not? First of all I’d like to mention that each one of us isn’t the same. We all like to learn in different ways. Some like to learn by heart. Some need an explanation of everything they learn. Learning by heart is such a good idea. It leads to good grades. It also makes a person smarter.When we for example learn the dates of important events that had been, by heart, we have control of how the world’s history has been through time. If someone ever mentions 1945, we will think of every event that had been in this year. It is also great to know each states of America by heart. Also name each country in the world. We then know where the state New York lays if someone mentions it. There are several things in life we just have to learn by heart. Like formulas in maths, they may not make sense, but you’ve got to learn it to solve a math problem.This is an advantage for why child should to that. However, every good thing has also a bad side. Learning by heart isn’t the best thing we can tell a child to do. You may memorize everything you hear or read, by heart, but do you really understand everything of it? Not for sure. There may be difficult words that we read. We find out what the definitions of those words are. But still, don’t understand it. We just learn it by heart. And when we have a test on school where we are supposed to explain one word, we just write the definition of what we have learned by heart.After some days, weeks or even months we may have forget what we have â€Å"learned†. Therefore it is good to understand what you know, so you can use it in practical situation, or explain it with your own wo rds to somebody else. There are many other ways to learn. Since we all learn in different ways. We should spend time to figure out how and when we do learn best. Then again, you have to understand what you learn! Some ways to learn: Make pictures in your head when you read, for example. Search for an easy explanation on internet. Or ask somebody to help you.Teachers at school can teach in a unique way. At school we can use what we learn in practical situations. It’s important to repeat what you’ve just learned, and think of it. I personally think that learning by heart is in a way pointless. I do learn in that way. Only when I have to learn nonsense things! Otherwise, I believe that everything has an explanation. I’m used to make an illustration of almost everything I hear. I make combinations of things I learn and then fantasize it to myself. This makes me understand the new things I learn through a day.

Why I Want To Become An Engineer

Each and everyone of us had our own particular desire and I believed that has been develop since childhood. Ever since I was a kid, I was amazed by the creation of the skyscrapers and outrageously styled buildings. I have always appreciated the large structures and buildings which have surrounded me and I have always had respect for the people who have been involved with the design and constructions of these buildings on such a large scale.I kept wondering how people could construct such an attractive and difficult creations. As I entered high school, my interests further expanded when I took studies in civil engineering and engineering drawing classes as it explain more about buildings. I know that to become a Civil Engineer I have to work very hard in college and get very good grades. Even though my SPM result was not that good but I was determined to redeem it.I’m working hard to improve my grades in matriculation and I believe if someone in your company that have this kind of attitude to look for continous improvement to some extent it can be beneficial to your company. On my behalf, I think I deserve this scholarship because I am very hard working person. I put so much effort in anything I choose to do, or any task according to me. My goals in life are often high. I am a goal getter, so I will do anything to achieve my goals.I think that the drive I have to succeed, and to express knowledge into the life of the ones coming behind me is one of many reasons why I deserve this scholarship. Besides, my parent is the middle class salary earner so by having this scholarship I can ease their burden. Lastly , I have think that civil engineering is an ideal field for me. I believe that I have the personal attributes and intelligence required to be a civil engineer. I also believe that I possess the work habits and drive to be a successful engineer. This is why I have chosen to pursue this as a career.

Attitude Survey Essay

I created a survey for parents of adolescents to determine how important they think it is for their teens to be educated on environmental issues. This paper will explain the purpose of the survey and discuss the preliminary design issues that I experienced while creating the survey. Then, the paper will describe how this survey should be administered, scored and interpreted. Purpose of Survey The purpose of this survey is to get parents opinions on their adolescent’s involvement in environmental issues. The reason for this survey is that even people, who conserve natural resources, recycle and help keep the community clean are not always as aware of making their adolescents do their part. It is proven that, if parents are environmental and energy friendly in their actions then their children are more prone to be as well. (Sierra, 2009). If parents take it into their own hands to educate their adolescents they can rest assured the teens will do their part. This survey will show if parents feel that their children should have to take on this responsibility, or if they should be allowed to remain childish and carefree in their actions. This survey will also distinguish is parents held themselves accountable for teaching their adolescents to be conscious of their actions and how they influence the environment. Preliminary Design Issues Issues with the design of surveys include distinguishing which questions should be asked, and if these said questions would get true responses or false answers. The questions that are asked will determine the outcome of the survey. This survey was developed for parents of adolescents. The parents may or may not par take in activities that are geared to sustain the  environment such as conserving natural resources and recycling. This survey is not about the parents themselves, however, but rather about how educated about the environment that they think their teens are and should be. This survey can be taken individually, but would yield better results if given in a group setting, with an administer present so that the questions could not be discussed among the respondents. The survey is very brief and should take no longer than 10 minutes to complete. It is a simple 12 question survey that is given in the Likert format, with the scale being 5 answers ranging from strongly disagree t o strongly agree. (Hogan, 2007). â€Å"A Likert-type scale assumes that the strength/intensity of experience is linear, i.e. on a continuum from strongly agree to strongly disagree, and makes the assumption that attitudes can be measured. Respondents may be offered a choice of five to seven or even nine pre-coded responses with the neutral point being neither agree nor disagree†. (McLeod, 2008). In my survey, there are five pre-coded responses, with the neutral point being unsure. It does not have to be a professional who administers the survey. The administer should have some knowledge in scoring and be well informed on the topic so that they may answer any questions the respondents may have. Specific Instructions for Administering, Scoring and Interpreting the Survey Individual questions will be asked to the respondents before they begin the survey. These questions will include things like name, age, gender, marital status, number of children in home, and age of adolescents. Simple questions about the respondent’s environmental views will also be asked. The only people present during the survey will be the respondents and the administrator. Since the survey has no right or wrong answers, all respondents will be urged to answer honestly so that the results will be accurate. The scoring of the survey will also be relatively simple. A five point scale, with numerical values will be issued. The assigned values will be as follows; -2 for strongly disagree, -1 for disagree, 0 for unsure, +1 for agree, and +2 for strongly agree. Once the surveys are scored the totals will be correlated. A respondent with a 0 score or mostly middle responses will be concluded as neutral or no opinion. A respondent with high scores would be seen as having favorable attitudes toward adolescents and their role in sustaining the environment. A respondent that had low scores would be seen as having a negative attitude about adolescents taking  responsibility for the environment. Then, the surveys would be tallied to determine the general attitude concerning adolescents and the environment. Conclusion This survey was created to determine the attitudes of parents with adolescents on how much responsibility the teens should have in sustaining the environment. The adolescents are the focus, but the survey will also allow results on the attitudes of the respondents as well. The results will also be able to be broken down into sub-categories based on the age, gender, and marital status of the respondents. References Hogan, Thomas, P. (2007). Psychological Testing: A Practical Introduction, 2nd ed. Hoboken, NJ: Wiley & Sons Langh, Sierra. (2009). 4 ways to encourage environmental awareness in your youth. Tampa Teen Issues Examiner. Retrieved From: http://www.examiner.com/article/4-ways-to-encourage-environmental-awareness-your-youth McLeod, Saul. (2008). Likert Scale. Simply Psychology. Retrieved From: http://www.simplypsychology.org/likert-scale.html

Human Resource Management Essay Example | Topics and Well Written Essays - 2250 words - 7

Human Resource Management - Essay Example It has various building blocks including leadership, independence, honour, integrity, spirit and enthusiasm, service to the public good, and balanced commercialism. Therefore, HR professionalism is a process by which professionals in the human resource field aims to acquire a recognition given to established professionals through adopting or emulating the general qualities of an established professionalism (Losey, Meisinge & Ulrich, 2007). Professionals in HR acquire professional approach and attitude through various ways, but socialization plays an integral part in the adoption of professionalism by HR professionals. Human resource professionals can seek to adopt the behaviours stipulated in the professional map to attain professionalism. Wilson & Wilson (2012)Â  postulates that there are specific standards that should be met and adopted by HR professionals in order to work professionally in the human resource profession as explained in the CIPD profession map. These standards that should be met by the professionals in the human resource field in order to work professionally are that they should be decisive thinker, skilled influencer, collaborative, courage to challenge, personally credible, curious, and role model. The successful adoption of these qualities in the execution of the HR functions would ensure that the managers and employees in the HR department remain professionals and abides by the set standards. The CIPD professional map ensures that HR professionals use the standards and qualities set-out to work professionally and to ensure that they perform their duties efficiently. For example, such qualities helps them to build strong employees relation, organization design, enhance learning and development, employee engagement, improve service delivery and information, enhance resourcing and talent planning, and

Mental health Essay Example | Topics and Well Written Essays - 750 words - 1

Mental health - Essay Example This has been affecting the people of the country for a long time and could range from behavioral to emotional problems that require psychiatric intervention. Those suffering from it, however, face serious challenges in attaining health care if they are not financially stable enough. For those who can get health care assistance, there are few policies that are in place for their advocating for treatment. In the places that there are, they are unaware or poorly informed about them. As a result, many people are forced to live their lives with these conditions. This paper shall look at the media’s role in influencing policies mental illness and how one can introduce or modify policies in their community. It will lastly, look at the effect of the changes on advanced practice nurses. The new policies being implemented by the government will allow the mentally ill patients to get the required treatment at affordable pricing and help them attain the required drugs. The media’s role in this should be to reach as many people as possible (Funk, 2003). Through advertisements, talk shows and interviews this campaign can be achieved. Given the fact that mental illness is not given priority in many places over other ailments, the media should be the driving force behind consumer awareness. A good example of such was during the 2009 policy implementations. The government was to provide Medicaid, offer affordable healthcare packages and new insurance plans (Koyanagi & Siegwarth, 2009). There were extensive debates and interview that helped inform those who were able to follow them. Through the same, certain areas of the policy that needed clarification were ironed out and areas that needed criticism were critiqued. This leaves no stone unturned in the understanding of the policy. After implementation, they should also follow up on the same to ensure that all is working accordingly. The nurses in practice also have a role in the

In 2007, a change of canadian market by the influence of global Essay

In 2007, a change of canadian market by the influence of global warning - Essay Example Millions of acres of Canadian land are turning red due to the rapid warming. A beetle is playing havoc with the forests and it is suggested that this beetle needs to be swept across the Northern Mountains so that it could be killed by the severe cold weather of the place. Other officials in certain areas of Alberta are doing their best to set the forest on fire so that somehow or the other this beetle could be killed once and for all. Global warming has also threatened the fisheries segment within the Canadian society and for doing the things right it is pertinent to understand that Canadian oceans need to grant permission to the restricted number of boats on the fishing grounds and everyone must not be allowed to boat for the sake of catching fish. With this issue, salmon are starting to appear in those areas where they did not use to be in the first place. Furthermore, they have disappeared from the places they used to be. The climate change can have lasting effects on the industries that are existent within Canada whereby the productivity levels could hit an all time low. Furthermore, there would be the problems in the line of the basic living conditions and not to forget the amenities which would not be easily accessible and indeed made available. The change brought by the global warming would indeed have a bad taste in the mouth as far as the Canadian trade and relevant markets are concerned. There would be issues like high oil prices and the like in the coming eras. With that one can easily expect the cost of living to increase to alarming levels and not only that but also the spending would increase as would be the case with the inflation levels which would hit the doldrums. Global warming is something that can have lasting impressions on the whole of the Canadian society if not only a select segment within it. Canada needs to respond to the threat of global warming in a head

Fantasy Vacation Research Paper Example | Topics and Well Written Essays - 750 words

Fantasy Vacation - Research Paper Example My flight was scheduled for 3rd March as time duration of reaching Venice from Dayton is more than 12 hours. I took flights on Air France which comprised of two stops; one from Dayton to Atlanta and then from Atlanta to Paris and then from Paris to Venice; the complete duration time was nineteen hours and thirty minutes. Venice is amongst superb destination places that have to offer various attractions to visitors; it is recognized worldwide for having spectacular range of Museums, architectural pieces, entertainment avenues, luxury hotels and five star restaurants (Venice Sights 3). Travelling within the city is very easy as it has various modes of transportation such as buses, trams, metros and trains. When planning to go to Venice, it is also recommended that cities nearby Venice are visited and people can easily go via cars or even on foot. When vacations are spent in the city, it looks like it is the most relaxing and awesome place for the visitors. Since hotel booking was done online, car was provided by Crowne Plaza Venice East to take visitor to hotel. Its interior has been designed in a most artistic way and all facilities were accessible at the hotel from food to tour guide. For first time visitors, hotel offers attractive packages of tour guides; it covers entire range of places that should be visited in Venice. Venice is divided into six districts and each of them have numerous attractions for visitors and the districts are broken down along its main street known as the Grand Canal which is the heart of its historical center; on its northern side are Castello, San Marco Sestieri and Cannaregio and on southern side of Canal are San Polo, Dordoduro Sestieri and Croce. On the western side of Venice is its main railway station, known as Santa Lucia which is the single road that connects Venice to closed mainland (Kerr 6; Ormand 5). On its eastern side is San Marco Square along with popular

Leadership and Cross Culture Management Article - 1

Leadership and Cross Culture Management - Article Example They developed several qualities of leadership to cope up with the changing working environment of foreign countries (Regent University, 2011). Honda, the largest Japanese based manufacturers of two-wheelers has been a successful name in the global automobile industry. Due to their leadership ability, they are so successful across the globe. The subsidiary of Honda Motor in India is named Honda Motorcycles and Scooters India Ltd (HMSI). It came to India in 1999. They believe in teamwork and excellent leadership aspects are the reasons for their success. Though they are globally successful for their products and services but the management of HMSI is not at all concerned regarding the workers and other employees of the organization. They are found to be illtreating and misbehaving with the workers. They are continuously harassing and embarrassing many of the working personnel in the organization. Towards the female employees, their behavior is not healthy. A few female employees left their jobs due to intolerable behavior from the Vice President of the company. HMSI managers are using negative leadership qualities just to embarrass the employees instead motivating and influencing them in their work (Labour File, n.d.). The higher managerial personnel of HMSI should develop the qualitative behavior and good etiquette while treating both male and female workers. This will help them to be a leader in the global environment. All kinds of interpersonal, informational and decisional roles can be developed by the managers of HMSI to motivate and influence the employees and workers of the organization. As a leader, they can create the good working relationship with the people because human resources are the assets of the organization. The leadership qualities should be utilized for the superior purpose of the employees rather destroy it.

Issues In Policing Essay Example | Topics and Well Written Essays - 750 words

Issues In Policing - Essay Example The justice department issues a directive that the so called â€Å"bad apple syndrome† whereby we blame the problems plaguing the police force on a few bad elements is misguided. Consent decrees require that police are held accountable for their actions whether they are at work or anywhere else. They can also be referred to as settlement agreements, consent judgments or stipulated agreements. A consent decree originates from an order given by a judge, which expresses a voluntary agreement by all the individuals involved in a lawsuit or case. Consent decrees arise when the participating parties want to avoid a court trial. Court trials can be long, tiresome and expensive, however, consent decrees are issued because of their ability to obtain results are similar to a court trial (The United States Department of Justice, 2014). Consent decrees can also arise due to the following reasons. There are no financial costs incurred (legal fees) because both parties forgo a trial. A trial is unpredictable, and both parties try to avoid the uncertainties surrounding a court trial. It is good because the necessity of proof and guilt is not required. Consent decrees are mostly favored because the parties involved have control over the remedial plan. They allow both parties to decide on how best to remedy their issues. Consent decrees allow them to implement their agreements voluntaril y rather than by force, and since they hold the same outcome as a court trial, any disregard for the decree is seen more as a violation of the law. It is because the parties involved are bound by the consent decree. A pattern of practice refers to a lawsuit. It is whereby a plaintiff attempts to show that the accused individual(s) or defendants have systematically engaged in prejudiced activities. The plaintiff must provide proof to show that the defendant`s behavior forms a pattern within the routine practices (Pallitto & Weaver, 2007). Discriminatory activities

Write a paper on the concept of nature as it appears in an artwork of Term

Write a on the concept of nature as it appears in an artwork of Henri Rousseau - Term Paper Example The works of Rousseau were often criticized. Throughout his works it is impossible not to recognize the hand of the master. Let us focus on his painting The Hungry Lion Throws itself on the Antelope (1905). We can see wilderness of the nature and cruelty of lion. His vision of the wild nature is rather intriguing. It looks like events developing on the background of nature are correlated with the picturesque background. In this painting it seems like trees are leaning to antelope and want to preserve it from external harm. In another painting The Dream (1910) the artist depicts a naked woman on the background of the jungles. It is interesting to see that both paintings considered, represent nature as something huge and great, which prevails over human and animals†¦In such a way, the artist conceptualized nature as something sacred. Nature for him was an integrative part of human lives and the lives of animals. Pablo Picasso felt a great respect to creative heritage of Henri Rousseau (Caldwell, 2002). He was sure that this young man was able to shock the audience. He only needed a careful and attentive attitude for his paintings. Many critics claimed that Henri Rousseau had a â€Å"touching desire to imitate nature but whose bureaucratic pursuit of detail barred the way to an  overall  impression† (Symbolism in France). His paintings were accused of absurd, but maybe those critics just did not want to see the real intention of the painter?.. Rousseau depicted a human being as an object, which could be easily transformed and weird shapes and sizes of people reflected by the author are interesting and impressive.  He was a unique artist and he managed to transfer the uniqueness of nature in his paintings. There is no doubt that in his creative mind Rousseau had many interesting ideas. Critics told that Rousseau was an â€Å"unconscious artist†. Another impressive painting is To fete Baby!  This painting has often been considered as an

Creating Sustainable Workplace Essay Example for Free

Creating Sustainable Workplace Essay Thinking more broadly about sustainability (see above), reflect on your personal life. How sustainable is your life style? What can you do to make it more sustainable? Write your responses to these questions. Based on the aforementioned definitions and descriptions of sustainability, it is important to put emphasis personal sustainability for it is the aspect that lacks attention. As for my own assessment of my personal sustainability, my life is quite on the right track. I practiced habits that promote health and wellness. However, I admit that I have some lapses in my behavior that I need to improve. I tend to push myself in doing things without thinking the consequences in my health. I spend some time working and studying until the morning which I know is very unhealthy. I also like fast food and eating out for it is convenient for me, which I know have negative impacts on my health and on the environment that eating organic. I need to change some of my attitudes and behavior in order to attain personal sustainability. I need to set limits and improve my time management skills to effectively manage my life. Assignment #3: Observe practices of sustainability at your internship location. Interview 2 people and ask them what the organization does to promote sustainability. What practices do you see and hear that support sustainability? Think broadly here; providing livable wages is as much a sustainable practice as recycling! Discuss what you saw and heard in your interviews that tell you how well the organization is supporting sustainability practices. What thoughts do you have for what the can do to enhance its practices? The company I am working as an intern promotes sustainable practices and inculcates them to their employees as part of their corporate social responsibility. The company provides appropriate and proper wages on their employees as well as medical benefits. Also, the work hours are convenient to promote personal sustainability. As part of their corporate social responsibility, they practice waste segregation to help the environment. They also try as much as possible to minimize their wastes or garbage in the office. For example, the used papers are used as scratch papers to take notes. This is done to help reduce pollutants and to promote environmental sustainability.

Curriculum Design Essay Example for Free

Curriculum Design Essay Chapter 7 ASCD Yearbook Fundamental Curriculum Decisions, 1984 People cannot intelligently discuss and communicate with others about curriculum without first making very clear what their interpretation of a curriculum is. In this chapter, we will be thinking of a curriculum as a written plan for the educational program of a school or schools. Curriculum design them will consist of those considerations haying to do with the contents, the form, and the arrangement of the various elements of a curriculum. We distinguish between curriculum planning and instructional planning with curriculum planning being the antecedent task. Curriculum planners are forced to make design decisions almost from the outset of their work. The design decisions revolve around three important considerations: (1) the range of school levels and schools to be covered by the curriculum, (2) the number of elements to be included in the curriculum, and (3) the nature and scope of each of those elements. Each of these requires additional explanations. Decisions about the range of school levels and schools to be covered by the curriculum normally are mot very complicated, and the range usually coincides with the sphere of authority of the board of education. Districts may elect to plan a curriculum from kindergarten through grade 12; they may elect to plan one curriculum for the elementary schools and one for the secondary schools; or they may elect to direct each school unit to plan its own curriculum. Planning groups will have to decide about the number of elements to be included in the curriculum. Among the options for inclusion are: (1) a statement of goals or purposes, (2) a statement of document intent and use, (3) an evaluation scheme, and (4) a body of culture content selected and organized with the expectancy that if the culture content is judiciously implemented in classrooms through the instructional program, the goals or purposes for the schools will be achieved. To this list, some would add suggested pupil activities, instructional materials, and so forth, but these matters belong more rightfully in the domain of instructional planning and we will not consider them here. A few comments about each of these four elements will be helpful to the reader in understanding their import for curriculum decisions. Most curriculum writers would agree that it is desirable to include a statement of goals or purposes to be achieved by schools through the implementation of the planned curriculum. They may disagree as to what the goals ought to be, or they may disagree about the degree of specificity of the statements to be included. The most famous statement of goals or purposes for schools became known as the Seven Cardinal Principles of Education as formulated by the Commission on the Reorganization of Secondary Schools in 1918. They were health, command of the fundamental processes, worthy home membership, vocation, civic education, worthy use of leisure, and ethical character. There is less consistency among curriculum writers in terms of their insistence upon including a statement of document intent and use in a curriculum, and, in practice many curricula do not contain such statements. Curricula have, in the past, contained statements intended to reveal the philosophy or point of view of the planners but this is not what we mean by a statement of document intent and use. A statement of document intent and use should be forthright and direct about such matters as: (1) how teachers are expected to use the curriculum as a point of departure fur developing their teaching strategies, (2) the fact that the curriculum is the official educational policy of the board of education, (3) the degree of universality in expectancy with regard to the discretion of teachers in implementing the curriculum, and (4) the degree to which teachers are to be held accountable for the implementation of the curriculum. These are illustrative of the kind of statement that may be formulated, but each planning group will have to decide on the number and character of such statements. With the amount of emphasis put upon curriculum evaluation in recent years, some mandate with respect to the curriculum evaluation is a very reasonable option for inclusion in a curriculum. The most common method of pupil evaluation used in the past has been the standardized (norm referenced) achievement test. In most cases, there were no deliberate attempts to relate published curricula to the test batteries. Therefore, any leap in assumption about the directness of the relationship between curriculum content and whatever was measured by the tests was likely to be untenable. All the more reason for formalizing an evaluation scheme by including it in the curriculum. In one form or another, a curriculum must include a body of culture content that has been deemed by the planners and directing authorities to be important for schools to use in fulfilling their roles as transmitters of culture to the oncoming generations of young people. The basic curriculum question is, and always has been, that of what shall be taught in schools, and a major function of a curriculum is to translate the answer to that question into such forms that schools can fulfill their commitment and demonstrate that they leave done so. Most of the remainder of this chapter is devoted to discussion of this element of a curriculum; so we will leave it at this point. But it should be made clear that from these options as potential elements of a curriculum, there emerge two dimensions of curriculum design. One is the choice of and the arrangement of the elements to be included in the curriculum. The other is the form and arrangement of the contents of each of the elements internally. The design problem is greatest in the case of the form and arrangement of the culture content and it is the one most frequently discussed under the heading of curriculum design by curriculum writers past and present. . Culture Content-Knowledge-Curriculum Content A curriculum is an expression of the choice of content selected from our total culture content and, as such, it is an expression of the role of the school in the society for which the school has been established to serve. A word needs to be said here about the meaning associated with the expression culture content. Ralph Linton provided us with a classical and very useful definition of culture. He stated: A culture is the configuration of learned behavior and results of behavior whose component elements are shared and transmitted by the members of a particular society (1945, p. 32). The term society is ordinarily used to refer to a group of individuals who live together with common norms and shared frames of reference. Societies tend to generate their own culture and to transmit that culture to oncoming generations within that society. So long as societies and their cultures remained in a primitive state, their cultures were simple and could be transmitted to oncoming generations by direct contact between the young and the older members of the society. But as societies became more complex and the scope of their culture content increased so that the transmission of the culture content to the young could no longer be accomplished by direct contact in daily living, societies were forced to create institutions to take on the responsibility for all or part of the cultural transmission task. The school is one of those institutions. The church is another. Both of these institutions have unique roles to play in society, and they tend to transmit different culture conten t to the young. Parochial schools tend to do both. As Smith indicated in Chapter 3 of this Yearbook (not in this reading – JG), the culture content selected to be included in the curriculum of the school may be thought of as equivalent to the knowledge to which school students are to be exposed. In any case, it is critically important to be aware that not all culture content, or knowledge, accumulated by society comes under the purview of the school; curriculum planning is a process of selecting and organizing culture content for transmission to student by the school. The process is very complex, involving input from many sources, but the organized end-result of the process is the design of the curriculum. The most sophisticated mode of organization of culture content for purposes of teaching is reflected by the various disciplines such as history, chemistry, or mathematics. In addition to the established and recognized disciplines, school subjects have been created out of conventional wisdom m the applications of selected portions of the disciplines to applied areas of our culture such as vocational subjects, social studies, or reading and handwriting. In general, the separate subject organization of culture content has predominated in curriculum design. Another way of speaking about curriculum content is to refer to cognitive content, skill content, and value or attitudinal content. As Smith discussed more fully in Chapter 3, all three types of content represent knowledge in some from either in the form of direct knowledge or a knowledge base. The three forms have been used as a classification schema or a taxonomy for curriculum content formulation. Historic Curriculum Design Conflicts One must realize that tire basic curriculum question is, and always has been, one of what shall be taught in the schools. An immediate corollary to that question has been that of how shall what has been chosen to be taught in the school be organized so as to best facilitate the subsequent decisions about teaching and learning. Those two questions are the primary curriculum questions, and the organized decisions made in response to them culminate in a curriculum design. A few reflections about our curriculum past will illustrate settle of the conflicts in curriculum design that have taken place. In her study, Sequel observed that curriculum as we use the term today was not a subject of professional discussion until after 1890 (1966, p. 1). Rugg contended that decisions about curriculum content prior to the 20th century were decided primarily by textbook writers and textbook publishers (1926, Pp. Ill-11). It was not until 1918 that Bobbitt wrote the first definitive work on curriculum and since that time curriculum writers have directed their attention to the substance and organization of curriculum content (curriculum design) and to the processes of curriculum planning, implementing, and evaluating. By the early 1900, the stage had been set for the separate subjects organization of the culture content to be used in schools. In our very early elementary or primary schools, for example, pupils were taught to read, to write, and to compute; the subjects were called reading, writing, and arithmetic. Much later such subjects as geography, history, and civics were added to the curriculum. In our early secondary schools, pupils were taught a selection of subjects (disciplines) that were directly associated with the disciplines taught at the college or university. Even though the separate subjects organization of culture content was used before curriculum became an area of professional study, it is still with us. True, subjects have ben added and others altered, but it remains the dominant approach to curriculum design. The separate subjects mode of curriculum design has been significantly challenged only once in our history. That challenge came with the advent of the Progressive Education movement. A principal belief of the Progressive Education movement was its dramatic emphasis on the learner in school settings. A substantial portion of the Progressive emphasis on the learner was stimulated by John Deweys (1916) call for more active and less passive learning in schools. This focus on the learner when applied to the organization of curriculum content led to endeavors remove away from the separate subjects organization of tire curriculum content. The movemen away from the separate subjects organization (sometimes called subject-centered) was toward the integration, or fusion, of subjects under the assumption that such integration would not only facilitate learning on the part of pupils but would additionally make the knowledge, skills, and attitudes more easily available to the pupils in post-school life (the transfer problem). The basic process involved here was the fusion of the contents of two or more of the separate subjects into another organization in which the individual subjects lost their separate identities. As one might expect, names were associated with the various integration or fusion attempts. Figure 1 adapted from Hopkins (1941, p. 18) illustrates the variety of names associated with curricula resulting from integrative or fusion processes. Hopkins here polarized the subject curriculum and the experience curriculum. The broad fields curriculum was placed in the center so as to show that it had a reasonable num ber of the characteristics of the two extremes. Others as indicated on either side depending on emphasis. Space in this volume will not permit extensive description of curricula developed as part of the efforts to move away from separate subjects organization. The best we can do here is to identify some of them and cite sources for further investigation on the part of the reader. For example, in their hook The Child-Centered School, Rugg and Shumaker (1928) presented brief descriptions of the curricula of the Lincoln School, The Frances Parker School, and others of that time. In most cases, the curricula were built around child-centered units of work, but attention was focused as needed on such basic subjects as reading, mathematics, history, geography, and so forth. One of the most extreme departures from separate subjects organization was proposed by Stratemeyer and others (1957). The authors proposed the persistent life situations concept as a basis for dealing with the curriculum building issues of scope, sequence, continuity, balance, and depth. At the junior and senior high school levels, special mention should be made of the core curriculum. The core curriculum idea was to get away from nothing but the discipline-centered curriculum. Most core programs were organized around larger and more flexible blocks of time, and the content was generally centered on personal and social problems and problems of living. In many respects the core curriculum idea was an attempt to solve the general education problem in our upper schools. It is important to note that in practice in schools, curriculum design failed to get very far away from the subject- or discipline-centered design. The most lasting effect of the movement was the broad fields idea as represented by social studies, language arts, and general science, and they have persisted mostly in curricula for elementary and junior high schools. Contemporary Arguments About Curriculum Design Probably the most persistent movement in curriculum design in recent years has been the proposed use of specific behavioral objectives as a basis for curriculum organization. Curriculum writers have long proposed that curricula ought to contain statements of goals or objectives, but not as the only content of a curriculum. Some contemporary writers have proposed that curricula should be thought of in terms of the anticipated consequences of instruction, or intended learning outcomes. (For example, see Popham and Baker, 1970; Johnson, 1977). The culture content in such cases would either be implied in the objectives or be considered as an instructional decision. A distinct advantage of this type of curriculum design is that supervision of the implementation and of the evaluation of the curriculum is simplified and facilitated. Such proposals are in direct contrast to a proposal that a curriculum should he composed in four parts: (1) a statement of goals, (2) an outline of the culture content that has the potential for reaching the goals, (3) a statement of the intended use of the curriculum, and (4) a schema for the evaluation of the curriculum (Beauchamp, 1981, p. 136). They are in even greater contrast to those who would include instructional considerations such as suggested activities for learners and instructional materials to be used. Curriculum planners should be warned that the inclusion of all of these things produces fat and unmanageable curricula. With respect to the culture content of curricula, two organizational concepts persist both in the literature and in the practice of writing curricula. The first is the tendency to continue with the basic framework of the subjects, or disciplines, that are to be taught. The second is to break the subject areas down into three identifiable components: (1) cognitive, (2) inquiry and skill, and (3) affective (value, moral, attitudinal). Curriculum planners will probably wish to begin their thinking about design with the familiar, which will unquestionably be the conventional school subjects. They will consist of mathematics, social sciences (including social studies as a subject), the natural sciences, fine and applied arts, health and physical education, communications, and other languages. At the secondary school level, planners will add to these whatever vocational and technical subjects they may wish to offer. Some planners will wish to add an area that may be termed social problems, molar problems, or problems of living that may call for applications of elements learned in various conventional subjects. Curriculum planning is an educative process. For this reason classroom teachers should be involved in the undertaking. A very important reason for their involvement is that the process of curriculum planning presents an opportunity for them to engage in analysis of the culture content so that they may be more effective in their classrooms at the level of instruction. The analytic process of breaking down the culture content into cognitive, affective, and inquiry and skill components is one way that teachers may become mote knowledgeable about what they do. Also in this process of analyzing the culture content, the content is more specifically related to goals and at the same time it fosters better curriculum implementation. For these reasons, teachers participation in curriculum deliberations has been proposed frequently as a needed dimension of continuous teacher education. In Chapter 3, Smith raised the very important question of the utility of the culture content selected to be part of the curriculum content, and he posed several ways in which the utility of knowledge can be emphasized. In a more specific vein, Broody, Smith, and Burnett (1964) suggested on, potential uses of learnings acquired in school to he taken into consideration. They are the associative use, the replicative use, the applicative use, and the interpretive use (pp. 43-60). Very briefly, the associative use of knowledge refers to the psychological process of responding to a new situation with elements of knowledge previously acquired. The replicative use refers to situations that call for direct and familiar use of schooling such as when we read a newspaper, write a letter, or balance a checkbook . The applicative use occurs when an individual is confronted with a new problem and is able to solve the new problem by the use of knowledge acquired in the study of school subjects through previous experience in solving problems demanding similar applications. The interpretive use of schooling refers to the orientation and perspective the individual brings to new situations because the individual has acquired ways of conceptualizing and classifying experience. Much of the discussion about uses of schooling (especially use external to the school) is an elaboration of the transfer problem that has plagued educators ever since Edward Thorndike first set forth his theory of transfer through the existence of identical elements in 1908. The most easily explained is the replicative use as described above because of the direct similarity between the use external to the school and the mode of learning and practice in school. Take reading for example. Reading from school materials is directly similar to reading of materials outside the school. But when it comes to applying knowledge or making new interpretations or associations between knowledge required in school and life situations external to schools, a more complicated transfer situation exists. Unfortunately, many of the questions raised about utility and uses of schooling have not been answered through curriculum design. Nor are they likely to be because so much is dependent upon classroom teaching technique and the design of instructional strategies. The best efforts in curriculum design have been through the generation of new courses (subjects if you please) in which the content is purportedly more like life external to the school. Reference here is made not only to specialized courses such as technical, vocational, commercial and occupational courses but also to courses designed around molar problems, problems of living, and core programs. In many respects, the broad fields courses were designed for purposes of saving time during the school day and to facilitate the transfer of knowledge acquired. But whatever the curriculum design, if teachers are not aware of and sensitive to the kind of analyses of the content to be taught as we have been discussing it, the uses of schooling will not be maximized. All the more reason why teachers should be part of the curriculum planning effort and participate in the required dialogue. In summary, then, what courses of action with respect to curriculum design appear to be the most appropriate for todays curriculum planners? The most important aspect of curriculum design is the display to be made of culture content once the content has been selected. The total amount of culture content is constantly growing thus making the problem of selection for curriculum content more difficult as time goes on. Unquestionably, the role of those schools (elementary and secondary) that operate under compulsory school attendance laws must constantly be examined in terms of what they should or should not offer in their curricula. The elementary school curriculum has always been designed with general education in mind. In our contemporary society, the secondary school seems to be moving in that same direction. Both, however, have seen fit to divide the content selected into realms or courses as appropriate. Scope and sequence have long been two major problems in curriculum design. The display of course content into topical outline is one way planners can watch for discrepancies in scope and sequence. It also helps with horizontal articulation among the various subjects. To help teachers generate greater insight into the content outline, it is desirable that the curriculum design reveal the expected cognitive, inquiry or skill, and affective outcomes. These are conventionally arranged in the design of the content in parallel with the topics in the outline. flow behaviorally the outcomes are to be stated is optional to the planners. These outcomes should also be thought of in terms of any goals or purposes that may be stated in the curriculum. What else to include in the design is optional to the plan. It has become quite conventional to think of goals or purposes first and then to select the content. Such procedure is quite arbitrary because all content is selected with some purpose in mind. Nonetheless, a statement of goals and purposes is a useful element in curriculum design. I would add to the topic outline and the expected outcomes a directive statement about the intended use to be made of the curriculum and a statement outlining a scheme for evaluating it.

Customer Relationship Management (CRM) in Tesco

Customer Relationship Management (CRM) in Tesco Customers have always been the main source of profit to a business. In order to retain and attract consumer, the company should practice on Customer Relationship Management  [1]  which is a strategy that have always been practicing by most of the businesses worldwide to gain a greater profit. Tesco which is one of the largest linked hypermarkets are also applying the similar strategy to gain more profit. Hereby a research is conducted on how customer relationship management strategies are used by Tesco as a tool to assist them in pursuing their sales growth. First approach towards CRM is by targeting the employee efficiency and consumer behavior. Employees of a company always reflect a companys image and the management of a company. In order to have a good image reflection of a company from consumers, employees should have a positive attitude towards consumers and practice to be efficient on treating consumers well. For instance, a consumer would like to acquire the location of a product from a Tesco employee and the Tesco employee politely assists them to the location they acquire. These positive attitude and efficiency on treating consumer will create a friendly environment to consumer whereby they will feel much comfort purchasing from Tesco. In order to create a friendly environment to consumers, Tesco will provide training to newly employed employees which are chosen after being filtered based on their behavioral test. By targeting the people surrounding the consumers, it will greatly decrease the chances whereby consumers will choo se to purchase similar product which could be purchased from Tesco from another grocer shop. Consumers behavior should be taken as a factor in order to retain and increase profit. Consumer will always want to try new things and this would be a great impact to the profit of Tesco. For instance, a new GAINT Hypermarket is build nearby Tesco. Consumers will start changing location to GAINT where it is newly build. This type of phenomena could not be changed because each consumer has a high curiosity in trying new things. To ensure that consumer will be loyal to Tesco, Tesco should create monthly event to attract consumers coming back to Tesco and provide consumers with new things since their curiosity are high. Secondly in approaching CRM is by targeting the product and promotion of a company. Tesco had been practicing Total Quality Management  [2]  to ensure that the products that they are selling to consumers are the best product that the consumer need. Other than that, Tesco also produces product of their own and selling the product which is similar to the other product at a lower retail price. These are other factors that will affect the profit of Tesco. In order to retain the current consumers in Tesco, Tesco products are being sold at the lowest retail price whereby the products created by Tesco will also undergo the same process of quality test before being sold at Tesco. This is to boost up the confidence in consumers so that they would not be practically having a thought that products created by Tesco are bad. Besides having their own product, the kitchen groceries at Tesco are always fresh. It is always fresh because the kitchen groceries are always freshly delivered to Tesco daily so that consumers can purchase fresh kitchen groceries as fresh as the one being sold at the market. In order to make sure that consumers are able to get fresh groceries, Tesco are always starting their business as early as 8 a.m. where no other grocer shops are open besides the market. Other than that, this will also create a great perception of Tesco and providing an idea of listing Tesco as their 1st priority grocer to purchase groceries. Besides that, the prices of the groceries sold at Tesco are the cheapest of among Tescos competitors such as GAINT, JUSCO and CAREFOUR. The price of grocer have been increasing day by day due to the drop in the world economy but this phenomena still does not affect the price of product at Tesco. These have been one of the greatest strength of Tesco and also one of the main attractions for consumers to go to Tesco. Other than that, the promotions made at Tesco are cheaper than its competitor because most of Tesco competitors are selling promotion product based on a concept of purchase with purchase  [3]  whereby the product consumer desire have to be purchase after purchasing other product at the retail shop. By not practicing the strategy of purchase with purchase, Tesco would be able to attract more consumers to purchase at Tesco. Besides that, the departmentalization of product which will create a discomfort to the Muslim consumer are well organized compared to other grocer sho p. At Tesco the Non-Halal  [4]  product are safely contained at a room created just for the Non-Halal product but at other grocer shops, non-halal product are place at a separate place from the foods but it is sometimes being mixed around by mischievous kids at the grocer and will create a discomfort to the Muslim consumer. Besides creating promotion, Tesco had always sponsored many events in the world. By creating an event, Tesco would not only be able to promote their name but also help to create a better social environment and awareness. Recently, Tesco have been participating in a event called Walk for School. It is use to raise fund to help 100 schools at Klang Valley because the facilities at the Klang Valleys schools have not being up to date which will slow down the learning process of the students there. The fund which was raised is to improve the infrastructure of the school, learning facilities and the library of each school to improve the learning conditions of the students. Lastly in approaching CRM is the technology of Tesco. Tesco online purchase and delivery have been started few years back. All products can be purchased online and delivery is provided for free to those who are Tesco Club member. This would be an advantage for those consumers who are working and those who could not spend time purchasing products directly from Tesco. Though the online system had been established for few years but not all consumers are aware of the system. Hereby a recommendation is made so that Tesco will be able to have a session to teach regular customer that this system had been created in order to let them know about the existence of this system. Besides providing online purchase and delivery facilities, Tesco practically use CRM system  [5]  in assisting them to provide the best services. By using CRM system, Tesco will be able to contact customer and ask for opinion from each of them. This method will provide the knowledge of customer understanding to help T esco to improve in order to provide the best customer service that will fulfill the need of each consumer. Other than that, Tesco will be able to check on the best selling products and hereby they would be able to increase the production of the product to attain all consumers need. For conclusion, by practicing CRM in Tesco it will assist a lot in increasing the rate of profit growth. The main steps in CRM are to target the people, process and the technology. In the 1st step which is people, Tesco have studied on employee, management, consumer behavior and the environment. For the 2nd step which is process, Tesco had make a few changes in the product, create club card, provide the best price, arrangement of products, operating hours and participating in awareness events in order to be sure that Tesco is known by all consumers. As for the last step which is the technology, Tesco has been focusing on improving their technology from time to time. All these steps are being practiced by all Tesco outlets in order to provide the best services and product to the consumers.

A Reconstruction of the Freudian Unconscious :: Argumentative Psychology Psychological Papers

A Reconstruction of the Freudian Unconscious ABSTRACT: This paper sketches a reconstruction of the Freudian unconscious, as well as an argument for its existence. The strategy followed sidesteps the extended debates about the validity of Freud's methods and conclusions. People are argued to have, as ideal types, two fundamental modes of fulfilling their desires: engagement with reality and wishful thinking. The first mode acknowledges the constraints reality imposes on the satisfaction of desires, while the second mode ignores or denies these constraints, inasmuch as they threaten to make such satisfaction impossible or unfeasible. The more aware one is that wishful thinking is just that, the less effective it becomes. Wishful thinking thus requires an unconscious; it is inimical to a clear, complete and unambiguous acknowledgment of its own status. The unconscious is subsequently reconceptualized in non-Cartesian terms; it is largely constituted by semantic phenomena: forms of representation which would conceal their meaning e ven if the full light of 'attention,' Cartesian 'consciousness' or 'introspection' were cast upon them. If wishful thinking is an integral part of mental life, philosophers and others wishing to "educate humanity" will have to proceed very differently from what would have been appropriate had rational thought and action been the only available option for satisfying desires. "Mankind cannot bear too much reality": sketch for a reconstruction of the Freudian unconscious. Freud and his legacy remain controversial. Though often pronounced dead, they refuse to die. This paper is not meant as a wholesale defence of Freud. Its aim is limited: to show that any adequate theory of mind will have to posit something approximately like Freud's notion of the unconscious. It can also be read as a schematic statement of what I think must minimally be salvaged from Freud's notion of the unconscious. (1) Though Freud may need revision — radical revision, even — a wholesale rejection of his thought would cripple our ability to understand ourselves and each other. If philosophy would needs educate humanity, it should first let itself be educated, among others, by Freud and his legacy. 'The wish is father to the thought.' It is commonly acknowledged that when people cannot satisfy their desires by controlling reality, they engage in wishful thinking. In this paper I try to systematise the distinction between the two modes of dealing with desires: 'the realistic mode' and (for lack of a better term) 'wishful thinking'. They form the two ends of a continuum, not a dichotomy:

hatchet Essay -- essays research papers

The story The Hatchet is about a boy, Brian Robeson and how he gets stranded in northern Canada when the pilot of the plane he is on has a heart attack. He is left without food, water, and shelter. This is the story about how he survived. His dad lived up near the tundra in Canada. Brian was on his way to see him because his mother had cheated on his father and divorced him, so his father moved away. Brian’s mother didn’t know that Brian knew she had left his father for another man and the secret was killing him. His mother gave him a hatchet before he left to see his father. He then left and got onto the small bush plane. The pilot was going along merrily when he had a heart attack and died right in front of Brian. Brian didn’t know what to do so he sort of steered the plane and kept going. The plane had been turned a bit while the Pilot was having a heart attack so Brian had no idea where he was going. The radio wouldn’t work and he was looking for a lake to land in so he would have a slightly bigger chance of survival. Once he woke up he realized he was on a beach and insects were tearing him up. He had landed in a lake and drug himself up. He was still very tired and hurt from the crash so he just fell back asleep again. Once he woke up we went to the lake and got a drink, he was hungry. All he had to survive was a 20-dollar bill, the clothes on his back, and the hatchet his mother had given him before he left. He found a shelter and some berries. One night while he w...

The Hunchback Of Notre Dame :: essays research papers

A gem that has several very visible flaws; yet, with these flaws, "The Hunchback of Notre Dame" shines as the best from the Disney factory yet. For, at first, the company name and movie title didn't quite appear to sit well together. You don't marry the king of novel Gothic gloom (Mr. Victor Hugo) with one of the world's most beloved (if not biggest) animation companies and expect the usual world population to be at the reception; but expect even Mr. Walt Disney to pat himself on the shoulder blade (or what's left of it) for allowing a hideous hunchback to be transformed into a Gene Kelly-Incredible Hulk combo type of hero. This "hero" is Quasimodo (Tom Hulce), which by the way means half-formed. It's about his distorted education (whoever teaches the alphabet using abomination, blasphemy, condemnation, damnation and eternal damnation ?), his humiliation (being crowned the king of fools), his first love and his big, big heart. It's about how our outward appearances should not matter (sounds familiar?). It's about believing in yourself but not being self-righteous. And it's about reliving the magic of Oscar-nominated "Beauty and the Beast", directed by Kirk Wise and Gary Trousdale (both, incidentally, were also responsible for "Hunchback".) Wise and Trousdale obviously had a vision that didn't exactly conform to your usual "and they lived happily ever after" type of fairy tale. They employed a lot of artistic license when rewriting the plot. It was, after all, a cartoon; but they didn't allow it to become an excuse to dissolve the poignancy and tragedy into nothingness. Quasimodo did not get the girl. Nobody exactly lived "happily ever after". There was an amazing amount of implicit blood and violence. All that with Quasimodo's unrestrained outburst near the end and the best animated celluloid representation of the kiss contribute to the real emotions that flowed from the characters. Talking about being real, the drawings in "Hunchback" were simply breathtaking. The two directors and chief artists actually made their way to the famed Notre Dame cathedral in Paris to experience first hand the magnificence and beauty of it. For ten whole days, they walked through, looked from, sat on, literally lived and breathed Notre Dame. The artists even "swatched" some dirt just to match the colour! The result was such artistry that even George Lucas and Steven Spielberg would have wanted to call their own. The scenes in the market place, the panoramic view of the steps of Notre Dame and beyond all left me gaping in wonder and sheer excitement that such representation could be possible through animation; it's all thanks to computer animation.

Any Human to Another Essay

Countee Cullen was an African American writer during the Harlem Renaissance. His poem â€Å"Any Human to Another† calls on whites and Americans in general to put aside their racial differences and come together in harmony. Cullen’s reflective and didactic tone is established through numerous rhetorical dev ices. The first thing one notices when reading the poem is the constantly changing rhyme scheme. Cullen uses a changing meter to emphasize each stanza, making them stand apart but still sound nice together – â€Å"diverse yet single.† The whole poem is about this paradox and coming together despite our differences. People need to connect with others and not stay shut up alone in solitude. Many of the stanzas contain similes to elaborate on the author’s purpose. The first stanza relates sorrow to an arrow that pierces all parts of the body to the deepest core, â€Å"through the fat and past the bone.† The second stanza compares blacks and whites to rivers and the sea (fresh and salty water). The last stanza relates grief again to a weapon, calling it a â€Å"blade shining and unsheathed [that] must strike me down,† and sorrow to a crown of â€Å"bitter aloes wreathed.† The similes in the last stanza mean that although it is sometimes painful and/or unpleasant to share others’ grief, it is still something we must do. There is a metaphor in the third stanza that compares living our lives alone to pitching a tent in solitude, walled into our own little world. Several times, Cullen uses dichotomies to contrast things that symbolize the whites and blacks. They are compared to â€Å"fat and†¦ bone† (stanza 1), â€Å"sea and river† (stanza 2), and â€Å"sun and shadow† (stanza 3). Despite these obvious differences , the author emphasizes the ability and importance of coming together, like salt and fresh water do in bays and sun and shadow do in some valleys. The fourth stanza employs personification of grief and joy, also showing the dichotomy between them. While joy only favors a few, grief is a common factor shared by all people, and so it is a common ground  on which anyone can come together. Finally, the poem contains Biblical allusions to Romans 12:15-18 Rejoice with those who rejoice; mourn with those who mourn. Live in harmony with one another. Do not be proud, but be willing to associate with people of low position. Do not be conceited. Do not repay anyone evil for evil. Be careful to do what is right in the eyes of everybody. If it is possible, as far as it depends on you, live at peace with everyone. This passage talks about sharing others’ grief instead of remaining cut off and apathetic. Cullen shares the author’s wish for peace between unlike people. This ties to the last line, where â€Å"my sorrow must be laid on your head like a crown† alludes to Christ’s crown of thorns – because Jesus was a man of the people and was very empathetic; he put into practice what Cullen is calling all Americans to do. Cullen uses allusion, paradox, dichotomy, simile and metaphor, personification, and meter to establish the tone and theme of his poem â€Å"Any Human to Another.†

The Marvels of Intellect and Creativity

Several ideas and images sprang to our mind when the name Leonardo da Vinci is mentioned. Most people associate it with famous artworks such as Mona Lisa and The Last Supper while some equate the name to the scholastic concept of the Renaissance man. Numerous accounts demonstrated Leonardo’s contribution in the field of arts and sciences, thus his name become an archetype of a genius. He fascinated the world with his advanced ideas and creative imaginations; moreover, he provided his successors with knowledge and guidelines through his discoveries and achievements. Through his intellect and creativity, Leonardo da Vinci portrayed a significant role in the evolution of modern civilizations. Leonardo da Vinci was born at the dawn of the Renaissance period. The 14th to 16th century was an interesting borderline of the Dark Ages and the Enlightenment Period that inspired Leonardo’s curiosity and observation. The Italian society in his youth was characterized by people with enthusiastic interest in learning and humanism. The concept of humanism during the Renaissance was described by Alfred Burns as â€Å"the growing self-awareness expressed in new styles in art and architecture and in the search for the vanishing intellectual treasures of an idealized classical age† (197). The promotion of humanism and self-awareness brought questions and disagreement in various aspects of society. On the other hand, the pursuance for art and architecture was supported and financed by art patrons, thus ingenious artists were recognized during the Italian Renaissance. One of the recognized advocates of art during the Italian Renaissance was Lorenzo de Medici, who became famous for making Florence a â€Å"community of pleasure† (Taylor 25). Leonardo’s interest in the arts was favored by his time for he was given the opportunity to work with the greatest artists of his era. He worked as an apprentice for Verrocchio and later on he was admitted to be a part of the Guild of Painters (Brown and Rankin 212). His early artworks were commissioned by patrons belonging to religious groups; therefore, it basically consisted of religious icons and commemorative art pieces. The early part of Leonardo’s professional life was spent in Milan, where he worked in the court of Ludovico, duke of Milan. There, he gained extensive experiences and technical skills in designing for the court’s lavish events and occasions. Rachel Taylor used to describe that â€Å"when the wave of Renaissance was crescent in Italy, the powers were five – Florence, Naples, Venice, Rome and Milan – all jealous and splendid† (99). Therefore the city’s excellence also marked Leonardo’s preeminence. During his stay in the court of the duke, he documented his learning and experiences in the field of architecture and engineering by compiling writings and detailed drawings of his designs and ideas. The so-called compilations, which are also referred to as the notebooks and manuscripts, reflected his inquisitive attitude towards the governing principles of matter and knowledge. Aside from Leonardo’s court duties, two of his significant art pieces, the Horse and the Last Supper, were also completed during his stay in the court of Milan. At the fall of the Duke’s power over Milan, Leonardo found his way back to Florence. Not long after this, he worked for Cesare Borgia, a political figure in Italy, as a military architect and engineer (Brown and Rankin 212). Taylor suggested in her book that Cesare’s policies implicated death and violence (350), thus Leonardo considered his return to Florence to work for other patrons. Upon his arrival, he was commissioned to paint the Battle of Anghiari and later on he started working on the famous Mona Lisa. Subsequently, he again visited Milan to work for the French king and according to Brown and Rankin, it was â€Å"a period when he influenced Milanese painting even more than during his early residence there† (212). He moved to Rome and stayed in the Vatican to work for the Pope and later on, he spent his time traveling to various places in Italy. He settled in France, where he spent his last days â€Å"attended by loving friends and at peace, in his chateau of Cloux, near Amboise† (Brown and Rankin 212). The grandeur of Leonardo’s time witnessed the complex transition of the Western civilization. The notion of enlightenment favored and nurtured the formation of Leonardo’s genius, and in return, he endorsed the acknowledgement for man’s potential and power of reason. Various fields of knowledge that benefited from his achievements would include the realms of art, engineering, architecture, mathematics, physics, optics, human anatomy, ornithology and aerodynamics. The Renaissance and its distinguished figures changed and influenced the culture that was formed and influenced by the ancient Greeks and Romans. The society’s classic approach of simply approving or rejecting developing doctrines and customs evolved into a modernistic method that involved analysis and critical thinking. The Enlightenment Period, together with the fame of Humanism, paved the way to scientific revolution. The intellectual reformation is considered as one of the significant events in our history for it influenced and provoked the â€Å"general mind to be more and more preoccupied with the larger problems beyond, which the new knowledge has brought fully into view† (Kidd 1). The transformation was a progressive step to a higher form of learning that encompassed the political, social, economic and religious principles of Western civilization. The propagation of self awareness and modern thinking brought positive and negative changes in the economic and social aspects of the Western civilization. The recognition of artists and notable scholars, as depicted by the fame of Leonardo da Vinci, influenced the flow of trade and commerce. In European countries like Italy, cities such as Florence, Milan and Naples flourished. On the other hand, the method of tax collection was implemented to supervise the increase in trade goods. Movements that aimed for learning and education produced interesting theories and assumptions that motivated man’s quest for truth and expansion of his horizons. The Age of Enlightenment recognized critical thinkers who became famous for contemplating and debating about avant-garde ideas (Hudson 21). Scholars and critical thinkers guided and initiated modern discoveries, inventions and innovations that improved the economy of the Western world. Moreover, political and religious controversies also emerged at the advent of scientific and critical thinking. In Europe, several ranks of power emerged in the form of monarchs, spiritual leaders, merchants and tradesmen, scholars and artisans. The period of enlightenment and the succeeding years depicted a sweeping portrayal of political and religious reformation. The concept of religion was separated from politics because of the humanist principle, which differentiate the distinct boundary between human and divine control. Humanist beliefs and principles intensified but were not universally accepted; therefore it was attacked by counter-arguments that justify the role of idealistic and religious attitudes towards politics. These contrasting views and beliefs about politics and its religious connections were highlighted in the works and theories of several Renaissance philosophers. The Age of Enlightenment introduced several Renaissance Men, who individually imparted significant marvels of intellect and creativity. And as stated by William Hudson, it was as if â€Å"their lives opened itself out to them in all its vast and varied possibilities and they were eager to enter into their great heritage† (7). There are several names from the Renaissance Age that surfaced in the course of evolution and transition of the Western civilization, but the fame of Leonardo da Vinci soared higher than the other for he exhibited exceptional qualities and eccentric fancies. The interesting and unique fusion of excellence in two exclusive areas of knowledge – the arts and sciences, was depicted by his accomplishments as a rational scientist and mystical artist. Leonardo’s paintings and art contributions were highly popular but it is interesting to note that â€Å"there only remain six of his authentic paintings, and two of them were unfinished† (qtd. in Brown and Rankin 211). His study of perspective, examination of proportion and analysis of light and shade were fundamentals of innovative and modern arts. Sketches and details of his fascinating interests were accounted in several of his notebooks entrusted at various European libraries and museums. Some of his notes reflected the complex and controversial topic of dissection, which enlightened basic issues concerning human anatomy. He declared various assertions in human proportion, one of these was his citation that â€Å"the span of a man’s outstretched arms is also equal to his height† (qtd in MacCurdy 217). He delved into unacceptable domains of his time by studying human cadavers in order to understand the unknown; moreover, his philosophy and skepticism reflected the rise of scientific thinking from the unexplained. Scientific observations of his surroundings were recorded together with his theoretical assertions and it anchored the essentials for the study of Botany and Geology. His technical experiences in the field of engineering and physics, together with the application of scientific principles contributed to the development of Western technology. Some of these contributions included his experiences in building war engines, works specializing with hydraulics, and discoveries of possible energy sources. He also provided avant-garde theories in mathematics that foretell the discoveries of modern researchers (Brown and Rankin 211). Leonardo portrayed in his manuscripts an intense fervor for aviation, which was primarily influenced by apparent observation of birds. He documented several notes containing his interest with flight and he called it the â€Å"Treatise on Birds† (qtd. in MacCurdy 211), which he divided into four parts. He continued on studying birds consequently influencing the birth of Ornithology; and at the same time, he persisted on propagating ideas about the flying machine thus providing rough beginnings for Aerodynamics. The quest for knowledge in a creative approach delineates Leonardo da Vinci in a civilization situated between the borderline of savagery and enlightenment. His accomplishments in understanding and in attempting to understand the unknown through scientific approach enhanced the basic political and cultural principles influencing a society. His triumph was earned through the synthesis of intellect and creativity, which encompassed the multiplicity of human civilization. Works Cited Brown, Alice V., and William Rankin. A Short History of Italian Painting. London: J.M.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dent & Sons, 1914. Burns, Alfred. The Power of the Written Word: The Role of Literacy in the History of   Ã‚  Ã‚  Ã‚   Western Civilization. New York: Peter Lang, 1989. Hudson, William H. The Story of Renaissance. London: Casell, 1912. Kidd, Benjamin. The Principles of Western Civilization. New York: Macmillan Company,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1902. MacCurdy, Edward. The Notebooks of Leonardo Da Vinci (Volume 1). New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reynal & Hitchcock, 1938. Taylor, Rachel A. Leonardo the Florentine: A Study in Personality. London: Richards   Ã‚  Ã‚   Press, 1927.                                                                  

Ideas and Issues †what creates a sense of belonging? Essay

The song ‘Took the Children Away’ by Archie Roach conveys the thoughts and feelings of many Aboriginal children that were taken and became the Stolen Generation. Throughout the song Roach talks repeatedly about the sense of loss and trauma suffered through the immense hardships of being taken from familiar surroundings and placed into a foreign setting. Although the song does not provide grim details of the incredible embarrassment of slave labour, Roach strongly focuses on the heartless taking of the children into a surrounding, where they could not ask themselves the basic belonging questions such as, who am I?, What am I worth? And what is my purpose? According to this song the Stolen Generation were left to ponder their identity especially with the words, â€Å"As we grew up we felt alone cause we were acting white yet feeling black†. I feel Roach particularly wanted us to feel sympathy for the Stolen Generation in this song because he focuses on himself as we ll as the Stolen Generation, making the song become personal as he details his own pain. Also, during the second verse Roach sings â€Å"You took the children away, the children away breaking their mother hearts†. This emphasizes that not only children were affected, but families and especially mothers too. For me this conveys his message of the inhumane treatment of the Stolen Generation even more powerful, because he doesn’t focus on one particular group of the Stolen Generation, but on all aspects of the family and how it is affected. â€Å"The children came back, back to their mother, back to their father†¦back to their people.† The song ‘Took the Children Away’ is a powerful song, because it gives an accurate as well as a personal view to the listener, about the hardships and the sense of alienation felt by the Stolen Generation as they could not belong to any race, aboriginal or European. The play, â€Å"Stolen† by Jane Harrison, also focuses on the trauma and psychological abuse suffered by the Stolen Generation. However instead of listening to a song like ‘Took the Children Away’, Stolen immerses the audience with various sounds, smells and sights to portray the incredible friction and alienation felt by many individuals of he Stolen Generation because of the way that they were personally humiliated, physically, mentally and emotionally. During the play Harrison reveals the damaging treatment that was inflicted on the Aboriginal children, in grim detail, to  not only emphasize their loss of identity but their worthlessness as individuals. For example, the character Jimmy, after hearing that his mother has died, feels so worthless that he hangs himself in the jail cell of the local police station. For me this made think twice before condemning an Aboriginal because of what I see on T.V, because the many images that are portrayed on the television depict Aboriginals as dole bludgers and losers. However, after reading this play and seeing the horrific and damaging treatment suffered by those five individuals it made me realise that the stereotypes that placed on them on television are wrong. The play immersed me in the pain and suffering that each one of the ‘Stolen’ children must have felt, being stripped from their parents and dumped in an unfamiliar environment to fend for themselves without the guidance and security of their family. For any individual the thought of being stripped from their loved ones and from the caring individuals in their community would be a nightmare. Yet it has already happened to the various individuals belonging to the Stolen Generation. During the play Stolen, one particular character, Anne, is taken to a nice white home where the parents take good care of her and she doesn’t receive any sexual or mental abuse as other Stolen victims have had in the play. However, in this seemingly ‘perfect’ circumstance, Anne is still left pondering what her identity is because of her different skin colour. This makes her life more traumatic as she comes to grips with the reality that she is an Aboriginal, the race that was despised. Also, during the play other characters experience this kind of treatment, showing not only that one person can be abused in this way. In the play we experience horrific and almost disturbing examples of the degrading of the Aboriginals. This brought into perspective the view considered by many people that this ‘Stolen Generation’ had no sense of belonging or identity because as a race of people they were not being valued as a human, being only for an object for which Europeans can use for slaves. The episode ‘The Afghan Experience’ from Tales from a Suitcase is a documentary about two refugees trying to make a life for themselves in Australia. As Australians we may think that Shafiq Monis and Khadem Nori are  a burden to our country and society, bringing with them only crime and becoming ‘dole bludgers’. However, the episode challenges this stereotype by showing images of Khadem and Shafiq surviving on a meagre salary, despite the psychological abuse suffered in Australia and being constantly viewed as criminals. Before I saw this documentary I thought some refugees abused their rights, especially the rape in Sydney by a group of Pakistanis earlier this year. However, this documentary shows Khadem and Shafiq working hard for their adopted country and even though Khadem was not as emotionally and mentally damaged as Shafiq, the documentary illustrated his will to go on and achieve great things for his new adopted country. Unlike many of the other characters studied in the other texts, Shafiq and Khadem have come from a country where they could answer the three questions of belonging and have not been as damaged as the tragic cases of the five children in Stolen. However, despite being abused and humiliated to the point of despair, these two men have pressed on and showed me in particular that refugees can be an asset instead of a burden to our society. To conclude, these three texts illustrate the extreme pain and trauma suffered by people in the Stolen Generation, as well as refugees marginalised by society who have tried to get a sense of belonging. All features in the play and texts work powerfully together to reinforce the psychological suffering that the children of the stolen generation went through as a result of the forcible removal from their family, as well as the alienation that Shafiq and Khadem endured in their society. The song ‘Took the Children Away’ is a dramatic song that portrays the instability and uncertainty that the children of the Stolen Generation face continually during their lives as well as the continual torment that still haunts them during their adult lives as a result of being marginalised in their own country. The play Stolen uses many of the audience’s senses with the use of a cold, dark and regimented settings throughout the play to emphasize the terrible conditions that the children lived in, as well as reinforcing the terrible sense of loss of contact with their own race and civilisation. Also, the various scenes in the documentary ‘The Afghan Experience’ showed me the alienation felt by most refugees in Australia as they try to make a new life after fleeing from persecution in their own land. Overall, these  texts accurately prove that these people were discriminated against and, without family, or other support, they do not feel valued or able to contribute meaningfully – which is an essential aspect in being able to belong.

A Whole New Beginning

The entrance to the school gate was bursting with pupils, teachers and parents, creaking with the strain of opening and shutting as wave after wave of people came through it. The temperature was 5 degrees Celsius and the grass was still wet and appeared bedraggled from the rain that had fallen last night. The air was so cold that even when you breathed your breath was hot enough to create puffs of steam, and after stepping out of your house because of the cold your face feels like it is freezing up and it starts to get numb. Even though it was this cold there were still groups of people standing outside the gates of a high school. There were groups of children scattered around everywhere, some were new pupils and some were old but they were all in different groups; there were the athletes talking non-stop about the latest football match, the nerds all huddled up talking about if they had done all of their homework over the holidays and comparing answers. The grungers just standing silently listening to their music that would probably want to make any normal person want to kill themselves; the Asian minority groups standing around talking about things that no one can understand because it is being spoken in there native tongue. Some of the older girls were wearing the latest fashion and had put on tons of makeup, and the boys were trying to impress them with their aftershave, and sleek haircuts and a swagger in their walk which they thought made them look cool. Looking around one could see the Year Nines looking excited at being in their second year of high school; they were no longer the new kids and they can now look down on the Year Eights. However, they also appeared apprehensive as they would be choosing their GCSEs for next year. You could also see the year tens pretending to mature even though it is a cover for their feelings of worry because they must start their GCSEs this year, and they know that if they fail then they will have failed life. On the opposite side there were the new pupils, some talking with their friends from their old school about what they did in the holidays and others just hanging about walking back and forth like wound up toys, looking nervous and wondering what their first day of high school would be like, with the few who were hanging about with their parents, hoping that they would not get embarrassed and wanting their parents to leave. In the middle of this all there was a small group of teachers talking amongst them selves and the older teachers welcoming the newer ones into the school. There were some of the new teachers looking around at all of the children trying to figure out which ones were the polite students and which one were the dreadful students(the ones that were any teachers worst nightmares). Suddenly, the school bell rings with a deafening volume and all you can see is all of the children and parents staring as the teachers are first to enter the school. Shortly after the teachers entered the building all of the newer students rush towards the gate hoping to get to their classroom in time so that they are not late. All of the upper school pupils are still standing there and talking, like the school bell has not affected them because they know that there is no point in rushing to get to class because every one will make it; unlike normal school in this school it isn't the students that are late it is the teachers.

An Analysis of the Dissociative Identity Disorder and the Narcissistic Personality Disorder

An Analysis of the Dissociative Identity Disorder and the Narcissistic Personality Disorder Dissociative identity disorder (DID), formally called multiple personality disorder, is a dissociative disorder in which a person exhibits two or more distinct and alternating personalities. A well-known example of this psychological disorder is Dr. Jekyll from the novel The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. Henry Jekyll is a respected doctor from London who develops a formula to separate the dual natures of himself (good and evil). After taking this serum, Jekyll transforms into the epitome of his darker self: Mr. Edward Hyde. Mr. Hyde serves as the alternate personality of Jekyll; while Jekyll is upstanding, kind, and amiable, Hyde is cruel, unsympathetic, and remorseless. Hyde demonstrates the violent tendency sometimes accompanying DID by viciously beating a man with his cane, resulting in that mans death. At some point in the novel, Jekyll no longer needs the serum to turn into Hyde, and he often switches personalities without warning. Another as pect of DID, detachment with oneself, is shown in that whenever he is Hyde, Jekyll feels out of control and unable to curb the evil actions of this alternate personality. Toward the end of the novel, no longer able to control his alter ego, Jekyll feels hopeless, even depressed. In his last moments of being consciously himself, Jekyll accepts his own â€Å"death† as his other personality wins out over him for good. Narcissistic personality disorder (NPD) is a personality disorder characterized by exaggerated ideas of self-importance and achievements and arrogant behavior. Many aspects of NPD are manifested in the superhero Iron Man. Tony Stark, otherwise known as Iron Man, is a character originally from a comic book, but he is more commonly known as being from the movie Avengers and having his own movie series. Tony Stark an affluent inventor and CEO of Stark Industries who constructs a suit of armor to become Iron Man. Self-described genius, Stark emanates arrogance and narcissism. He has an aggrandized self-image, holding himself above others in intelligence, wealth, and importance. He revels in the attention and admiration that his status as a superhero gives him, and he feels entitlement due to his celebrity. Stark also embodies the social characteristics of NPD, namely lack of empathy with others. He often takes advantage of others, like Pepper Potts and James Rhodes, and doesnt expend m uch thought to consider others feelings or the consequences of his exploitative behavior. Tony Starks arrogance, inflated sense of self-importance, need to be admired, and limited ability to empathize designate him as someone with NPD.

The Causes Of The Palestinian Israeli Conflict Essay

The Causes Of The Palestinian Israeli Conflict - Essay Example The conflict thus received considerable attention from scholars studying conflict and terrorism between the two countries (Caruso and Esteban 1; Ross 6). The Israeli-Palestinian conflict is mainly a dispute regarding the possession and control of territory referred to as the holy land, Palestine and Eretz Israel. Territory control evokes the Israeli-Palestinian conflict with powerful passion that involves identity, propriety of cultural together with religious claims and honor (Kapitan 494). Elements in both sides of the conflict consider control of the region as a way of securing cultural identities as well as the human rights of their own individual members, their continuous presence in the land, room for cultural appreciation and development and survival of their people as a distinct population (Waxman 76). Both sides of the conflict seek autonomy and the fact that they seek it in the same territory results in the conflict, a struggle that often turns deadly killing even the unarm ed and innocent people (Allegra and Paolo 263). Majority of Israeli Jews together with their supporters are determined to create and uphold a Jewish state in Palestine with their dominant leaders endeavoring to extend the state to most of the territory. Therefore, after 1967, expansion into west bank ensured that either the Palestinian Arab population in the west bank moved to other parts or it was confined in isolated enclaves (Hallward 262). Violence in terms of overt physical assault, settlement building, expulsion, economic restrictions and structural violence of land confiscation have been the predominant ways of securing the Jewish end while Arab civilians are the principal victims (Kapitan 495). On the other hand, Palestinian Arabs retain deep desire to maintain or return to the territory where they were the predominant community in at least the past 1300 years. Therefore, Palestinian Arabs seek self-rule to protect their human rights and ensure they continue living in their land. After continuous diplomatic ideas and peaceful resistance failed to progress their quest, since they were the weak party, the Palestinians availed themselves to their strategies of violence in order to publicize their quest and enhance their community’s tenacity to resist (Yvroux and Jean-Paul 94). This brought the intervention of external parties making Israel to change its policies in the face of casualties among its civilians (Kapitan 495-6). The principle of self-determination has become a diplomatic stage for both Arabs and Jews who claim autonomy in Palestine. Zionists argue the 1917 Belfour declaration together with 1922 League of Nations permission for recognizing Palestine constitute appreciation of the Jewish right to autonomy in Palestine, a right which moreover grounds in historical and cultural links of Jews to the land. Arabs counter by arguing that those who actually owned and inhabited a territory for a long period have the right to self-determination in the land and in Palestine, thus this only means the Arab majority. Despite assurances before 1947 from Zionist leaders that Jews never had the intention of evicting Arabs out of their land and homes, Zionist political rhetoric in streets and exclusive policies regarding Jewish owned land brought to the surface other intentions. On the other hand, Palestinian Arabs requested for the establishment of democratically elected council and eventually establishment of an Arab state that emulated the successful countries across the borders (Kapitan 497). Expulsion of 750,000 Palestinians during the 1947-1949 war is a basis for

Research Purpose Statement Development Essay Example | Topics and Well Written Essays - 1000 words

Research Purpose Statement Development - Essay Example universities.† This purpose statement explains and justifies the intent of the future research; it sets the objectives and clarifies the main idea of the research study. The NCU Proposal and Dissertation Review Form (DRF) serves as a source reference for additional information regarding purpose statement requirements and appropriate documentation. A series of questions explored the research problem before explaining and justifying the proposed purpose statement. Various sources are utilized in this paper, including different published research materials and Internet articles. The impact of foreign students on the educational industry in America can’t be ignored both in terms of the financial aspects and the diversity these students bring to American colleges and universities (Institute of International Education (IIE), 2010). However the response to this growing number of international students has been at best apathetic. While there has been a range of different studies completed in the last ten years on concepts such as student stress, cultural stress and other identified stresses that international students contend with when they commence their educational journey in America the reports seem to be unable to find a practical solution to the problem. This lack of educational model, one that could increase international student success and satisfaction in studying in American institutions, could negatively impact the future of this so far growing business. Given that the IIE (2010) reported that international students contribute almost $20 billion dollars through their tuition expenses and living costs more efforts should be made to ensure that the educational experience for international students is positive and meets their needs. The research conducted to date has focused on identifying key stresses that international students face when they study in America. While this author has found a wealth of material about international students and the