Effects of Technology on Modern day Architecture and Design

Effectss of Technology on Modern twenty-four hours Architecture and Design Architecture has revolutionized and changed in the 21st century compared to the 19 century due to engineering. Even though many factors have played major functions in the changing of architecture, engineering has played the most of import function for architectural alteration. Architecture and engineering will be two footings that will be used throughout this paper. Harmonizing to the Webster lexicon, architecture is defined as the art or scientific discipline of planing and making edifices while engineering is the application of scientific cognition for practical intents, particularly in industry. Technology nowadays plays an of import function in our societies since most edifices particularly condos and houses are manner different compared to the 1s that were built in the 19 century. Today’s buildings/condos in our societies are now built largely through the usage of digital visual image engineerings that are intentionally planned to make certain sorts of feeling and atmosph ere in our society. Technology and architecture goes manus in manus as both footings benefit from each other due to the fact that engineering has helped designers in pulling their designs more efficaciously and expeditiously alternatively of utilizing their custodies. This essay will take to analyse how modern engineerings are runing as a cardinal portion of architecture and design, whether engineering is holding a positive or negative impact on architecture and architectural work methods. There will besides be a treatment on Computer-aided design ( CAD ) . In associating it to the class, this paper will largely touch on hyper alteration since its evident that engineering is so altering how persons perceive and understand objects and constructions. The most of import technology/software that this essay will look at is the Computer-aided design ( CAD ) and Geographic Information System ( GIS ) and how both have affected architecture and design. At the minute, engineering has wholly r evolutionized our metropolis we live in and our manner of life. Walking about downtown Toronto and seeing edifices such as the OCAD edifice and the Royal Ontario museum indicates how far edifices have alteration due to engineering. Looking at how far engineering has brought architecture, it’s safe to state that engineering will open new universes by helping in the devising of new stuffs to build edifices. Notes on modern architecture by Antoine Picon shows that architecture has been closely related to engineering since the 19 century and argues that modernism’s inclination towards architecture has made it possible to promote the life scenes of the multitudes. Scholars such as Banham have argued that engineering surely has shaped architecture throughout history. Examples such as the creative activity of the Flying Buttress in Europe allowed Master Builders to reconstruct the tremendous walls of Romanesque churches, the Etruscan anchor arch allowed the Roman Empire to do tough and strong Bridgess. The most outstanding illustration is the development of skyscrapers which was made possible by the innovation of mass produced steel and safety lifts. In the universe, the tallest skyscraper is the Burj Khalifa in Dubai while in Toronto, the highest skyscraper is the CN Tower but the tallest inhabitable is the First Canadian Place. Banham looks at how engineering should be considered as an indispensable portion of architecture but does non truly discourse the effects and impacts engineering is holding on modern twenty-four hours architecture. This essay will undertake this issue and spread out on the thoughts Banham out frontward in his book and other scholarly plants by different writers. This research paper will hold an debut where major nomenclatures that will be used throughout the paper will be defined. The debut will besides hold the thesis and the statements back uping the thesis. The following subdivision of this paper will entirely discourse Computer-aided design ( CAD ) , the types of CAD and the parts that this package has made to architecture and design. The following subdivision will look at will be the advantages and disadvantages of engineering on architecture. Research shows that so engineering has had a positive consequence on architecture so these advantages will be explored farther. Last, this paper will look at what engineering can make for architecture in the hereafter. In decision, this paper will sum up all the statements and points set together and sentiments of bookmans will besides be touched upon. Annotated Bibliography Banham, R. ( 1984 ) .The architecture of the well-tempered environment( 2nd erectile dysfunction ) . London: Architectural Press. In this book, the writer points out that engineering, human demands, and environmental concerns are all interrelated and all of them play a critical portion in the development of architecture. He argues that technological and mechanical promotions in simple countries such as airing, warming and other 20Thursdaycentury designs needs more attending since architecture is non merely about designs and edifices but besides the mechanical systems that makes them work.. Crouch, D. P. ( 1985 ) .History of architecture: Stonehenge to skyscrapers. New York: McGraw-Hill. In this book, Crouch tackles architecture from a historic point of position from the Stonehenge in England to the skyscrapers which are seen around the universe largely in developed states. Crouch negotiations about fundamentally how far architecture has come as she explores architecture in ancient Egypt, Greece and Rome. Crouch argues that architecture is now developing into a science-based due to the patterned advance of engineering. Donald, Watson ( 1984 ) .Architecture, Technology, and Environment.Journal of Architectural EducationVol. 51, No. 2 ( Nov. , 1997 ) , pp. 119-126 Published by: Taylor & A ; Francis, Ltd. on behalf of the Association of Collegiate Schools of Architecture, Inc.Uniform resource locator: hypertext transfer protocol: //www.jstor.org.ezproxy.library.yorku.ca/stable/1425452 In this diary, Donald argues that a little figure of architectural pedagogues dismiss the fact that engineering is portion of architecture and he insists that both architecture and engineering are dependent on each other. Donald besides argues that engineering puts greater accent and higher outlooks on architecture due to the fact that engineering in architecture is non merely approximately merely the beautiful constructions and edifices we see but it is about the cognition and information the society as a whole addition in the devising of these constructions. Encarnacao, J. L. , Lindner, R. , & A ; Schlechtendahl, E. G. ( . G. ( 1990 ) .Computer aided design: Fundamentalss and system architectures( 2nd ed. ) . Berlin ; New York: Springer-Verlag. This book explains the computing machine aided design package in peculiarly how it works, its rules, ways and how it has helped in the development and revolution of architecture. Encarnacao and his co-authors identifies the chief constituents of CAD and they concluded by demoing the stairss involve in doing this machine Heynen, Hilde. ( 1999 ) .Architecture and modernness: A review. Cambridge, Mass. : MIT Press. This writer suggests a singular lineation of probe that explains the history of modern motion ‘s and trouble it has faced. Hilde tries to link modern motion and cultural theory of modernness. Hilde argues that architecture and modernness relies comparatively greatly on the sort of modernness being created. Hilde asks the inquiry â€Å"what dealingss exist or ought to be between architecture and modernness? † .So with this asked, she explores how architecture and modernness is connected. Karl D. Stephan. ( 2005 ) .Masterworks of Technology: The Story of Creative Engineering, Architecture, and Design.Technology and Culture, Volume 46, Number 3 Retrieved from hypertext transfer protocol: //muse.jhu.edu/journals/tech/summary/v046/46.3stephan.html Harmonizing to this diary reappraisal by Karl, engineering has ever been portion of human society. The writer negotiations about technological creativity and vision throughout the old ages. Karl argues that scientific discipline and technology has come together and its forcing architecture to a new and different degree ne'er imagined before from the pyramids of Egypt to now skyscrapers seen around the universe. Karl negotiations about the model involve in skyscraper developments particularly that of the Chicago’s Sears Tower as he builds on the thoughts of F. R. Khan’s influence of import on skyscraper design. Le Corbusier. ( 1952 ) .Towards a new architecture. London: The Architectural Press. In this book, Le Corbusier book negotiations about architecture and the society as he wrote about new promotions that we see today in our communities today. He parallels the velocity of which architecture is turning with that of the promotion in the society. Le Corbusier besides addresses five rules of modern architecture, mass production and industrialisation. Rivard, H. ( 2000 ) .A Survey On The Impact Of Information Technology On The Canadian Architecture, Engineering And Construction Industry.Journal of Information Technology in Construction( ITcon ) , v.5, p.37 In this study, researches purpose in finding the impact of engineering on architecture, building and technology. This study proved that all designers now have entree to computing machine and merely one per centum of the designers that answered the questionnaire survey indicated that they do non utilize computing machines to assist them with their work. The study proved that genuinely most when it comes to the drawing of design most designers use CAD. This study showed engineering is an indispensable portion of architecture, building and technology field now and about every person that works in these Fieldss rely on them to assist him/her work expeditiously. Stephenson, S. ( 2007 ) .The integrating of engineering into a landscape architecture alumnus plan: A instance survey.( Order No. NR39441, University of Toronto ( Canada ) ) .ProQuest Dissertations and Thesiss, 232. Retrieved from hypertext transfer protocol: //search.proquest.com.ezproxy.library.yorku.ca/docview/304757618? accountid=15182 This is a instance survey show the ways in which engineering is lending to the landscape of architecture and the hard procedure involved in it. The survey largely touches on design procedure and studio civilization while it looks at how engineering has affected this country either in a positive, impersonal or negative manner. Throughout this paper, it’s clear that engineering has change landscape architecture particularly when it comes to how stuffs are produced and how interior decorators all over the universe are able to reach each other in a affair of seconds due to engineering. Saeideh Feizi Azarshahr, Alireza Motamadniya, Mostafa Basiri ( 2013 ) .New Technologies in Modern Architecture and its Interaction with Traditional Architecture.Research Journal of Chemical and Environmental SciencesVol 1 Issue 3: 70-80 In this article, Azarshahr et Al argues that the usage of engineering consequences in the constitution of flawless and perfect edifices and engineering has ever been a portion of architecture as Azarshahr et al describes two types of engineering: traditional engineering and modern engineering. Harmonizing to these writers, traditional engineering has non been documented as much compared to modern engineering and this modern engineering has led to the cybernation and industrialisation of architecture. REFRENCES Banham, R. ( 1984 ) .The architecture of the well-tempered environment( 2nd erectile dysfunction ) . London: Architectural Press. Crouch, D. P. ( 1985 ) .History of architecture: Stonehenge to skyscrapers. New York: McGraw-Hill. Donald, Watson ( 1984 ) .Architecture, Technology, and Environment.Journal of Architectural EducationVol. 51, No. 2 ( Nov. , 1997 ) , pp. 119-126 Published by: Taylor & A ; Francis, Ltd. on behalf of the Association of Collegiate Schools of Architecture, Inc.Uniform resource locator: hypertext transfer protocol: //www.jstor.org.ezproxy.library.yorku.ca/stable/1425452 Encarnacao, J. L. , Lindner, R. , & A ; Schlechtendahl, E. G. ( . G. ( 1990 ) .Computer aided design: Fundamentalss and system architectures( 2nd ed. ) . Berlin ; New York: Springer-Verlag. Heynen, Hilde. ( 1999 ) .Architecture and modernness: A review. Cambridge, Mass. : MIT Press. Karl D. Stephan. ( 2005 ) .Masterworks of Technology: The Story of Creative Engineering, Architecture, and Design.Technology and Culture, Volume 46, Number 3 Retrieved from hypertext transfer protocol: //muse.jhu.edu/journals/tech/summary/v046/46.3stephan.html Le Corbusier. ( 1952 ) .Towards a new architecture. London: The Architectural Press. Rivard, H. ( 2000 ) .A Survey On The Impact Of Information Technology On The Canadian Architecture, Engineering And Construction Industry.Journal of Information Technology in Construction( ITcon ) , v.5, p.37 Stephenson, S. ( 2007 ) .The integrating of engineering into a landscape architecture alumnus plan: A instance survey.( Order No. NR39441, University of Toronto ( Canada ) ) .ProQuest Dissertations and Thesiss, 232. Retrieved from hypertext transfer protocol: //search.proquest.com.ezproxy.library.yorku.ca/docview/304757618? accountid=15182 Saeideh Feizi Azarshahr, Alireza Motamadniya, Mostafa Basiri ( 2013 ) .New Technologies in Modern Architecture and its Interaction with Traditional Architecture.Research Journal of Chemical and Environmental SciencesVol 1 Issue 3: 70-80

Philosophies of Education Essay

There are many different educational philosophies that have developed over the years. Some of these philosophies are teacher-centered and some are student-centered, but they all have the same goal, and the goal is to provide students with the best education possible. The following is a list of educational philosophies and their basic ideas. 1. Perennialism- is a teacher centered philosophy that focuses on the values associated with reason. It considers knowledge as enduring, seeks everlasting truths, and views principles of existence as constant or unchanging. For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students’ growth in enduring disciplines. 2. Essentialism- is a teacher centered philosophy that believes there is a common set of skills and knowledge that educated people should have. It focuses on respect for authority, developing sound habits of the mind, and training in fundamentals. Essentialism is similar to perrenialism. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there–and â€Å"the basics†or â€Å" back to the basics,† training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for authority, and discipline. Consisting of discipline subject. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. Early in the 20th century, essentialism was criticized as being too rigid to prepare students adequately for adult life. 3. Progressivism- is a student centered philosophy that believes that ideas should be tested by experimentation, and learning comes from finding answers from questions. This philosophy values the scientific method of teaching, allows individuals to have their own beliefs, and promotes the interaction of students as valuable to the learning process. (learning by doing things). Create independent thinking,self expression and activity in the learner. Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who make meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority. 4. Reconstructionism/Critical Theory- is another student centered philosophy that promotes world social progress, focuses on world events, controversial issues, and developing a vision for a new better world. This philosophy is associated with pragmatism and essentialism. Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than â€Å"teaching as banking,† in which the educator deposits information into students’ heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world. For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies. 5. Eclecticism- is a conceptual approach that does not hold rigidly to a single paradigm or set of assumptions, but instead draws upon multiple theories, styles, or ideas to gain complementary insights into a subject, or applies different theories in particular cases. It can be inelegant, and eclectics are sometimes criticized for lack of consistency in their thinking, but it is common in many fields of study. For example, most psychologists accept parts of behaviorism, but do not attempt to use the theory to explain all aspects of human behavior. A statistician may use frequentist techniques on one occasion and Bayesian ones on another. An example of eclecticism in economics is John Dunning’s eclectic theory of international production. 6. Existentialism – Student centered. If you are existentialist, subject matter is a personal choice. They focus on the importance of the student than the subject matter or curriculum. Man’s freedom. Man is nothing else but what he makes of himself. Such is the first principle of existentialism. ‘ ‘ †¢ Jean Paul Sartre Existentialism as an Educational Philosophy Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Instead, individuals are responsible for determining for themselves what is â€Å"true† or â€Å"false,† â€Å"right† or â€Å"wrong,† â€Å"beautiful† or â€Å"ugly. † For the existentialist, there exists no universal form of human nature; each of us has the free will to develop as we see fit. In the existentialist classroom, subject matter takes second place to helping the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. The teacher’s role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, not just the mind. Although many existentialist educators provide some curricular structure, existentialism, more than other educational philosophies, affords students great latitude in their choice of subject matter. In an existentialist curriculum, students are given a wide variety of options from which to choose. To the extent that the staff, rather than the students, influence the curriculum, the humanities are commonly given tremendous emphasis. They are explored as a means of providing students with vicarious experiences that will help unleash their own creativity and self-expression. For example, rather than emphasizing historical events, existentialists focus upon the actions of historical individuals, each of whom provides possible models for the students’ own behavior. In contrast to the humanities, math and the natural sciences may be de-emphasized, presumably because their subject matter would be considered â€Å"cold,† â€Å"dry,† â€Å"objective,† and therefore less fruitful to self-awareness. Moreover, vocational education is regarded more as a means of teaching students about themselves and their potential than of earning a livelihood. In teaching art, existentialism encourages individual creativity and imagination more than copying and imitating established models. Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly. Although elements of existentialism occasionally appear in public schools, this philosophy has found wider acceptance in private schools and ill alternative public schools founded in the late 1960s and early 1970s. 7. Naturalism- ‘’Back to Nature† slogan. Naturalism emphasizes ‘Matter and Physical world. Aim to unfold the child potential. We are born weak, we need strength; helpless, we need aid; foolish, we need reason. All that we lack at birth, all that we need when we come to man’s estate, is the gift of education. ~Jean Jacques Rousseau Naturalism as a philosophy of education was developed in the 18th century. It is based on the assumption that nature represents the wholeness of reality. Nature, itself, is a total system that contains and explains all existence including human beings and human nature Education must conform to the natural processes of growth and mental development. This root principle, already touched upon, stems from a concern to understand the nature of the child and follows from naturalism’s conception of the pupil. It is the make up of the learner that determines the character of the learning process, not the designs of teachers of the learner or there simply will be no learning. Education should be pleasurable; for children have a good time when they are doing things which the present development of their physical and mental equipment makes them ready to do. This readiness for specific kinds of activity is evidenced by their interest. Consequently, interest in a subject and interest in ways of doing things are guides to parents and teachers, both as to subjects of study and methods of teaching for which children have a natural readiness at any given stage of development. Education should engage the spontaneous self-activity of the child. As already noted, the child educates himself in great measure, most of his knowledge is base on what he discovers in his own active relations with things and people. Especially is this the case with our perceptions, developed almost completely by our own unconscious efforts in early childhood but constituting the machinery for a high percentage of our adult experiences. Adults are foolish, therefore, if they do not use this native self-activity as an ally in their teaching. The way to do this, Spencer advised, is to tell the learner as little as possible and induce him to discover as much as possible. The teacher’s role is to remain in background. The natural development of child should be stimulated. Since, Nature is considered to be best educator, According to naturalists the teacher is the observer and facilitator of the child’s development rather than a giver of information, ideas, ideals and will power or a molder of character. 8. Realism – Teacher centered. Slogan,â€Å"Things rather than words†. And according to Realism the external world of objects is not imaginary. It really exists, â€Å"Our experience is not independent but determines reaction to the external objects. Experiences are influenced by the external world which has real existence. † (Dr. Pandey Ram Shakal. The teacher is more focus to the lesson rather to the child. ( That’s the reality). Subject: Math and Science. 9. Idealism- is a philosophical approach that has as its central tenet that, ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. The aim of education is to discover and develop each individual’s abilities and full moral excellence in order to better serve the society. Deals with â€Å"mind and self†. Developing child potential. Ex. If a child is good in reasoning encourage him/her to develop that. In idealism, no comparison only encouragement. 10. Pragmatism- â€Å"Pragmatism is a temper of mind, an attitude, it is also a theory of the nature of ideas and truth and finally it is a theory about reality. † William James â€Å". Pragmatism is essentially a humanistic philosophy, maintaining that man creates his own values in the course of activity that reality is still in the making and awaits its part of completion from the future, that to an uncertain able extent our truths are manmade products. Method of teaching: This school of philosophy favours project method and consider it active and dynamic. Through this method the child learns by his own activities and experiences. The teacher only guiding and suggesting wherever and whenever there is necessity for such help. They believe learning by doing. They oppose bookish knowledge and condemn those methods which promote knowledge which is not useful. Teacher: works as a friend and guide to the children. The teacher comes in close contact to the children to know their interest and understanding regarding the conditions of changing society. The teacher puts in front of the students problems which are interesting and students are expected to solve it. 11. Constructivism- is a student centered philosophy that emphasizes hands on learning and students actively participating in lessons. Constructivists believe that students should be able to discover lessons on their own through hands on activity because it is the most effect way of learning and is considered true learning. Von Glasersfeld describes constructivism as a â€Å"theory of knowledge with roots in philosophy, psychology and cybernetics†. In the constructivist perspective, knowledge is constructed by the individual through his interactions with his environment. Learning is an active process. Students are actively engaged and are responsible for their learning. 12. Humanism- is a student centered philosophy that focuses on enhancing ones innate goodness, rejects the idea of group-oriented education, and upholds the idea of enhancing individual development. This philosophy also believes that students should be actively involved with their education on all levels, and students should be able to make choices about what they will be learning. To live life to the fullest Humanism focused on creating people who would be ideal citizens in whatever domain their work lay and would be able to speak persuasively to encourage those around them to a moral life; thus, students pursuing humanist studies were instructed from historically important works of poetry, history, grammar and rhetoric. 13. Behaviorism – is a teacher centered philosophy that is closely related to realism. This philosophy focuses on human behavior as a reaction to external stimuli, and believes that changing the environment can change misbehavior. Educational behaviorists are more interested in managing behavior in an attempt to better educate students and maintain a classroom environment conducive to the learning of each individual student. Educational behaviorists have developed systems of rewards and punishments in order to achieve academic success. He found a very strong effect from rewards but also discovered that punishment was a less effective means for control of behavior (Pulliam & Patten ). Teachers began to rapidly accept these laws of learning, and found them to be highly useful devices for classroom instruction Watson made the following statement: Give me a dozen healthy infants, well formed, to bring them up in any way I choose and I’ll guarantee you to take any one at random and train him to become any type of specialist I might select doctor, lawyer, artist, merchant-chief, and yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. Watson made it very clear that he believed that behavior could be altered, modified, and controlled by using forms of reinforcement. Reinforcement was one of Skinners most important behavioral concepts. Reinforcement is the affect of reward on a response that the strengthening produces it, to the reduction of physiological need. Often times the word reinforcement is mistakenly substituted by the word reward. It is important to realize that these two words are not the same. Rewards may or may not strengthen behavior. Robert Nye, author of The Legacy of B. F. Skinner, gives the following example to clarify this misconception: A teenager may behave contrary to his parents, wishes despite the fact that they heap rewards (a car, money, freedom, and so on) on him. This example exhibits parents who are giving rewards to their son, but they are not reinforcing his desirable behaviors. Skinners definition affirms that reinforcement does strengthen behavior, and reinforcement occurs only if what is being done has that effect. Therefore, rewards may or may not strengthen behavior. In operant conditioning there are two types of reinforcement: positive and negative. Positive reinforcement is a response strengthened by the addition of something (positive reinforcer) to the situation. A child behaving to earn parental approval is an example of the effects of positive reinforcement. The parental approval is the positive reinforcer. Behaviors can also be strengthened by negative consequences. Negative reinforcement occurs when a response is strengthened by the removal of something (negative reinforcer) from the situation. Negative reinforcement should not be confused with punishment; it does refer to a process in which behavior is strengthened. Without even realizing it, teachers condition students to do things, such as stand in a straight line or to be quiet, by giving looks and/or punishments. Teachers often use the theories behind behaviorism to drive behavior plans for emotionally disturbed students. These step-by-step plans include rewards (or punishments), which condition students to achieve specific patterns of behavior. These plans are designed so that when the student performs a desired behavior, the student is rewarded with tokens or points. The students are then able to trade these tokens or points for prizes, food, playtime, or other rewards. Critics disagree with this type of extrinsic reward; however, Skinner believed that this may be necessary when other methods do not motivate the students. Skinner also believed that since teachers are conditioning most of the time, they should learn how to do it more effectively (Ozman & Craver 213). 14. Analytic- The term â€Å"analytic philosophy† can refer to: A broad philosophical tradition[2][3] characterized by an emphasis on clarity and argument (often achieved via modern formal logic and analysis of language) and a respect for the natural sciences. The more specific set of developments of early 20th-century philosophy that were the historical antecedents of the broad sense: e. g., the work of Bertrand Russell, Ludwig Wittgenstein, G. E. Moore, Gottlob Frege, and the logical positivists. – is used to described philosophy that proceeds via analysis- broadly, by seeking to understand the composition of its subject matter (or concepts of that subject matter) out of simple (or simpler) components. 15. Positivism- is a teacher centered philosophy that rejects intuition, matters of mind, essences, and inner causes. This philosophy relies on laws of matter and motion as valid, and bases truth on provable fact. It is also known as logical positivism. 16. Scholasticism- students were encouraged to face apparent contradictions in the things they were being taught, and find a consensus between teachings that seemed to oppose each other. They were expected to use their reason and experience — in combination with knowledge that was accepted on the authority of church fathers and teachers — to make their arguments. Scholasticism attempted to reconcile Christian teachings with one another, as well as with such philosophies as Aristotelianism and Neoplatonism. –(debate). Scholasticism focused on training people who would work as theologians, lawyers or doctors, and thus used works of theology, philosophy, medicine and law as a basis for study. 17. Postmodernism- The heart of postmodernism is the view that reality cannot be known nor described objectively. This contrast to the modernist view that says reality can be understood objectively. Postmodernism seeks to correct the imbalances of modernism. It reminds us that we do not possess an unlimited potential to understand and change the world for our own purposes. Ex. Under modernism, the prevailing theory of truth was known as the correspondence theory of truth. That is, something was felt to be true in so much as it corresponds to objective reality found in the world. The correspondence theory of truth caused people to believe that scientific truth equals absolute truth. Postmodernism corrects this by denying the equivalency between scientific truth and absolute truth. All scientific conclusions are now understood to be tentative simply because no one has ever made the infinite number of observations required to learn if there are any exceptions. So, postmodernism corrects modernism by helping us to understand the limits of our reasoning ability and knowledge. But postmodernism then presses things too far. Postmodernism rejects certain ideas of history. Generally refers to a form of contemporary culture, such as art and architecture. It is a style of thought which is suspicious of classical notions of truth, reason, identity, and objectivity. According to Elkind, Postmodernism venerates language rather than thought and honors human diversity as much as it does human individuality.

Why California is considered a hazard hotspot and how it copes

A disaster hotspot is somewhere where there is a threat of two or more hazards to the area, ranging from geophysical to hydro-meteorological hazards. This is certainly the case in California, where there are an abundance of hazards which threaten the safety of the population. These hazards include earthquakes, bushfires, landslides, flooding, drought and fog. A major threat to the 40million strong population of California is earthquakes, which are caused by a network of active faults which run under the coastline of the state, including the San Andreas Fault and the Garlock Fault. The San Andreas Fault is a conservative boundary, which can give rise to powerful earthquakes. The 1906 San Francisco earthquake was caused by a rupture on the San Andreas Fault, which is a strike-slip fault meaning it is a crack between two plates sliding past each other. This 7. 7 magnitude earthquake caused a lot of destruction in the San Francisco area, killing an estimated 3000 people and leaving an expensive bill of damage ($9. 5 billion in 2009 dollars). Much of the damage and death toll came as a result of the devastating fires which followed the earthquake, which lasted for four days. The people of California are vulnerable to earthquakes as the faults directly underlie the area and the earthquake events cannot be predicted. As California is part of one of the largest economies in the world, it can afford preventive measures such as an annual earthquake drill and building earthquake proof buildings. Drought is another prevalent threat in California, which also gives rise to wildfires due to dry grounds and air. Droughts are caused by a lack of rainfall, heightened by the onset of La Nina. A particularly bad example of a drought in California was in 1976-77 where they only had half the rainfall compared to a normal year, causing a major crop fail, which in less economically developed countries often leads to a famine disaster. Droughts lead to health problems, particularly for the young and old who are at risk of malnutrition and heatstroke. 2007 was a bad year for wildfires. Prior to these fires the area was experiencing a drought, meaning the land was dry which created good conditions for fires to spread. Across the 19 days of burning, there were 9 deaths, over 500,000 acres of land burned, along with 1500 homes. There had been a build up in bushes in the previous decades of no fires which added to the reason the fires were so destructive as they had a lot of fuel to burn on. California is also at risk of flooding, both coastal and from rivers. These events are largely caused by excessive rainfall. In 1964 the Alaskan earthquake caused a tsunami which devastated parts of California, killing 14 residents. A more recent example of flooding was in December 2010 when hundreds of people were evacuated due to more than 12 inches of torrential rain falling, causing flooding and mudslides. This again caused a lot of economic damage. Other mudslides have occurred across the recent decades, often caused by earthquakes or flooding and erosion. In La Conchita there have been two major mudslides, one in 1995 the other in 2005. The more recent event was far more destructive, burying 15 homes and killing 10 people and was caused by excessive rainfall. In conclusion California is considered a disaster hotspot because its population is vulnerable to a variety of hazards which occur quite frequently and sometimes lead on from one another, for example if there is an earthquake landslides could occur as well as the initial destruction caused by the earthquake itself. As a developed state it has invested money and time to ensure the safety of its residents as much as is possible when the events are unpredictable.

Discussion Movie Review Example | Topics and Well Written Essays - 500 words - 8

Discussion - Movie Review Example Salvador painting represents surrealism painted in 1931 with significant representation of Dreamscapes that depicts the aforementioned logical attack (Smarthistory 1:23). A view of the painting creates a feeling and thought of desert-scape that inherently gives the sense of safety and satisfaction of being within the landscape generated by the art. The painting depicts an unbearable moment of quietness with significantly no observable movements amongst the elements. The environment created by the art displays absurd nature with seemingly dead tree and unrealistic clocks. The ants that seem to eat from a metal piece rather than rotten flesh further explains the irrational nature depicted in the art (Smarthistory 2:26). Besides the impossibilities and absurdity represented by the art, historians argue that the cliff in the background represents those of Catalonian coast that exist within Northern Spain. In addition, historians argue that the strange figure within the art represents a profile face with nose, tongue and eyelashes (Smarthistory 3:40). The art remains authoritative in explaining the conflict between rational and irrational ideas in humanity thoughts, feelings, and ideas.  Inherent elements of the art, including the strange figure, clock, cliff, and the dead tree explains how the human mind and thinking remain wired in reality. Salvador art represents objectivity of reality with the idealistic question over the existence of particular natural objects such as a clock. Ann Temkin explains the inherent era of artists that dominated by abstract expressionism that occurred between the 1940s and 1950s in New York. The event of abstract expressionism that brought several artists together had the urgency to explore self-creativity in artistry. Most importantly, abstract expressionism aimed at expressing the post-war occurrences. The event had great originality and creativity about the

Trading blocs and their influence on the globalisation of the Essay

Trading blocs and their influence on the globalisation of the marketing strategies - Essay Example The global stage is dominated by the presence of a large number of trading blocs for a number of countries and regions. There are about 30 trading blocs globally across various continents, working either at national or regional levels. In Europe alone, there are three trading blocs, namely European Union, European Free Trade Association and Eurasian Economic Community. However, trade bloc of the European Union is the only one to have the United Kingdom as its member (Floyd, 2001). The world trade is being increasingly dominated by the concept of trade blocs in recent times. This can be clearly exemplified by taking the case of the European Union. Initially, this had only six countries as its members during inception in 1940s, but had 28 countries by end of the first decade of 21st century. NAFTA is another such trade bloc, which promotes trade relations between the USA and Canada (Oh and Suh, 2003). All major trade blocs that exist in the contemporary world, like, ASEAN, NAFTA and Eu ropean Union, have a common objective. The countries that are outside the trading blocs do not enjoy benefits of lower tariff and custom duties on imported goods . Trade blocs have a very important role to play in economic development of a country, primarily because economic progress of a country can be directly related to amount of trade conducted by that country. This is because trade brings new opportunities to a country by opening up its markets, bringing in improved technological innovation and raising the level of production.

Mario Cuomo's Famous 1984 Speech Essay Example | Topics and Well Written Essays - 750 words

Mario Cuomo's Famous 1984 Speech - Essay Example Mario Cuomo's famous 1984 speech remains persuasive, on an intellectual level at least, even when stripped down. The full text of the speech was much more convincing, and especially elicited a strong emotional response. Cuomo does an excellent job painting a picture for the listener, which engaged senses other than simply the ears, and ideas that stir the heart as much as the mind. He creates images of different Americas: â€Å"A shining city is perhaps all the President sees from the portico of the White House and the veranda of his ranch† compared to an America where â€Å"people can’t pay their mortgages, and most young people can’t afford one; where students can’t afford the education they need, and the middle-class parents watch the dreams of their children evaporate.† This imagery elicits a strong emotional response. Furthermore, he uses other rhetorical devices, such as repetition, to build a rhythm that contrasts his vision strong from the v ision that he paints of Ronal Reagan.   The passage where he describes a â€Å"credo,† connecting his ideas with religious connotations, then moves into something that sounds almost like a sermon. â€Å"We believe,† he says twelve times, trying elaborate on differences between the Republicans and Democrats. These descriptions also get progressively shorter and shorter, allowing Cuomo to build a rhythm that moves from very specific, long details to short but powerful statements, such as â€Å"we believe in civil right, and we believe in human rights† – statements that raise the hairs on one’s skin and create an incredible emotional response. Based on the above observations, it seems that logic and rhetoric are not inherently connected; rather that rhetoric can augment an already sound logical argument. I firmly believe that if Cuomo’s speech was absent from logic the stripped down version would not be persuasive at all, and the full text wo uld be less persuasive, but possibly still convincing on emotional grounds. It seems that rhetoric can add an emotional layer to a logical argument that would otherwise be absent, which convinces someone not just of the validity of one’s arguments but about the fundamental righteousness of one’s goals and mission. Also, it seems that the rhetorical devices that Cuomo employs would have been just as potent even if they were not overlaid on top of an already logical framework. The â€Å"we believe† section is almost entirely absent from the cut down version that eliminates much of the rhetorical language, show that much of that was simply imagery and rhetoric without much argument. And the imagery he uses in describing the two different visions of America can almost always be used – I doubt there has been a presidential nominee that has failed to use this rhetorical device in the past twenty years.

Sunlife Insurance Case Study Example | Topics and Well Written Essays - 250 words

Sunlife Insurance - Case Study Example The firm had decided to diversify into other businesses at a time when it was facing very stiff competition from new entrants into the insurance business. The company responded so well to the pressures of diversification through moving into the businesses that were contiguous to its traditional insurance base. These businesses included residential mortgages, mutual funds, as well as personal trust services. Through these businesses, the sales agents were able to push the other services of the company, much to the benefit of the company. The mutual funds business was able to generate profits at a time when other companies were recording losses and therefore diversification into the line of business and relying on the sales agents was a good decision (Sun Life Financial, 2012). By getting into the other lines of businesses like consumer banking, the firm was able to attract other customers through its other businesses like the consumer banking where the agents were referring the custom ers at the bank to buy mortgages and the other services offered by the firm.   Its partnership with Century 21 Real Estate enabled it to get to sell mortgage packs to the customers referred to it by the real estate firm into which it bought some stake sometime earlier. The agency system the company had invested in enable the firm to achieve very broad coverage that it would not have been able to have it gone for the brokerage system used by other firms. All in all, the decision to diversify into the other lines of business favored it.