Overview of the Xiongnu Nomads

Xiongnu was a multi-ethnic nomadic grouping from Central Asia which existed between about 300 BCE and 450 CE. Pronunciation:  SHIONG-nuAlso Known  As:  Hsiung-nu The Great Wall The Xiongnu were based in what is now Mongolia and frequently raided south into China. They were such a threat that the first Qin Dynasty emperor, Qin Shi Huang, ordered the construction of huge fortifications along the northern border of China—fortifications that later were expanded into the Great Wall of China. An Ethnic Quandry Scholars have long debated the ethnic identity of the Xiongnu: Were they a Turkic people, Mongolian, Persian, or some mixture? In any case, they were a warrior people to be reckoned with. One ancient Chinese scholar, Sima Qian, wrote in the Records of the Grand Historian that the last emperor of the Xia Dynasty, who ruled sometime around 1600 BCE, was a Xiongnu man. However, it is impossible to prove or disprove this claim. The Han Dynasty Be that as it may, by 129 BCE, the new Han Dynasty decided to declare war against the troublesome Xiongnu. (The Han sought to re-establish trade along the Silk Road to the west and the Xiongnu made this a difficult task.) The balance of power between the two sides shifted over the next few centuries, but the Northern Xiongnu were driven out of Mongolia after the Battle of Ikh Bayan (89 CE), while the Southern Xiongnu were absorbed into Han China. The Plot Thickens Historians believe that the Northern Xiongnu continued west until they reached Europe under a new leader, Attila, and a new name, the Huns.

Plunging The Joy Luck Club by Amt Tan Essay - 1131 Words

The Joy Luck Club (1985) was written by Amy Tan (1952). The Joy Luck Club is the story of a Chinese mother who leaves everything behind, a mother who leaves her family in China in order to get her children (in this case our protagonist June) a better life. Or as Amy Tan says: â€Å"The Joy Luck Club, about a woman whose mother has just died and who regrets that she never knew who she truly was. The stories poured out. They were what I felt and had to say before it was too late. I had found my reason to write.† (http://www.theguardian.com/books/2013/nov/19/amy-tan-joy-luck-club-guardian-book-club) The Joy Luck Club is the story of a Chinese mother who leaves everything behind but it is also the story of a Chinese-American woman who realises in a†¦show more content†¦The story of the swan (we can read it on Feathers from a Thousand LI Away) is very meaningful. The American Dream changes between the generations. For the mothers, it is creating a future full of privilege and success. For the daughters, it is the freedom to take their opportunities and do with them as little or as much as they want. The daughters American ness is reflected most strongly in their relationships with men. Ted, Harold, and especially Rich, represent the American part of their wives, which for the mothers seems frighteningly disconnected from Chinese thinking. Suyuan wants Jing-Mei to be the perfect American girl like Shirley Temple, but resents how little Jing-Mei understands about Chinese culture. As Lindo Jong explains, these are the perils of being two-faced. Fitting in one place means not fitting in somewhere else, and the challenge for Chinese-American women is to find a balance that honours both cultures. Another very important subject is that which talks about love and marriages. On the one side we have the mothers who thought that love and marriage are not always holding hands. That is, a wife sometimes has to do things although she doesn’t want to. We come back to role of the submissive woman. On the other hand we have the daughters, who believe that they have the right to find true love and to get married and if they marry, they have the right to be themselves and not what their husbands or the

Evaluate Current Learning Theories Education Essay Free Essays

string(130) " that larning at the higher degrees is dependent on holding attained prerequisite cognition and accomplishments at lower degrees\." To be able to name the theoretician involved with scientific discipline, and the 14 – 19 course of study, it would be more prudent to state that all the theoreticians in one manner or another, if looked at closely plenty would hold an input, from the behaviorists like Skinner, Pavlov and Watson, to Piaget and the Cognitive development theories, within scientific discipline Brunner with his societal constructivism is the more applicable, when it comes to border working, scaffolding and the spiralling course of study, with Vygotski and the socio cultural theories underpinning societal context, civilization, linguistic communication, equals, instructors and the Zone of Proximal Development theories. From the late 1980 ‘s, and the debut of the original national course of study, to present twenty-four hours, childhood experiences have changed drastically, with childhood demands traveling on at a enormous rate. The kid of today has a batch more to get by with in relation to the societal and economic facets of their lives, and as such for the first clip in twenty old ages there is some kind of lucidity about what will go on nationally, in relation to the 14-19 course of study and makings, to run into single student ‘s demands. We will write a custom essay sample on Evaluate Current Learning Theories Education Essay or any similar topic only for you Order Now The original debut of topics and cardinal phases, has now moved on in a positive way, with recent reappraisals in instruction of new specifications of AS and A degrees in September 2008, The debut of Diplomas in 2008, in 17 capable countries, has expanded the chances for academic makings, specific to an single students demands. With the debut of the new specifications for GCSE ‘s across the course of study in September 2009, the QCA began a procedure that will besides take to revised scientific discipline GCSE specifications from Sept 2011, These new specifications are to include, GCSE Science, GCSE Additional Science, GCSE Additional Applied Science, GCSE Biology and GCSE Physics. As portion of the wider alterations to GCSE scientific discipline, strategies of work such as Twenty First Century Science were designed ; these classs enabled the pupils to understanding the scientific discipline they experienced in mundane life. Looking at one country of scientific discipline in relation to the 14 – 19 course of study, it becomes evident that the model is designed on a spiralling course of study ( Bruner 1986 ) , this is apparent from Key phase 3, with the unit, Organisms / Behaviour and wellness, in which cells are taught in the undermentioned form, Cells, Animal cells and Plant cells, Cells and their behavior, Cell tissues and Organ systems. At Key phase 4 cells are taught once more, constructing on constructs already established in Key phase 3 but utilizing Blooms Taxonomy ( Bloom 1956 ) , with units covered on Populating cells such as Bacteria which reproduce inside host cells ( Animal cells and works cells ) , White blood cells such as Phagocytes and Lymphocytes, Red blood cells incorporating Haemoglobin, Antibiotics which break down cell walls. Once A and AS degrees are studied, cells are revisited once more but at a much deeper degree of understanding, with Antibiotic Resistance, Differential Centrifugation – a method of dividing different cell organs of a cell so that they can be analysed, Analyzing cells with the usage of the Transmission Electron Microscope ( TEM ) or the Scanning Electron Microscope ( SEM ) and Cell distinction. This spiralling course of study ( Bruner 1986 ) , means that a complex thought can be built on, and understood, by revisiting the cardinal constructs of the topic, clip and clip once more as the student additions in experience and sees more of how scientific discipline can be related to experiences in the existent universe, utilizing constructs and apprehensions from each single key phase, chiefly to increase cognition of the construct taught, this model facilitates the demand for revisiting the basic cardinal constructs of the original stuff, as in cardinal phase 3 the initial constructs are an built-in portion of cardinal phase 4 and supra. This structural model can be related to a Social Constructivism theory from Bruner in his research on the development of kids in 1966, and subsequently developed into the Integration of the acquisition procedure at different degrees ( Bruner 1986 ) , with Bruner ‘s theory, he proposed three degrees of representation, Enactive Representation Iconic Representation ( image-based ) and Symbolic Representation ( language-based ) , in Bruner ‘s theory it is suggested that when faced with new capable stuff, to come on from an action based representation to an image based representation and finally linguistic communication based representation, it would be more accomplishable if the each clear phase was slackly incorporate, so each portion can be translated to the following 1 ( Bruner 1986 ) , as opposed to Piaget ‘s theory of ‘Stage-Theory of development ‘ , ( Beard 1969 ) and ( Crain 1992 ) , which has been summarised as: â€Å" Children of a given age are more likely to show similarity of ( mental ) structures than kids of different, ages † . ( Brown 1977, p.26 ) . Piaget ‘s epistemology has been characterised as ‘constructivist and relativist ‘ ( Pope A ; Gilbert 1983, p.195 ) , and has been widely influential in Science Education ( Bliss1995 ) . Piaget demonstrated that kids who have non undertaken formal direction might still hold constructed their ain thoughts about phenomena they experience in the universe and their ain significances for words as they get linguistic communication e.g. , ( Piaget 1973, 1929 ) this can take to misconceptions within scientific discipline hence, although influential in scientific discipline, Piaget ‘s phases for ages theory is non every bit applicable to the modern twenty-four hours kid ‘s demands and hence the coveted affect is non accomplishable. With Bruner ‘s theory a clear nexus can be made with Bloom ‘s Taxonomy in which Benjamin Bloom suggested that the educational aims can be split down into three classs, Affective or associating to the experience of feeling or emotion, Psychomotor shown by physical accomplishments such as motion, sleight, strength, coordination, use, grace, and velocity, and the scientific procedure of idea known as Cognitive Theory, the terminal consequence is the creative activity of a more holistic signifier of instruction. ( Bloom1956 ) . This type of Taxonomy means that larning at the higher degrees is dependent on holding attained prerequisite cognition and accomplishments at lower degrees. You read "Evaluate Current Learning Theories Education Essay" in category "Essay examples" An roll uping organic structure of research indicates that the instructor plays a critical function in choosing and measuring appropriate learning resources and bordering ( gyrating course of study ) these to work engineering in prosecuting learning ends ; in structuring ( gyrating course of study ) , sequencing, pacing, monitoring and measuring acquisition, and in interceding interactions between kids and engineering, including through ‘guided find ‘ ( Bruner 1985, pp.21-43 ) As such Bruner was besides influential in the development of Vygotsky ‘s work on the socio-cultural and activity based theories ( Vygotsky 1986,1978 ) and ( Vygotsky 1934, pp.355-370 ) which suggested that constructs do non merely stand for a concatenation of associatory connexions assimilated by the memory of an automatic mental accomplishment, but a complicated and existent act of believing which can non be mastered by simple memorisation, ( Vygotsky 1934, p.356 ) and as such Vygotsky, saw that conceptual acquisition required an active engagement from the scholar, bespeaking there is a existent demand to look at the societal facet of acquisition and how schools every bit good as scientific discipline put the model and construction in topographic point for the acquisition procedure, with the execution of a socially mediated procedure ( Scott 1998, pp.45-80 ) .whereas Piaget, s theory were all based on internal influences of the head. Vygotsky believed that conceptual development involved a procedure of convergence as the concrete becomes abstracted, and the abstract is made concrete ( Vygotsky 1986 ) Over clip, self-generated constructs would get a formal construction and be unfastened to witting usage, and formal scientific constructs would germinate connexions with existent experience and external influences, ( Vygotsky 1934, pp.355-370 ) , so scientific constructs provide the models within which a scholar could go cognizant of his tacit self-generated constructs ( Crain 1992 ) , the gyrating course of study as suggested by Bruner tantrums suitably with this construct, as the kid additions in experiences of the existent universe so concepts taught at an earlier phase can be consolidated and built on, with reviews and callback exercisings utilised suitably by the instructor. To summarize the thought of conceptual larning a paper from Elisabeth H. Wiig A ; Karl M. Wiig, on conceptual acquisition suggests that we expect that an effectual acquisition procedure will supply appropriate content and prepare scholars to: â€Å" Function intelligently in the undertakings in front. When these undertakings involve farther larning, we expect that during the earlier learning phases, scholars will hold built mental theoretical accounts, constructs, books, schemes, associations, positions, schemes, and so on – anterior cognition – sufficiently good to construct extra cognition efficaciously † . ( Wigg 1999 ) . Science lessons in schools show this procedure with the 14 – 19 course of study and instruction schemes are put in topographic point to present an thought or a construct by patterning so constructing on that really construct to more higher systematic maps such as analysing, measuring and making. When lessons were observed it was noted that the theory of conceptual acquisition works good within the scientific scene, with the instructor foremost patterning a construct or experiment to demo how the capable stuff non merely fits in within the large image of the strategy of plants, but can besides pull on the students, as a group or persons, ain experiences of the topic in the existent universe, or in relation to issues that straight affect the student and as such, in the procedure deriving their involvement in the topic, a twelvemonth 10 group is a good illustration of this, when making Applied Science, the healthy human organic structure faculty, one subdivision on the cells of the air sac, and transportation of O and waste gases, straight related to the consumption of coffin nail fume and the at hand harm that is caused by the dislocation of the air sac cell wall construction. This was modelled utilizing straws and balloons so starting the balloon so the surface country of the balloon was reduced and therefore the available gas transportation country reduced. Concepts of cell construction was recapped on anterior larning so built on with gaseous transportation through the cell wall in relation to come up country, with the modeling construct and the spiralling course of study principle the hard construct was easy for the students to associate excessively. As per suggestions from, ( Wigg 1999 ) , earlier acquisition had been achieved with mental theoretical accounts built, constructs of cell constructions introduced, books and keywords instigated, schemes or preconceived thoughts of the procedure of respiration is amalgamate or any misconceptions dispelled and a organized form of idea was established with the mental frame work focus oning around the specific subject of gas exchanges within the healthy human organic structure and the input of potentially unsafe carcinogenic stuffs, utilizing positions constructed by student group treatments and anterior cognition both from an educational beginning and a societal beginning climaxing in constructing extra cognition efficaciously. Whole lessons used Bruner ‘s theory, that the instructor plays a critical function in choosing and measuring appropriate learning resources and frame working the lesson so anterior cognition could be accessed and built on by all students, ( Bruner 1985, pp.21-34 ) . Guided Discovery was utilised in the lesson, non merely by the instructor, in the activity of patterning the construct but besides by utilizing a theory from ( Driver and Easley 1978, pp.61-84 ) , which focused on the scholar ‘s active function in building their personal cognition, backed up by a paper written In 1982, when Gilbert ( UK ) , Fensham ( Australia ) and Osborne ( NZ ) published a paper sing ‘children ‘s scientific discipline ‘ , where results were dependent on anterior cognition established on a subject with consequences bespeaking a ‘unified scientific result ‘ , where the erudite significances closely matched that intended. ( Gilbert, J.K. , Osborne, R.J. A ; FenshamP.J. 1982, pp.630-1 ) , This learning scheme works good with groups of assorted ability students but can fall down when used on an single degree, as each students experiences within a societal context is different, dependent on legion variables such as geographical locat ion, economic position, equal force per unit areas and most of import the person ‘s ain knowledge degree, or how the single moves from the procedure of idea on to cognize, this leads back to the instructor utilizing guided find and doing certain that advanced instruction methods are utilized, based on the acquisition and apprehension of the cardinal constructs of scientific discipline. Whilst looking at the societal facet of larning it is prudent to advert Vygosky ‘s work on the Zone of Proximal Development or ZPD, ( Vygostky ‘s 1986 ) in which a scholars ZPD can be classed as the noticeable alteration between from what a scholar can make or accomplish, without aid and what the scholar can make with aid, this can be either from a instructor led activity or equal mentoring. Vygotsky ‘s theory on zone of proximal development can be interpreted as: â€Å" The distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel, or in coaction with more capable equals † . ( Vygotsky 1978, p.86 ) . This theory has been criticised by legion theoreticians, as idealist idea with defects in his work, what impact would an overbearing parent have on a kid ‘s development, or the kid that expected aid when it was non needed utilizing the equal as an educational crutch, ( Santrock 2004, pp. 200-255 ) , In a schoolroom scene, every bit good as the whole school scene, it has been noted that ZPD is highly of import, and is utilised in all categories non merely scientific discipline, with many categories being of assorted ability across the course of study runing from low ability pupils to gifted and talented students, sometimes integrating students with Particular Educational Needs ( SEN ) , such as reading, composing or linguistic communication barriers to larn, this means that it ‘s non merely the instructors that are utilized to steer a pupils acquisition, but other members of the schools staff such as Teaching Assistants, support staff and members of the Pastoral system. Gi fted and talented students or students of a high degree of proximal development can be utilised within a assorted group category to reenforce larning for lower ability students and in the procedure consolidating their ain degree of understanding by callback and account of the topic frequently utilizing linguistic communication that is more accessible to the lower ability student, in crisp contrast to the benefits of equal mentoring or acquisition, the booby traps could show jobs of their ain with low ability pupils in groups trusting on the higher ability students to make the work and as such they make no advancement, this was observed in categories on legion occasions when posting work or experimentation was carried out with, the lower ability pupil be givening to make the lower taxonomy undertakings such as clip maintaining or coloring, whilst go forthing the higher taxonomy undertakings such as anticipations and decisions to the higher ability student, this tendency can besides b e translated into grownup equal mentoring, with the force per unit area of school marks, particularly in the kingdom of coursework where the student refuses to utilize independent idea, and as such the equal virtually dictates what the student should make to bring forth a finished piece of work for rating, stating that ZPD decently instigated and supervised can be an priceless tool in the instructors toolkit, this premise is backed up by other educational professionals who believe: â€Å" The function of instruction to be to supply kids with experiences which are in their ZPD thereby promoting and progressing their single acquisition † . ( Berk and Winsler 1995, p. 24 ) . As portion of making a safe environment within the scientific discipline schoolroom, to heighten students larning, behaviorism is an built-in portion of the instructors thought procedure, with cases of minor breaks and inappropriate behavior monitored and learning schemes adjusted consequently. Most inappropriate behavior issues in the scientific discipline environment can be related back to a theory by Bandura who through observation and imitation, looked at personality as being closely related to the environment, behavior, and the individual ‘s psychological processes.A Bandura postulated, along with other behaviorist psychologists, and societal acquisition ( SL ) theorists that all behavior is learned and that the individual, the behavior, every bit good as the environment were all closely connected, to make acquisition in an person, ( Bandura 1986, pp.18-22. ) , this hypothesis was developed over many old ages with modeling as an of import portion of his surveies and observ ations, Bandura described the primary function of patterning is to speed up command by supplying the scholar with a theoretical account to copy. ( Bandura 1986, pp.18-22. ) , with Bandura ‘s celebrated Bobo Doll surveies, in which one of his pupils was given an inflatable buffoon doll, weighted at the underside, and instructed to kick, clout and hit the doll with an inflatable cock, whilst she was filmed, the movie was later shown to a group of Kinder garden kids, who intelligibly exhaustively enjoyed watching the grownups jokes, and when instructed that it was playtime, proceeded to the rumpus room, which purposefully contained legion Bobo dolls and inflatable cocks, the kids instantly proceeded to copy the jokes of the grownup by reproducing precisely the same actions and linguistic communication of the grownup, ( Bandura, Ross, and Ross 1961, pp.575-582 ) , although pertinent, the theory has defects, in that the doll is really designed to maintain resiling back as a beginni ng of amusement for kids and as such the kids will see this procedure as a game to be enjoyed, but this Social Learning Theory can hold deductions within the scientific discipline schoolroom, as all experiments are modelled by the instructor and if non modelled right so any inappropriate instruction will be modelled or mimicked by the students, hence, supplying that the capable affair is modelled, structured and pitched at the right degree most behaviour issues can be avoided. Another outstanding theoretician on behaviorism is Burrhus Frederic Skinner, an American psychologist who came up with the theory of operant conditioning, as opposed to Pavlov ‘s theory of classical conditioning, in which the topic carries out a signifier of associated acquisition ( Pavlov 1927,1960 ) , operant conditioning is the usage of extrinsic or intrinsic motive to modify behavior, and is broken down into two chief classs, positive support which occurs when a student is accomplishing the instructor demands and can be in the simplest of signifiers such as congratulations or a wages that the student conceives as pleasant and so continues the criterions that are required, both methods are normally used in schools to advance god behavior in the procedure making a safe acquisition environment with encouraging consequences observed in students behaviour forms, reviews of Skinners theories are chiefly associated with the comparatively new field of Neuroscience, in which theoret icians claim that there is a direct nexus between larning and cognitive procedures, disparaged by other Psychologists as to whether encephalon scanning has told us anything utile about cognitive neuroscience as yet ( Coltheart 2006 ) , a good computer science metaphor for reviews is: â€Å" No sum of cognition about the hardware of a computing machine will state you anything serious about the nature of the package that the computing machine runs. In the same manner, no facts about the activity of the encephalon could be used to corroborate or rebut some information-processing theoretical account of knowledge † . ( Coltheart 2004, p.22 ) On lesson observations and learning undertaken, it was observed that elements of all the theories worked, but with burden on the instructor seting the right schemes in topographic point for single scholars every bit good as group acquisition. Forefront of every instructors mind, is the Every Child Matters docket, which is underpinned in one manner or another by all the theoreticians, but by far the most influential must be Maslow who developed a: â€Å" Hierarchy of demands † . ( Maslow 1943, pp.370-96 ) . And as such has lasted the instruction ages, after being dispelled to go the outstanding force, driving the demands of the modern twenty-four hours kid. Maslow ‘s hierarchy of demands contains five degrees, physiological, safety, love/ belonging, regard and self- realization in that go uping order and if the scaffolded pyramid is used in concurrence with the theoreticians aforementioned so the instruction and good being of any kid is able to come on at the needed gait. Word Count – 3204 How to cite Evaluate Current Learning Theories Education Essay, Essay examples

Blood Brothers by play write Willy Russell Essay Example For Students

Blood Brothers by play write Willy Russell Essay The play Blood Brothers was written by playwrite Willy Russell in the 1980s, which is also when it is set. It is based in and around Liverpool and follows the lives of twin brothers who are separated at birth and live apart, oblivious to each others existence. Micky stays with his mother (Mrs Johnstone) who cannot afford to have two more mouths to feed and (Mrs Johnstone) sells her other son Eddie to a rich couple who are unable to have children. They meet up again and become best friends growing up together. After dabbling in drugs, women, robbery, guns and the counsel, they end up hating each other. Not until the end when Micky is near breaking point and Eddie heading that way, do they find out theyre brothers. I enjoyed this play very much. It has a plot which slowly builds up the tension and drama, starting off with the two brothers being as happy as can be and builds up to the climax. It is a gradual crescendo of tension and excitement as their lives get worse and worse as the play goes on. The mood of the play distinctively changes around half way through. After the audience is shown the end scene at the start of the play the plot is quite light hearted and has some very funny moments, like the conversation between Mickey and Eddie when they first meet and the almost slap-stick scene where the children are playing cowboys and Indians. Then the play takes a turn for the worse (from the characters point of view) and changes from a comedy-drama into an all out tragedy-thriller. Even in the first half of the play there are moments cut away from the cheerful and humorous atmosphere the children grow up in, that remind the audience of Eddie and Mickeys fate. These moments usually involve Mrs Lyons and more often Mrs Johnstone and are followed by the narrator chorusing The devil and hes got your number. These little scenes are added to build up tension, something Russell does very well. He relaxes the audience with comedy and keeps adding these very emotional and strong scenes to bring the audience back to reality with loud music and powerful lighting effects. Humour is also used to keep the audience interested and balance out the conflict and sadness in the play. As the play progresses we see less and less of the comedy, as the plot gets down to the struggles of growing up they both have to face, into and approaching adulthood. As well as being an enthralling play it also tackles some hard social and moral issues. I feel that Willy Russell must be a very socialist person or has a great understanding to the working classes as I feel the main issue this play raises is class. The characters of Mrs Johnstone and Mrs Lyons are a good contrast, almost an antithesis both in class and personality. Throughout the play Russell puts the audience under the impression that the upper classes always have the upper hand, adding little sequences to influence this such as: when Micky and Eddie are apprehended by a policeman. He is very polite, friendly and almost apologetic towards Mr and Mrs Lyons whereas he is the complete opposite with Mrs Johnston, insulting and threatening her and her family. Ironically at the start of the play, although the Johnstones are very much living on the breadline, they begin the play very cheerfully, compared to the Lyons who never seem content. The play is based almost entirely on this philosophy as Mickys life gradually turns into a living hell and although Eddie is not happy towards the end of the play he is a lot better off than Micky even though Eddie may have worked harder as an adult. It is also very ironic how Mrs Lyons has more money than she knows what to do with and yet can never be happy, as she is unable to have children. On the other hand Mrs Johnston has more children than she knows what to do with and is scraping a living to try and provide for them. .u7907ac663edf7afde0f892cd17a8842d , .u7907ac663edf7afde0f892cd17a8842d .postImageUrl , .u7907ac663edf7afde0f892cd17a8842d .centered-text-area { min-height: 80px; position: relative; } .u7907ac663edf7afde0f892cd17a8842d , .u7907ac663edf7afde0f892cd17a8842d:hover , .u7907ac663edf7afde0f892cd17a8842d:visited , .u7907ac663edf7afde0f892cd17a8842d:active { border:0!important; } .u7907ac663edf7afde0f892cd17a8842d .clearfix:after { content: ""; display: table; clear: both; } .u7907ac663edf7afde0f892cd17a8842d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7907ac663edf7afde0f892cd17a8842d:active , .u7907ac663edf7afde0f892cd17a8842d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7907ac663edf7afde0f892cd17a8842d .centered-text-area { width: 100%; position: relative ; } .u7907ac663edf7afde0f892cd17a8842d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7907ac663edf7afde0f892cd17a8842d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7907ac663edf7afde0f892cd17a8842d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7907ac663edf7afde0f892cd17a8842d:hover .ctaButton { background-color: #34495E!important; } .u7907ac663edf7afde0f892cd17a8842d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7907ac663edf7afde0f892cd17a8842d .u7907ac663edf7afde0f892cd17a8842d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7907ac663edf7afde0f892cd17a8842d:after { content: ""; display: block; clear: both; } READ: In the romantic tragedy `Romeo and Juliet` EssayThere are several other issues running throughout the play, most of which are based around superstition: fate, luck, truth, lies etc. The whole play is based on the superstition that if Mickey and Eddie discover they are brothers they will die, which of course they do. This almost drives Mrs Lyons insane and throughout the play does whatevers within her power to stop Eddie finding out. She even tries to kill Mrs Johnstone, which is a great scene and is a perfect example of the conflict in the play. There are many forms of conflict in Blood Brothers, physical, verbal, overt and covert, which is what makes the play so tense. When Mrs Lyons argues with Mrs Johnstone just preceding Mrs Lyons attack with a knife there is fantastic verbal conflict which builds up the tension by using short, sharp lines like Dont lie! during their very gripping argument. Mrs Lyons attempted stabbing on Mrs Johnstone releases this tension; this is something that Russell does a lot in this play; release tension in one swift moment which has builds up over the preceding scenes. This is also physical and overt conflict as it is meant to be seen, much like the final scene when the shootings take place (also an example of sudden tension release). Another great way that Russell builds suspense is repeating techniques and images. There are many throughout the play such as the moody and intimidating lighting that mirrored Mrs Lyons emotions in her panicky and edgy moments on stage. The appearance of a mysterious narrator is a good repetitious devise; he not only sets the scene but always adds very philosophical and meaningful interpretative verses that really make you think about the play and see it from a new perspective. Reoccurring songs and verse give the audience a sense of familiarity and relationship towards the character or situation, for instance as Mrs Johnstone tells her story at the beginning of the play she sings:  Like Marilyn Monroe, and we went dancin  This song is appears again several times in the play and as a result although Mrs Johnstone is not a main character you feel as close to her as Mickey and Eddie.

Poem Features Essays - Out, Out, Robert Frost, British Poetry

Poem Features In all poems there is a theme, whether the theme be obvious from the start or it be one that is difficult to find. No matter how long or short a poem or how complicated or simple every poem that you read will have a theme. In "Beale Street Love" by Langston Hughes, the poem illustrates a theme that would be along the lines of a dangerous love. Hughes demonstrates this quality over and over again by depicting an abusive love with his powerful words. Even though the poem is short in length, the words are so powerful that it completely takes you aback to a dangerous love situation. For example, Hughes uses such words as "crushing the lips, blackening the eyes, hit me again..." These words lead one to believe that there is definitely a feeling of love, fear, and embarrassment which in turn would lead to a potentially dangerous situation for whomever was in this predicament. I believe the poet handles this theme very well in the sense that it lets one in on something so common but yet so fearful. Hughes keeps the poem short, simple and to the point and does not put on the "rose colored glasses" so to speak. Elizabeth Bishop illustrates a theme that seems to include of feeling or sense of loss. The author goes on to describe the islands as if she were looking into a mirror of her past. She states, "the islands haven't shifted since last summer, even if I like to pretend they have..." It prepares the reader for the fact that she is about to reminisce or come across some sort of fond memory. As she continues she realizes how everything she is experiencing is just like the past. She continues to recollect about a friend that she kept dear to her heart. Bishop remembers previous conversations and fun times she experienced with this special friend. Then she continues on to say, "you left North Haven, anchored in its rock, afloat in mystic blue...And now-you've left for good. You can't derange or re-arrange, your poems again. (But the sparrows can their song.) The words won't change again. Sad friend, you cannot change." This implies that her good friend left and now she is alone with only her memories and rejoicing in the memories she will always have with her special friend. I think the author handles the theme very well. She puts the feeling of loss into a special feeling that only a memory that one may hold deep in one's heart. She sets the theme of loss in a positive state verses dealing with the theme of loss in a depressing. Robert Frost's theme in "Out, Out-" is one of loss. He demonstrates this by starting his poem talking about wood being sawed off and it falling to the ground, this is foreshadowing for the inevitable. He goes on to give description of the saw, through it sounds and its actions. You can tell from the begging of the poem that something tragic is going to happen with the saw whether it be with the one that is operating it or some one who is close to it. Frost depicts the boy as just that a boy doing a mans job and due to the fact that it is a boy doing a mans job he is careless and gets distracted. The boys sister comes outside and tells him that dinner is ready and carelessly the boy looses control of the saw cutting off his hand. The boys first words are "Don't let him cut my hand off-The doctor, when he comes. Don't let him, sister!" This shows the boys fear and the trust that he has in his sister. Frost at first leads you to believe that the boy is simply going to lose his hand but with the line " They listened at his heart little-less-nothing! And that ended it No more to build on there" You see that the boy lost his life. Frost handled the theme of loss very well he first lead us to believe that the thing that was going to be lost was the boys hand but Frost took it to another level by taking the boys life. I have tried to demonstrate to you that in every poem there is a theme. No matter the author or the length of the poem. You must make sure that you read the poem carefully and with an open mind to see really

Depression During the Depression essays

Depression During the Depression essays Of Mice and Men, by John Steinbeck, is an enthralling novella which depicts the difficult and lonely lives many came face to face with during the Depression. Lack of work, money, and companionship are not only issues that appear in the Depression, but in the hard, problematic lives of Crooks, Curleys wife, and Candy, all characters in this story. Crooks, an African American ranch hand, finds his life on the ranch to be an extremely difficult and unhappy one. Alienated by his race and handicap, Crooks has not one friend in the world. Also set apart from others by his handicap is Candy, an old and unhappy worker on the ranch. After losing his only true companion, an old and feeble dog, Candy finds himself as lonesome as ever. Curleys wife, the only female living on the ranch, dreams of a better life, in which she feels loved and appreciated by those around her. While striving for happier and better lives, many characters portray the feelings of loneliness and desperation. Throughout th e novella, the theme of loneliness is evident in Crooks, Curleys wifes, and Candys lives. Crooks faces the feeling of loneliness many times during the story. He is often alienated because of his race, causing him to feel extremely alone. Aside from being the only African American on the ranch, Crooks must live with the knowledge that there is only one other African American family in all of Salinas. However, by masking his unhappiness with pride, Crooks eliminates any possibility that he may appear weak or vulnerable to those around him. Aside from being estranged by his race, Crooks is separated from others on the ranch by his handicap. Acquiring his name from his crooked back, Crooks not only looks different from others, but is labeled because of it. Although he does not speak of his handicap and its many faults, Crooks views it as yet another reason for him to feel ostracized when compared to the perfect&quo...

The Effects of Long-Term Care on the Quality of Life of the Elderly Essay

The Effects of Long-Term Care on the Quality of Life of the Elderly - Essay Example 1. Long term financial plans to underwrite the costs of LTC in a bid to resolve the problem of poor service delivery due to underfunding. Currently the funding of this sector is very low and with more people requiring such services soon, the system will be overburdened with financial needs. Nearly 70 % of those turning 65 in the year 2006 will need long-term care (LTC) in their lifetimes; 20 percent will need it for five years or longer. (Marcia, Clemmitt, 2006) 2. The staffing needs of the industry will be addressed by this study and thus help to plan staffing and labor related issues. The staffs available to deal with the huge numbers of elderly people are simply not available. An urgent recruitment and retraining of existing staff is necessary to cope with the challenges of new procedures and delivery systems. This issue is all the more acute taking into consideration that the need for caregivers will rise by 39%between 2000 and 2010, yet the population of those that make up the bulk of this workforce(18 – 55 tear old women) will increase by only 1.25%.(Marcia Clemmitt, 2006) 3. The appropriate service delivery systems necessary for the improvement of LTC and the future trends in relation to home and community based care of the elderly. Changing technology and newer treatments make it imperative that the delivery systems be continually updated to keep pace with the new developments. (Robyn I. Stone. 2000) The study will focus on how long term care (LTC) programs can be financed by the state and federal governments. It will identify the sources of income and possibly see how the general public benefitting from home based treatment and institutionalized care may contribute to this effort. The financial plan of this program must be long term in nature to take into consideration the increasing number elderly people that will need such care soon. Public insurance schemes like Medicare have been poorly managed. This study will examine how

Experimental economics summary paper Essay Example | Topics and Well Written Essays - 500 words - 4

Experimental economics summary paper - Essay Example The article describes how two variations on similar experiments test consumer behavior of people put in different market-type situations. The first variety of the game takes place between two people who are put in multiple sessions of a staged bargaining situation. They are to divide a sum between themselves and their acceptance or rejection of the proposed division determines what they get. One of them takes the lead and makes the other an offer of division. If the other person accepts the offer, they keep the money according to that division. On rejection, both participants get nothing. The second variety places a group of up to nine people in a bidding session against a ‘seller’. The seller’s acceptance or rejection of individual offers determines earnings in this case. The ‘buyers’ each make an offer for an object that is of the same monetary value to them and is of no value to the ‘seller’. If the seller accepts the highest offer, he gets the money and the buyer receives the difference between the highest price and the value of the object. On the seller’s rejection, nobody receives anything.

Tan Dun Essay Example | Topics and Well Written Essays - 250 words

Tan Dun - Essay Example During the 1980’s Tan moved to New York City and enrolled in Cambridge University where he was educated in both classical and contemporary composition and music. From here Tan realized that he could take and combine all these musical influences and produce his own unique sense of style and form. Tan’s creative and broad works have left an everlasting mark on the world of music, distinctly reflecting his own concepts, ideas and individuality. Tan takes both western and eastern music and combines it with natural elements like paper, water, and wood producing a rich style of unique and exceptional composition. Some of Tan’s earlier and notable works are the Ghost Opera featuring a string quartet in 1994, Marco Polo an opera composed in 1995, and Symphony 1977: Heaven, Earth, Mankind an orchestra played in 1997 with bianzhong bells (â€Å"Tan Dun†). One of his most famous and praiseworthy works is the masterpiece for Crouching Tiger, Hidden Dragon for which he deservedly received an Oscar Award as the best original score. In 2003, Tan brought the world of western music to the rural villagers of Hunan is his performance of The Map. That same year he also premiered the Paper Concerto at the opening of Walt Disney Concert Hall in Los Angeles (â€Å"Tan Dun†).

The Inspiration Of Art In Architecture

The Inspiration Of Art In Architecture The essay investigates the inspiration of art in architecture and the links and interchanges between them in the late sixties and early seventies with emphasis on the exchanges between conceptual art and architecture. The basic assumption of the essay is that the rigorous conceptualisation that characterised conceptual artist was transferred into some advanced architectural practices during the late sixties and early seventies. It also discusses about the parameters on which the inspirations are carried further to design process in terms of project conditions. During this process of transforming the art to a design, it passes through the process of adding architectural characteristics. So the essay seeks, how further is the design taken and if it still has the essence of the original art from which it was inspired. The text examines relations and differences between artist Sol Lewitt and architect Peter Eisenman in reference with a few of Eisenmans past works and argues that this dis cussion is still relevant to current practices exploring the potentials of digital based design through the use of parametrics, scripting etc. INTRODUCTION Design should do the same thing in everyday life that art does when encountered : amaze us, scare us or delight us, but certainly open us to new worlds within our daily existence. 1 Aaron Betsky While both art and design can perform a similar role, there is a distinct difference between the two. Art is unladen by boundaries, whereas design takes on the added responsibility of performing a function. The challenge of design is to try and meet the lofty ideals of art while remaining utilitarian. The artists work freed from practicality is more agile and able to freely explore concepts and ideas that will open us to new worlds. Artists are the scientists who research and test concepts; designers are the engineers who translate those discoveries into everyday life. Architects, as designers of spaces, can learn valuable lessons from artists. The same principles that have been tested and found successful in art can become a part of the built environment. Why not have colorful buildings that explode organically like Dale Chihulys glass works? i1 If nothing else, looking at art should remind architects of the artistic possibilities of architecture. This is especially important today, when architecture tends too heavily toward utility. CONCEPTUAL ART I will refer to the kind of art in which I am involved as conceptual art. In conceptual art the idea or concept is the most important aspect of the work. When an artist uses a conceptual form of art, it means that all of the planning and decisions are made beforehand and the execution is a perfunctory affair. The idea becomes a machine that makes the art. This kind of art is not theoretical or illustrative of theories; it is intuitive, it is involved with all types of mental processes and it is purposeless. It is usually free from the dependence on the skill of the artist as a craftsman. It is the objective of the artist who is concerned with conceptual art to make his work mentally interesting to the spectator, and therefore usually he would want it to become emotionally dry. 2 Sol Lewitt By Conceptual art I mean work that firstly makes the immaterial ideas that define its artistic concepts and than secondary its object status and method of production. By conceptual architecture I mean that work which tries to do what conceptual art does while retaining some of the distinctive characteristics of architecture. Sol Lewitt (1928-2007) was a painter and sculptor who helped establish Conceptualism as a dominant art movement in the post war era. He was chosen for this study, first and foremost, because he had a similar relationship with his works that an architect does; he planned the pieces but entrusted their execution to others. This distance meant his works were less dependent on rendering techniques to be successful. In this regard, his works are a step closer to architecture than many artists. Another reason LeWitt was selected was his interest in a conceptual art, rather than a perceptual art. The way his pieces looked was important, but not as important as the concept that created them. Architecture deals with environments, which are inherently perceptual, so moving to a conceptual understanding of architecture, seemed to be an interesting challenge and worthwhile pursuit. Many of Sol LeWitts works were never seen by the artist until their exhibition. As an artist he was revolutionary in that he rarely executed his own works, simply because it was unnecessary. Sol LeWitts written instructions for his wall murals are specific about how they are to be produced. For LeWitt, the role of the artist is to create the concept not the object, or in other words, the concept is the art. Applying the idea of a conceptual art to architecture can be a significant challenge. The wellknown American architect and theorist Peter Eisenman explains the challenges succinctly: It is possible to say that while a conceptual art and a conceptual architecture could be similar in an idea state, there is an inherent difference when it comes to the realized object. Where a conceptual art object can remain in a more pure state, for example as a mathematical notation, built architecture takes on cultural, pragmatic, and semantic references. Thus the conceptual aspect of an architecture cannot be defined by what is conceptual in, say, painting and sculpture.11 These thoughts are mirrored by Sol LeWitt: Architecture and three-dimensional art are of completely opposite natures. The former is concerned with making an area with a specific function. Architecture, whether it is a work of art or not, must be utilitarian or else fail completely. Art is not utilitarian. When three-dimensional art starts to take on some of the characteristics, such as forming utilitarian areas, it weakens its function as art.12 Is it then inappropriate to create architecture based solely on concept? Especially when the utility of the space is compromised? If utilitarian concerns are allowed to alter or compromise a space, both Eisenman and LeWitt would agree that work is no longer conceptual. To avoid compromising the artistic concept both LeWitt and Eisenman have decided to make art instead of architecture. The difference being that Eisenman insists on using buildings as his medium; buildings which must to some extent lend themselves to the uses for which they were constructed. By turning his back conceptually on utility, and yet allowing it to happen, his concepts are polluted by the interference. Conceptual art is not necessarily logical. The logic of a piece or series of pieces is a device that is used at times, only to be ruined. Logic may be used to camouflage the real intent of the artist, to lull the viewer into the belief that he understands the work, or to infer a paradoxical situation (such as logic vs. illogic). Some ideas are logical in conception and illogical perceptually. The ideas need not be complex. Most ideas that are successful are ludicrously simple.16 The interesting thing is that this irony is really the only meaningful substance behind the work. When LeWitt talks about wanting the viewer to understand the concept behind the work, it appears that the concept is simply the set of rules that guided the actions. Discovering the rules is certainly mentally interesting, but only represents another layer of subjective decisions front loaded into the project. This superficial level of meaning can be seen in the work of several contemporary architects including Peter Eisenmans superimposed lines of influence. Conceptual arts focus on process during the 60s was an attempt to banish a number of conventions around the work of art: art as reified totem, art as static shape, aesthetic formalism, the manual contribution of the artist to the work, and so on. However, the invocation of art in architecture had a rather different series of concerns. For instance, Peter Eisenmans citation of process art practices in his early house projects, while invoking LeWitts ideas, was ultimately attempting to mimic his forms. Conceptual architecture during the 70s thus neatly overlapped the International Style, minimalist aesthetics, and conceptual art strategies. Borrowing from Sol LeWitts and Lawrence Weiners arguments on the primacy of the generating idea over its material properties, Eisenmans notion of an autonomous architecture privileging form over construction gained currency in critical and academic circles. Sol LeWitt here describes his distinction between art and architecture: Architecture and three-dimensional art are of completely opposite natures. The former is concerned with making an area with a specific function. Architecture, whether it is a work of art or not, must be utilitarian or else fail completely. Art is not utilitarian. When three-dimensional art starts to take on some of the characteristics of architecture such as forming utilitarian areas itweakens its function as art. When the viewer is dwarfed by the large size of a piece, this domination emphasizes the physical and emotive power of the form at the expense of losing the idea of the piece. In other words, art that becomes utilitarian does not make it architectural, only less convincing as art; similarly, architecture that denies its utilitarian, practical nature is weak architecture. In answering these questions I have sought to investigate and elaborate upon a previously recognised correlation between Eisenmans work and that of conceptual artists, Sol LeWitt in particular. The introduction of conceptual art raises issues of value in respect of the finished piece. That is it would seem that in work of a conceptual nature, the idea, can only be hindered by the existence of a final piece. The question that often arises is why, given the conflict it causes, bring the idea to a physical reality? If, as is usually the case, it is deemed necessary to realise the object what, if anything, should accompany the work to facilitate its understanding? During this period we find a particular fruitful exchange of ideas between artist and architects that is still relevant to current aesthetic thinking. The focus here is mainly on the architectural consequences and potentials of these exchanges (1). It is possible to argue that an unbroken lineage of architectural thinking and designing runs right up to today. A number of current architectural practices that explores digitally based working methods seems to face some of the same conceptual and aesthetic challenges that conceptual artist such as for instance Sol Lewitt was exploring. The article will attempt to point out some of the still active and relevant questions. The aim of this investigation is not only to give an accurate account of a historically situated set of ideas. It is just as much a starting point for an artistic development work that is fuelled by the investigations. This work is briefly presented at the end of the article. It is not to be seen as a solution or a concl usion to the questions that is raised during the article. The aim is rather to suggest an approach to architectural research that includes academic as well as design based research without one part being seen as a justification for the other, but hopefully rather instigates a productive gap between the two. What makes architecture conceptual is that unlike art, it demands not only the primacy of intention to take something from the sensual to the intellectual realm, but also that this intention be present in the conceptual structure; again, whether it is built or not, is not at issue. 1 Peter D. Eisenman Design Quarterly, No. 78/79, Conceptual Architecture (1970), pp. 1-5Published by: Walker Art Center This section explores three concepts integral to the work of Sol LeWitt: Concept, Series, and Reductivism. In conceptual art the idea or concept is the most important aspect of the work. When an artist uses a conceptual form of art, it means that all of the planning and decisions are made beforehand and the execution is a perfunctory affair. Sol LeWitt Ulrik Schmidt has described the characteristics of minimal art as objectivity, non-illusionism and reality, an abstract-concrete appearance as well as non-expressionism and non-anthropomorphism using principles of unity and uniformity, non-relationalism, instrumentalisation and, more profoundly, repetition. (2) Schmidt traces a desubjectivation in minimalist art. he describes an approach to the work of art where the artist withdraws from directly influencing the work of art, creating, as Lewitt states it, a situation where all of the planning and decisions are made beforehand and the execution is a perfunctory affair. Through much modernist thinking runs an interest in objectivisation. Minimal art could be seen as the logicand extremeconclusion of some of modernisms basic assumptions, as well as an inherent criticism of these assumptions. (3) To a certain extent one might claim that this separation of conceptualisation and execution is how architects have been working at least since the academisation of architecture in the renaissance, when architects became detached from the directly involvement in the realisation of the works they designed. obviously the minimal arts movement investigates the consequences of this separation of conception and execution much further than the average architect, but it might still be one of the reasons for the prolific transfer of ideas from minimal art to architecture. Another reason could be that the formality and use of geometry that one find in the practices of artist such as Sol Lewitt or Robert Morris might have certain affinities to architecture. In any case there seems to be a parallel interest in conceptually articulated, systematic manipulations of form of these artists and the architectural designs of Peter Eisenman and likeminded architects such as John Hejduk, Michael Graves and Richard Meier during the late sixties and early seventies. There are for instance obvious common traits between Lewitts art and Eisenmans ar chitecture (Werner Petersen 1990: 19). Lewitts drawings and sculptures are generated through rule based, straightforward transformations of simple geometrical figures. The series of transformed figures are systematically organised in matrixes that conclusively describes all the possible combinations of the operations. In this way the works of Lewitt seems to explore a dilemma between the transparent logic of the formal operations and the apparent purposelessness of the result. Everything about the process is explained and understandable and yet the result seems to be without inherent meaning, at least if meaning is understood as a specific insight or sensibility expressed through the work. Something similar characterises Peter Eisenmans early projects. They are perhaps less abstract, as they are based on a recognisable modernistic vocabulary utilising the formal analyses Eisenman made of modernist architects such as Terragni (Eisenman 2003). But the complex decomposition of Eisenman basically explores a similar and deliberate lack of inherent meaning, even though the projects are at once paraphrasing, praising and mocking their modernist heritage. It seems to be an important point that the processes and transformational logic is readable in the work. In Sol Lewitts Variations of incomplete open cubes from 1974, every possible combination of the open cube is constructed and presented in a comprehensive scheme that makes it possible for anyone who would care to check, that all variations are present. This inclusive logic, where every possible variation of a finite series of possibilities is present without differentiation, is a way to eliminate any form of subjective choice or design decision from the realised work. One finds a similar logic in Eisenmans early architecture. house II from 1969-70 uses a nine-square grid that allows for a highly systematised series of transformations and superimpositions of columns, walls and volumes within the grid. Eisenmans design process is obviously more complex than Lewitts. In Lewitts art pieces the ordering principle is mostly immediately readable. It points didactically to the logic that has constructed the piece. Eisenmans process is more convoluted and probably only directly traceable by referring to the laborious complex drawings that accompany the published project, even though the realised project displays obvious traces of the process. This complexity might be partly relating to the requirements of a habitable structure. But more importantly it is probably related to an exploration of the syntax of architectural space. For Eisenman geometry is not an abstract spatial system. It is already imbedded within an architectural tradition and Eisenman uses the systematic spatial transformations to break down preestablished notions of spatial organisation in architecture. (4) Sol Lewitt seems to employ a more innocent notion of geometry. In his work geometry seems to be perceived as an abstract system devoid of connotations. It mainly serves as a vehicle that allows general conceptual ideas to enter into physical form. The properties and rules of geometry make it possible to develop and translate general principles. Lewitts frequent use of cubes might be understood as part of this approach. The orthogonal angles and equal length of the sides of the cube does not refer to an idealised geometry, but is rather considered as a default option uninfluenced by specific conditions or contexts. The white colours and anonymous materials further support this idea, hinting at standardisation and industrialised production. But even if this idea is easily understandable one could question whether Lewitt is successful in completely breaking any connotations and relations. The cubes might after all still refer to previous notions of a relation between ideal geometries an d meaningful forma frequent belief throughout the history of architecture. Even if these connotations are unintended by Lewitt, the vague recognisability might still be an important part of the fascination of his work. (5) The project that accompanies this article is part of an ongoing research by design project by the author. It could be thought of as a conclusion to the text. In this case it would of course not be understood as a summation of the findings of the paper and putting these findings into perspective of already existing research. It would rather be a conclusion in terms of trying to establish a relation between an analysis of and reflection on an existing body of work and a new work that tries to explore and expand some of the findings of the analysis. In this way the accompanying project could be considered as a continuous exploration of some of the conceptual and formal questions raised in Lewitt and Eisenmans works. The work is based on a formal exploration of a nine-square grid. This exploration is structured on a combinatory series of objects based on an adapted menger spongeprinciple (Fig. 1)6. Instead of removing the central cube of each nine square grid in each step as in the origi nal menger sponge, the project removes a different number of cubes in every iteration. This logic can be explored in different ways. Fig. 2 describes a transformative series based on three iterations where the first iteration removes two cubes, the next four and the last one. In this case it is possible to remove four cubes in 12 different ways from the nine-square grid (with the precondition that the variations are limited to those that are symmetrical along a vertical axis). This produces a series of 12 different cubic objects (Fig. 3) that unfolds the possible variations. This series is then in turn one of a series of the six possible ways the three iterative levels can be combined (1-2-4, 1-4-2, 2-1-4, 2-4-1, 4-1-2 and 4-2-1) resulting in 72 different objects (see Figs. 4-6 for examples). It is using the didactic approach of Lewitt where the formative logic is immediately accessible and readable. Instead of Peter Eisenmans critical dissection of the formal syntax of modernist architecture or Lewitts exploration of the concept as artistic motor it attempts to explore the proliferation of formal organisations made possible by systematised processes. The resulting objects are just as purposeless as Lewitts sculptures. But at the same time the cubic shapes and hierarchically nested geometries hopefully hint at architectural or perhaps rather protoarchitectural potentials. - CASE STUDIES Peter Eisenman You would be better qualified to answer that question than I would. The energy of Terragni permeated my early work; House I is certainly Terragni, but House II is much more influenced by, say, Rosalind Krausss writing on contemporary art at the time and the idea of sculpture in the expanded field and the work of minimalist sculptors Robert Morris and Sol LeWitt. By House II, Krauss and I were working closely-she eventually wrote Notes on the Index in October 3 and 4, which became key to House IV. The Wexner Center at Ohio StateUniversity by Peter Eisenman is an exam-ple of a building that exhibits characteris-tics motivated by the framework of thekit-of-parts problem. It is a spatially com-plex building that discounts the materialfacts of the architecture except as they serve as signs. The richly overlappingspaces, whether implied by frames orplanes, are all defined by painted gypsumboard and off-the-shelf acoustic ceilingsystems. Brick is selectively deployed to al-lude to pre-existing buildings on the site(in a series of faux ruins), but not for itsmaterial qualities and uses. The programcontent of the building is not the driver of design development; the form of thebuilding is instead a result of the selectivemapping of physical forces on the site,resulting in an itinerary that is choreo-graphed both outside and inside the build-ing. The overlap of competing spatialsystems is generated by two axes that existon the campus; the program/content andthe constructional logic pla y relatively mi-nor roles in the design. Perhaps it is therelative disregard for the quality of thebuilding materials and details that makesthe Wexner Center so decidedly postmod-ern in character today.Whether the underlying moti Series Serial compositions are multipart pieces with regulated changes. The differences between the parts are the subject of the composition. If some parts remain constant it is to punctuate the changes.22 Sol LeWitt The primary method of communicating the concept in Sol LeWitts work is the use of series. By presenting objects in series, any difference between the objects immediately becomes the focus of the piece. If three forms are equal in all aspects, with the exception of height, the viewer automatically assumes that the height is the focus. Works in series can really only be appreciated when viewed together as a series. A direct application within architecture therefore would most naturally happen with a group of buildings in close proximity. This may be on the scale of a college campus, a business park, or several small structures on a residential lot. The difficulty is that most architecture is developed on the basis of a single building at a time. Where more than one building is employed the scale of projects may make it difficult to discern the variations. It may be necessary to introduce smaller scale elements, such a building details, which provide clues about the larger moves within the grouping.

The Ethics of Conjoined Twin Separation Essay -- Moral Science Biology

The Ethics of Conjoined Twin Separation Conjoined twins are a rare phenomenon. In the even that a set should appear where one twin is dependant upon the other, I believe that they should be separated, at minimum, to save the life of one. At the same time, I believe that every set of conjoined twins is its own special case. In this study, I will present the background information on conjoined twinning, give a few case studies, and give the pros and cons of conjoined twin separation. I will end with my own views on the subject. How do these mutations arise? A.A. Zimmerman hypothesizes that, â€Å"[Conjoined twins arise from] an error in blastogenesis due to incomplete fission of a single zygote, resulting in the development of two centers of axial growth instead of one† (Juretschke, 9). Within the first two weeks of embryo development, there is an error in the embryonic development of the blastocyst, composed of about 100 cells. The single, fertilized egg fails to separate properly, as it would to form identical twins (a fertilized egg divides completely during the initial stages of cell differentiation). This failure of division results in two identical, same sex twins, conjoined in some manner. No one is clear on why the cell fails to divide completely. Statistically, the chances of failed egg division resulting in conjoined twins is about one in 250,000, as compared to the one in 200 chance of giving birth to identical twins. Of those conjoined, 40-60% are stillborn, and 35% of those twins that survive birth die within the first 24 hours. Of those one in 250,000 births, there is a 5-25% chance of existing in the world for more than a day. Interestingly, about 70% of those who beat the odds were female, and t... .... 62, pp. 525 – 529. Veenker, Jody. "One Conjoined Twin Dies After Surgical Separation." Christianity Today. http://www.chrisianitytoday.com/ct/2000/145/430.html updated Nov. 6, 2000. http://www.ama-assn.org/sci-pubs/amnews/pick_01/prca0305.htm http://www7.cnn.com/2000/WORLD/europe.UK/11/03/twins.court/index.html. updated: Nov.3, 2000. http://www7.cnn.com/2000/HEALTH/10/31/conjoined .twins/index.html. updated: Oct.31, 2000. http://www7.cnn.com/2000/WORLD/europe/UK/11/06/twins.conjoined/. updated: Nov. 7, 2000. http://europe.cnn.com/2000/ASIANOW/australasia/10/25/health.australia.simese.reut/index. updated: Oct.26, 2000. http://straitstimes.asia1.com.sg/mnt/html/webspecial/siamese/siamese.html http://talk.guardian.co.uk/WebX?13@@.ee7a95d. updated: Nov. 18, 2000. http://www.twinstuff.com http://.zygote.swarthmore.edu/cleave4.html