Fashion and Architecture

The natural structure can be seen and thought of as a machine, a vehicle, each piece great as a building. Thusly it could be expressed that dressing of a single gives a meaning of individual interminable as do design developments however they are greater in graduated table. Way and design have numerous associations: the two of them plan to â€Å" do † cover for the person and mirror our gustatory sensation. In this develop, it is broadly acknowledged that way and design connection began with the most punctual work powers who utilized a similar stuff for their vesture and for lodging/cover. This relationship has lead nearer associations between the two subjects, for example, both Fieldss have commonalties in their plan method which makes them parcel similar limits: Both fashioners and way inside decorators intend to make great, comfortable and excellent signifiers for the human natural structure. On the different manus, Architecture and Fashion contrast from various perspectives, for example, Fashion is unavoidable to expire in shorter clasp than design, it is identified with littler graduated table, and most fundamentally, Fashion is progressively about selling and ingestion while Architecture is stupendous and identifies with boundlessness. These distinctions completely make a yarn of commodification and commercialization for Architecture. Engineering goes about as a creator of unbounded, for example , it goes about as a representative analogy and a specialist of the general public ‘s social qualities. Since the external interminable mirrors our inside infinites, this commodification and commercialization may take Architecture to lose its crucial the cultural life. Along these lines this work proposes that Architecture ought to procure occupied with human infinites, customs and social estimations of the general public, supportability, limitlessness, and respectability of the life, rather than temporalty of way. This Master ‘s Dissertation expects to look into the connection among Architecture and Fashion from calculated, creative mind, materiality and planetary positions. This study recommends that in today ‘s incredibly globalized universe, it is about difficult to design engineering separate from way since both humanistic controls are antiphonal to the people ‘ and the social orders ‘ development and condition. From an applied perspective, both Architecture and Fashion address mental perceptual encounters, and spacial developments. From the creative mind †visual situation of point, both humanistic controls mirror the gustatory impression of the people who involve those infinites, and from the materiality setting, Architecture and Fashion share numerous for all intents and purpose, for example, use of fabrics and stuffs, use of building, and from the planetary purpose of position, both humanistic orders and imaginative people in these Fieldss get an opportunity to communicate intimately with one another in especially socially antiphonal, increasingly manageable, and prudent structure. The work embarks to look into the capacity of Fashion in Architectural plan and visa verse from exploratory and interpretative positions, demonstrating starter discoveries from the writing study, visual stuffs, pronunciamento of the inside decorators, and individual perceptions and readings. This overview contrasts from the old surveies as in albeit a great part of the writing discovers that the connection among Fashion and Architecture is about an absolute necessity and unavoidable occurring, and they propose nearer connections, this study recommends that this reality makes a risk for Architecture to go from conceptualization and to go towards trade and commodification. As such, design turns into a buyer creation, rather than the perusing of the vast. This proposal is additionally evolved to design our â€Å" Fashionable Hut † . Structurally, we expect to represent the immortal design custom-made blending to the convenience of the present day epoch.IntroductionThe halting point connection among Architecture and Fashion ( in the future An and A ; F ) is regularly alluded to the utilization of a similar stuff for covering of his natural structure and for building haven of the most punctual grown-up male. The ongoing show on this relationship Skin + Bones ( 24 April †10 August 2008 ) has other than investigated a few equal examples between these two subjects from 1980s to onwards. These examples included advanced structure strategy, utilization of complex geometry, hues, lines, noticeable radiations, and so forth. Globalization, which is broadly acknowledged as the advancements in building, unconventionally travel and imparting offices, emp owered both An and A ; F to grow more prospects in plan and flexibleness in application. Therefore one of the motivations behind this postulation is to inquire about the regular highlights and interrelatedness among Architecture and Fashion in a planetary develop. Actually, this idea has emerged from the perception of equal developing of materiality and assignment in way and engineering plans and executions. On the different manus, as this maestro ‘s proposition boss proclamation recommends, these nearby synergisms between the two subjects may make the peril of commodification and commercialization in design and rather than a political direction, engineering may go a customer stock. The ground for this idea is that way is advertising of want while engineering is stupendous ; way is bound to perish in a short clasp, while planners point boundlessness by means of their melodic sytheses ; and most fundamentally, way is an apparatus for fall ining to the general public, being a segment of it while design gives privateness, for example disconnection from the rest of the universe. Our main explanation is that, the halting point connection between An and A ; F, could make a risk for engineering cut bringing down the structural political direction to the confronting and outside picture, simply. Sing to the connection between An and A ; F, we take calculated, visual-symbolism, and present day †period of globalization assaults to explore the synergistic and grating connection between the two Fieldss. In the calculated geographic undertaking, the builds of excellence and its connection to design will be premier investigated so as to occur out way ‘s and models normal reason to make the delightful or immaculate safe house and home for the individual. From the applied purpose of position, both An and A ; F mirrors the gustatory sensation, uniqueness, and human advancement of the individual and the general public at a given period. Nonetheless, this period is incredibly short for Fashion contrasted with the limitlessness of engineering. â€Å" If way is the phonetic correspondence of engineering, way speaks to the expansive †and †twirling social flows that structure and direct that semantic correspondence † says Rybczynski, â€Å" design notoriety, ea ch piece great as engineering goes ahead the way ‘s influence. In this way, at its generally fundamental, â€Å" the crucial design is use of a way on a limitless so as to show our gustatory sensation ‘ . On the singularity side, the way framework, as depicted by Barthes ( 1983, 277 ) is a â€Å" social item, with its ain unique development, and likely, with another conclusiveness†¦ through the semantic correspondence which consequently assumes responsibility for it, Fashion becomes story † . In this way controls the visual semantic correspondence as an organization of mirroring the distinction of people specifically, and the human progress of the general public as a rule while engineering, from a more extensive perspective goes past draw stringsing the visual etymological correspondence, yet is increasingly complex in footings of pull stringsing the develop of the entire limitless. Way is somewhat an examination of the corporate independence of a given gathering, for example, same sexual orientation, age gathering, word related gathering, etc, while engineering is for everybody in a given society. While way is formed by the people, design shapes the general public through the spacial applications. In sum, way can be depicted as the mass of the natural structure while design is simply the natural structure and the home environing that natural structure. On the visual and symbolism assault, An and A ; F parcel more in like manner, especially with the advancements in stuff and computerized strategies, for example, cutting edge textures, fictile building stuffs, registering machine helped plan ( CAD ) bundle, what not. One regularly found out cutting edge certainty that engineering and way are both lounging the use of fictile and adaptable stuffs which empowers originators, for example, Zaha Hadid and Rem Koolhass to obtain unsettling strategies from the way inside decorators and way inside decorators, for example, Lucy Orta and Yeohlee Teng getting from the build of urban interminable and lastingness from creators However, these receptions today are watched so frequently that it holds a threat for design to be diminished to come up, and the amicability between the external and internal of the development is about lost ( this will be farther investigated and talked about in the globalization develop ) . From the cutting edge position, a few issues will be investigated: It can be said that advanced age conditions, for example, processing machine supported structures, adaptable and enduring stuffs, designing and conveying organizations which are accessible going to everybody known to man as compelling variables Fashion, Architecture and other logical order and craftsmanship regions interface better than those in the days of old. The current age is, of class, non without occupations: natural issues, restricted beginnings (, for example, vitality and H2O ) , planetary warming, in-relocation and social liberties, etc. About, it is seen that advanced age [ 1 ] inside decorators ought to be all the more socially mindful and associate in these issues more.

A Day at the Norton Simon Museum Essay -- Norton Simon Museum Painting

A Day at the Norton Simon Museum It was the day of April 13, 2000. I woke up at precisely 12 o’clock on the grounds that my beau was to get me at 1 like we arranged the prior night. The day looked very decent, however I was in a fowl state of mind. I got into an auto crash the prior night and had a tremendous contention with my folks about the vehicle. I at long last hauled myself into the shower and prepared in thirty minutes. At that point I went ground floor, sat on my lounge chair, and over and over disclosed to myself the day would ideally turn out superior to the previous evening. At around 1:15, my beau came to get me. We took the 5 turnpike to the 57 since it was the main way I realized how to arrive. As we moved toward the 134 turnpike, my better half veered to one side, taking the 210 which wasn't right way and got us lost. In this way, we left the interstate and got back destined for success. At that point at long last, after a short time, we came to Norton Simon. As we arrive at the gallery, the outside was delightful. The principal things I saw were the bronze sculptures in the front. We took two or three pictures before them and before the Norton Simon. The passage where the glass entryways had sat was exceptionally one of a kind and exquisite. The glass dividers that the glass entryways were joined to, added to the tastefulness and magnificence. At the point when I had first strolled in, I was extremely modest, hesitant, and reluctant to go on, this was because of the more full grown crowd that I had seen when I had first entered the exhibition hall. I was as yet uncertain on the proper behavior in a historical center, being this my first time, so I was extremely quiet, cool and held, yet as time went on I saw undergrads my age likely doing likewise I was doing. So I then I felt more quiet. Also my better half was with me so I was not the only one. We strolled and strolled taking a gander at every workmanship piece, which were all very much showed. At that point as I took a gander at the back divider, a huge oil canvas painting looked directly back at me. I could sympathize with its agony thus at that point, I chose to do my paper on this piece. The artwork was The Ragpicker by Manet. (The Ragpicker. Edouard Manet.1865.Oil on canvas.) The composition was tremendous to such an extent that it was difficult to miss. Such an enormous artistic creation for exclusive, it nearly looked life-like. The elements of this work is 76.75† x 51.25†. This scene appears to occur of a lower-class man late in his age, most likely close to his seventies, gives off an impression of being watching somewhere off to the side. The ... ...the eye in light of the fact that the texture of his shirt and the harshness of his pants seem to have surface yet they don't. On the off chance that you really contact the canvas, you will see it as level and it doesn't have that sentiment of thick use of paint. The artistic creation has practical 3 dimensional space by the utilization of straight point of view and chiaroscuro. It seems to be 2 dimensional too, in light of the fact that it nearly appears as though some impact on the Japanese print, similar to level patches of paint. The lines merge from the edges of the paint to the inside letting off the impact of a foundation and a closer view. It looks just as the refuse is in the forefront and the man is out of sight. In the rear of the work of art, it is darker which additionally adds with the impact of the 3 dimensional space. My first involvement with the historical center was a decent one. I had a ton of fun much after we were finished with the Norton-Simon. Being a business major, I didn't have the foggiest idea about that workmanship could address me as it did. It has but rather impacted me to change my major, yet it opened my eyes to an entirely different world. Presently when I take a gander at craftsmanship, I don't simply observe a pretty picture, however what the craftsman is really attempting to state.

Writing Your Thesis Proposal Like a Pro

Writing Your Thesis Proposal Like a Pro Satisfactorily completing a masters or PhD thesisâ€"which includes background research, original research, and writingâ€"indicates that you are qualified to join the community of scholars who advance our collective understanding of the world.Why write a thesis proposal?The purpose of writing a thesis proposal is to convince a faculty committee that you know enough to move forward with your Masters or PhD research. This transition from a masters or doctoral degree student to a masters or doctoral degree candidate amounts to a stamp of approval from the university, and comes with substantial benefits. You are authorized to conduct the proposed research, and can attach the universitys name to yourself and your research. Depending on the field and institution, this approval can come with direct financial support in the form of research or teaching fellowships.Approval of your thesis also comes with improved access to university resources, including faculty who can guide your research and career; research equipment and facilities; and specialized libraries, collections, and databases. A university affiliation also opens doors to many other resources. Do you need to interview survivors of childhood sexual abuse? Your recruitment flyers will get much better results if your name is followed with a university affiliation. Do you need tissue samples of rare brain tumors, or access to ancient Egyptian documents written on papyrus? That university affiliation will help.While a thesis proposal is specifically to fulfill academic requirements, youll likely use the same general strategy later in your career. You may write grant proposals to secure research funding from organizations like the National Endowment for the Humanities or the March of Dimes. You may write investment proposals to secure funding for the new drug your company is developing, or the new charter school you are planning with like-minded educators. In all these cases, you are describing a problem that needs to be solved or a question that needs to be answered, and explaining why you and your idea deserve their support.What is in a thesis proposal?Different programs have different guidelines for a thesis proposal, but typical requirements are as follows:Title: A one-sentence summary of your thesis proposal.Project summary: A ~250 word summary of your thesis proposal. You should introduce your system and question, outline your research methods, and state your anticipated results and conclusions.Introduction: This section provides context for your research by providing background information on the questions being addressed and explaining how your work will fill a gap in our knowledge or change the way we think about something. You should also discuss why your study is of general interest. In the final introductory paragraph, clearly and concisely state your research question and hypothesis or hypotheses.Proposed study: Here you present, in as much detail as possible, the study you propo se to conduct. Your study should be feasible with the time and resources that are available to you. It should also advance our collective understanding of the field, even if your hypothesis turns out to be wrong. Be sure to provide enough detail so that a reader with a basic understanding of your field can understand what you plan to do. Common techniques do not need to be explained, but be sure to describe the variations to the procedure that are specific to your experiment. Be sure to include appropriate controls, such as sham treatments for experimental manipulations. Consider your research methods carefullyâ€"do they really test your hypothesis or hypotheses?Anticipated Results: Consider the possible outcomes of your study, how you would interpret them, and how they would allow you to discriminate among your hypotheses. Will you be able to meet the goals you set out in your introduction? Be sure to consider how your anticipated findings would change the way we think about the to pic and how they fit in the context of the field. This is also the place where you should consider potential shortcomings or limitations of your proposed study. You may also speculate on the generality of your findings and suggest follow-up questions that might stem from your work.References: Depending on your degree program and area of research, your reference list may include as few as 10 references (for a masters program involving a small research project) to well over 100 references (for a PhD program in an area of intensive study). The goal of earning a masters or PhD degree is to demonstrate competency as a scholar who can advance our collective understanding, so you must become familiar with the literature in your field of study. Plan on spending a lot of time assembling your reference list and working to understand the research described.Tables: If appropriate.Figures: If appropriate.How do I pick a topic?Whether youre working towards a masters degree or a PhDâ€"or writing a thesis proposal as a classroom assignmentâ€"youll spend a lot of time working on your proposal. Be sure to start with a topic that is of genuine interest to you.In fields where research requires a lot of specialized equipment and resourcesâ€"your possible thesis topics will be limited to what your thesis advisor and department are willing and able to support. In those fields (i.e., many of the biological sciences), you largely choose your thesis topic when you choose your department and your advisor. Choose carefully. Graduate students in these fields may spend less time choosing a thesis topic, but may spend more time on background reading in these areas of intensive study.Students in all fields will have some limitations. For sociology research, youll be limited by the populations you have access to. In the humanities, you may be limited by the availability of primary sources. If your research requires studying ancient calligraphy scrolls housed in a Taiwanese museum, you better be sure you can get to Taiwan and gain access to those scrolls.Even with these limitations, the number of possible research topics can seem impossibly large. As you put together a list of possible topics, keep in mind that the goal of your graduate research is to contribute something new to our collective understanding. If you choose a research topic that has already been extensively studiedâ€"such as Shakespeares use of figurative language or unique characteristics of the bacterium E. coliâ€"you will have lots of previous studies to wade through and few options for novel research.Photo by Matt Ragland on UnsplashOn the other hand, if you pick a topic for which there is almost no previous workâ€"such as the romantic habits of homosexual Alaskan scuba diversâ€"you will likely have trouble convincing your thesis committee that you can gather meaningful data in a reasonable amount of time. In general, you want to pick a topic that has been covered in existing researchâ€"or that is a st raightforward extension of existing researchâ€"but that still has many important, unanswered questions.Searching the literatureWhether you were assigned a research project based on what your advisor can support, or start with a list of interesting topics, your next step is to dig into the published literature.A good place to start is to read several recent research papers on your topic of interest; most papers suggest follow-up studies in the discussion section. Alternatively, a review paper often considers what research might be pursued next. Remember that this is a research proposal, not a literature review. For your selected topic, you need to develop a testable hypothesisâ€"that you have the resources to test. This is where talking to your advisor, senior graduate students, and other people in your field is essential. They can offer insight on what is really feasible.As you read these primary research papers, notice that the format closely parallels the format of a thesis propos al. If the title doesnt catch your eye, you are less motivated to read the project summary (or abstract). If the abstract doesnt sound interesting, you are less enthusiastic about reading the introduction. If the introduction doesnt clearly and convincingly describe why the research is needed, you are unlikely to care about the results. Aim to write a clear and convincing thesis proposal.Final commentsIt often helps to start with an outline. Be sure to include citations and a reference list in your outline and early drafts. It is imperative to correctly cite the previous work that has led to your thesis proposal, and many hours have been lost trying to track down lost citations.Be sure to follow your graduate programs guidelines for the thesis proposal. There are often specific requirements for the font, margins, word count, tables, figures, number of references, and how citations should be formatted.Be objective in your language: test hypotheses, do not try to prove them. Discuss y our thesis proposal with your advisor, your classmates, and anyone who is willing to listen to you. Talking about your ideas often helps to clarify them, and others might catch errors that you may have overlooked. This is a major benefit of being part of a community of scholars.

William Shakespeare s Literature Passion Controls...

Passion in Literature Passion controls characters in literature, whether it is for a noble cause, an intellectual pursuit, or romance. Although, romance is the leading form of passion used to draw readers into the fantasy of the players in the stories. Most often, a man and a woman connect because of the driving force of desire and attraction. In some writing, the desire is one sided, often unrequited by the other or even unknown to the object of desire. Yet, the ardor remains enrapturing, whether the feelings are returned or not. Some are even elicit affairs, wrapping the reader up in the lurid account. The characters are overpowered by uncontrollable yearning. It creates anticipation that lies outside of restriction and uniformity. Social conformity no longer matters when in the throes of a romantic interlude. Characters disengage from norms and rules of community, even stepping outside their social comfort zones. Sense and reasoning are overlooked when falling in love. Charactersà ¢â‚¬â„¢ emotions compel them to be irrational. Because passion has the power to push the heart to the edge of reason, it can easily become disruptive and, at times, destructive. Passion has the power to disrupt the norms of time, place, and society. The sensual force of temptation is behind this power. Amorous feelings are exaggerated through the immodesty of the heated attraction. When love-struck, people are vulnerable. Writers proficiently execute this vulnerability in their characters. ReadersShow MoreRelatedWilliam Shakespeare s Romeo And Juliet1264 Words   |  6 Pagesthe theater-going public the most important dramatist in English literature, Shakespeare occupies a well-known position in the world of talented authors. His canon contains thirty-seven plays, written in the late sixteenth and early seventeenth centuries. Additionally, throughout the years, they continue to sustain critical attention, with the majority of his works circling tragedies, one being Romeo and Juliet . William Shakespeare s Romeo and Juliet speaks to the timeless appeal of star-crossed loversRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay1539 Words   |  7 Pages A yearning for power, the thirst to become wealthy, intense cravings of lust, these examples of greed affects humanity in various ways, yet always seems to control a society. This constant longing for more is prevalent among most people, including the protagonists of beloved novels, often resulting in their gradual downfall. This corrupt behavior is addressed in Siddhartha Gautama’s ancient fire sermon, which discusses the important Buddhist idea of freeing oneself from desire. This ancient sayingRead MoreTwelfth Night And Queen Elizabeth Lends1334 Words   |  6 Pagescentury, men and women were not treated the same as far as opportunity, and given freedom to be whatever they desire. The early modern period society was seen as one to control women, and let men be the king and priest of their household. Every relationship was grounded on hierarchy. As stated in the Norton Anthology of English Literature, â€Å"the man on top, and the husband’s patriarchal role as governor of his family and household... the family was seen as the secure foundation of society and the patriarch’sRead MoreThe Miller s Fifth Business, And William Shakespeare s `` Seventh Business ``1395 Words   |  6 PagesDavies’ novel, Fifth Business, and William Shakespeare s play, Hamlet, guilt is a recurring theme that is a major factor in many characters’ lives. Davies and Shakespeare demonstrate this by having a character feel guilty while other characters do not. The components of guilt are portrayed through the characters’ experiences, how they cope with their consequences, and their personality changes. Guilty conscience is a theme that appears after unfortunate cases in one s life. In Fifth Business, guiltRead MoreEssay on The Incomparable Evil in Shakespeares Othello2968 Words   |  12 PagesShakespeares Othello  Ã‚        Ã‚   Shakespeare?s tragic drama Othello disturbs audiences because of the intense, diabolical evil involved in the plot development. Let?s explore the evil in the play, especially in the character of Iago.    In his book of literary criticism, Shakespearean Tragedy, A. C. Bradley gives an in-depth analysis of the brand of evil which the ancient personifies:    Iago stands supreme among Shakespeare?s evil characters because the greatest intensity and subtletyRead MoreEssay about Othello’s Evil Character3206 Words   |  13 PagesOthello’s Evil Character  Ã‚        Ã‚  Ã‚   William Shakespeare’s Othello gives the audience a full measure or dose of evil, mostly in the person of the sinister Iago, whose evil influence penetrates the lives of the victims around him.    In The Riverside Shakespeare Frank Kermode explains the type of evil peculiar to the ancient:    Over the ancient figure of the Vice – a familiar shape for abstract evil – Iago wears the garb of a modern devil. Iago’s naturalist ethic, as expounded toRead More Othello’s Sinister Side Essay3322 Words   |  14 PagesSide  Ã‚        Ã‚  Ã‚   Shakespeare’s Othello, with its prolonged exposure to the evil mind of Iago, is difficult for some in the audience. Let’s consider the play’s evil aspect.    In the Introduction to The Folger Library General Reader’s Shakespeare, Louis B. Wright and Virginia A. LaMar explain the single, evil focus of the drama – the arch-villainy of the ancient:    Othello has been described as Shakespeare’s most perfect play. Critics of dramatic structure have praised it for itsRead More Illusion and Fairies in Shakespeares A Midsummer Nights Dream1598 Words   |  7 Pagestheir passions, quit the civilized and rational city of Athens, and its laws, and venture into the forest, there to follow the desires of their hearts - or libidos as the case may be. In this wild and unknown wilderness, with the heat and emotion commonly brought on by a midsummer night, they give chase, start duels, profess their love and hatred and otherwise become completely confused and entangled in the realities and perceptions of their own emotions. What better opportunity for Shakespeare to introduceRead More Othello’s Evil Side Essay3107 Words   |  13 Pagesmind but the body and soul of the audience.    Even the imagery in the drama has its evil aspect. Kenneth Muir, in the Introduction to William Shakespeare: Othello, explains the instances of diabolic imagery in the play as they relate to the infecting of the Moor by the ancient:    The same transference from Iago to Othello may be observed in what S. L. Bethell called diabolic imagery. He estimated that of the 64 images relating to hell and damnation – many of them are allusions ratherRead MoreWilliam Shakespeare s Twelfth Night Essay2147 Words   |  9 Pageshuman vocabulary. Defined as â€Å"a passionate affection for another person,† love takes on many forms throughout life and literature (Merriam-Webster). Through its passionate drama and witty repartee, Twelfth Night, by William Shakespeare, explores the intricate, and often complicated, realm of interpersonal love. By tracing the intertwining storylines of four unique characters, Shakespeare communicates the futility of self-love, the desperation of hopeless love, and the immeasurable virtue of selfless love

Gilgamesh And Enkidu s Friendship - 1897 Words

Gilgamesh and Enkidu’s Friendship In the Epic of Gilgamesh, friendship is a strong theme that drives the story. The bond that Gilgamesh and Enkidu develop throughout the myth is a bond similar to that of brothers. Gilgamesh was fearless, but arrogant and Enkidu was created by the gods specifically to keep the legacy crazed Gilgamesh in check and to teach him humility; Enkidu becomes his conscience of sorts. Gilgamesh was oppressing the people of Uruk and Enkidu and needed to put a stop to it by confronting and fighting him. From what initially started as a violent encounter, their relationship bloomed into something that neither of them could have expected. Their connection really takes off after their encounter with the giant Hambaba and seals the deal on their friendship. They become basically inseparable and after Enkidu passed it completely rocked Gilgamesh because he had lost a huge part of his life. Gilgamesh and Enkidu’s eventual bond is the perfect example of checks and balances within life making this oldest hero’s tale still very relevant today. Gilgamesh was the son of the goddess Ninsun and the former King of Uruk Lugalbanda, this made him one-third man and two-thirds god. He was created by Nintu, who is the great Mother Goddess, out of clay. Many other gods had given him other qualities during his creation like beauty, courage, and wisdom. Gilgamesh lived without any fear and did whatever he pleased even if it meant hurting others. His behavior was so unrulyShow MoreRelatedEpic Of Gilphash Essay : The Epic Of Gilgamesh1043 Words   |  5 PagesThe Epic of Gilgamesh is an epic poem from ancient Mesopotamia and the poem was originally written on twelve clay tablets. An epic is a extended narrative poem centered on either a larger than life hero or a heroine that’s written in a dignified way. An epic usually has it where the hero is in search for either immortality, gods, or other supernatural creatures while delivering an impactful message. The Epic of Gilgamesh is called an epic because the poem has all of the char acteristics of a traditionalRead MoreSimilarities Between Gilgamesh And Enkidu1178 Words   |  5 PagesCedric Harper World-lit Dr. Clark Gilgamesh and Enkidu In the epic of gilgamesh, Gilgamesh is a man and a God. He built high walls and had orchid fields around his city. He also wasn’t respectful. He touched women whenever he wanted to, He never gave his servants any type of love. Enkidu is a man who was created to tame gilgamesh. He was created by the Gods. The Gods wanted to tame him so they sent an equal power which was enkidu. A wild man who becomes Gilgamesh s best friend. After being visitedRead MoreAnalysis Of The Epic Of Gilgamesh 1449 Words   |  6 PagesEpic of Gilgamesh, Gilgamesh is a bully king who frightens and annoys the people of Uruk. After the gathering with Enkidu and becoming his friend does Gilgamesh transform, into a hero worthy of history. The brotherly or â€Å"bromantic† ( considering the questionable relationship they have) love the two have for each other helps Gilgamesh become an better leader to his people by permitting him to better understand and identify with them. Even though the myth of Gilgamesh is very ancient, friendship and deathRead MoreGilgamesh : The Epic Of Gilgamesh1194 Words   |  5 Pages The Epic of Gilgamesh is a Mesopotamian epic poem loosely based on a real king who ruled sometime around 2700 BCE. The standard version of this epic was written in the Akkadian language. In this epic poem, Gilgamesh is King of Uruk, he is one third mortal and two-thirds god; he is described as a strong, arrogant, and unruly king that does not show much consideration for his actions. Gilgamesh is a very egocentric person; he has no respect for the feelings of others and does not care about howRead MoreThe Epic Of Gilgamesh Essay1198 Words   |  5 PagesEpic of Gilgamesh, described the characteristic of king Gilgamesh from the beginning, middle, and end. Throughout the poem, there are immature and petrified moments of Gilgamesh, but more importantly he learned to grow as he explore his journey. Friendship, love, and fear appears to be essential in this poem. Why ar e those terms relevant ? and how does it connect with the trait of Gilgamesh ?, let’s continue to find out the truth about Gilgamesh. In the beginning of the poem, Gilgamesh show hisRead MoreLoyalty, Sacrifice And Compassion Of The Heart1714 Words   |  7 Pagesdogs, horses or even elephants in some countries. But in a broader sense, it means having steadfastness in allegiance to a person, people or a cause, or to an even bigger picture: one s country. It involves obedience, sacrifice and compassion of the heart. Loyalty is a broad term, which can be applied to one s family, their locality or their country. Being a loyal per ¬son could mean that they are ready to sacrifice even their own life for the sake of whatever they are loyal to. They bearRead MoreGilgamesh s Epic Of Gilgamesh1648 Words   |  7 PagesThe story of Epic of Gilgamesh deals with different behaviors in Gilgamesh. Throughout the story Gilgamesh behavior changes, he is portrayed as overbearing ruler, as a courageous and strong fighter to his peoples, and finally as a man who seems content with what he s accomplished. Through all of these transitions, we see Gilgamesh s attitude toward life change. The goals he has for his own life alter dramatically, and it is in these goals that we see Gilgamesh s transition from being a shallowRead MoreThe Epic Of Gilgamesh And The Iliad1546 Words   |  7 PagesEpic of Gilgamesh and the Iliad are two extremely different stories, The Iliad being a tale of war (specifically the Trojan War) while the Epic of Gilgamesh is a true Epic in the sense that it is a journey, all about the development of the characters. While there are many different themes throughout both books, one of the most important themes is the way that friendship develops both of the people involved and the way that it ties into the story overall. In the Epic of Gilgamesh, Enkidu and GilgameshRead MoreThe Epic Of An Epic886 Words   |  4 Pagesthe epic of Gilgamesh. Gilgamesh’s love for Enkidu goes well beyond friendship. Gilgamesh love for Enkidu was that of a father to his son or from one brother t o another. The friendship between Gilgamesh and Enkidu grew into an affectionate platonic love. The bond and love both men shared was shown when both men lives changed after their initial meeting. Enkidu grew to be a noble man because of Gilgamesh. Prior to their meeting Enkidu lived a life of a wild man. On the other hand, Gilgamesh became aRead MoreThe Epic Of Gilgamesh And Analysis1436 Words   |  6 Pages The Epic of Gilgamesh –Summary and analysis Introduction The Epic of Gilgamesh is an excerpt of the original text of the Epic listed in the Sources of the Western Tradition, 5th edition, by Perry, Peden and Von Laue (2003). The Epic of Gilgamesh is the story of King Gilgamesh who is the powerful king of Uruk, the incidents in his life, the associations he makes, the encounters he has, and the transition that occurs in his life in relation to his gaining

Field Experience Report Free Essays

General Outcome: 1. 0 The student shall spend 15 hours in observation in a school setting. Specific Measurable Learning Outcomes: Upon successful completion of this unit, the student shall be able to: 1. We will write a custom essay sample on Field Experience Report or any similar topic only for you Order Now 1 Review an existing lesson plan prior to the lesson. After reviewing an existing lesson plan prior to the lesson implementation by your cooperating teacher, address the following: 1) Record the subject, grade level and the goal of the lesson plan. 7th grade Civics. Goal: 1. Identify the key issues discussed at the Constitutional Convention;? . Describe the problems and solutions that were addressed by the Great Compromise of the Constitutional Convention of 1787. How did this lesson plan differ from the required lesson plan of this course? Much less detailed, in fact I would even call it vague. 2) Did the plan include an assessment? Not really, he had â€Å"Evaluation† and that was to be determined by student’s participation. Observe the implementation of the lesson and address the following: 3) Did the actual teaching/learning process take place as outlined in the plan? Why or why not? The teaching process took place as outline, however the learning process is hard for me to gauge without a formal assesment. 4) Did the teacher feel as if the lesson was successful and the objective was met? Yes, he did, he seemed satisfied. But to be frank, I don’t believe so. 5) Would you have done anything differently from the teacher? If so, what? Yes, I would definitely be more detail oriented with my lesson plans. I find his plans to be too vague for my liking. 1. Observe a cooperating teacher in large and small group instructional setting. After observing a cooperating teacher in a large and small group instructional setting, address the following: Large group instructional setting: 1) Did you observe any of the following instructional strategies: integrated curriculum, thematic teaching, cooperative learning, critical thinking/problem solving, or differentiated instruction? He used differentiated instruction for a gifted student in one of the classes I observed. For example, he would assign the same chapter from the Civics book for all the students, but he would assign the gifted students, additional questions to answer at the end of the chapter, and in fact, they were what I would consider â€Å"higher order† questions. 2) Describe what you observed. (If none of the instructional strategies listed above were observed, describe what strategies you did observe. ) Small group Instructional setting: 1) Did the cooperating teacher use small group instruction? If not, why do you think it was not used? Yes, he did use small group instruction. In one of the classes I observed, there was 5 ESOL students, he grouped them together to get the extra help needed in reading chapters and comprehension of the material, with an ESOL teacher aide. 2) How could you use small group instruction with this class of students? It could be used by divinding kids into different small groups, I would divide them not by grouping skill levels together, but by group different skill levels together. That way, they could collaborative learning could be implemented. If so, describe the teaching strategies in the small group. I would use collaborative learning and use higher order thinking skills as my primary goal in the small group. I would act more as a facilitator, guiding them on the journey. 3) What criteria was used to form the small groups? He sepereated the ESOL group, however you could also use small group instruction for differential instruction for gifted students. How did the instruction in the small group compare to that of the large group? The small group was much more interactive. The large group listened to a lecture, while the ESOL group participated much more among the group and interacted much more within the small group, as compared to the large, which did not interact. 1. 3 Observe and describe the classroom learning environment. A student-centered learning environment is one that is safe, organized, inclusive, equitable, flexible and collaborative. Describe what you observed by addressing the following: Did the teacher†¦ * provide an organized classroom with well-managed space? Yes, I believe so; the only thing I did observe was that there were not enough textbooks for all the students, so in one class about 4 students always had to share a book. This is not really something that the teacher can control, but it did surprise me. * convey high expectations to students? Somewhat. He always repeated to students that Civics is important, that in order to be good citizens, one must have an understanding of Civics. Also he discussed with them the importance to study and the need to study a lot for success. maintain a climate of openness, inquiry, and fairness? Yes, I believe so. The students were never reprimanded without reason. Also, he did encourage them to answer questions, even if they were wrong. * adapt the environment to accommodate different needs and diversity? Yes, he did try; he would often separate the ESOL students so they could sit in a group with their ESOL aide. Also the teacher had a student who was gifted and he accommodated his needs by assigni ng him higher-order questions from the book. * model clear oral and written communication skills? Most times, though I do think at times he could have been even more clear, because sometimes the kids were completely lost as to what chapter they were on, and on what dates things were do. Obviously there is a miscommunication somewhere. 1. 4Observe the teacher use materials in the teaching/learning process. Observe a lesson and describe the process that was used to utilize instructional materials by addressing the following: 1) List the materials used in the lesson. He used a website called â€Å"ConnectEd† which is a website associated with the Civics book used. They also had a workbook that was used. 2) Did the materials enhance the lesson and stimulate interest? To some extent. Some of the kids did not have computers and or Internet access, so they were not able to utilize the â€Å"ConnectEd† website. The book is a standard Civics book, so the extent that it can stimulate interest is limited in my opinion. 3) Did the teacher use the materials for demonstration only or were children able to use the materials? Yes, children could use the website at home, if they had Internet access and/or computer, which not all did. ) Would you use materials differently or would you use different material? Explain. I would use different materials as well as more materials. The lessons could be boring since they were mostly lectures and going over questions in the book. With Civics you could use creativity and hold a mock election, or maybe have the class write their own class constitution etc. I would implement those sorts of ideas to try and make t he classes more interesting for students. 1. 5 Observe the teacher – learner and learner – leaner interaction. Mutual respect and good communication between students and teacher are vital to an effective learning environment. Address the following that you observed in your cooperating teacher’s classroom: 1) How did the teacher encourage open communication? He always waited patiently for students to answer the questions and never criticized students if there answer was wrong, he would say something like â€Å"No†¦you are getting there though†¦Ã¢â‚¬  so even if the student was wrong, there were not made to feel bad and this I believe created a sense of comfort and confidence in the classroom for the students. ) Was learner-learner interaction a vital part of the instructional strategy? Not in the large group, however he did have ESOL students that were separated into a small group, and there was a lot of learner-learner interaction in this setting. 3) Did you observe cooperative learning? No, this is not something I observed during this field experience, perhaps I will next semester. 4) Was the teacher more of a facilitator or a lecturer? Explain. I think he was a little of both. He did seem to lecture a lot, but by the same token, even though he did lecture, he also asked questions of the students every once in a while, which gave them opportunities to do critical thinking and thus, in that sense, he became a facilitator. 1. 6 Read to individual children or groups of children. A. Choose the book recommended by the cooperating teacher. Develop at least one question from the higher order questions (Bloom’s taxonomy) to ask the children. Describe the experience. If you are at a middle or high school setting, you may discuss a current book, article, or perhaps a poem that a student has read. We read the Bill of Rights during my lesson on the Constitution. One of the higher order questions I asked was: What are some of the rights guaranteed in the Bill of Rights and how have these rights affected your life? Explain. 1. 7 Listen to individual children read. Discuss with your cooperating teacher some instructional strategies that you can use to concentrate on vocabulary skills, fluency or comprehension. What were the suggestions? Describe the experience. During one of my visits the class read aloud a chapter in the book. Some students were better readers than others. The teacher makes a vocabulary list every week, based on the reading. He instructs the students to make vocabulary cards from index cards, with definitions for students to study weekly. Then, on a weekly basis, they have a1 vocabulary quiz. 1. 8 Work with individual or small groups of students to provide a review on previously taught materials. Discuss with your cooperating teacher a review lesson that you could implement with an individual student or a small group of students. With approval, implement the review and reflect on your experience. I had the opportunity to do this activity with a student that had been out a couple of days because of illness. I went over some of the lessons in the chapter with him that he missed, than the cooperating teacher wanted me to work with the student to answer the questions at the end of the lesson. This went well, since it was just one student, it was nice to have the personal interaction with him. However he was quite shy and I did have to work to get more than a 2-word response from him. 1. 8 Reflect upon the educational theory and philosophy observed in the field based school. Your textbook describes four philosophies that influence today’s education. The subject-centered philosophies are perennialism and essentialism. The child-centered philosophies are romanticism and progressivism . Have a discussion with your teacher about his/her guiding beliefs of how teaching and learning occur in the classroom and address the following: 1) Which philosophy comes through in the discussion? During our discussion he told me that he is most influenced by the progressivism philosophy. He believes that students students learn best by doing. 2) Which best describes the reality of the classroom that you observed? In reality, the cooperating teacher seems to lean more toward perennialism or essentialism. Certainly not progressivism because I did not once observe them doing any work on their own, other than answering questions at the end of a chapter reading. He relies most on lecture, and some discussion. 1. 9 Review curriculum guides, teacher manuals, etc. Ask your cooperating teacher for an instructional focus calendar or a teacher manual for you to review. After reviewing the selected material, address the following: 1) What guide, manual or material did you review? He showed me an IFC (Instructional Focus Calendar) for 8th grade US History, which was not a class I observed, but that he has taught. 2) What information did your teacher give you regarding the use of the material? He explained to me that it outlines for a teacher what their focus should be on every given week. For example, for weeks 2-3 of the school year, the teacher should be focusing instruction on Early American Settlements up to 1625. 3) Did you find the material beneficial? Explain. I believe so, I liked that the IFC, outlines for teacher what benchmarks they should focus on, what topic should be covered and in what order. I think it helps make the job of a teacher easier in the sense that you always know what you should be covering and what benchmarks you should be focusing on. 1. 10 Select for observation and interview one of the following: music, art, physical education, or exceptional education teacher; guidance counselor; speech pathologist; or other professional staff. I was not allowed by the school to observe any other teacher other than my cooperating teacher, however in order to at least be able to answer the questions, I did observe the art teacher at my daughter’s preschool, she teaches an after-school enrichment art class â€Å"Little Chagall†. After the observation and speaking to the educator, answer the following: 1) How is his/her instructional preparation different from the regular classroom teacher? She decides week by week what they will focus on (her class is held once a week). One week they might cover Picasso and Cubism and another she may do sculptures and the renaissance. She does not have a formal plan per se and is pretty much allowed free reign on what she would like to focus on. She also does not have to focus on benchmarks, nor does she have to worry about covering material for standerdized tests. ) Do the students respond differently in these settings? Absolutely. This class is completely different than my 7th grade class for Civics. Besides the fact that the students are 3 and 4, this is indeed a class where the progessivism philosophy’s influence is seen. Children are encouraged to be creative, think for themselves and to experiment. 3) What methods are used to measure student progress? Less paint on the floor means that progress is being made (Just kidding! ) She says that she mainly focuses not only on their creativity, but also on building their fine motor skills. Usually after the first year the students are much more adept at holding paint brushes and they even paint more neatly. The objects in the paintings become more recognizeable as the objects that they were painted to be. (I. E. faces will actually start to have more defined features, as opposed to â€Å"blobs†). 4) What resources are available to help include special needs students? Her class is quite small, only 5 students. So she is available to give a special needs student more attention if it is needed. 5) Describe the classroom management technique. If the kids are not paying attention she says â€Å"1,2,3 eyes on me! She says it works well and helps bring the kids back to focus. 1. 11 If appropriate, attend PTA, faculty, and grade level/department meetings as well as participated in field trips. If you are able to participate in any of the listed activities, address the following: 1) What was the activity or meeting? Faculty Council Meeting 2) List the date, time and dur ation. 11/8/12, @8:30 AM to 9:20AM 3) What topics were discussed? FCAT, Computer carts, outdated teacher laptops, mistakes when placing students (gifted student was placed in a class for the earning disabled), lack of security (2 security guards for 1200 students). No response for student referrals. 4) Who was in charge of the meeting? Mr. Morrina (cooperating teacher). 5) What did you learn from the experience? I didn’t realize that there were so many problems inside schools. The teachers feel very frustrated, especially with the lack of security, their outdated equipment, and the fact that when they refer a student for bad behavior, nothing is really done about it. 1. 12 Assist in the preparation of bulletin boards, charts, transparencies, PowerPoint presentations and other instructional aids. Describe and discuss how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. . I assisted with making a bulletin board using some projects the kids had done. While of course I learned to be creative and such while doing the bulletin board, what I learned most was the value of doing a bulletin board with the student’s projects. They really enjoyed seeing their work displayed for the world to admire. And that is not what I was expecting to take away from it initially. 1. 13 Provide assistance to the teacher by grading papers, record keeping, taking attendance, etc. Describe and discussed how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. 1. I assisted the teacher with taking attendance. He takes attendance by assigning each student a number, from 1 to however many kids are in the class, in this case 22. Each child calls out their number starting with 1, if there is a missing number, he looks up who the child is and marks them absent. To be frank, it seemed to me much easier just to make a seating chart or just taking roll. With this method, some times the students forgot their numbers and we had to stop and start over. It just became too much of a time waster. I think it’s more efficient just to quietly check attendance without making a group activity out of it. 1. 15 Know the policy and procedure in an emergency situation. Each school has a list of emergency situations and emergency procedures. Obtain and read a copy of the school’s emergency procedures manual. Address the following: 1) Which of the identified emergencies occur most frequently? According to the school’s emergency report, the incidents that occur the most are crime related emergencies, for example, gangs, bullying or fighting. ) Write a brief summary of the recommended procedures for a fire drill. When alarm sounds, teacher immediately direct their class to the nearest exit as indicated in the fire escape route map in the classroom. There is no running or talking while exiting the building. Teachers must take with them the attendance records and the lesson plan records as these are official legal documents indi cating the number of students who are present at the time. Furthermore, teachers must be aware of students who are not in the classroom at the time of the alarm and must be able to obtain their whereabuts. If student is missing, an administrator must be contacted immediately. Classes should remain at the designated wait spot until given the â€Å"All clear†. 3) Write a brief summary of at least one other emergency procedure. In the event of a Hurricane watch being announced and students have not been picked up, at least two staff members must remain until all students have been picked up. Students should be taken to areas with no windows, such as hallways. Once the building is empty, custodians should prepare and secure the building. How to cite Field Experience Report, Papers

Titanic Feminism Critique free essay sample

In the film Titanic, women are seen as below men and are told what to do by men. Women are deemed as helpless without the support of a man, which the main character, Rose DeWitt Bukater, defies throughout the film. Rose breaks many of the traditional â€Å"rules† of the time period in which the film takes place. Feminism is seen predominantly in the film Titanic. Women are deemed as helpless in the film. Many instances take place where women are shown as helpless and needy, but Rose ends up breaking through this stereotype of women. Rose is seen as helpless when she attempts to escape her problems by jumping overboard in a suicide attempt. When Rose slips while standing on the railing of the ship, Jack has to save her. This is another example of Rose having to be saved. But Rose also turned this idea around by defying against her mother and her fiance, Cal Hockley. We will write a custom essay sample on Titanic Feminism Critique or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She goes against her mother’s wishes and chooses to run off with the man she loves, Jack Dawson, and not the one her mother wants her to be with, Cal. Rose also smokes cigarettes, which does not please her mother. Lastly, another example of helplessness is seen in the ship itself. The Titanic was referred to with female pronouns, which gives it a feminist personality. When the ship fails and sinks it’s shown as helpless, nothing could save it. Women are portrayed as not savable without men, but Rose defied this idea in the ways she carried herself and the decisions she made in the film. Possession of women is seen throughout the film by men trying to possess their wives or soon-to-be-wives see possession of women in the film. Cal tries to control Rose. This is shown in scene in which Cal acts out in violence to show his dominance over Rose. He says that she should not be seen at any of the lower class parties again. Rose then remarks that she he could not treat her like a piece of property or like one of his workers in the mill. He remarks with â€Å"You are my fiancee! † and acting out by flipping over the table and storming away. By saying that he means that he controls her, who she talks to, and where she goes. Lastly, a remark is made to Cal in reference to Rose. A friend of Cal’s says, â€Å"Congratulations, Hockley, she’s splendid! † This is portraying Rose as a prize that needed to be won that Cal now has possession over. In this film possession over women is seen as a common thing. Women are portrayed as materialistic and vain in the film, especially Rose’s mother, Ruth. Ruth only wanted Rose to be with Cal because of his money. Rose’s family had lost their money because of the debts her father left behind when he died. Ruth wanted her daughter to be Cal so that they could continue their luxurious lifestyle. Rose and the other women on the ship wore corsets to make men perceive them as thinner. Looks in the film were very important to the upper class women; they always were wearing detailed dresses that were very well fitted. Cal also gifts rose a fifty-six carat diamond which shows that fine things were important to Rose. Materialistic and the personality trait of being vain was seen by the women in always being extremely put together and done up in the film. In the film Titanic, we learn that women can break free from the possession of men. We see this in Rose breaking free and doing what she wanted with who she wanted. She also demonstrates this by doing things for herself and not being seen as a helpless woman.