Chosen By Potok Essays - The Chosen, The Promise,

Chosen By Potok Malter's Development in The Chosen One of the most emotional scenes from Chaim Potok's The Chosen is when Reuven goes with Danny Saunders to talk to his father. Danny has a great mind and wants to use it to study psychology, not become a Hasidic tzaddik. The two go into Reb Saunders' study to explain to him what is going to happen, and before Danny can bring it up, his father does. Reb Saunders explains to the two friends that he already known that Reuven is going to go for his smicha and Danny, who is in line to become the next tzaddik of his people, will not. This relates to the motif of "Individuality" and the theme of "Danny's choice of going with the family dynasty or to what his heart leads him." The most developing character from the novel is Reuven Malter. One of the ways that he developes in the novel is in hus understanding of friendship. His friendship with D\fanny Saunders is encouraged by his father, but he is wary of it at first because Danny is a Hasid, and regards regular Orthodox Jews as apikorsim because of the teachings of his father. Reuven goes from not being able to have a civil conversation with Danny to becoming his best friend with whom he spens all of his free time, studies Talmud and goes to college. Reuven truly grows because he leans, as his father says, what it is to be a friend. Another way that Reuven grows is that he learns to appreciate different people and their ideas. He starts out hating Hasidim because it's the "pious" thing to do, even though his father (who I see as the Atticus Finch of this novel) keeps telling him that it's okay to disagree with ideas, but hating a person because of them is intolerable. Through his friendship with Danny, studies with Reb Saunders, brief crush on Danny's sister (who was never given a name), and time spent in the Hasidic community, he learns that Hasids are people too with their own ideas and beliefs that are as valuable as his. He learns why they think, act, speak, and dress the way that they do and comes to grips with the fact that he doesn't have a monopoly on virtue. A third way in which Reuven grows, though the book doesn't really talk about it a great deal, is in his appreciation of life, or cha'im in Hebrew. He almost loses his vision, his father nearly works himself to death, six million Jews are butchered in Europe, and Danny's brother's poor health threatens Danny's choice to not become a tzaddik. When his eye is out of order he can't read, and indeed does remark that it's very difficult to live without reading, especially with a voracious appetite for learning such as his. His father almost dies twice and he talks about how difficult it is to live all alone in silence (which is a metaphor alluding to Danny's everyday life) for the month while his father is in the hospital. He sees Reb Saunders and his father feeling the suffering of the six million dead, Saunders by crying and being silent, David Malter by working for the creation of a Jewish state and being a leader in the movement, in addition to teaching at a yeshiva and adult education classes. And of course Danny is very worried by his brother's illness (hemophillia?) because if he dies it will be even harded for Danny to turn down his tzaddikship. By the end of the book, Reuven Malter is a very changed character. Potok is an expert with using allusion and metaphor. Very subtly throughout the book he uses this for the purposes of renforcing his points, foreshadowing, and to make the book a better read when you've read it previously and know the outcome. One example of this, one that I missed the first time I read the book in 7th grade is the paragraph at the end of chapter nine where Reuven is sitting on his porch and sees a fly trapped in a spider's web with the arachnid builder approaching. He blows on the fly, first softly, and then more harshly, and the fly is free and safe from the danger of the spider. This is a metaphor to Danny being trapped in the "filmy, almost invisible strands of the web" (165) that is a metaphor for the Hasidic clan that has Danny somewhat captured and expected

The Biosphere Essays - Superorganisms, Biological Systems

The Biosphere Essays - Superorganisms, Biological Systems The Biosphere The Biosphere: The biosphere is part of the earth in which life exists. It is 20 km thick from the bottom of the ocean to the lower atmosphere. It consists of three layers: the lithosphere, which is the land on the surface of the earth; the hydrosphere, which comprises of the water on the earth as well as water vapor in the air; and the atmosphere, which is made up of the air that surrounds the earth. The living organisms in the biosphere interact and affect each other in many ways. This is called a biotic factor. Similarly, there are nons of abiotic factors are air, temperature, water, soil, light, and minerals. In a biosphere, organisms live in special groupings. For instance, a population consists of all individuals of a species living in a general area. A community is a population located in a certain area living among different species. An ecosystem is yet a larger conglomeration of a population, a community, and abiotic factors. Ecosystems can be aquatic or terrestrial. The earth's aquatic ecosystem makes up about 75% of the earth's surface. This aquatic environment is divided into marine and freshwater environments. The earth's terrestrial ecosystem is mainly made up of forests and deserts, which make up for 25% of the earth's surface. The role or function of an organism in a community is that organism's niche. An organism's niche is an area picked by that organism based on physical factors such as temperature, light, oxygen and carbon dioxide content and biological factors such as food, competition for

Poems and Feelings Essay Example | Topics and Well Written Essays - 500 words

Poems and Feelings - Essay Example A man can spend whole life among such hills and can never exhaust from them but every time he finds these scenes much more beautiful than before. The poet in the last line says: This point of view really collapses with my view because nature is the thing which God has filled with love and affection. The poem develops the feelings of love and admiration towards nature and the beauties it has created for us. Having read this poem â€Å"Lost sister† I realized the importance of moral values, culture and tradition. Here the poet describes two types of women. Both are brought up in same culture but one of them chooses her life to spend in her native culture but the second chooses American disrupt culture. In my opinion the well cultured and traditional women desire more respect and honor than the one who is running in the social race of life with man because cultural lady can be seen but cannot be heard. On the other hand, the other women prefer freedom over respect. This poem enhances my inclination towards the traditional and cultural ladies, who spend their whole lives for the sake of family. In the poem invisible mending, the poetess describes about three old ladies. She exclaimed that they always remained busy in their work, in spite of being so much old. Their hands become hard, eyes become keen but they still work hard untiringly. According to the poetess: This poem has increased the regard in my heart for old people to whom we do not give so much attention but actually they are experienced and learned people and can transfer all such knowledge of life in our personalities. This poem also develops my self esteem and courage to achieve my goals through hard work regardless of the difficulties. As I read the poem â€Å"A Blessing† written by James Wright, I feel that God perfects the nature by its creature. According to me love is gifted by nature and it is embedded in human heart. It is the love that penetrates into the

Management of a patient withan allergic rhinitis Essay

Management of a patient withan allergic rhinitis - Essay Example Allergic rhinitis is also known as hay fever and is supposed to be mediated by type-I hypersensitivity which is an extreme response of immune system against foreign bodies by build-up of antibodies. General nursing process begins with assessment of patient’s health history which involves their personal and family history (Burns, 2007). Secondly, an allergy assessment is performed by examining obvious symptoms and state of patient before these symptoms became apparent. Thirdly, occurrence of these symptoms is examined with relation to seasonal changes and related physical mental and physical problems. In the last stage of assessment, nature of antigen causing allergy is identified (Denise and Scandale, 2010). A patient is said to have this allergy when an ineffective breathing pattern and continuous sneezing is observed when encountered with triggers. Ineffective coping of chronic disorders is often followed by need for changes in environment of the patient. Possible problems e ncountered during management of the disorder include anaphylaxis, disturbed breathing pattern and failure to follow suggested therapy. The goal of interventions used for treating this patient were to restore normal breathing pattern, identify causes and control them, improve coping mechanism and avoid any complications. 2. History of the Patient A patient’s history must be comprehensive enough to provide information regarding onset and duration of the symptoms being experienced by the patient along with possible triggers. In addition to that, co-morbidity, family history of allergies, environmental exposure, and quality of life also play an important role in diagnosis. After preliminary form filing, the patient complained about seasonal flu in last five years which showed persistence despite usage of OTC medication without prescription. This was the first incident where patient entered into medical settings. The patient complained of frequent episodes of sneezing with large p roduction and exhalation of clear mucus. Since some of the symptoms mentioned later were similar to Sinusitis therefore discharge of mucus and drainage were observed to identify if the patient has Sinusitis or allergic rhinitis. Furthermore, localized itching also confirmed it. 2.1 Response to Allergens Patient complained of 10-15 paroxysms when experiencing sneezing along with nasal congestion leading to breathing through mouth. The symptoms grew severe in the springs and especially near plantation. Patient also mentioned having episodes of atopic eczema. It is important to note that patients with atopy are at risk of developing allergic rhinitis (Burns, 2007). Lara also complained of reduced energy level and fatigue especially in late winters and spring while experiencing this state. Lara further complained of itchy nose which made her rub her nose repetitively and a crease was visible in the middle of her nose (Lang, n.d; Plaut and Valentine, 2005). Furthermore, she mentioned tha t the sneezing and itching is more aggressive right after waking up and in the morning. Out of symptoms defined by the patient, it was evident that she had experienced sneezing, pruritus, congestion and drainage which are some of the common symptoms of allergic rhinitis (Spector et al., 2003; Harvey, 2012). The onset of pruritus was more evident in palate, nose and throat leading to aggressive coughing. In addition to these conditions, Lara also complained about sleep apnea, overbiting and episodes of asthma. She also mentioned that her mother

Critical Thinking Development Essay Example | Topics and Well Written Essays - 1000 words

Critical Thinking Development - Essay Example In our daily life we have a lot of decisions to make, important and ordinary both. One can use the techniques of critical thinking in solving the problems of daily life. As a citizen I can apply the techniques off critical thinking in my daily life. For example, in my daily life, how should I manage my priorities and my time, all these aspects are important factors of life that can be well managed by the principles of critical thinking. For example, my personal experience tells me that the moon is largest after it has risen over the eastern horizon or the time when it just sets on the western horizon. It is smallest when it is in the night sky above my head. It is clear to me that it is true; I have seen it several times with my own eyes. But what my personal experience tells me regarding this fact is false in a way. The apparent increase in the size of the moon when it is near the horizon is actually an optical illusion. In fact, the moon is neither closer to Earth nor does its actu al size increase when it is closer to the horizon than when it is directly above my head. For many of us, our personal experiences seem to be the most coercing kind of evidence on which to base our beliefs. But, as the example of the illusion of the moon shows us, compelling personal experiences may result us in believing which is not true. Here, critical thinking helps in searching for the right and correct conclusion which satisfies our mind. In case of teaching and learning, there can be several different strategies used in critical thinking like think/pair/share, jigsaw, one stay other stray, reciprocal teaching, mini-lecture, active lessoning and so on. Among these different strategies I have to select the appropriate method with regard to my subject, content and topic of instruction. Moreover, the main factors of the selection of strategy also depend upon the number of students, intellectual level of students, individual differences, geography of classroom etc. The education s ystem is the brain of society and is correctly called the backbone of any system. Similarly mathematics is called as the mirror of civilization and takes an important and considerable place in the curriculum of higher level of studies. These days, not only mathematics but also social sciences are becoming more and more mathematical. Therefore, teaching mathematics is very much important and essential in different aspects of learning. As a teacher, promoting critical thinking and problem solving in the subject of mathematics is crucial in the future development of successful students. Critical thinking and problem solving go hand in hand and in order to learn mathematics through problem solving, the students must know and learn how to think critically. In my belief, there are two values of teaching through critical thinking techniques. 1) Critical thinking focuses the students’ attention on ideas and sense making rather than cramming their course. 2) It develops the studentsâ €™ belief that they are capable of doing mathematics and that mathematics does make sense. The main objective is to help the students to become familiar of the fact that the problem solving is not a special area but instead it uses the same logical techniques to which they are already familiar with and use in their daily

The Kindergarten Idea In Architecture Construction Essay

The Kindergarten Idea In Architecture Construction Essay The kindergarten idea is considered to have initiated as early as the 17th century. The origins of the kindergarten idea define certain attitudes to pre-school education that are still widespread to this day. The early kindergarten idea, which related environmental needs to pedagogical needs, brought about a number of important architectural impulses, both in modernistic and organic forms. John Heinrick Pestalozzi founded the first child-centred institution at Yverdin 1805, based on what became essential kindergarten principles from which several pedagogies stemmed. Fredrick Froebel Philanthropist Robert Owen established a child care institution in New Lanark, Scotland. At the time children over six worked with their parents, therefore the institution only catered for children under six. Staffed by nurses it provided a pleasant atmosphere, although its pedagogical philosophy was unsophisticated. Throughout the 20th century one-off private kindergartens were established in Germany, Britain, Japan and North America. These were based primarily on the Fredrick Froebel philosophy. This philosophy originated from German philosophies in the 19th century. In Froebels hostilic philosophy, kindergartens are complimentary to home life, as appose to replacing it. The Froebel movement spreads to Britain in 1871 when the first kindergarten was built by Sir William Mather. This was followed by the establishment of a free kindergarten for children aged between 3 and 6. Many of these early Froebelian based kindergartens were based on the principles of kindergartens as an educational institution, lacking any architectural form or purpose. A key issue when selecting and appraising educational philosophies is how each system presents information in the development of children. In Froebels system children learn through play as appose to the learn, listen, recite method usually employed. Pedagogical drawing is an important factor. Drawing was seen by Froebel as a form of writing. The gifts and occupations His study of the natural sciences gave him an understanding of the connection of geometric forms to the natural environment such as plant forms and crystals. His work in crystallographic science is said to have persuaded this area of his teaching technique, while his training as an architect influenced the emphasis of precise and unchanging relationships between different things as the central concept of learning. The child plays with one or more geometric gifts to discover its properties and the possibilities for design. Once a standstill is reached the teacher invokes one or more of the categories to compel a new direction of play. In this way the child discovers the designs that are possible with the selected shapes. The occupations developed more intricate and complex skills such as forming shapes from moulding clay, and using sticks and rings laid out as letters as the first step towards writing. Rachael and Margaret MacMillian Some less pedagogical approaches crept in towards the end of the 19th century, as research began into child behaviours by theorists such as Granville Stanley Hall and John Dewey. As this was underway in the USA, closer to home Rachael and Margaret MacMillian began creating an educational philosophy of their own. In 1913, in London they founded an open-air nursery school, based on a more practical approach to child-care. Their approach was to concentrate on the basic needs of children with physical exercise and fresh air as the main priority. Rudolf Steiner The need for imagination, a sense of truth and a feeling of responsibility these are the three forces which are the very nerve of education. Rudolf Steiner was the founder of another educational pedagogy which is still in use today. His controversial thinking can be mainly attributed to some of the facts about his life and the resultant approach to the problem of education. Born in Croatia in 1861, Steiner began finished higher education and continued into further education with the intention of becoming a grammar-school teacher. He failed to complete this course, but went on to study philosophy under Johann van Goethe for several years. He then moved to Berlin and was attracted to the forward-thinking literary Bohemia, the workers movement and the reforming religious thinkers. Here he became leader of a spiritual renewal movement and founder of a philosophical community that was entirely focused on his own personality. In 1919, a defeated Germany brought about innovative thinking and the opportunity for Steiner to try out his ideas on education in a new school. On 7 September 1919, he ceremonially opened the first Free Waldorf School as a combined co-educational primary and secondary school for 256 children drawn mainly from the families of workers at the Waldorf-Astoria cigarette factory in Stuttgart (Germany). Steiners basic ideas on education were conceived in the period between 1906 and 1909 in a manner which to begin with had naturalistic overtones: Out of the essence of the developing individual, ideas on education will grow, as it were, of their own accord. However, in contrast to the path taken by Dewey and Montessori, who sought to establish their New Education on recent ideas of experimental child psychology, Steiner based his educational plan entirely on his cosmic spiritualistic anthropology according to NAME (yyyy), If we wish to detect the essence of the growing individual, we must set out from a consideration of the hidden nature of man as such. In Steiners educational philosophy the educational growth of the child is viewed as a process of rebirth. In a seven-year cycle from the head via the heart to the hands education takes the form of growth and metamorphosis. The educator is seen as the gardener of this growth. From a belief in reincarnation stems the image of education as an aid to incarnation and spiritual awakening. In this case the educator becomes a priest and a healer. With these educational forces, Steiner built the levers that are still being implemented by teachers and educators in his schools and kindergartens today. These educational philosophies can be broken down into three main ideas. First, the intellectual philosophy spread by Froebel, later associated with Naturphilosophy, whereby the childs educational and social development take precedence. The second is the more pragmatic approach created in Britains cities as a result of health concern for young children living in these overcrowded urban areas. This approach is based on circumstances in the past which are not as evident in todays society, namely forced child labour and severe overcrowding in cities. The third is the Steiner pedagogy. The practice of this system of education includes a broad spectrum of artistic and handicraft learning potentials, a caring attitude to children and many opportunities for conscious participation in community tasks. In my opinion Fredrick Froebels approach is far too important to be left to the unquestioning adepts of Rudolf Steiner. Part (ii) While researching the kindergarten as a building type, it was clear that many of the buildings do not live up to the needs of the children, i.e. the learning environment. According to KINDERGARTEN ARCHITECTURE (yyyy) kindergartens and nursery schools are often dealt with as add-on classes to existing primary school education facilities, particularly in Britain, with no real concern for the needs of the child. The importance of the building form and in turn the construction materials is vital to creating an atmosphere that supports the childrens activities, and consequently improving the learning outcomes. The building typology should seek to create an environment that encourages the learning process by addressing issues of emotional and physical well being amongst the children. This concept implies that success in learning at an early age can be linked to the environment created by the materials used and the architectural and structural form of the buildings i.e. a comfortable environment will facilitate the learning process. The kindergarten is the first place where children make acquaintances with new people and new surroundings, and where they become part of a new community. Therefore designing a kindergarten involves not only creating a protective environment for children, but also introducing them to a new space where communication and expression are given free reign. In designing kindergartens, the building form and materials must exploit geometry, colours and images intended to evoke associative meanings within the childs mind. Broadly speaking, in educational facilities in Britain, there are three construction methods used, with varying materials, used either alone or in combination with one another. These are framed construction, load-bearing wall construction and prefabricated construction. Framed construction use steel or concrete columns and beams to support walls and floors. Structural floors are generally reinforced concrete slabs or steel floor panels with concrete laid between them. This type of construction can provide maximum flexibility providing the spacing of the columns allows for the space required for teaching areas. Load bearing wall construction is where walls are designed to carry the load of any additional flooring and the roof. These walls are generally constructed of brick or concrete block. In order for large open plan spaces to exist in these structures additional beams or other load-bearing elements must be employed. Prefabricated construction does not segregate any material. Teaching spaces are fully or partly constructed off-site and brought on-site in a state almost ready for use. The following are a few examples of different kindergartens and there construction techniques. There is much more space allowed for in these modern kindergartens than in any traditional kindergarten buildings. Caesarea kindergarten (Reinforced concrete construction) In many cases building a kindergarten is a way of creating an imaginary world, a space where children receive physical and social exposure to the outside world beyond their home and family. It is in this context that many kindergarten building forms are based. An example of this is the Or-Akiva kindergarten in Miami. Images of the Grasshopper and the Tin Man from the Wizard of Oz were used creating a unique atmosphere to encourage children to architecturally create starting points for their own stories/dreams. In the same way the Caesarea kindergarten in Israel uses a visually striking faà §ade of three elephants which relate to the archaeological site on which it is built, and the ancient Roman city known also as Caesarea. Images taken from the architects website (Knafo Klimor Architects) can be viewed to the right and below: http://www.kkarc.com/images/Publications/59.pdf The building is constructed of reinforced concrete. As with any RC structure, the material permits an especially flexible design, which has allowed the freedom to create this remarkable faà §ade. Kindergarten Sighartstein (Steel frame construction) The Kindergarten Sighartstein, Austria, is an example of the use of a contemporary steel frame structure. Designed by Kadawittfeldarchetektur, a German practice, this building makes use of metal cladding elements with the concept of kindergarten-in-motion. The images below taken from the Kadawittfeldarchetektur Architects website show the external faà §ade: http://www.nikiomahe.com/architecture-design/kindergarten-sighartstein-in-austria-by-kadawittfeldarchitektur/ The green metal elements are designed to replicate blades of grass, integrating the building into the surrounding area of green meadows and fields. The premise is to create a built playground. Internally the building is split into two horizontal layers. The steel structure affords large open plan central hall which can be seen in the image below: This is the mid-point of the building and it serves as the multifunctional interactions space a communicative core for both children and careers located at the intersection between functions. Large glazed sections and openings onto the courtyard create a valuable connection to the external surroundings. The flat roofed two-story cubic building optimally distributes the functions of a kindergarten. On the ground floor, one finds the space for the kindergarten groups, with the crà ¨che accommodated in the protected upper story. In the crà ¨che, an expandable third space has been made possible through a planned reallocation of the space. Eco-Kindergarten (Prefabricated construction) The Eco-Kindergarten was designed by C.F. Moller Architects in demark. The building is constructed from pre-fabricated wooden insulated wall segments, with large glazed facades providing daylighting and passive solar heating. A touch-screen at the entrance informs parents about the current energy-performance, and provides information from the pedagogues. It is a sustainable and well though through pedagogical design. The fundamental architectural concept is a simple and clear geometric form on two levels, with the childrens areas located in the best-lit southern end. The two levels are linked by staircases and ramps which are designed to stimulate and challenge the childrens sensory and motor skills. There is a pedagogical idea throughout the interior design. It is all based on the notion that children enjoy attractive and challenging environments in which to learn. An image of the main entrance is shown below: http://www.bjoku.com/search/eco+kindergarten+design+by+c+f+moller+in+denmark Another example is the small alcoves built into various parts of the building where children can enjoy their own spaces to play, read or just be alone. The materials used and the architectural form of the building creates a healthy safe environment for the children, including the reduction of the possible spread of influenza among both children and adults. The highly insulated construction will consume under 20% of the energy used in a standard building of this size and function. Kindergarten Barbapapa The Kindergarten Barbapapa by CCD Studio is an example of timber and steel combined in a building construction. The building makes use of vibrant colours throughout. http://www.archdaily.com/45766/kindergarten-barbapapa%CC%80-ccd-studio/ Lucinahaven Toulov Childcare Another example of a kindergarten building form is the Lucinahaven Toulov childcare centre in Denmark. It was designed by CEBRA, a Danish group who have specialized in several kindergarten designs. http://www.archdaily.com/46255/lucinahaven-toulov-childcare-cebra/ The building is divided into 6 different sections. Each section is hexagonal in shape, making up the overall shape of a flower. The yellow centre of the daisy is the kindergartens central activity room. Attached to the centre are the petals housing the staff rooms and 6 group rooms 2 in each hexagon. Part iii) The design concept is decisive for the creation of a successful timber structure. We understand design concept to include the architectural idea, the interior layout, and technical measures. An early decision regarding the choice of loadbearing system and the associated conceptual and constructional considerations, together with fire protection and sound insulation plays a key role in the design process. At the same time, the systems for thermal performance, airtightness, and moisture control, the needs of the building services, measures concerning durability, maintenance, and the operation of a building, right up to its end-of-life deconstruction, must all be considered. For design and construction teams it is vital to link the demands of the project with the possibilities and limits of the technical concepts in such a way that a credible whole ensues. The basic timber building systems are: Log construction Timber-frame construction Balloon- and platform-frame construction Panel construction Frame construction Solid timber construction Log construction, timber-frame construction and balloon/platform-frame construction are the traditional forms of timber construction which are a rarity in recent years. With regards new builds, they are mainly found in isolation on a residential scale. The building systems that currently dominate todays market will be dealt with in detail. It is important to state that these systems can be used in combination with one another. For example pre-fabricated panels could be used for a building component such as the walls, alongside solid timber constructed floors.These are: Panel construction Frame construction Solid timber construction Panel Construction The basic idea behind modern panel construction relates to prefabrication in the factory, where various wall, floor and roof assemblies are planned and manufactured as elements to suit different building uses. As was customary with the forerunner to panel construction the platform frame structures built using panel construction are planned, designed, manufactured and erected storey by storey. Panel construction, grew out of balloon-frame and platform- frame forms of construction. The external appearance of buildings designed for this form of construction does not generally conform to the traditional western idea of a timber building. The load-bearing ribs of panel construction are completely concealed, both inside and outside. Facade cladding is usually wood-based board products or solid timber, with good, long-lasting protection in the form of opaque surface treatments. Opaque paint gives very good protection. The only disadvantage with opaque paint is the fact that when the natural colour of wood is covered, it is generally more labour intensive and lengthy to carry out maintenance. This may not be an issue in kindergarten construction as holiday periods are quite long. The VOC of treatments should be kept to a minimum as buildings are becoming increasingly air tight and health risks may amplify with younger children involved. The structural carcass of a building in panel construction is in some locations finished with a thermal insulation composite system (insulation and render). The inner lining of the walls is made up of wood-based board products, gypsum fibreboard, or plasterboard plastered white and then finished with a coat of paint or wallpaper. Sound and fire protection solutions may be an issue (especially for a kindergarten) without the proper detailing. However, once an adequate solution is reached, the repetitive detailing of this form of construction makes designing straightforward. For a kindergarten on site such as Craiglockhart the general consensus for cost purposes would be a single or two storey structure, although multi-storey construction is possible using panel construction. Due to the standardisation of member sections, modular dimensions, connections and construction details, panel construction represents a simple timber building system. Another feature of panel construction is the design freedom which it allows. Internally the spaces can be divided in any manner required. Frame construction The use of modern frame construction in large-volume one and two storey buildings is becoming more and more widespread. This form of construction allows for widely spaced columns in timber or in combination with steel or reinforced concrete. New linear wood-based products and their connection techniques have contributed to this growing importance. Modern frame construction in timber includes primary structural members erected on a widely spaced grid between which the internal and external walls can be positioned as required and constructed using a variety of methods and materials. Therefore frame construction is a method of building in which the functions of load-bearing structure and enclosing walls are clearly separated. Frame Construction is understood to be an independent, modern form of timber construction with the following characteristics: a form of construction comprising columns, beams and bracing elements placed on a regular grid to form a load-bearing structure. This primary structure supports the suspended floors made up of timber joist floors or planar, prefabricated elements which are classed as the secondary structure. The walls enclosing the interior spaces can be installed independently of this load-bearing framework because they do not carry any loads, making large windows and glass facades possible. Wherever possible, the load-bearing structure of a frame building in timber is placed on the inside of the external walls for constructional reasons (protection from the weather and airtightness of the building envelope) and also left exposed internally. The enclosing envelope can therefore be placed around the building without joints or seams. Internally, the arrangement of the load-bearing components determines and emphasizes the architectural character. In frame construction, besides the efficiency, it is first and foremost the architectural diversity and the clarity of the constructional form that is so appealing. This is important as design of a building of this type with the freedom of a large site may result in some extreme suggestions for the building envelope. The use of individual columns in frame construction concentrates the loading. Longer spans are permitted with fewer internal columns than other timber building systems, which leave plenty of freedom for the design of the interior layout. Timber members are generally left exposed in the finished building so the use of glued laminated timber is usually preferred. There are several different forms of timber frame construction which are chosen depending on the loads imposed, the grid and the architectural form of the building. Columns and compound beams This form of construction with columns supporting compound beams has a primary structure consisting of one-part columns and two-part continuous beams, and is frequently used because of its simplicity, which leads to an overall economic solution. Beams and compound columns In this form of construction the one-part beams are connected to the continuous two-part columns by means of mechanical fasteners. Construction using this method is often preferred owing to the architectural design options. Columns and over-sailing beams The simple form of construction with one-part columns and beams is suitable for single-storey flat-roof structures Beams and continuous columns The primary structure of this form of construction consists of continuous columns and main beams designed as simply supported beams spanning between the columns. This system is particularly suitable for structures whose structural frame lies on the inside of the building envelope with the external walls subsequently fixed to the outside of the structural frame so there are no horizontal load-bearing members penetrating the building envelope. Forked columns The primary structure is in the form of a one-part continuous beam supported on storey-height columns. The columns are connected together via the forks. Higher loads can be carried because timber sections carry loads parallel to the grain. Besides clear, preferably simple load paths, the straightforward transfer of loads into components and down to the foundations, plus the bracing of the structure, are key aspects. The flexible nature of this form of construction, along with the use of glued timber members means that it fulfils demands regarding quality and engineering, and makes it an excellent choice for kindergarten construction. Solid timber construction There have been new systems developed in solid timber in recent years. This is mainly due to the introduction of large-format elements into the industry. The components are generally of solid timber which has been glued, dowelled or nailed together. These elements make up the load-bearing core which is at the heart of all solid timber buildings. The thermal insulation is attached to the outside of the structure, and solid timber components absorb moisture from the interior air, store this, and release it again during drier periods. Usually the structure is constructed storey-by-storey; however continuous walls with suspended floors are also possible. Either way solid timber construction offers an efficient load-carrying performance. Early involvement of specialist engineers is essential early in the design stage. There are a number of different systems which are used in solid timber structures. These include: Solid cross-sections Depending on product and manufacturer, we distinguish between single-ply or cross-banded glued, dowelled or nailed, and single- or multiply cross-sections. Softwood (spruce, fir) plies or laminations form the raw materials for these elements; alternatively, the large-format components can be made from wood-based products (particleboard, OSB, etc.). The elements pre-assembled in the factory to form walls complete with the necessary openings for doors and windows, accurate and ready for erection. Suspended floors, too, can be built using the same systems and the same methods, but different forms of construction can be combined in the same structure. Cross-laminated timber Cross-laminated timber consists of several plies of cross-banded glued planks. The raw materials are spruce or fir planks. Assembling these as cross-banded plies produces planar loadbearing elements that can carry loads in both directions with excellent dimensional stability. Edge-fixed timber Edge-fixed timber elements are made up of planks (laminations) placed on edge which are normally continuous, i.e. no joints, over the full length of the element. Finger joints in the length are also possible, therefore making larger element formats possible. Laminations are normally between 20 and 50 mm thick. In order to transfer the shear forces in the transverse direction and to distribute individual loads, the laminations are interconnected with nails or hardwood dowels. Cross-banded and dowelled Dowelled solid timber elements consist of a 60-80 mm thick core of vertical planks to which several plies of softwood planks 20-50 mm thick are attached horizontally, vertically and diagonally on both sides by means of dowels. Owing to the cross-banded, sometimes also diagonal, arrangement of the plies, these elements can help to brace a structure against horizontal loads. Cross-banded spaced plies The elements are made from cross-banded glued boards which are positioned at a certain pitch with gaps in between. This creates coordinated cavities which offer space for building services but also thermal and/or acoustic insulating materials. Such elements are available for walls, suspended floors, and roofs. Part (iv) Prefabrication and industrial production are gaining importance nowadays as they reduce the number of man-hours on site. The definition of prefabrication is the off-site pre-assembly of individual elements to form complete components. In timber construction there is always some form of prefabrication, although modest in most cases. Off-site industrial fabrication on a small or large scale has now enabled timber to become a serious contender for structures on a larger scale such as this. Three basic systems in timber building prevail when trying to maximise the amount of off-site work: panel construction, solid timber construction, and, for larger structures, frame construction. Panel construction allows for enclosed components such as partitions and suspended floors to be pre-fabricated with the loadbearing elements, with the option to include windows, doors and in some cases even building services in a single building module. In contrast with this frame construction has a clear separation between the load-bearing structure and enclosing elements. So the two-dimensional elements for suspended floors, walls, and roof are generally added to the load-bearing structure in a second phase of construction. But as with panel construction, frame construction also permits the whole range from minimum prefabrication right up to the complete incorporation of doors, windows, building services, facade and so on, for the non-load-bearing, enclosing components. The various fabrication or prefabrication stages govern the degree of prefabrication building components have when they leave the works, and how erection on the building site is to be carried out. A high degree of prefabrication could be achieved if the facade construction and facade cladding are also added off-site, and, if necessary, the internal lining is attached. The surface finishes could even be applied; however, this requires a high degree of protection of the components during transport and erection to avoid any damage. The advantages of off-site fabrication for the kindergarten will depend on the technologies available during planning, production, transport, and erection. In recent years the planners and manufacturers prefabricated building components or prefabricated houses have pushed back the boundaries of optimum prefabrication further and further. The building components may be delivered to the building site virtually as complete, finished units, including building services and often the internal furnishings and fittings. Part (v) As with any educational building the cultural benefits to the surrounding area will be very influential. In addition to providing for basic education for children, they serve as social and cultural centres. They are places for sports, theatre, music, and other social, cultural and recreational activities. The cultural benefits of using timber for a kindergarten may be gauged by looking at the building from the childs perspective. When designing a kindergarten the architect must look at the world through the eyes of a child. The architect must consider the scale of the building and how it is perceived by the child. The warmth created by using exposed timber elements throughout the interior of the building would, for instance, create a Good architecture should imply good function as well as good aesthetical and structural design. CULTURAL BENEFIT: Visible timber In addition, the timber sections employed and the board-type wood and gypsum materials used can always be supplied in good quality at short notice. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home. are state-regulated square footage requirements. Contemporary school design rarely reflects a desire to create an environment where learning could be encouraged by the building itself. Part (vi) The importance of the environment created by the building form and its use as an educational tool is very important. An example of the building form as an educational tool is the use of a childrens book as a pedagogical feature representing a communication between the childs world and the strange outside world. The imaginary spaces contained

Personality Attributes Essay

Locus of control  is a theory in  personality psychology  referring to the extent to which individuals believe that they can control events that affect them. Understanding of the concept was developed by  Julian B. Rotter  in 1954, and has since become an aspect of personality studies. A person’s â€Å"locus† (Latin for â€Å"place† or â€Å"location†) is conceptualised as either internal (the person believes they can control their life) or external (meaning they believe that their decisions and life are controlled by environmental factors which they cannot influence). Individuals with a high internal locus of control believe that events in their life derive primarily from their own actions; for example, if a person with an internal locus of control does not perform as well as they wanted to on a test, they would blame it on lack of preparedness on their part. If they performed well on a test, they would attribute this to ability to study. [1]. In the test-performance example, if a person with a high external locus of control does poorly on a test, they might attribute this to the difficulty of the test questions. If they performed well on a test, they might think the teacher was lenient or that they were lucky. [1] Those with a high internal locus of control exhibit better control of their behavior[citation needed], tend to be more politically involved[citation needed]  and are more likely to attempt to influence others than are those with an external locus of control. [citation needed]  They also assign greater likelihood to their efforts being successful, and more actively seek information concerning their situation. [citation needed] Locus of control has generated much research in a variety of areas in psychology. The construct is applicable to fields such as educational psychology, health psychology or clinical psychology. There will probably continue to be debate about whether specific or more global measures of locus of control will prove to be more useful. Careful distinctions should also be made between locus of control (a concept linked with expectancies about the future) and attributional style (a concept linked with explanations for past outcomes), or between locus of control and concepts such as self-efficacy. The importance of locus of control as a topic in psychology is likely to remain quite central for many years. Locus of control has also been included as one of four dimensions of  core self-evaluations  Ã¢â‚¬â€œ one’s fundamental appraisal of oneself – along with  neuroticism,  self-efficacy, and  self-esteem. [2]  The concept of core self-evaluations was first examined by Judge, Locke, and Durham (1997), and since has proven to have the ability to predict several work outcomes, specifically, job satisfaction and job performance 2. Machiavelllianism: Machiavellianism is also a term that some social and personality  psychologists  use to describe a person’s tendency to be emotionally cool and detached, and thus more able to detach from conventional morality and to  deceive  and  manipulate  others. In the 1960s, Richard Christie and Florence L. Geis developed a test for measuring a person’s level of Machiavellianism. Measured on the Mach-IV scale, males are on average slightly more Machiavellian than females  [6]  [8]. Motivation: A 1992 review described Machiavellian motivation as related to cold selfishness and pure instrumentality, and those high on the trait were assumed to pursue their motives (e. g. sex, achievement, sociality) in duplicitous ways. More recent research on the motivations of high Machs compared to low Machs found that they gave high priority to money, power, and competition and relatively low priority to community building, self-love, and family concerns. High Machs admitted to focusing on unmitigated achievement and winning at any cost. Due to their skill at interpersonal manipulation, there has often been an assumption that high Machs possess superior intelligence, or ability to understand other people in social situations. However, research has firmly established that Machiavellianism is unrelated to  IQ. Furthermore, studies on  emotional intelligence  have found that high Machiavellianism actually tends to be associated with low emotional intelligence as assessed by both performance and questionnaire measures. Both empathy and emotion recognition have been shown to have negative correlations with Machiavellianism. Additionally, research has shown that Machiavellianism is unrelated to a more advanced â€Å"theory of mind†, that is, the ability to anticipate what others are thinking in social situations. If high Machs actually are skilled at manipulating others this appears to be unrelated to any special cognitive abilities as such Self esteem: Self-esteem  is a term in  psychology  to reflect a  person’s overall evaluation or appraisal of his or her own worth. Conversely, low self-monitors do not participate, to the same degree, in expressive control and do not share similar concern for situational appropriateness. Low self-monitors tend to exhibit expressive controls congruent with their own internal states; i. e. beliefs,  attitudes, and  dispositions  regardless of social circumstance. Low self-monitors are often less observant of social context and consider expressing a self-presentation dissimilar from their internal states as a falsehood and undesirable.

Face Recognition Essay

Forhumans, faces are the most significant for visual stimuli, a fact that becomes apparent insocial settings—as a species we are constantly, almost obsessively, monitoring each other’s faces, paying close attention to subtle details that can give some insight into the emotional state, level of engagement, or object of attention of our associates. Fluency with faces offers great social advantages, allowing one to glean aspects of another’s internal thought processes and to predict their behavior. (Leopold, 2010). Explain the processes associated with face recognition, identification, and classification Conceptgenerallyrefer to theabstract notion of what that category represents in one’s mind. ((Robinson-Riegler, 2008). The recognition of individual faces is in some ways the pinnacle of human visual performance. Because all faces have the same basic configural appearance (for example: two eyes above a nose and mouth, sometimes called the first-order configuration), individuals must be identified by subtle deviations from this prototypic pattern, sometimes referred to as second-order relational information or configuration . To process facial identification an individual depend on the process offirst-order relational information, theinformation about the parts of an object and how those parts relate to one another. For face recognition, this would involve an analysis of the person’s facial features and the relationship among those features. However, first-order relational information is not enough to recognize faces; simply noticing that two eyes are above the nose, which is above the mouth, may be enough for recognition that something is a face but doesn’t allow for recognition of who the face is. To recognize faces, we need second-order relational information. Second-order relational information involves comparing the first-order analysis to facial features of a â€Å"typical,† or â€Å"average,† face. This typical face is built up through experience and serves as an implicit standard against which we compare the faces we see. Inverting a face disrupts the encoding of second-order relational information When we deal with information, we do so in steps. One way to think of this is to picture the process of acquiring, retaining, and using information as an activity called information processing Information comes from the outside world into the sensory registers in the human brain. This input consists of things perceived by our senses. We are not consciously aware of most of the things we perceive; we become aware of them only if we consciously direct our attention to them. When we do focus our attention on them, they are placed in our working memory. (Education, 2011) Even when perceivers are presented with stimuli in suboptimal conditions, the face-processing system is still capable of extracting categorical knowledge in a rapid and accurate manner. Third, category activation is sensitive to the typicality of group members. Incategorical thinking people identify with groups who they are familiar with. Analyze the role of encoding and retrieval processes involved with long-term memory and how this affects face recognition. Early perceptual processes (and their associated products) also appear to play an important contributory role to the generation of categorical thinking. Categorization is a fundamental property of the brain. Categorical thinking streamlines most aspects of person perception, including decision making, memorial functioning, and attention processing(Cloutier, 2005). People are skilled with various levels of understanding along with other social agents. From only a few visual cues, a person isable to processdetailed impressions of others, identify the sex, emotional status, and identity of conspecifics ; and infer the hidden internal states (example. goals, intentions) that create their plan of purpose. In social cognition, the two basic processes that serves or promotes aperson perception are categorization and individuation . Individuation, in contrast to categorization, the individualisticview other people not as members of distinct social groups but rather as unique entities. Individuals areguided by two distinct cognitive processes. These two processes operate at the early stages of a person’s perception, relevant with the process of object recognition. The individual is capable ofmaking individual judgments about stimuli corresponding to prior perceptual experience. As part of the face recognition process, a face must activate a face recognition unit a stored representation of that face in memory. If activated, the person is recognized asfamiliar. Next, the face recognition unitmust activate the person identity node which stores biographical information about the person. If activated, this biographical information becomes available (Robinson-Riegler, 2008). Prior to the retrieval of information from long-term memory, however, a great deal of social-cognitive processing has already taken place. perceivers have resolved the perceptual puzzle of identifying social agents from available visual cues. This includes, but is not restricted to faces. (Cloutier, Discuss at least two possible errors that can occur with face recognition, such as misidentification and self-recognition. Our knowledge of our own face seems inseparable from our general knowledge of self andwho we are as individuals, our likes and dislikes, our personal history. Unconscious transference, occurs when a witness fail to identify or distinguish between a target person,for example, falselyidentifying aneyewitnessmay result to imprisonment of an innocent person Robinson-Riegler, 2008). As individuals we confront the world with our faces, from the time of birth to the time of death. The age and gender of a personare printed on their faces. Emotions are expressed in a person’s facial expressions. The open and instinctive emotions that Darwin wrote about, as well as the hidden or repressed ones that Freud wrote about, are displayed on our faces, along with our thoughts and intentions. People have physical attr actions toward each other, a person may admire the physical attributes such as arms, and legs. In spite of what draws one attention, the face is the first and last that is judged, whether it is beautifulin an aesthetic sense, â€Å"fine† or â€Å"distinguished† in a moral or intellectual sense. The face of an individual definesa person character and experience. Face recognition is crucially important for humans, and the vast majority of us are able to identify thousands of faces individually, or to easily pick out familiar faces in a crowdProsopagnosia or topographical amnesia are lifelong conditions that does not decrease as one grows older.

F Scott Fitzgerald essays

F Scott Fitzgerald essays Francis Scott Key Fitzgerald once said "Mostly we authors must repeat ourselvesthat's the truth. We have two or three experiences in our lives experiences so great and moving that it doesn't seem at the time that anyone else has been so caught up" (de Koster n. pag.). Fitzgerald's works contain many themes that are based from experiences in his life. Many of these experiences he talks about were with the women in his life. People like his mother, Ginerva King, and Zelda Sayre all had major impacts on Fitzgerald. The women in F. Scott Fitzgerald's life influenced his writing in a number of ways. The first major woman to make and impression on Fitzgerald's life was his mother. Mary (Mollie) McQuillan was of Irish decent. Her parents were Irish immigrants who became rich as grocery owners in St. Paul (Bruccoli 1). Mollie inherited a fair amount of money from her family, but the family had difficulty maintaining the high standard of living they were accustomed to (Bloom 11). When they fell into financial trouble it was her father they turned to. The fact that Fitzgerald's mother, rather than his father, was the financial foundation for their family influenced Fitzgerald greatly. Even as a young boy he was aware of this situation. The theme that arose from this about a wife's inherited money appears frequently in Fitzgerald's writing (Magill 679). When the Fitzgeralds fell into financial trouble, the family had to depend on Mollie's family's money. When times like that came Mollie "abandoned the attempt to keep up her personal appearance (neglecting both grooming and fashion), which embarrassed her fastidious son. Scott later recorded a dream in which he admitted being ashamed of her" (de Koster 15). Furthermore, Fitzgerald's attitude toward his mother influenced him as a person. Because two of Mollie's children had died before Fitzgerald, she was very protective of him. She often worrie...

young offenders essays

young offenders essays In recent years, in Canada, we have seen a gradual reduction in the crime-rate. However, every day on the radio and on TV, we see and hear of another armed robbery, another sexual assault, another drug bust, or another brutal murder. This is scary because it affects us all. We are all potential victims; we are all susceptible to these horrible crimes. Even scarier is that more and more of these crimes, the violent ones, involve young offenders. We are hearing more and more about young offenders, youth between the ages of twelve and eighteen, who are stabbing people on school grounds, sexually assaulting others, and murdering their peers. Recently, we heard the story of a young boy, only six years old, who murdered a fellow classmate in a Michigan elementary school. A few years ago, we heard of the two young boys in England who murdered a boy who was under the age of three years. The dealing of narcotics on the school ground, be it elementary or high school, is increasing. Gradually, it seems that people from every age group are becoming victims, and people from every age group are becoming offenders. Because of space limitations, this paper will deal only with a few young offenders issues. In addition, only a few aspects of the Young Offenders Act will be dealt with. The Young Offenders Act is the federal law for young people charged with crimes. Prior to April 2, 1984, the Young Offenders Act did not exist in Canada. Instead, the Juvenile Delinquents Act (which had been used since 1908) was used to deal with young offenders. The main philosophy of this latter Act was to deal with the welfare of the child. In April 1984, the Young Offenders Act was enacted and one of the major changes that took place was in the philosophy used to deal with young offenders. The Young Offenders Act recognizes that in some situations, a young offender may be deemed (by the trial judge) to be beyond rehabilitation, and a le...

Career development Essay Example | Topics and Well Written Essays - 2000 words - 3

Career development - Essay Example A large number of studies have shown that there is strong relationship between academic performance and self-efficacy beliefs of an individual. Self-efficacy reflects in every action of a student including their activities, extent of hard work, performance, behavior and determination during tough times. Thus, this paper aims to enhance and investigate the extent of self-efficacy and for this purpose, a few exercises have been provided including action plan for improving self-efficacy as well as psychometric tests. Having high self-efficacy allows a student to make reasonable success in academics whereas low self-efficacy causes a student to avoid tasks. It has been argued that individuals having high self-efficacy work harder, accept challenges, and stay determined during complex situations. Prior mentioned personal development plan has been created in order to improve self-efficacy in the areas of self-confidence, academic performance, and employability skills. It must be borne in mind that these three elements play a vital role in enhancing and expanding self-efficacy. Therefore, a few activities have been provided for each of the element in order to enhance overall self-efficacy of an individual. First, for making some improvements in academics, one has to plan how to handle varying courses so as to take good grades in each one of them. If there is an option to select courses on our own, then course selection must be balanced. For instance, a couple of complex courses can be taken with two or three easy courses. Apart from courses, a student needs to participate in seminars, debates, and presentation in order to get the snapshot of real world scenarios and to stay in touch with current events. Students also need to improve their reading and writing skills as well as keep a daily schedule of everyday studies. Building self-confidence is another important field. Self-confidence can be enhanced

Management of Information and Technology Assignment

Management of Information and Technology - Assignment Example NEFM is a reputed manufacturer, which is highly dedicated towards satisfying the varied desires and requirements of the customers, both for commercial or domestic purposes. It includes a wide range of imported products such as customised readymade assembled tables, reception tables, executive chairs, shelves and conference tables. Apart from this, it also includes various stylish office chairs, with wide-ranging features such as wooden base, hydrolic equipments, push back, high back, revolving chairs, and knee tilt with wooden armrest among others at reasonable prices. It also presents numerous types of office sofas as well, such as visitor sofa, slalom sofa, two seater sofa, sofa nat, sofa vivi, taco two -seater sofa and eye-q-eye sofa among others. NEFM also presents diverse office interior facilities such as floorings and false ceilings along with wooden and aluminium partitions as well (New Era Furniture Mart, 2010). Other than this, it also offers a variety of domestic furniture s, such as bed and dining tables, storage units along with assorted sofa sets. Moreover, it also presents numerous customised furnitures in order to satisfy the customer needs with the intention to differentiate in the market. NEFM also presents an array of services to its customers including space planning and designing as well as varied furniture installations (Global Manufacturers, 2012). Thus, in order to present innovative products and/or services to the customers, NEFM attempts to offer high concentration on its business processes. Business process is referred as the assortment of activities which focuses on developing a specific product and /or service in order to gratify the end-users. It includes sequences of activities that are included to present the end-products and /or services to its target consumers which begins with a particular objective and ends with an achievement. There are mainly three types of business processes which are related with managing, supporting and operating (Farid, 2007). In this regards, the prime operations of NEFM are concentrated on manufacturing and circulation of varied office and domestic furnitures being entirely dependent on labourers (New Era Furniture Mart, 2010 ). Before instigating the manufacturing process of any furniture, a specific design is selected by the customer. It is extremely essential in order to receive a striking finished product as per the desire of the customer. Another important fact is that the process of manufacturing commences only after the order is placed by a customer (Farid, 2007). The manufacturing process of furniture includes variety of raw materials namely teak wood, walnut wood or keekar wood along with