The Term Enlightenment Essay Example | Topics and Well Written Essays - 1000 words - 1

The Term Enlightenment - Essay Example Spiritual enlightenment is a very thorough process in which a human being’s soul is uplifted towards the divine light and thus brightening his whole personality. Thus it can be said that spiritual enlightenment is the ultimate end of human life and need the deeper awakening of the spirit or the soul. The enlightenment process occurred in the writing â€Å"The library card† is essentially different from that which Plato has described. Plato in his writing is talking about the spiritual enlightenment which leads to salvation. It is about a divine awakening in a person which changes his perception and view of the whole world and himself. When the idea of a human being change due to the enhancement of his knowledge cannot be completely categorized as spiritual enlightenment rather it is just a revolution in his thoughts and outlook about him and the world.The author of the essay explains the way in which he had an opportunity to experience the sense of awakening with the he lp of different books and novel.He is a black man had very little knowledge about the real living style and thoughts of white men. He lived in a time when blacks were oppressed and considered nothing more than slaves. Nevertheless, he had a hidden passion for reading but found no access to books due to the situation he was living in. Even then he managed to get access to books and this was a turning point in his life. He had the chance of reading the predicaments of a white revolutionist who denounced the western customs and practices.He also became aware of certain names he never knew before which the book mentioned. Slowly he was progressing towards more of reading which was changing his attitude and perception towards the white dominant society. He has been gaining enlightenment with the assistance of the books and novels he was reading.

Functional Magnetic Resonance Imaging Essay Example | Topics and Well Written Essays - 3000 words

Functional Magnetic Resonance Imaging - Essay Example fMRI measures brain activity indirectly, namely by measuring change in oxygen content; this is called the Blood Oxygenation Level Dependent (BOLD) contrast mechanism. However, fMRI has certain limitations. For instance, the fMRI signal reflects changes in oxygen content with high but insufficient spatial-time resolution. Hemodynamics in response to neuronal activity is revealed on a spatial-temporal scale far longer than the neuronal activity itself. Here, so-called temporal "blurring" of the fMRI signal is caused by both inertance and residual effects. In spite of such obstacles, changes in neural activity associated with individual trials or components of a trial in a task can be observed. Moreover, it is possible to capture brain activity associated with a single momentary cognitive act of mentally rotating a stimulus, without recourse to averaging over events (Buckner & Logan 2001, p. 31). Special fMRI experimental designs such as event-related fMRI designs are required in these cases. There are numerous difficulties in separating the processing roles of specific brain areas. Usually such separation is provided either by well matched task comparisons or through convergence across multiple studies. However, brain activity changes can be relative changes between pairs of tasks, gradual or even nonlinear changes across a series of tasks, or correlations between different tasks. How can tasks and trials within a task be constructed to separate brain cognitive operations This is a key problem of fMRI experimental design. There are several approaches for its solving. The basic approach is to have subjects engage in a target behavioural task for a period of time and then contrast that task period with periods where subjects perform a reference task. Here, the subject might perform a target task, and the measurement obtained during the performance of that task would be contrasted with a measurement obtained when the subject performed a matched reference task. How to substantiate this approach It is obvious that brain activity will change between the two task states and therefore will correlate selectively with the manipulated task demands. When using fMRI, images are taken of the brain repeatedly and in sequence. Brain areas of activation are identified by examining which specific regions change signal intensity as the task state changes from the reference condition to the target task. Then, statistical procedures ranging from direct comparisons between task states to more sophisticated estimations of correlations among task states can be employed to identify those regions whose activity change is unlikely to occur by chance. Unfortunately, tasks designed by such approach may cause differences in the processing strategies adopted by subjects during task performance by means of the blocking of trials, which may result in differential patterns of neural activity that do not have to do with the item-specific processes elicited by the individual trials. This issue can appear in delicate forms in cognitive paradigms where subject strategies may be

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Unite Habitation Marseilles By Le Corbusier

Unite Habitation Marseilles By Le Corbusier Unità © DHabitation Marseilles by Le Corbusier was actually the starting point of all basic theories regarding town planning and dwellings that we have today. The giant, twelve-storey apartment block can fit 1 600 people is cast to solve a severe post Second World War housing shortage. It is specially build up to human scale and also emphasize the beauty of using bare concrete (J.R Curtis, 1996). Le Corbusier compare the bare concrete of the Unità © to human skin, which shows it age and character it flaws.which. The building is situated on a nine acre site on the outskirts of Marseille, has an east-west orientation. It is 450 feet long, 80 feet wide and 185 high (Birkhauser, 1995). The apartments, all built on two levels, are conceived as individual bottlerack. The northern faà §ade is empty, while the other facades are filled by the glass walls and sunbreak loggias of the living area (Choay F, 1960). The design of this Unità © is according to solar shading, ventilation, and also passive heating due to the position of the faà §ade. Unità © DHabitation Marseilles consists of 377 different apartments. It includes 23 discrete types of apartments ranging for single occupants as well for big families (Choay F,1960). Basically, the structure of this building is simple; a rectilinear building which has different precast individual units slotted into it. Le Corbusier intends to make it that way, so it looks like bottles into a wine rack; because that is how he derives the idea of this Unità © DHabitation. 15 measures of the Modulor are also used to dimension the Unità © (Birkhauser, 1995). Right after the Second World War, as what had been expected from the static surrounding of the France government, Le Corbusiers promotion of his urban dwelling proposals were quite complex to be realized due to some of the political issues that is happening by that time. (Choay F, 1960). However, Le Corbusiers resolution to this historical conflict of individuals and collective was the Unità © DHabitation. This so called vertical garden city of the Unità © DHabitation assured that this Unità © can bring phenomenal changes to the whole situation of the post-war. Le Corbusier classified this unit as the extended dwelling, due to the services and facilities provided to the individual home through collective (Choay F, 1960). To intensify the idea of Unità © DHabitation as a collective housing prototype, he eventually filled it with with various professional offices, shops and services. These apartments are made distinctive to each other by having twos and overlap head to foot along the inside corridors named interior streets. These streets were placed on every two floors giving passage to apartments that is paired at the level of the living room (in the lower apartments). Le Corbusier also deliberated all the corridors as instruments of the collective. He even made these interior streets in his urban theory as the sixth in a hierarchy of seven ways of urban circulation (Choay F, 1960). Besides that, level 7 and 8 of the Unità © was bringing together commercial stores such as food, apparel, pharmacy and even hairdresser. On the other hand which is the 18th level, the terrace roof was accommodating with a number of facilities for collective use: day nursery, kindergarten, gymnasium for adults, open-air theater and even a 300 meter race track (J.R Curtis, 1996). THE ARCHITECT, LE CORBUSIER Biography and Influences Le Corbusiers real name is Charles-Edouard Jeanneret. He was born on 6 October 1887 in La Chaux-de-Fonds Switzerlands. He was the second son of Georges-Edouard Jeanneret, a dial-painter in watch industry and and Madame Marie-Charlotte-Amelie Jeanneret-Perret, a musician and piano teacher (Deborah G, 2006). His familys Calvanism, very enthusiastic for the Jura Mountains, love the arts and Charles LEplattenier, a teacher at a local art school were all formative influences on the young Le Corbusier. In particular, LEplattenier played important roles in his artistic development were also very active in searching for a new kind of aesthetics, that could represent the Jura Landscape and could be used by local craft industry. Le Corbusier became an apprentice to a watch engraver; however he had to give it up later on due to his poor eyesight. He began to study decorative art with an aim to become a painter but he also studied architecture on the advice of LEplattenier whom he called My Mast er (Deborah G, 2006). Le Corbusier travelled to many countries as a way to improve himself. After completing his first house, Villa Pallet, in 1907, in 1908 to 1912, he had travelled to Vienna, Paris, Munich, Italy, Eastern Europe and also Acropolis. Due to travelling, he became more familiar with the latest architectural movements such as the structural rationalism of Auguste Perret, a pioneer of reinforced concrete construction, and the Werkbund perspective of Peter Behrens which were total different from the LEplatteniers theories (Deborah G, 2006). He went back to La Chaux-de-Fonds in 1912 and started to teach along with LEplattenier and started his own independent architectural studio. Before the First World War, Le Corbusier spent few months in Germany where he is still frequented Behrens studio and by that time he is acquainted with the Werkbund. However, the war intteruptes his career and he spent for years as a teacher at his old school in La-Chaux-de-Fonds (Deborah G, 2006). During the war, Le Corbusier conducted a research on the Modulor, a rule of proportion that is based on quadrature and Golden Section to measure the human body. Later in Unite DHabitation, he applied the Modulor system and extended it to both large and small dimensions. This was a great tradition as a continuation to the Renaissance anthropometries, to Vitruvius and even Pythagoras (Deborah G, 2006). Immediately after the war, Le Corbusier returned to Paris. He met Amà ©dà ©e Ozenfant, a Cubist painter and both of them together publish their manifesto, Aprà ¨s le cubisme and established a new artistic movement, Purism, which is called for the restoration of the integrity of the object in art in 1918 (Choay F, 1960). They also published a journal named LEspirit Nouveau. Le Corbusier piled up essays from the journal in a book Vers Une Architecture. In the essays, he came up with a proposal that architecture by that time should satisfy both the demands from the industry and the perpetual architectural form as defined in antiquity (Deborah G, 2006). Influenced by problems that he saw in industrial cities at the turning of the century which is between the 19th and 20th century, Le Corbusier eventually become the pioneer of the modernist movement. He planned and thought of a way to create a better society and living conditions by creating a new housing concept since industrial housing techniques led to overcrowding, dirty and lack of moral landscape. By that time, he was also heavily influenced by Ebenezer Howards Garden Cities of Tomorrow (Birkhauser, 1995). In 1922, Le Corbusier and his cousin, Pierre Jeanneret formed an architect partnership. They placed their office in the corridor of a former Jesuit Monastery at 35, Rue de Sevres. It eventually remained forever as Le Corbusiers office for the rest of his life. Le Corbusier died while swimming in the Mediterranean due to heart attack (Choay F, 1960). LE CORBUSIER Le Corbusiers Philosophy Impact Modulor System Le Corbusier was famous for his use of mathematics in his architecture. By that, he eventually develops a system called Modulor System which is a rule of proportion that pertains the geometric proportion of Quadrature and Golden Section the measure of human body (Deborah G, 2006). It is very interesting to see how he sees the Golden Section (the use of geometry of phi), Ancient Egyptians pyramid and Greeks Phytogoras as an inspiration for him to developed this modulor system. It is quite obvious that Le Corbusier was admiring Classicism. This can be seen as he was referring to Vitruvius, Leonardo and Alberti by the time he develops this Modulor System based on the human bodys proportions. And actually that was how the modulor system came up in his own unique modernization of those classical ideas; proportion, harmony and balance (Judi Loach, 1998) The Golden Section and quadrature were parts of the classical methods that had been before until the Renaissance. However, Le Corbusier wanted to do something with it and thus he developed an ideal proportion that would help the designer in integrating human scale in mind while designing. He eventually make the Modulor system to become an international methodology that could be a guideline in the design process. In addition to that, he also translated it to inches so that everyone including the non-metric countries could use the system (Judi Loach, 1998). According to him, the idea for this Modulor system was from a vision of hypothetical man inscribed with three overlapping but contiguous squares. However, there was also a few problems with that earlier Modulor system. Figure 2 The images shows the Red and Blue series of Modulor (Judi Loach, 1998) Nevertheless, after a few experimentation, Le Corbusier came up to a settlement on a six foot tall (1.828m) English, male, body with an upraised arm (Judi Loach, 1998). The man was placed in a box that was subdivided correspond to the Golden Section. It was then further divided using a variation of the Fibonacci series, with two scales that ended up establishing a double-helix, which Le Corbusier mentioned them as the Red and the Blue series. Basically, this Unite DHabitation was the first experimental site for the application of modulor (Deborah G, 2006). Every element in the building can be illustrated by usng the fifteen Modulor units. Those fifteen Modulor units are described in the steel of measure, the first stone and the human figures inscribed in the building. A polychromy so dazzling that the mind was forcibly detached from the dissonances, carried away in the irresistible torrent of major color sensations (Deborah G, 2006). However, the brise-soleils framed was misproportioned by mistake. To deal with that, Le Corbusier paint the bare exterior with polychromy colours, which consist of different fascinating colours to attract the users mind rather than realizing the misproportioned of the brise-soleils framed. He also acknowledged that the human error was one of the way to get an inspiration. (Judi Loach, 1998). It is very interesting to see how Le Corbusier used mathematics to solve his design on each space. His use of mathematics through Modulor system while designing the Unità © DHabitation Marseilles seems to be contrasting to him as an artist. In addition, it also shows that he really use human proportion while designing which shows a good thing which every architect should really done that, considering human proportions. It is very clear how he used the figure of the man to eventually show the proportion of the space that he is creating. That is very interesting because even though a person has never been to that place, he/she can still imagine the space at the building through this image. Five Points of Architecture So we designed a structural system, a frame, completely independent of the functions of the plan of the house: this frame simply supports the flooring and the staircaseà ¢Ã¢â€š ¬Ã‚ ¦ Le Corbusier, 1914. Le Corbusier developed his Five Points of Architecture based on his Dom-ino housing scheme that he was working on during 1914. Thus, he came to a solution where he labeled the scheme as a quick and inexpensive way of reconstructing the city. In the end, he came out with above statement to solve the housing shortage by that time (Judi Loach, 1998). It was also the pioneering moment when the use of reinforced concrete starts to get around. From his attempt to bring up the standardized house, he eventually made up his Five Points of Architecture. Le Corbusier put on his own theory of this Five Points of Architecture in his book titled Towards A New Architecture, that later on become a guideline for his own building design and it become a trend for other architects too. His five points or architecture consists of the pilotis, roof gardens, free plan, vertical faà §ade, and long horizontal windows. For the first point, the columns are lift up from the ground to allow lights to penetrate through it. It also saves the ground space for parking and garden. It obviously creates a circulation space under the building.The second point is the roof garden, where the roof space is being benefited to something else. In Unite DHabitation Marseilles, the roof terrace on the top is said to be replacing the lost land under the building that was supposedly meant for recreation. The third one is the free plan. This free plan means it is free from any column support. Instead, it was supported by skeleton structure and thus helping it to be free from any interior partitions. However, since the partition walls among the apartments are load-bearing, it makes the facades to become free and thus enabling sound-proofing in between those apartments. It can be said as part o f the building success to combine both privacy and communal living. However, the free plan has become the free volume instead since the two-story apartments were integrated to each other and the entrance corridor and elevator were only needed at the third level. (Simon Glynn, 2001). The fourth point is the vertical faà §ade that supports the building. The free facades is said to be so due to the exterior walls that are not using the load bearing walls anymore, thus creating a free structural sense due to the skeleton structure. And for the fifth point is the long horizontal windows, which are the ribbon windows that can eventually helps in better ventilation and lighting (Simon Glynn, 2001). To sum up, using this Five Points of Architecture, Le Corbusier was actually creating a new possibilities for interior and exterior connection and the interior connection itself. (J.R Curtis, 1996). Purism to Brutalism Le Corbusier has built many villas and small apartment and even office building during his early years. However, Le Corbusier recognized his own style pure prisms. It was basically consists of rectangular concrete blocks, glass and steel, building lift up from the ground and even roof gardens. It also used very pure colour, as the principle that they were using by that time is that colour was associated with purity, simplicity and health (Birkhauser, 1995). Purism combined both Le Corbusier and Amà ©dà ©e Ozenfan (Choay F, 1960). They declared their own manifesto titled Aprà ¨s le Cubisme highlighting that a design approach should have give more attention to the main and simple one, which is the more important form of the objects. They did not agree and criticized the heir of Cubism which has been bringing up an art that is totally decorative and ornamental because they made up a point that fantasy and individuality would never be in modern art (Choay F, 1960). Le Corbusier shifted from purism towards another movement after the World War 11. He pioneered a movement so called Brutalism in the 1960s and 1970s (Frampton, 1992). Brutal, as dull as it is was showing the truth of the materials. However, Le Corbusier believes that it was more truthful to Modernisms basic principle (Birkhauser, 1995). For Unite DHabitation Marseilles, Le Corbusier was exploring the use of breton brut (raw concrete) for the buiding itself. A pebbled effect of concrete was brought to the buildings by bush-hammering (Birkhauser, 1995).

Crude Oil Essay -- Papers

Crude Oil Crude oil is a complex mixture of hydrocarbon molecules formed over millions of years when the remains of microscopic sea creatures trapped in sediments were converted by heat and pressure into crude oil. The most abundant of these mixtures are the ones containing hydrogen and carbon only. These hydrocarbons can take on a number of different forms, i.e. alkanes, alkenes and alkynes. They vary in size and shape and viscosity. By manipulating these chains of hydrocarbons you can create any number of useful substances as they are very adaptable. However there are lots of compounds that also contain some of the following; oxygen, sulphur or nitrogen. The purer hydrocarbon compounds are the most required for these produce a higher temperature when they are burned which is the primary use for it as it generates an excess amount of energy when burned and therefore is a useful fuel. The other compounds with sulphur or nitrogen also have a high energy when burned but they have a negative side-effect as they make sulphur dioxide and nitrogen dioxide when burned and these compounds contribute towards acid rain. Crude oil has to be refined by fractional distillation to separate the short productive hydrocarbon chains from the longer, less useful ones before the compounds can be put to good use. Fractional distillation is a technique that relies on the difference in boiling points of the chains of hydrocarbons to separate them. It is so specific that it can separate the substances from each other even when there is only a small amount of difference between the boiling points of the substances. The crude oil is heat... ...ne, which are used to manufacture chemicals. Or the residual from the distillation tower is heated 482Â °C, cooled with gas oil and rapidly burned in a distillation tower. This process reduces the viscosity of heavy weight oils and produces tar. The other method of cracking is called Catalytic Cracking and it uses a catalyst to speed up the cracking reaction. Catalysts include zeolite, aluminium hydrosilicate, and bauxite. The hydrocarbons (only from the oil fraction) are heated in the same way but the catalyst speeds up the reaction by lowering the boiling point of the substance and allowing high molecular mass alkanes to break into many low molecular mass alkanes and some alkenes. Because the bond breaking happens randomly, many different forms of the substances are made, i.e. cyclo or branched isomers.

Workplace Spirituality :: Religion, Work

Workplace spirituality is a sophisticated concept (Kinjerski & Skrypnek, 2004). Generally speaking, it involves the sense of well-being, the feeling of the whole self involved in the work, the feeling of connection to others and something larger than oneself, and a sense of transcendence (Ashmos & Duchon, 2000; Ingersoll, 2010; Kinjerski & Skrypnek, 2004; Kinjerski, V. M., & Skrypnek, 2008; Rego & Pina e Cunha, 2008; Sheep, 2004). Individuals view their work as sacred (Ingersoll, 2010), while workplace spirituality is not necessary related to religion (Ashmos & Duchon, 2000; Krishnakumar & Neck, 2002; Milliman et al., 2003; Rego & Pina e Cunha, 2008). It can be regard to personal value or philosophy. This concept can be referred to self-actualization proposed by Maslow’s (1954) hierarchy of needs. Besides pursuing satisfaction of the basic levels in the hierarchy, individuals have desire to satisfy the higher level of need. Although earning money is the basic goal, individuals eager to find out the meaning in work, to make contribution to the society, to reach their full potential, to become connecting with colleagues, to work in an organization which they identify its goal and value (Kinjerski & Skrypnek, 2004). Although a consistent definition in workplace spirituality has not been reached, mutuality in its definition delineated in literatures can be easily found. Sheep (2004) has been summed up into four themes. The first theme is self-workplace integration, that is the immersion of whole self into work. The second theme is meaning of work. People tend to find out meaning in their work. The meaning may be related to personal value, such as contributing to society and others, and go beyond monetary benefits. The third one is transcendence of self, connecting to something larger than self. This theme includes the connectedness to others, community, and the organization. The final theme is â€Å"personal growth and development of one’s inner life at work†. Organization can provide conditions for the growth and development of employees. Despite various perspectives about workplace spirituality, three dimensions were focused in the present study. The model proposed by Milliman et al. (2003) was adopted. In this model, workplace spirituality includes three levels, namely individual, community and organization. This model embraces two above mentioned theme such as meaning of work and transcendence of self. In the individual level of workplace spirituality, meaningfulness in work is involved in this level. People are motivated to actively search for and give meaning to their lives (Ashmos & Duchon, 2000; Frankl, 1992; Lips-Wiersma & Morris, 2009).

Case Analysis Callaway Golf Company Essay

When it comes to the factors contributed to Callaway Golf Company’s success, the tremendous effort it made on updating technology was one thing. With Senior Executive Vice President like Richard Helmstetter, who is the Chief of New Products as well, Research and Development has always been the lifeblood of Callaway Golf Company (CGC). Helmstetter believes that â€Å"If you can make something sufficiently good, what it costs doesn’t matter.† CGC was consistently be on the leading position of technology, which differentiated their products from others and led to the results that CGC sold more units of equipment at the higher price than any other of its competitors in the market. The consumer behavior in golf equipment industry was another factor that led to CGC’s success. First, golf was unlike almost any other sport, the equipment played a significant role in golfer’s performance. Therefore, golfers always seeking for an edge that would help improve their plays. Average golfers, who were the segment CGC targeted, were able to tell the noticeable differences when they used premium equipment. The advanced technologies CGC had with their products perfectly fitted the behavior. Second, when making a purchase, most golfers accepted word-of-mouth recommendations. The form of advertising worked for CGC since golf was played in groups of people who spent hours together, and whenever one player had a good shot with a new club, it impressed others. The last factor that contributed to CGC’s success was the support mechanisms it provided to its retailers. As CGC achieved product differentiation with continuously updated technology, it was important for retail salespeople to understand the product and technology well. To accomplish the goal, CGC supplied its retailers with brochures, informational videos, pocket-sized product guides, and training. CGC also provided product advertising, endorsements, warranty programs and most importantly, the closeouts to help its retail channels. Closeouts occurred when a new-product introduction or when CGC would like to get rid of its inventory and it helped the retailers to bring down the average cost of the remaining inventory as well. As a result of these support mechanisms, CGC was placed in top three for excellence in customer service.