Who Is an Architect an Example by

Who Is an Architect? Architecture has always been one of the most rapidly evolving areas of human performance. Since ancient times, and across different cultures, architecture was inevitably associated with the art of construction. With time, the products of technological development have changed the image of architecture; an architect was no longer a builder; rather, he was turning into a professional technologist and businessman. Despite the growing interest to architecture as an area of professional activity, we still lack a clear definition of who an architect is. Despite the fact that the word architect seems to have one semantic meaning, it is filled with numerous hidden connotations, which vary from culture to culture and make the definition of an architect as intangible as architecture itself. Need essay sample on "Who Is an Architect?" topic? We will write a custom essay sample specifically for you Proceed Architecture vs. an Architect: the Force of Evolution The art of architecture is inevitably associated with the art of building; but do we have the right to limit an architects role to that of a builder? In the course of architectural evolution, architects functions were never limited to building; on the contrary, architects comprised numerous roles and functions that changed under the impact of the changing social and cultural orders. Long before the appearance of a self-identified architectural profession, most American cultures recognized some of their members as specialists with superior skills or knowledge of building, yet their roles varied from culture to culture (Upton 247), and only by the beginning of the 18th century America has gradually approached the modern meaning of architecture as the reasonable combination of construction, management, leadership, and supervision. The evolution of architecture symbolizes the long journey of architecture as an art of construction to architecture as business. At the beginning of the 18th century, architecture as business and science was deeply disorganized. The roles of architects varied from culture to culture; the architectural functions in urban territories were completely different from those in rural areas. Architects varied in their skills, from small craft workers who restricted themselves to equally small building and repair jobs to large-scale contractors or undertakers (Upton 248). Although craft organizations were called for disciplining architecture as business, professional unions lacked a single and relevant definition of architecture, and as a result, of an architect. While some were designing buildings based on their knowledge of craft, others were deeply fascinated with the art of design. Slowly but steadily, architecture was turning into a continuous line with art and science at one end, and wi th business and customer service at the other. By the beginning of the 20th century, architecture has finally become a profitable area of business performance. Who is an Architect? As we try to define the role and place of an architect in the modern structure of social and economic relations, we face the lack of appropriate criteria that could be used to produce a single and relevant definition of the architect. Sociologists define a profession as a full-time occupation that has its own training schools, a professional organization, licensing and other forms of community recognition, a code of ethics, and the right of self-governance (Upton 250). Taking into account the changeability of architecture across civilizations and cultures, and the changeability of the architects roles, the sociological definition of a profession does not leave any space for change; moreover, it borders on standardization and significantly limits the scope of the architects knowledge, skills, and practical obligations. Architecture is art; and art is intangible. Architecture is business; and business is subject to changes. Certainly, the segmentation of the American economy calls for the separation of handwork from headwork; in this context, the architect is gradually acquiring the features of a widely accepted and recognized profession. Simultaneously, industrialization and reorganization of labor change the traditional image of architecture, and now like the most successful producers of consumer goods, large, centralized, corporate architectural firms offer a highly polished, high-quality, predictable product (Upton 254). However, these economic and social winds do not change the essence of our relations with architecture: here, categorizing is equal to stereotyping, and stereotyping is inappropriate in architecture. Evidently, the time has come when we must recognize that like art, architecture enjoys a special status arising from its traditional role as a vehicle of social identity and from the metaphorical power of architecture as a symbolic or sign system (Upton 255). Architecture is more than a simple profession; architecture is the language of art that cannot be defined in strict and limited terms. To be an architect actually means to be an artistic persona with a self-conscious rhetoric of integrity, embattlement, and singularity (Upton 265), similar to Frank Lloyd Wright who was the first to epitomize the architect. Architecture is business, and business requires professional knowledge, but architecture is more than profession. We cannot limit our understanding of architecture to the use of jatakas, which undermine cognitive exclusivity, exposing it as a hollow pretence (Upton 268), because architecture is both unique and exclusive. Architecture is a lifestyle, combined with academic educ ation and practical experience. Architecture is selling ones unique and intangible style, which is later reflected in completely tangible works of architectural art. Like physician or lawyer, the word architect may have one semantic vocabulary meaning; but unlike physician or lawyer, the word architect has multiple hidden connotations the connotations that change under the impact of external social and cultural factors and that deprive us of a chance to produce a single, relevant, and never-changing definition of the architect. Conclusion Throughout the centuries, and across cultures, the architects roles were constantly changing. From being a builder and supervisor, architects have gradually turned into businessmen with sound academic knowledge and excellent leadership skills. To define an architect as a profession means to limit the scope of the architects roles; that is why we will hardly be able to define who the architect is. All we can do is to reconcile with the long-standing vision of architecture as a lifestyle reflected in wonderful and always unique works of architectural art. Works Cited Upton, D. Chapter 6. Art. In D. Upton, Architecture in the United States. Oxford University Press, 1998, pp. 247-83.

The Federation of Rhodesia and Nyasaland

The Federation of Rhodesia and Nyasaland Also known as the Central African Federation, the Federation of Rhodesia and Nyasaland was created between August 1st and October 23, 1953, and lasted until December 31, 1963. The federation joined the British protectorate of Northern Rhodesia (now Zambia), the colony of Southern Rhodesia (now Zimbabwe), and the protectorate of Nyasaland (now Malawi). Origins of the Federation White European settlers in the region were perturbed about the increasing black African population but had been stopped during the first half of the twentieth century from introducing more draconian rules and laws by the British Colonial Office. The end of World War II led to increased white immigration, especially in Southern Rhodesia, and there was a worldwide need for copper which existed in quantity in Northern Rhodesia. White settler leaders and industrialists once again called for a union of the three colonies to increase their potential and harness the black workforce. The election of the National Party in South Africa in 1948 worried the British government, which began to see federation as a potential counter to the Apartheid policies being introduced in SA. It was also seen as a potential sop to black nationalists in the region who were starting to ask for independence. Black nationalists in Nyasaland and Northern Rhodesia were worried that the white settlers of Southern Rhodesia would come to dominate any authority created for the new federation; this proved to be true, as the Federations first appointed prime minister was Godfrey Huggins, Viscount Malvern, who had already served as PM of Southern Rhodesia for 23 years. Operation of the Federation The British government planned for the Federation to eventually become a British dominion, and it was overseen from the start by a British assigned governor-general. The federation was an economic success, at least at the start, and there was an investment in a few expensive engineering projects, such as the Kariba hydro-electric dam on the Zambezi. In addition, in comparison to South Africa, the political landscape was more liberal. Black Africans worked as junior ministers and there was an income/property-owning basis to the franchise which allowed some black Africans to vote. There was still, however, an effective white minority rule to the government of the federation, and just as the rest of Africa was expressing a desire for majority rule, nationalist movements in the federation were growing. Break up of the Federation In 1959 Nyasaland nationalists called for action, and the resultant disturbances led to the authorities declaring a state of emergency. Nationalist leaders, including Dr. Hastings Kamuzu Banda, were detained, many without a trial. After his release in 1960, Banda decamped to London, where with Kenneth Kaunda and Joshua Nkomo he continued to campaign for an end to the federation. The early sixties saw independence come to a number of French African colonies, and the British prime minister, Harold Macmillan, gave his famous wind of change speech in South Africa. The British had already decided in 1962 that Nyasaland should be allowed to secede from the federation. A conference held in early 63 at Victoria Falls was seen as a last-ditch attempt to maintain the federation. It failed. It was announced on February 1, 1963, that the Federation of Rhodesia and Nyasaland would be broken up. Nyasaland achieved independence, within the Commonwealth, as Malawi on July 6, 1964. Northern Rhodesia became independent as Zambia on October 24th that year. White settlers in Southern Rhodesia announced a Unilateral Declaration of Independence (UDI) on November 11, 1965.

Exploring the use of space Essay Example | Topics and Well Written Essays - 1000 words

Exploring the use of space - Essay Example Students eventually end up in places that speak to their inner preferences and the areas that reflect the most amount of qualities subconsciously desired. The fitness obsession that has gripped America for the past several years appears not to have passed up Humber College Institute of Technology and Advanced Learning because at Humber, the gymnasium currently appears to represent a larger slice of students' needs, judging by attendance, rather than the gamesroom, which may have been a more popular choice in the past. In the gamesroom, arcade machines play sentry along the walls, offering students dozens of different choices ranging from pinball to the latest combat tournament. Though there is limited seating, the room is designed for standing and moving about and boasts modern features and a large, bright, well-lit space for students to socialize in. Those who patronize the gamesroom do so to relax and socialize in the casual atmosphere. The pressure is off here, and students of all sorts pay a small fee to use the pool tables and arcade games to unwind from their studies and de-stress from life. The every-day gender of the room tends to lean toward the male side of the scale, probably because video games and billiards are more of engaging activities for males rather than females. Thus, the course representation has more of a limited focus around the subjects that men tend to study, such as science or math. The gym, however, attracts all walks... The bright spaces complement the vibrant atmosphere and the fluorescent lighting further promotes the upbeat mentality that young people exude when exercising, be it on rowing machines or at indoor soccer matches. Though the places were built to accommodate students participating in activities on the opposite ends of the entertainment spectrum, the bright, well-lit, modern facilities sported by both structures cultivate a positive atmosphere, whether students play Duke Nukem or badminton. Both buildings also offer students a laid-back area to mutually socialize and perhaps meet up with a new friend or convene with a club. Though there is limited seating, the wide range of diversions offered at each facility give students choices that appeal to many senses. Since students arrive at Humber from all different backgrounds, the variety of activities offered by the school is an important factor when considering higher education. The gamesroom at Humber appeals to many students who like the problem-solving aspects of the digital world and utilize video and arcade games as a way to wind down from the stresses of everyday life for just fifty cents. The pool tables are another diversion well known in the student world for a place to convene and involve one another in the complicated aspects of potting balls with a stick. At a dollar twenty-five per game, billiards engage many students who while away an afternoon or evening with relaxed banter. The gym at Humber allows students to banter while doing whatever fitness activity they prefer, though the conversation isn't quite as loose as that in the game room due to the generally more hurried quality that exercise assumes. However, the programs

Issues in Contemporary Real Estate Development Research Paper

Issues in Contemporary Real Estate Development - Research Paper Example As a developer, initially, after the agreement of not taking up any old projects on the site, it is important for one to go through the general issues with regard to the project and the real estate developer. In the given project, one has to go through an initial windmill and attempt to understand and propose the various measures that one can take in the development of the stated land. One of the most interested parties in the development of this project is a school located in Chicago, Illinois. .However, the school itself has the idea of turning green and this is completely different from the strategies that the windmill had in the initial stages. There are different statutory implications of purchasing the land, such as the local government of the area may not have wanted the land to get altered in a manner through which it would turn green. The effect on the site, later on, is that water resources may lack to be maintained in the land In order to operate on the land, the school has to fill out various applications. One of the applications that the school has to take seriously is in form of a title deed. The deed shows the various signatories to the land and that they are the rightful owners of the property. Collateral is another important agreement that one has to take up. This is from the fact that the previous owners of the land may have done some damage on the land that may have various health implications especially keeping in mind that the new tenants of the land are schoolchildren. Seeing as the school intends to utilize the land as a green project, there are various measures that they ought to take in order to make it habitable to their specifications.  

Reflective Learning Essay Example | Topics and Well Written Essays - 1000 words - 1

Reflective Learning - Essay Example This involved a lot of wavering around several topics. This itself involved a deep process of thinking looking for what constitutes knowledge or theory of knowledge. As Syke(1984) states that epistemology is the theory of methods or grounds of knowledge. I had several options to apply to get to this knowledge. I could gather it as a rationalist( knowledge through reasoning),as an empiricist( knowledge through experiences and observation),as a realist( knowledge through direct view),as a critical realist(knowledge by combining views with existing theories) and as a subjective realist (knowledge through perception and models). This posed another step in intellectual advancement as it lay clear the logical process to knowledge given the nature of topic to be taken up. Finally looking at the topic I decided to apply a critical realist approach combining it with empiricism. Understanding existing theory implied that I have a clear definition of what constitutes theory.As Kerlinger(1979) s tates, "A theory is asset of interrelated constructs(variables),definitions and propositions that present a systematic view of phenomena by specifying relationships among variables with the purpose of explaining natural phenomena". This set me up for the search of these variables and relationships. I also relied on simple definition of theory by Black(1993) who states that a theory is an ' explanation of how things function or why events occur'. Then the outcomes of the research consumed my attention at the next level of concretising the intellectual thought process. It was apparent that the given topic would be amenable to research through deductive intent staring with existing theories and testing such theory with empirical secondary data. Most of the theories focused on were content specific and substantive as the topic involved a specific region which had characteristics quite unique for grand or middle level theories to work to any effect. The entire process of intellectual dev elopment in relation to choice of topic and research methods to adopt, as detailed above involved a huge amount of critical and reflective thinking. In fact the concept of critical thinking had to be understood in full before such a process of intellectual up gradation was taken up. It formed the foundation. Literature on critical and reflective thinking helped he process along.Starting as early as the1909, Dewy, the American philosopher, psychologist and educator we have a structured definition of the phrase critical thinking. He equated critical thinking to 'reflective thinking' and defined it as "Active, persistent, and careful consideration of a belief or supposed form of knowledge in the light of the grounds which support it and the further conclusions to which it tends" (Dewy, 1909, p.9). Building further on Dewey's ideas, Glaser defined critical thinking as: "An attitude of being disposed to consider in a thoughtful way the problems

Violence On Television Affects Children Negatively Media Essay

Violence On Television Affects Children Negatively Media Essay Children watch an average of three to four hours of television daily. Television can be a powerful influence in developing value systems and shaping behavior. Unfortunately, much of todays television programming is violent. Hundreds of studies of the effects of TV violence on children and teenagers have found that children may, become immune to the horror of violence and gradually accept violence as a way to solve problems.   Sometimes, watching a single violent program can increase aggressiveness into childrens who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. Children with emotional, behavioral, learning or impulse control problems may be more easily influenced by TV violence. The impact of TV violence may be immediately evident in the childs behavior or may surface years later, and young people can even be affected when the family atmosphere shows no tendency toward violence.   While TV violence is not the only cause of aggressive or violent behavior, it is clearly a significant factor. Because there is a great deal of violence in both adult and childrens programming, just limiting the number of hours children watch television will probably reduce the amount of aggression they see. Parents should watch at least one episode of the programs their children watch. That way theyll know what their children are watching and be able to talk about it with them.  When they see a violent incident, parents can discuss with their child what caused the character to act in a violent way. They should also point out that this kind of behavior is not characteristic, not the way adults usually solve their problems. They can ask their children to talk about other ways the character could have reacted, or other nonviolent solutions to the characters problem. Parents can outright ban any programs that they find too offensive by making sure theyre appropriate before your child watches them. Also you can restrict their viewing to shows that you feel are more beneficial, such as documentaries, educational shows and so on. Its also a good idea to make sure your child has a wide variety of free-time activities in addition to TV, video games, and the Internet. Activities like reading, playing with friends, and sports can all play a vital part in helping your child develop a healthy body and mind. Effects of Media Violence The effect of media violence seems to be a heated debate among researchers and the public as well. According to David Gauntlett, despite many decades of research and hundreds of studies, the connections between peoples consumption of the mass media and their subsequent behavior have remained persistently elusive. (Gauntlett, 1998). He also states that the media effects research has quite consistently taken the wrong approach to the mass media, its audiences, and society in general. (Gauntlett, 1998). I agree with this statement, I think that the environmental and cultural influences have been neglected in the majority of the research done on this topic. In all the research that I have read through, I have found that the researchers involved have many disagreements. I went to the Media Awareness Network website and found an article where Andrea Martinez did a review of all the scientific writing for a Canadian Radio-television and Telecommunications Commission. She concluded that the lack of consensus about media effects reflects three grey areas or constraints contained in the research itself. (Media Awareness Network, Par. 2) The three grey areas are that media violence is hard to define, researchers disagree over the relationship, and those that agree argue the way that one affects the other. It seems that the effect of media violence is hard to research and prove the kind of connection it has with aggressive behavior. In my opinion, it is hard to prove the relationship because there are too many external factors that need to be taken into consideration. Environmental and cultural influences, to me, seem like an important part tha t needs to be considered and in all the research I have seen it is not. According to Martinez, there is a positive, though weak, relation between exposure to television violence and aggressive behavior. Violence in the media can have different effects. I personally feel that it differs from each person, but also that it depends on each individuals environmental and cultural influences. According to one website, there are four different psychological effects that can occur from violence in the media, they are Direct, Desensitization, Mean World Syndrome, and Catharsis. In the direct effect individuals who watch a lot of violence on television could attain aggressive behavior or be more favorable towards violence. I feel that the way the media portrays certain things is done in a way to purposely affect peoples emotions. There are certain instances where I do feel that the violence being shown in the media can cause anger, but it is in the way it is represented not because of the violence contained in it. In desensitization, the viewer may become less sensitive to violence occurring and less sensitive to the pain violence can cause. People who live in violent environments or cultures see violence a lot and can become desensitized to violence and therefore would be prone to act aggressively. When living in these environments it becomes more of a learned behavior rather than a reaction to the violence in the media. With Mean World Syndrome, the viewers may begin to view their environment as a violent place. To me, I would think the people that develop this syndrome are sensitive to what they see or are involved in. For someone to honestly believe that the world around them is a violent place and to not see the good that does occur is extremely hard for me to understand. Catharsis can possibly be a positive effect by actually reducing the aggression. I feel that these effects would have a lot to do with the individual as well as their environment as to how they will be affected. I have noticed though, that most of the research does seem to leave out the environmental and cultural effects. These effects, to me, seem to have a big influence on whether or not there wo uld be a connection between media violence and aggressiveness. The Media Awareness Network had a lot of other articles pertaining to media violence, but the majority of the research had been done with children. One experiment in particular seems to have stuck in my mind because of the age of the children involved. I unfortunately did not print up this article and cannot find it online anymore. From what I recall, they showed a certain group of 2-3 year olds a violent cartoon while showing another group a non-violent cartoon. When they put both groups in the same room to play, the toddlers that watched the violent cartoon were more aggressive than the toddlers that did not watch the violent cartoon. Many other researchers however stated that this study wasnt very useful because cartoons are meant for comedic relief. In this study, it makes sense that the toddlers acted aggressively because that is what they had just seen. Toddlers, especially at this age, imitate what they see and hear. Since they were shown violence they acted out what they had seen. I do not think this would be an accurate way to test the effects of media violence or to prove a relationship between media violence and aggressive behavior, I think it showed that an individual would need to reinforce the toddler letting them know that what they see is not what they should do. If someone were to teach them this then they will know when they are older that they should not be violent or aggressive. Young children have yet to learn that violence is not the answer, and in a normal setting, the child behaving aggressively would be corrected so they would know that it was the wrong thing to do. In my personal opinion I feel there is no correlation between media violence and aggressive behavior, if there is a correlation I believe it to be a very weak one. Correlational method is defined in our book as, a numerical value that indicates the strength and direction of the relationship between two variables. (Wood, Wood, and Boyd, 2004). Therefore, a correlation would be whether or not there is a relationship and if there is how strong or weak that relationship is. My personal belief is that just because an individual watches a violent movie, plays a violent video game, or listens to violent lyrics, does not mean that person will go out and act more aggressively or act out what they have seen or heard. To me, it seems to be common sense that seeing or hearing violent acts or behaviors does not mean someone should copy those behaviors or acts. I feel that if one were raised with any kind of morals or values, then they would know the difference between right and wrong and that an individual would know that they should not go and perform what they saw or heard. I strongly feel that the way an individual is raised directly affects how things affect that person and if they are raised in a happy non-aggressive environment then they would not act aggressively as a result of the violence in the media. When someone knows right from wrong, I feel that they would know not to act aggressively unless they are in a situation where aggressiveness is warranted. Granted, there are some instances where one would not know these differences. I feel that children of a certain age have not completely learned about morals and values, so they do not know that what they have seen or heard are the wrong things to do. This is why legally, a minor under the age of 14 cannot be held liable for their actions. Minors under 14 have not yet completely learned right from wrong and, therefore, cannot competently make decisions. This is why I dont feel you can use children in any kind of res earch trying to define the relationship between media violence and aggressive behavior. There are also psychological disorders that could prevent an individual from comprehending the difference between right and wrong. People with very low IQs also may have trouble understanding the differences between right and wrong. Once again, individuals with these types of disorders cannot be held liable for their actions legally because they cannot competently make these decisions. In my opinion, the majority of people that commit these violent acts and then blame it on the media had no one to teach them the differences between right and wrong, or had no one around who cared to teach them these things. Unfortunately, there are also people that blame the media to try and have an excuse to get out of the consequences of their behaviors or actions. I feel that, in children, it is up to the parents to teach them what is acceptable and what is not, and to teach them that what they see and hear is not always the correct thing to do. I feel that society is blaming media violence for aggressive behavior when, for the most part, the blame should be laid on the individuals who brought up and cared for the individual. It was their responsibility to raise these individuals with the knowledge to know the difference between right and wrong and to know that being aggressive or violent is never the solution. From what I have learned the effect of media violence is hard to measure and it is equally as hard to define if there is a relationship and how strong or weak that relationship is. The research on the effects has yet to yield anything conclusive and each researchers results vary as to whether the relationship between the violence and aggressive behavior is strong or weak. In the end, I maintain my belief that it depends upon the individual and their environment and culture as to whether or not there is a relationship and how strong or weak that relationship is.

The Need for Policy Maker to Regulate Human Genetic Engineering Essay

My research essay will concentrate on the topic of human genetic engineering (HGE) and will argue that if doctors further develop HGE, it could improve the ability of humans to fight disease. However, my argument will temper this claim by suggesting that policy makers should regulate HGE so that doctors cannot use it for cosmetic purposes or eugenics. The first part of my paper will provide an overview of what HGE is and the processes involved with such technology of HGE. I will then analyze the potential risks associated with HGE, which include: safety risks; potential threats to genetic diversity and a decrease to the human life span. I will argue that these risks are directly linked to the use of HGE for individual benefit. Inversely this paper will also consider the benefits of HGE, which are connected to the use of HGE for the benefit of the collective. The potential benefits include: the manipulation of genes to treat or cure diseases, and potential increase to the human life s pan. The last part of my paper will assess the future of HGE and suggest that more research is needed to ensure that scientists can eliminate safety risks to test-subjects as well as to eliminate There is a recent increase in evidence that HGE can potentially be used to alter many biological and psychological traits by gene modification. The main focuses of HGE research are traits that target immunity, cognitive abilities and psychological mentality. HGE differs from archaic processes of selective breeding and artificial selection because it directly alters genes. HGE modifies the genomes of humans to produce a specific phenotype (a set of observable characteristics of an organism) or genotype (genetic constitution of an organism) that embodies des... ... HGE for the collective good. The use of HGE for the collective is the key to an increase in the persistence of the human population. Instead of the selection of desirable traits through the use of HGE it could be utilized to create an increase in the diversity of traits amongst humans. This is possible in the future if scientists can generate new phenotypes. These new phenotypes might code for traits that humans do not possess naturally, but could help fight against potential future environment changes or pathogen outbreaks. This could be especially important with the increase in effects of global warming in the future. The use of HGE for the collective has the opposite effect than the use of HGE for individual benefit, as it potentially could help scientists tailor genes that possess the facility to combat new threats to the human population that may arise.

Equality, Diversity and Inclusion Leaflet Essay

There are many forms of prejudice and discrimination and it can be experienced by anyone at anytime. This booklet is designed to help parents understand the impact it can have on children and young people and why as a school we do not accept it in any form, be it from a fellow pupil, a member of staff or outside professional or a parent/guardian or family member. Who is most at risk? The children and young people most at risk from prejudice and or discrimination are:- * The disabled * Those with Special Educational Needs * Those who speak a language different from the majority * Those from a different culture, ethnicity or race * Those who appear differently (red hair, glasses, birth mark etc) * Anyone new to school * Anyone who has an high or low ability * All children according to their gender Different forms of prejudice and discrimination. There are many different forms of prejudice and discrimination and they may experience one or more of these at any given time. * This can include name calling. * Being left out of activities or groups. * â€Å"Dumbing down† so as not to be labelled a â€Å"swat or geek†. * Being left out because they have a lower ability and are classed as â€Å"stupid†. * Those from a poorer background may suffer because they cannot afford to go on school trips. * Being picked on because they look different, i.e. being called â€Å"ginger nut or carrot top† because they have red hair or â€Å"specky four eyes† because they wear glasses. * Any one new to school may experience being left out because they have no friends and peer groups have already been formed. * Girls and boys can be discriminated against just because of their gender, â€Å"girls are not supposed to play football† and â€Å"boys shouldn’t play with dolls or dance†. All of the above are forms of prejudice and discrimination and not everyone will realise this and may have experience it or been the abuser. The effects prejudice and discrimination can have on children and young people. There are many affects that these forms of prejudice and discrimination can have on the victim. They range from mild to severe dependent on how long, severe the abuse and the state of mind of the victim. They may feel unvalued, lack in confidence, withdraw into themselves, they won’t volunteer for activities so as not to draw attention to themselves, they may have difficulty focusing and low self esteem and all this impacts on their friendships and family life. The longer this goes on the more withdrawn they become and they can then turn self harming or drink and drugs (young people) and in very severe cases they could commit suicide. The impact our values and attitudes have. The way we behave around children and young people with regard to our attitudes and values have a huge impact on the children and young people we live with, work with and care for. The way we interact with these children and young people is very important because they are not born with attitudes; attitudes are learnt from those who have a significant input in their lives. It is our job as adults to set an example to them and the earlier the better. * How can we expect them to do something if we are not prepared to do it ourselves? * Whatever our religion/beliefs we should show them that it is alright to be curious about other religions and beliefs, diversity is part of our everyday lives. * Other cultures can teach us different views and rituals (so increase our awareness of why they may do things differently). * We should encourage our children and young people to experience different activities (be it a girl playing football or a boy dancing). * We are all individuals and should be treated as such. * A child with special needs or a disability is still a child with feelings and emotions. * If we are gifted and talented and learn easily doesn’t mean we are not fun to be around. * If we have special needs and need extra help with things it doesn’t mean my feelings cannot be hurt. In school it is important to promote Anti-discriminatory practice to the children and young people in our charge so that they are aware that it is not acceptable behaviour. It is important to teach them that we are all different and unique and that this is a good thing. We have to teach them to respect one another’s diversity and empathize with those who are different (those who are the victims of prejudice and discrimination) who they may be abusing or know to be the victim of abuse. We must teach them to value each other as individuals and value each other’s opinions and rights to be different, and teach them that we are all equals. As a parent/carer, professional or even a pupil it is our duty to report any form of prejudice or discrimination that we experience or witness, whether it be from a member of staff, an outside professional, a parent/carer or a pupil. You should always challenge prejudice and discrimination and you should tell whomever it is that it is unacceptable to express their views in this way, be it to you or someone else or indeed to the pupil themselves. It is not acceptable to discriminate against another person and if it carries on you will report it to the relevant senior member of staff in line with the policies and procedures set out for your setting. Support must be provided to the victim of the abuse and they must be encouraged to respond with positive action. Extra help may be needed to help them recover their self esteem and confidence. Wherever possible get the abuser to apologise to the victim and if possible get them to empathize with the victim. So if you see it, experience it or hear it, report it!

Biography of Stephen Biko, Anti-Apartheid Activist

Biography of Stephen Biko, Anti-Apartheid Activist Steve Biko (Born Bantu Stephen Biko; December 18, 1946–September 12, 1977) was one of South Africas most significant political activists and a leading founder of South Africas Black Consciousness Movement. His death in police detention in 1977 led to his being hailed a martyr of the anti-apartheid struggle. Fast Facts: Stephen Bantu (Steve) Biko Known For:  Prominent anti-apartheid activist, writer, founder of Black Consciousness Movement, considered a martyr after his death in a Pretoria prisonAlso Known As:  Bantu Stephen Biko, Steve Biko, Frank Talk (pseudonym)Born:  December 18, 1946 in King Williams Town, Eastern Cape, South AfricaParents: Mzingaye Biko and Nokuzola Macethe DunaDied:  September 12, 1977 in a Pretoria prison cell, South AfricaEducation: Lovedale College, St Francis College, University of Natal Medical SchoolPublished Works:  I Write What I like: Selected Writings by Steve Biko, The Testimony of Steve BikoSpouses/Partners: Ntsiki Mashalaba, Mamphela RampheleChildren: 2Notable Quote: The blacks are tired of standing at the touchlines to witness a game that they should be playing. They want to do things for themselves and all by themselves. Early Life and Education Stephen Bantu Biko was born on December 18, 1946, into a Xhosa  family. His father Mzingaye Biko worked as a policeman and later as a clerk in the King William’s Town Native Affairs office. His father achieved part of a university education through the University of South Africa (UNISA), the distance-learning university, but he died before completing his law degree. After his fathers death, Bikos mother Nokuzola Macethe Duna supported the family as a cook at Greys Hospital. From an early age, Steve Biko showed an interest in anti-apartheid politics. After being expelled from his first school, Lovedale College in the Eastern Cape, for anti-establishment behavior, he was transferred to St. Francis College, a Roman Catholic boarding school in Natal. From there he enrolled as a student at the University of Natal Medical School (in the universitys Black Section). While at medical school, Biko became involved with the National Union of South African Students (NUSAS). The union was dominated by white liberals and failed to represent the needs of black students. Dissatisfied, Biko resigned in 1969 and founded the South African Students Organisation (SASO). SASO was involved in providing legal aid and medical clinics, as well as helping to develop cottage industries for disadvantaged black communities. Biko and Black Consciousness In 1972 Biko was one of the founders of the Black Peoples Convention (BPC), working on social upliftment projects around Durban. The BPC effectively brought together roughly 70 different black consciousness groups and associations, such as the South African Students Movement (SASM), which later played a significant role in the 1976 uprisings, the National Association of Youth Organisations, and the Black Workers Project, which supported black workers whose unions were not recognized under the apartheid regime. Biko was elected as the first president of the BPC and was promptly expelled from medical school. He started working full-time for the Black Community Programme (BCP) in Durban, which he also helped found. Banned by the Apartheid Regime In 1973 Steve Biko was banned by the apartheid government. Under the ban, Biko was restricted to his hometown of Kings Williams Town in the Eastern Cape. He could no longer support the Black Community Programme in Durban, but he was able to continue working for the Black Peoples Convention. From King Williams Town, he helped set up the Zimele Trust Fund which assisted political prisoners and their families. Despite the ban, Biko was elected Honorary President of the BPC in January 1977. Detention Biko was detained and interrogated four times between August 1975 and September 1977 under Apartheid era anti-terrorism legislation. On August 21, 1977, Biko was detained by the Eastern Cape security police and held in Port Elizabeth. From the Walmer police cells, he was taken for interrogation at the security police headquarters. According to the Truth and Reconciliation Commission of South Africa  report, on September 7, 1977, Biko sustained a head injury during interrogation, after which he acted strangely and was uncooperative. The doctors who examined him (naked, lying on a mat and manacled to a metal grille) initially disregarded overt signs of neurological injury. Death By September 11, Biko had slipped into a continual semi-conscious state and the police physician recommended a transfer to hospital. Biko was, however, transported 1,200 kilometers to Pretoria- a 12-hour journey which he made lying naked in the back of a Land Rover. A few hours later, on September 12, alone and still naked, lying on the floor of a cell in the Pretoria Central Prison, Biko died from brain damage. The Apartheid Governments Response South African Minister of Justice James (Jimmy) Kruger initially suggested Biko had died of a hunger strike and said that his death left him cold. The hunger strike story was dropped after local and international media pressure, especially from Donald Woods, the editor of the East London Daily Dispatch. It was revealed in the inquest that Biko had died of brain damage, but the magistrate failed to find anyone responsible. He ruled that Biko had died as a result of injuries sustained during a scuffle with security police while in detention. An Anti-Apartheid Martyr The brutal circumstances of Bikos death caused a worldwide outcry and he became a martyr and symbol of black resistance to the oppressive apartheid regime. As a result, the South African government banned a number of individuals (including Donald Woods) and organizations, especially those Black Consciousness groups closely associated with Biko. The United Nations Security Council responded by finally imposing an arms embargo against South Africa. Bikos family sued the state for damages in 1979 and settled out of court for R65,000 (then equivalent to $25,000). The three doctors connected with Bikos case were initially exonerated by the South African Medical Disciplinary Committee. It was not until a second inquiry in 1985, eight years after Bikos death, that any action was taken against them. The police officers responsible for Bikos death applied for amnesty during the Truth and Reconciliation Commission hearings, which sat in Port Elizabeth in 1997. The Biko family did not ask the Commission to make a finding on his death. The Truth and Reconciliation Commission of South Africa report, published by Macmillan in March 1999, said of Bikos death: The Commission finds that the death in detention of Mr Stephen Bantu Biko on 12 September 1977 was a gross human rights violation. Magistrate Marthinus Prins found that the members of the SAP were not implicated in his death. The magistrates finding contributed to the creation of a culture of impunity in the SAP. Despite the inquest finding no person responsible for his death, the Commission finds that, in view of the fact that Biko died in the custody of law enforcement officials, the probabilities are that he died as a result of injuries sustained during his detention. Legacy In 1987, Biko’s story was chronicled in the film  Ã¢â‚¬Å"Cry Freedom.† The hit song Biko, by Peter Gabriel, honored Steve Bikos legacy in 1980. Stephen Biko remains a model and hero in the struggle for autonomy and self-determination for people around the world. His writings, his life work, and his tragic death were all historically crucial to the momentum and success of the South African anti-apartheid movement. Nelson Mandela called Biko the spark that lit a veld fire across South Africa. Sources Mangcu, Xolela. Biko, A Biography. Tafelberg, 2012.Sahoboss. â€Å"Stephen Bantu Biko.†Ã‚  South African History Online, 4 Dec. 2017.Woods, Donald. Biko. Paddington Press, 1978.

The Golden Notebook, Doris Lessings Feminist Novel

The Golden Notebook, Doris Lessings Feminist Novel Doris Lessings The Golden Notebook was published in 1962. Over the next several years,  feminism  again became a significant movement in the United States, the United Kingdom, and much of the world. The Golden Notebook was seen by many feminists of the 1960s as an influential work that revealed the experience of women in society. Notebooks of a Womans Life The Golden Notebook tells the story of Anna Wulf and her four notebooks of different colors that narrate aspects of her life. The notebook of the title is a fifth, gold-colored notebook in which Annas sanity is questioned as she weaves together the other four notebooks. Annas dreams and diary entries appear throughout the novel. Postmodern Structure The Golden Notebook has autobiographical layers: the character Anna reflects elements of author Doris Lessings own life, while Anna writes an autobiographical novel about her imagined Ella, who writes autobiographical stories. The structure of The Golden Notebook also intertwines the political conflicts and emotional conflicts in the characters lives. Feminism and feminist theory often rejected traditional form and structure in art and literature. The Feminist Art Movement considered rigid form to be a representation of patriarchal society, a male-dominated hierarchy. Feminism and postmodernism often overlap; both theoretical viewpoints can be seen in analysis of The Golden Notebook. A Consciousness-Raising Novel Feminists also responded to the consciousness-raising aspect of The Golden Notebook. Each of Annas four notebooks reflects a different area of her life, and her experiences lead to a larger statement about flawed society as a whole. The idea behind consciousness-raising is that the personal experiences of women should not be separated from the political movement of feminism. In fact, the personal experiences of women reflect the political state of society. Hearing Womens Voices The Golden Notebook was both groundbreaking and controversial. It dealt with womens sexuality and questioned assumptions about their relationships with men. Doris Lessing has often stated that the thoughts expressed in The Golden Notebook should not have come as a surprise to anyone. Women had obviously been saying these things, she said, but had anyone been listening? Is The Golden Notebook a Feminist Novel? Although The Golden Notebook is often hailed by feminists as an important consciousness-raising novel, Doris Lessing has notably downplayed a feminist interpretation of her work. While she may not have set out to write a political novel, her work does illustrate ideas that were relevant to the feminist movement, particularly in the sense that the personal is political. Several years after The Golden Notebook was published, Doris Lessing said that she was a feminist because women were second-class citizens. Her rejection of a feminist reading of The Golden Notebook is not the same as rejecting feminism. She also expressed surprise that while women had long been saying these things, it made all the difference in the world that someone wrote them down. The Golden Notebook was listed as one of the hundred best novels in English by Time magazine. Doris Lessing was awarded the 2007 Nobel Prize in Literature.

Thomson's paper" A Defense of Abortion" Essay

Thomson's paper" A Defense of Abortion" - Essay Example ally permissible even if we grant that a fetus is a person,† seems rather speculative, taking into account the fact that author herself stresses that in many cases abortion is impermissible - until it is about saving mother’s life or aborting a child of violation. Second, the article is an author’s response for responses of other authors and is just a part of a bigger dialogue that can not be estimated totally, and thereby is taken out of context. And while responding to strict moralists, which stress that any of mentioned forward (raping or life-saving) reasons can be taken into account, author looks like an aggressive supporter of abortions. And this analysis would be made with these facts considered. The first, author is flouncing between moral and legal issues. At first she addresses human nature, asking about human wish to be unwillingly bound to someone else, the attention is concentrated on aspect of a free will, and the good nature of it is being preserved. Then focus of attention of the reader switches to an issue of â€Å"whether a human law can oblige human behave humanly†. Thereby a person, who protects her right to choose a way to use her body, is thus can be considered right by the logic and common sense, eventually turns out â€Å"immoral and bad, but still legal†. This way it turns out that the human rights protected by logic and human rights protected by law are way different. Thomson calls the thing, which she claims right, both good and bad. That serves well to my presumption of an ambivalent nature of an article. The second: author is contradicting herself. Thus in the first part of the text she acts emotionally, like speculating on person’s wish to protect own health and property, sympathy to a boy, who had been deprived of his candies, etc. She manipulates with human greed, self-defence reflexes, contradicts the hypocrisy of the opponent: everything that seems quite appropriate in a dialogue with â€Å"goodies†, but looks radical in the

The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Essay

The Reaction of Faculty Staff to Resident`s Feedback on Their Teaching Performance - Essay Example The abstract is well drafted, and it has outlined the methods used and the main findings. The research would have more information present the research problem clearly. It is not clear from the abstract where the research problem. It has stated the aim of the research paper which is to increase understanding on how the reaction of faculty staff to resident`s feedback on their teaching performance. It would be in helping to include a recommendation in this paper in order to know the next step of action. The paper presents two research objectives that are later structured into research questions. The research objectives that were structured by research questions are: how the faculty staff proceeds on receiving feedback and the factors that influence on their progression (Van der Leeuw 2011, p.2). The objectives seem to look at the progress after the feedback. The aim was to increase understanding in the reaction to feedback. The objectives should be in line with the objective of the study. The inclusion of an objective that explores more on how the nature of the feedback makes the faculty react would help create more insight. The research questions give the direction to be followed during the research process. The research problem is clearly stated, and it gives the rationale for the study, then there is a reliable system in place that provides feedback. The issue is responsiveness of the faculty staff to the feedback. This agrees with the work of Steinert et al. (2006, p. 498) that stated that the change in teaching behaviors after feedback was not frequently researched on. The literature is up to date as most of the references were recently giving information of the recent advances.