Free Measure for Measure Essays: Analysis of Acts V-VI :: Measure for Measure

Analysis of Acts V-VI of Measure for Measure One of the things that struck me as odd in Act V, Scene I is how Mariana seems to recognize the disguised Duke. I don't know if this means that the Duke has disguised himself as a friar in the past. Another thing that struck me odd in this scene is how soon Mariana agrees to the Duke's plan. Here is a stranger (Isabella) convincing a young woman (Mariana) to have sex under very mysterious circumstances with a man who has rejected her. The plan is very strange but Mariana agrees so quickly that its hard to see how it was possible for Isabella to give Mariana the full explanations of the reasons behind the ruse. The Duke tries to justify the whole scheme once again by saying that Angelo is Mariana's husband on a "pre-contract." In Act IV, Scene II I found it ironic that if Pompey becomes an executioner and stops being a bawd and prisoner he will better himself and become honorable. I also found it ironic that the Duke, Isabella, and Mariana are conspiring and deceiving Angelo but Angelo, in turn, deceives the three by stepping up the date of Claudio's execution. It is like practically everyone in the play is backstabbing someone else. It also seems like the Duke is concocting all these schemes to do "the right thing." First he has a plan to place Mariana in substitution of Isabella to sleep with Angelo and now he plans to have someone else beheaded to trick Angelo into thinking it's Claudio's head. It seems to me that the Duke is acting as immoral as the rest of the city and Angelo. He seems to go by the belief that the ends justify the means. Is he really better than Angelo? Upon first reading in Act IV, Scene III how the Duke lies to Isabella when he tells her that Claudio has been executed, I could not help but think how cruel the Duke is and how he may be taking his role of friar too far. I also thought that he would rather make others suffer unnecessarily just so he can be sure that his plan to "get" Angelo is successful. Act IV, Scene IV just reiterates the fact of how selfish Angelo is. While he does express regret for having executed Claudio he still justifies his decision by saying that had Claudio lived he may have sought revenge against Angelo.

Comparing the Intelligence of Women in Shelleys Frankenstein and Gould

Intelligence of Women in Shelley's Frankenstein and Gould's Women's Brains      Ã‚   Throughout history, women have always aimed for a recognized place in society. Centuries ago, people looked at the role of women in society as being sociologically inferior. Seeing the revival of the Feminist movement, which boldly opposes the stereotypical characteristics of women in society, on one hand, and promotes the elevation of women's status in society, on the other, one would not find it hard to believe the drastic differences in opinion of people on this issue. What is amazing is how these differences reflect upon scholarly works in science.      Ã‚  Ã‚  Ã‚  Ã‚   For example, in a play titled Frankenstein, based on a novel by Mary Shelley, Elizabeth Frankenstein is depicted as a woman of perfect and well-rounded personality in society. Taking into consideration that the novel was written in the 1817, when women were not even accepted as students in universities, as shown in the film, Mary Shelley presents Elizabeth Frankenstein both as a creative writer and a loving wife. Elizabeth   has deliberately symbolized Shelley's expectations of an independent woman. She is represented as intelligent, a creative writer, just like Mary Shelley herself, and a loving, caring and supporting wife. Also, in the novel, Elizabeth is portrayed as the type of woman, who always wants to strike a balance between work and family life. That is why, in her letters to Victor Frankenstein, she always reminds him to keep in touch with his family and write back to her. Mary Shelley's plot of portraying Elizabeth as a successful writer as shown in the film, a profession, then rather unusual for a woman and almost entirely dominated by males, suggest... ...e recognition, which Mary Shelley had always longed for in the nineteenth century.       Works Cited    Frankenstein by Mary Shelley. A play by Nick DiMartino, Direct. Moses Goldberg. Narr. Professor McNamar. Global Stage Production. WLIW21 Presentation. Class Movie.   HSS 100-022. Spring Semester, February 18, 2002. Gould, Stephen J. "Women's Brains." Fields of Reading. 6th ed. Ed. Nancy R. Comley et al. New York: St. Martin's, 2001. India, Sehat. "Women Are Biologically Superior to Men, Say Doctors." http://www.sehatindia.com/NEWS3.HTM Martin, Emily. "The Egg and the Sperm." Fields of Reading. 6th ed. Ed. Nancy R. Comley et al. New York: St. Martin's, 2001. Shelley, Mary.   "From   Frankenstein."   The Example of Science.   Ed. Robert E Lynch and Thomas B. Swanzey.   New York: Pearson Publishing, 2000.   152-156. Sohail 2   

Psychopathy Influences and Factors Essay

Psychopathy has been around for hundreds of years and with a variety of names. In the early 1800s it was considered â€Å"moral insanity† and was based on the antisocial and nonconformity of individuals in society, but not necessarily criminal (Vitacco, Neuman & Jackson, 2005). Today, the same description holds true to some extent. Merriam-Webster (2008) defines psychopathy as â€Å"a mental disorder† showing symptoms of insensitive and antisocial behavior. In the early view this disorder was viewed as just a deficit of character, where today, psychopathy is viewed as a treatable disorder that has ties to violent and non-violent behaviors (Ross, Benning, & Adams, 2007). By the early 1940s, a set standard of 16 criteria was used to diagnose this moral insanity or psychopathy. This diagnosis tool was focused on the behavior and personality traits and actions of the person, but had not been viewed as a factor in studying criminal behavior (Vitacco, Neuman & Jackson, 2005). This early 20th Century research in the field of psychopathy, it has blossomed and grown in to a psychological field of science all its own. In the 1980s the Psychopathy Checklist (PCL) which listed the criterion from the initial research as well as new criterion for a total of 20 characteristics. The PCL was used on prisoners and criminally hospitalized people to show a correlation between psychopathy tendencies, and crime and violence. Eventually the PCL was modified a bit more to include the Psychopathy Checklist: Screening Version (PCL:SV), Psychopathy: Revised (PCL:R), and the Psychopathy Checklist: Youth Version (PCL:YV). All of these checklists have one thing in common; each can be used as a prediction tool in the relation of psychopathy traits and criminal activity (Reid, & Gacono, 2000; Ross, Benning, & Adams, 2007;Schmidt, McKinnon, Chattha, & Brownlee, 2006; Vitacco, Neumann, & Jackson, 2005; Vitale, Brinkley, Hiatt, & Newman, 2007; Wormith, Olver, Stevenson, & Girard, 2007). In just about every study there are four factors that are considered basic traits of the psychopathy personality. These four factors are found as predictors in each of the PCLs used in today’s psychopathy research. The traits include interpersonal detachment, affective disorders, non-conforming behavioral traits, and general antisocial actions (Reid, & Gacono, 2000; Ross, Benning, & Adams, 2007;Schmidt, McKinnon, Chattha, & Brownlee, 2006; Vitacco, Neumann, & Jackson, 2005; Vitale, Brinkley, Hiatt, & Newman, 2007; Wormith, Olver, Stevenson, & Girard, 2007). While most of the recent research has been used mainly on the male populations in prisons, juvenile institutions and psychiatric hospitals, the researchers who long believed the standard set did not fit with the female personality have begun to change the mindset. Many demographic factors including gender and race are being used to determine correlations and causes of the psychopathy personality. Psychopathy and Female Gender In more recent years, there has been an insurgent amount of research based on the psychopathy tendencies and predictability of female youth and adult offenders. The initial studies using any of the PCLs and including women as participants did not show a significant correlation between the psychopathic female and criminal behavior. However, more and more studies are showing correlations between and the prediction of criminal behavior in adult and adolescent female individuals with psychopathy personalities. One study of mixed adolescents began with the assumption of female participants having underlying factors that are not accounted for in the normal questions of the CPL:YV. This assumption was based on the ideal of the differences in the development of female and male adolescents. This study discovered some interesting information. While it was unable to predict non-violent activities in male or female participants, the female participants had extreme values in the prediction of violent behavior. This was one of the first studies including females that proved it would be used reliable for prediction of female violence (Schmidt, McKinnon, Chattha, & Brownlee, 2006). In fact, the mean association with female prediction was 21. 8 with a standard deviation of 5. 8, while male counterparts had a mean association with prediction of 22. 1 and a standard deviation of 6. 9.  This shows a correlation in the reliability of the predicting feature of this checklist in relation to female participants (Schmidt, McKinnon, Chattha, & Brownlee, 2006). There have also been studies on adult females with psychopathy traits that have found a decrease in intelligence with an increase in anxiety and psychopathic tendencies. This study allowed researchers to show the validity and reliability of the PCL:SV or PCL:R as a predicting too l in violent behavior and recidivism possibilities in both female inpatients and outpatients who participated in the study. Finally the task is not more just trying to understand the why and what of the male psychopath but the female psychopathy is gaining more ground and more research is being conducted now and in the future (Vitale, Brinkley, Hiatt, & Newman, 2007) Psychopathy and Race Within many of the same studies that are looking at female psychopaths, researchers are also declaring that race may be a factor in the onset of psychopathy tendencies. Most studies unfortunately, are coming up short with little significance in any correlation between race and psychopathic traits. In fact, the majority of the studies are showing a much higher significance in the correlation between gender and psychopathy than race and psychopathy (Reid, & Gacono, 2000; Ross, Benning, & Adams, 2007;Schmidt, McKinnon, Chattha, & Brownlee, 2006; Vitacco, Neumann, & Jackson, 2005; Vitale, Brinkley, Hiatt, & Newman, 2007; Wormith, Olver, Stevenson, & Girard, 2007). This does not mean that the researchers will stop working toward finding the cause especially if it is a demographic in nature. Today’s researchers are working long and hard to gain a better understanding of what is the true cause of psychopathy and if there are any signs that we can focus on when the child is still young. Psychopathy Treatments At this time, there is not known, end all, treatment for psychopathy. The reason for this is due to the number of factors that can attribute to the psychopathy traits. Just being antisocial is not psychopath and just being insensitive is not psychopath. The fact of the matter is that most psychopaths enter treatment just to quit almost immediately. The fact that the disorder is not associated with any practical or tangible pain or symptoms make this disorder easily ignored by the patient and the community. Without tangible repercussions, the treatment is meaningless and the individual returns to the actions of the past (Reid & Gacono, 2005). Another problem is that no psychiatric medications seem to work to change the inherent traits of the psychopath. Without the use of normal types of therapy and medication treatment of this disorder is extremely hard. The only treatment that seems to work with psychopaths is the extreme treatments with rigorous and unchangeable schedules such as â€Å"wilderness programs† and such that take the individual out of normal life and into a boot camp like setting with structure and guidance. However, this rigorous lifestyle is usually abandoned as soon and the program is over (Reid & Gacono, 2005). Recidivism of Psychopathy Personalities  Recidivism is basically the chance of a person returning to a way of life that is unacceptable, be the actions criminal, or just not acceptable to the community. In either case, a person who has been diagnosed with a psychopathy disorder is more likely to return to previous actions. In fact, the CPL:R is an incredibly accurate predictor of recidivism in persons with psychopathy tendencies. Studies have shown that a higher value in psychopathy and higher value in anxiety correlates with a lower intelligence value and a better chance of acting out in a violent way. If the violent action had been used previously, then the chance of recidivism was even more likely (Reid, & Gacono, 2000; Ross, Benning, & Adams, 2007;Schmidt, McKinnon, Chattha, & Brownlee, 2006; Vitacco, Neumann, & Jackson, 2005; Vitale, Brinkley, Hiatt, & Newman, 2007; Wormith, Olver, Stevenson, & Girard, 2007). Another study showed that many women with psychopathy tendencies also have what is called â€Å"selective attention abnormalities† that cause the women to exhibit violent and criminal actions. The action is not emotionally motivated but is an inherent deficit in the personality of the person (Vitale, Brinkley, Hiatt, & Newman, 2007). Conclusion In reality, more studies have to be conducted on psychopathy in mixed populations as well as single demographic variables. The field may have been around for over 200 years, but it is only now that science is catching up and finally giving some results that researches can use and help to treat this disorder (Reid, & Gacono, 2000; Ross, Benning, & Adams, 2007;Schmidt, McKinnon, Chattha, & Brownlee, 2006; Vitacco, Neumann, & Jackson, 2005; Vitale, Brinkley, Hiatt, & Newman, 2007; Wormith, Olver, Stevenson, & Girard, 2007). Psychopathy is not psychotic. There is a difference, but the violent tendencies are just below the surface, and the reason the traits are provoked is still widely unknown. The more research and the clearer the view of this disorder, the more help we can offer to those who are diagnosed in the future.

Examining the Consequences of School Bullying and Provocation

BULLYING A Research Paper Presented To Prof. Ma. Victoria R. Protacio City University of Pasay (CUP) In Partial Fulfillment Of the Requirements For English II Submitted by: Ailyn Catolico BPG 1-1 March 4, 2013 Table of Contents Pages I. Acknowledgment 1 II. Introduction 2 III. Body A. The Problem and its Background 4 * Statement of the Problem/Objectives 4 * How does it affect the teaching of the teachers in the future 6 * Why is it the topic important 6 * Implication for Future Teaching 7 * What led them to this research 7B. Compilation of Philippine Laws on Discipline and Punishment of Children 9 * The 1987 Constitution of the Republic of the Philippines 9 * Rights of the Accused 9 * Court Order for Disciplinary Measures 9 C. Methodology 10 D. Related Literature 11 * Local Literature 11 * Foreign Literature 12 IV. Conclusion 13 V. Definition of terms 15 VI. Reference/Bibliography AcknowledgementThe researcher’s wishes to express their deepest gratitude to the special people who have extended their assistance for the success of this study; The Almighty God, who is the source of life and strength of knowledge and wisdom. To the fellow classmates, for sharing their knowledge and idea in helping the researchers in the construction of the project and for their genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared. To the beloved parents and guardians for untiring love and support. The Lord and Savior Jesus Christ, this piece of work was heartily offered.Introduction The aim of this research was to determine the bullying and effects of it in classroom. Although it is not always obvious, students are bullied as early as elementary school. Instances of bullying make take place in school, during after-school programs, on the school bus, and in neighborhoods. This research focuses on the occurrence of bullying in classroom. It also focuses on ways to help students cope with the incidents of bullying. T he impact of bullying and victimization is assessed by taking into account the relative buffering effect of a positive relationship with one or both parents.Internalizing symptoms such as withdrawn behaviors, somatic complaints, and anxiety and depression. Bullying others directly by hitting, threatening, or calling names is not a significant predictor the poor mental and somatic health of youngsters, whereas indirect bullying (spreading rumors or not talking to someone on purpose) does significantly predict anxiety and depression, as well as withdrawn behaviors. The negative impact of victimization and bullying is buffered by youngsters’ positive relationship with one or both parents.Recommendations are provided with regard to possible intervention strategies underlying the importance of distinguishing between different forms of bullying and victimization and providing social support in each different case. Unfortunately, bullying is an unavoidable part of life for children, but what it is the best way to deal with bullying so that both the bully and the victim can grow from the experience and become better people? Before this question can be answered, it is important to explore every aspect involved with bullying.Specifically, we need to look at everything that bullies do, the way it affects both the victim and the bully, and exactly how much bullying currently occurs in schools. Bullying is very frequent and since the beginning of time it has plagued schools all over the world. It is a major issue in today’s world and is well-worthy of discussion. Most of the time when people think of bullying going on in schools, one generic picture comes to mind; a big, scary boy coming along to a younger, punier child and saying, â€Å"Give me your lunch money dork! then the bully proceeds to turn the victim upside down to empty his pockets for lunch money. However, bullying is not always that simple, and there does not necessarily need to be physical viol ence involved in order for something to be considered bullying. The Problem and its Background Statement of the Problem/Objectives There are different types of bullies that are common in schools today; physical bullies, verbal bullies, and relational bullies. Physical bullies are just what they sound like, physical.These types of bullies tend to hit, kick, punch, shove, or use any other type of physical exertion of energy towards other. Verbal bullies are the types of bullies that use harsh words such as name-calling, insults, racial comments, or comments about another student’s physical appearance in order to degrade their victim. Verbal bullying is the most commonly reported type of bullying. Finally, relational bullies will act by singling out their victim from their peer group. This is mostly done by the bully using verbal threats or spreading undesirable rumors about their victims.While these types of bullying are not necessarily the stereotypical pictures that come to m ind when thinking about bullies, they are all very serious and can possibly have some serious detrimental effects on both parties involved. This research was to investigate the impact of physical, verbal and social bullying in school, thereby improving the knowledge base and insight of counselors who work with victims of bullying. The study was feasible, as it was within the financial and practical means of the researcher. This quantitative study endeavored to answer the following research question: * What is the impact of bullying in the students? Is bullying in school a normal part of life? * Do the independent variables – perceptions of school climate variables and school membership (the school a student attends) – have a significant relationship with the students reporting being involved in bullying at all, whether as a bully or as a victim? The problem of bullying at school is a complex problem that emerges from social, physical, institutional and community contex ts, as well as the individual characteristics of the students who are bullied and victimized (Swearer & Doll (2001)).A useful framework for understanding bullying is Bronfenbrenner’s ecological system theory (1979; 1993). When the ecological perspective is applied to bullying, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment. How students perceive all these factors will be referred to as school climate in thus study. Families, cultural factors, and even community factors also play a role in the occurrence of the bullying interaction.The ecological system theory, as conceptualized by Bronfenbrenner, has been used to study complex behaviors of children and adolescents. Bronfenbrenner’s ecological system theory is a useful framework in this study for several reasons. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. Strength of framing this study using Bronfenbrenner’s ecological theory is that it takes into account not just the environment, but student’s perceptions of the environment.This is important, because it accounts for why two students in similar environments may exhibit wildly different behaviors (Thomas, 1996). In summary, bullying is best conceptualized as intrinsic factors in the student interacting with the social environment, which then serves to reinforce bullying and/or victimization behaviors. Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.How does it affect the teaching of the teachers, and how wil l it affect the teaching of the teachers in the future? One of core beliefs as students is that students need a safe, comfortable environment in order for learning to occur. The researcher feels that if students are being bullied in school and in school-related situations, then their attention is not focused primarily on learning; it is divided between academics and concern about negative social situations that are associated with schools.In order to create a safe environment where the students can thrive as learners, they have decided to inquire into a phenomenon that often precludes students from thriving – bullying. It is their hope and intention that by learning more about the phenomenon of school bullying, they can take measures to prevent bullying in schools. These preventative measures include fostering positive attitudes and empathy in schools to reduce the occurrence of bullying that the students face and teach those coping strategies with which they feel comfortable using when they are bullied.Why is it the topic important? In the past, bullying was considered a part of growing up; now, psychologists are warning parents and teachers that bullying is a problem that could result in serious consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people have not changed their thinking from that of the past – which bullying is simply a part of growing up, and kids need to learn to deal with it. They want you to believe that if cognitions about bullying were changed, the occurrence of bullying would decrease.They would agree: â€Å"If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausible that they will engage in more of these behaviors. † The opposite would likewise be true – if students attend a school where bullying is not accepted, then it is possible that there will be fewer occurrence of bullying in that school over time. Implica tion for Future Teaching From this research, they want you to learned several things about the practice as students.They want you have a good communication between home and school so that parents and teachers understand your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you will feel comfortable sharing your feelings with us and to your parents and teachers, and you will model giving compliments and have your practice giving compliments to your parents in order to help facilitate more frequent use of the compliment and proposal study. You can also try using other activities in the meetings to help the students understand the different aspects of the bullying problem.You can use role play scenarios to give the students the opportunity to practice their responses to bullying situations and to help them understand how it feels to be â€Å"in the shoes† of everyone involved in a bullying situation. They also want you to realize that no matter what school levels we are, it will be important to address these issues as well as other issues such as general community-building and character education in order to guide the students to appropriate social behaviors. What led them to this research?They have been interested in bullying since they heard it in news. They were originally interested in how teachers and school staff helped children to cope with and understand the effects of bullying in schools. In their research for this, they found that many teachers were using similar strategies for coping with bullying. Their interest narrowed down to bullying in schools. The more they earned about bullying, the more interested in it they became because bullying is so embedded in our society that many adults and children do not recognize its many forms.Manifestations of bullying are overt as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, but bullying also includes covert behaviors such as spreading rumors and social exclusion. At the end of their secondary school, they submitted an honors thesis proposal indicating research topic for senior honors thesis for the High School. They continued to do more research and read books and articles about the topic of bullying. The literature suggests that bullying is a salient problem in the country, ven in elementary school, and it can have negative effects later in life. According to the article â€Å"Bullying: Facts for schools and parents,† â€Å"bullying is the most common form of violence in our society† (Cohn & Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks’ article â€Å"Bullying in schools† states that there is a strong correlation between bullying during school years and having criminal or legal problems in adulthood (1997).As a people who were educated in the Philippines, they can a ttest to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a secondary high school for the entire year, they realized that not only did they need to think of ways to help children cope with bullying situations in their own lives; they needed to also consider ways to prevent it from occurring.After some thinking, they decided that if they could find a way to foster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully someone because they can imagine what it must be like to â€Å"be in that person’s shoes†. Compilation of Philippine Laws on Discipline and Punishment of Children THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILLIPINES The 1987 Constitution of the Philippines (Constitution) is the supreme written law in the countr y and it serves as the basic framework for any act or rule of any branch or agency of the government.All laws must comply with its provisions, otherwise it will be declared as void. Hence, it is necessary to refer to the Constitution and examine how it views the development of children in the context of the family and educational institutions. Rights of the Accused The Bill of Rights (Article III, Constitution) enshrines the rights of any person, including children in conflict with the law, under investigation for the commission of an offense. Article III, Section 12 specifically prohibits the following: 2. No torture, force, violence, threat, intimidations, or any other means hich vitiate the free will shall be used against [any person under investigation for the commission of an offense]. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. Court Order for Disciplinary Measures As a means of assisting parents in imposing discipline on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, entity or institution exercising parental authority, may file a petition before the proper court of the place where the child resides, for an order providing for disciplinary measures over the child.The article also provides that the â€Å"child shall be entitled to the assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall be conducted wherein the petitioner and the child shall be heard. † The court is authorized to adopt such other measures as it may deem just and proper, including the â€Å"commitment of the child children’s homes duly accredited by the proper government agency. † Related Literature Upon researching the bullying and how it has become a common issue in schools today, the following literature was found through the search.To address the issue of bullying, the interventions and roles of school counselors ne ed to be considered. In order for this to be done, a clear understanding of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act needs to be addressed. Local Literature In 2001, the United Nations General Assembly, upon the request of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution.The study seeks to provide an in-depth global picture of violence against children as well as propose clear recommendations for the improvement of legislation, policy, and programmed relating to the prevention of and responses to violence against children. Save the Children UK in the Philippines was greatly involved in the research initiatives of the Alliance on the physical and emotional punishment of children through its Research on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in Metro Manila.The research provides information on: (1) What children think about physical punishment; (2) The types of punishment inflicted on children; (3) The context of punishment (settings such as homes, schools, streets, institutions, and juvenile justice); (4) Who punishes children and why; (5) What adults think about physical punishment and discipline; and (6) Local means of non-violent conflict resolution, which can be used in programme interventions and advocacy (Save the Children UK, 2006).According to the National Parent Teacher Association (2000) research has shown that effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, according to Helen Phillips, San Diego, the age at which kids first fall victim to bullying could influence how strongly they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are hurt the most in the long term.Bullying can have long-lasting effects, but particularly when it begins in adolescence, the researchers say. People subjected to either verbal or physical bullying are known to be at greater risk for developing depression, anxiety disorders or to behave violently. But not everyone reacts in this way. Children bullied for the first time before they hit puberty seem to get over it, but those are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping. Much research has been devoted to the subject of parental involvement and how it affects the lives of children.Major legislation such as the Goals 2000, the Educate American Act and the reauthorization of the Elementary and Secondary Act (ESEA) have made parental involvement a national priority (Kyle, McIntyre, Miller, & Moore 2002). Methodology This research will address a problem that facing c hildren of all ages; this serious issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further studied are what causes bullies to bully peers and how victims cope with the way they are being treated by classmates at school.When teens bully, it is likely they are experiencing some sort of personal problem that needs treatment, and those who are victims develop problems that need to be treated. All students who are involved with bullying, regardless of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies face can affect society as a whole since they can lead to more violent acts, suicides, and an increase in substance abuse.The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better understandings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims’ issue. The information gathered can potentially be useful in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given concluded: Bullies react aggressively in response to provocation or perceived insults or slights.It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from other. Bullying negatively affects both the child being victimized and the child who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Children who are bullied can suffer from low self esteem and other emotional problems and children who do the bullying are much more likely to have problems with drugs and alcohol later in life.The victims of bullies often loose self e steem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them.Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with bully’s parents. Often they are unaware of their child’s behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others.If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is vital to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children safe and happy. A higher quality of life for students where they can focus on their academics at school rather than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can oftentimes be linked to childhood violence.Definition of Key Terms * Anxiety – a nervous feeling caused by fear that something bad is going to happen; worry. * Buffering – a person or thing that reduces a shock or protects somebody or something against difficulties. * Bully – a person who uses his or her strength or power to frig hten or hurt weaker people. * Bullying – is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. * Depression – to make somebody sad and without enthusiasm or hope. Detrimental – harmful. * Feasible – that can be done; practical. * Impact – a strong effect or impression. * Institution – an organization established for social, educational, religious, etc. purposes. * Intervention – to become involved in a situation, especially so as to prevent something happening or to try to help somebody. * Recommendation – to suggest a course of action; to advise something. * School – educational institution for pupils up to 19 years of age. Reference/Bibliography Website/Internet * http://www. olweus. rg/public/authors. page * http://www. google. com. ph/url? sa=t&rct=j&q=research%20paper%20about%20bullying&source=web&c d=5&cad=rja&sqi=2&ved=0CGwQFjAE&url=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. doc&ei=bsM1UaT4K4iOiAfv6IHgAg&usg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcA&bvm=bv. 43148975,d. aGc * http://www. slideshare. net/victoriasantos9822924/bullying * http://www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http://www. rb. se/eng/Programme/TheUNStudyonViolenceagainstChildren. htm Examining the Consequences of School Bullying and Provocation BULLYING A Research Paper Presented To Prof. Ma. Victoria R. Protacio City University of Pasay (CUP) In Partial Fulfillment Of the Requirements For English II Submitted by: Ailyn Catolico BPG 1-1 March 4, 2013 Table of Contents Pages I. Acknowledgment 1 II. Introduction 2 III. Body A. The Problem and its Background 4 * Statement of the Problem/Objectives 4 * How does it affect the teaching of the teachers in the future 6 * Why is it the topic important 6 * Implication for Future Teaching 7 * What led them to this research 7B. Compilation of Philippine Laws on Discipline and Punishment of Children 9 * The 1987 Constitution of the Republic of the Philippines 9 * Rights of the Accused 9 * Court Order for Disciplinary Measures 9 C. Methodology 10 D. Related Literature 11 * Local Literature 11 * Foreign Literature 12 IV. Conclusion 13 V. Definition of terms 15 VI. Reference/Bibliography AcknowledgementThe researcher’s wishes to express their deepest gratitude to the special people who have extended their assistance for the success of this study; The Almighty God, who is the source of life and strength of knowledge and wisdom. To the fellow classmates, for sharing their knowledge and idea in helping the researchers in the construction of the project and for their genuine apprehension, encouragement, patient and guidance and whose expertise and knowledge were generously shared. To the beloved parents and guardians for untiring love and support. The Lord and Savior Jesus Christ, this piece of work was heartily offered.Introduction The aim of this research was to determine the bullying and effects of it in classroom. Although it is not always obvious, students are bullied as early as elementary school. Instances of bullying make take place in school, during after-school programs, on the school bus, and in neighborhoods. This research focuses on the occurrence of bullying in classroom. It also focuses on ways to help students cope with the incidents of bullying. T he impact of bullying and victimization is assessed by taking into account the relative buffering effect of a positive relationship with one or both parents.Internalizing symptoms such as withdrawn behaviors, somatic complaints, and anxiety and depression. Bullying others directly by hitting, threatening, or calling names is not a significant predictor the poor mental and somatic health of youngsters, whereas indirect bullying (spreading rumors or not talking to someone on purpose) does significantly predict anxiety and depression, as well as withdrawn behaviors. The negative impact of victimization and bullying is buffered by youngsters’ positive relationship with one or both parents.Recommendations are provided with regard to possible intervention strategies underlying the importance of distinguishing between different forms of bullying and victimization and providing social support in each different case. Unfortunately, bullying is an unavoidable part of life for children, but what it is the best way to deal with bullying so that both the bully and the victim can grow from the experience and become better people? Before this question can be answered, it is important to explore every aspect involved with bullying.Specifically, we need to look at everything that bullies do, the way it affects both the victim and the bully, and exactly how much bullying currently occurs in schools. Bullying is very frequent and since the beginning of time it has plagued schools all over the world. It is a major issue in today’s world and is well-worthy of discussion. Most of the time when people think of bullying going on in schools, one generic picture comes to mind; a big, scary boy coming along to a younger, punier child and saying, â€Å"Give me your lunch money dork! then the bully proceeds to turn the victim upside down to empty his pockets for lunch money. However, bullying is not always that simple, and there does not necessarily need to be physical viol ence involved in order for something to be considered bullying. The Problem and its Background Statement of the Problem/Objectives There are different types of bullies that are common in schools today; physical bullies, verbal bullies, and relational bullies. Physical bullies are just what they sound like, physical.These types of bullies tend to hit, kick, punch, shove, or use any other type of physical exertion of energy towards other. Verbal bullies are the types of bullies that use harsh words such as name-calling, insults, racial comments, or comments about another student’s physical appearance in order to degrade their victim. Verbal bullying is the most commonly reported type of bullying. Finally, relational bullies will act by singling out their victim from their peer group. This is mostly done by the bully using verbal threats or spreading undesirable rumors about their victims.While these types of bullying are not necessarily the stereotypical pictures that come to m ind when thinking about bullies, they are all very serious and can possibly have some serious detrimental effects on both parties involved. This research was to investigate the impact of physical, verbal and social bullying in school, thereby improving the knowledge base and insight of counselors who work with victims of bullying. The study was feasible, as it was within the financial and practical means of the researcher. This quantitative study endeavored to answer the following research question: * What is the impact of bullying in the students? Is bullying in school a normal part of life? * Do the independent variables – perceptions of school climate variables and school membership (the school a student attends) – have a significant relationship with the students reporting being involved in bullying at all, whether as a bully or as a victim? The problem of bullying at school is a complex problem that emerges from social, physical, institutional and community contex ts, as well as the individual characteristics of the students who are bullied and victimized (Swearer & Doll (2001)).A useful framework for understanding bullying is Bronfenbrenner’s ecological system theory (1979; 1993). When the ecological perspective is applied to bullying, a bullying interaction occurs not only because of individual characteristics of the child who is bullying, but also because of actions of peers, teachers and school staff, and physical characteristics of the school environment. How students perceive all these factors will be referred to as school climate in thus study. Families, cultural factors, and even community factors also play a role in the occurrence of the bullying interaction.The ecological system theory, as conceptualized by Bronfenbrenner, has been used to study complex behaviors of children and adolescents. Bronfenbrenner’s ecological system theory is a useful framework in this study for several reasons. This ecological system theory takes into account that the student is not merely acted upon by the environment. The student is both active and reactive. Strength of framing this study using Bronfenbrenner’s ecological theory is that it takes into account not just the environment, but student’s perceptions of the environment.This is important, because it accounts for why two students in similar environments may exhibit wildly different behaviors (Thomas, 1996). In summary, bullying is best conceptualized as intrinsic factors in the student interacting with the social environment, which then serves to reinforce bullying and/or victimization behaviors. Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.How does it affect the teaching of the teachers, and how wil l it affect the teaching of the teachers in the future? One of core beliefs as students is that students need a safe, comfortable environment in order for learning to occur. The researcher feels that if students are being bullied in school and in school-related situations, then their attention is not focused primarily on learning; it is divided between academics and concern about negative social situations that are associated with schools.In order to create a safe environment where the students can thrive as learners, they have decided to inquire into a phenomenon that often precludes students from thriving – bullying. It is their hope and intention that by learning more about the phenomenon of school bullying, they can take measures to prevent bullying in schools. These preventative measures include fostering positive attitudes and empathy in schools to reduce the occurrence of bullying that the students face and teach those coping strategies with which they feel comfortable using when they are bullied.Why is it the topic important? In the past, bullying was considered a part of growing up; now, psychologists are warning parents and teachers that bullying is a problem that could result in serious consequences for victims and bullies alike. One reason that bullying is a problem in schools is because people have not changed their thinking from that of the past – which bullying is simply a part of growing up, and kids need to learn to deal with it. They want you to believe that if cognitions about bullying were changed, the occurrence of bullying would decrease.They would agree: â€Å"If students attend schools in which bullying behaviors are accepted by adults and peers, it is plausible that they will engage in more of these behaviors. † The opposite would likewise be true – if students attend a school where bullying is not accepted, then it is possible that there will be fewer occurrence of bullying in that school over time. Implica tion for Future Teaching From this research, they want you to learned several things about the practice as students.They want you have a good communication between home and school so that parents and teachers understand your beliefs as students and that they feel the schools should be a safe environment in which you can learn. This way, you will feel comfortable sharing your feelings with us and to your parents and teachers, and you will model giving compliments and have your practice giving compliments to your parents in order to help facilitate more frequent use of the compliment and proposal study. You can also try using other activities in the meetings to help the students understand the different aspects of the bullying problem.You can use role play scenarios to give the students the opportunity to practice their responses to bullying situations and to help them understand how it feels to be â€Å"in the shoes† of everyone involved in a bullying situation. They also want you to realize that no matter what school levels we are, it will be important to address these issues as well as other issues such as general community-building and character education in order to guide the students to appropriate social behaviors. What led them to this research?They have been interested in bullying since they heard it in news. They were originally interested in how teachers and school staff helped children to cope with and understand the effects of bullying in schools. In their research for this, they found that many teachers were using similar strategies for coping with bullying. Their interest narrowed down to bullying in schools. The more they earned about bullying, the more interested in it they became because bullying is so embedded in our society that many adults and children do not recognize its many forms.Manifestations of bullying are overt as well as covert. The physical bullying and verbal harassment are considered overt forms of bullying, but bullying also includes covert behaviors such as spreading rumors and social exclusion. At the end of their secondary school, they submitted an honors thesis proposal indicating research topic for senior honors thesis for the High School. They continued to do more research and read books and articles about the topic of bullying. The literature suggests that bullying is a salient problem in the country, ven in elementary school, and it can have negative effects later in life. According to the article â€Å"Bullying: Facts for schools and parents,† â€Å"bullying is the most common form of violence in our society† (Cohn & Canter, 2003, p. 1). Although bullying has negative consequences for everyone involved in a bullying situation, Banks’ article â€Å"Bullying in schools† states that there is a strong correlation between bullying during school years and having criminal or legal problems in adulthood (1997).As a people who were educated in the Philippines, they can a ttest to having different types of bullying experiences throughout school, and they believe that most people would admit to experiencing a bullying situation at some point in their life. Considering their position as a secondary high school for the entire year, they realized that not only did they need to think of ways to help children cope with bullying situations in their own lives; they needed to also consider ways to prevent it from occurring.After some thinking, they decided that if they could find a way to foster empathy in schools, then the students would feel compassionate toward victims of bullying and come to their aid, as well as not want to bully someone because they can imagine what it must be like to â€Å"be in that person’s shoes†. Compilation of Philippine Laws on Discipline and Punishment of Children THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILLIPINES The 1987 Constitution of the Philippines (Constitution) is the supreme written law in the countr y and it serves as the basic framework for any act or rule of any branch or agency of the government.All laws must comply with its provisions, otherwise it will be declared as void. Hence, it is necessary to refer to the Constitution and examine how it views the development of children in the context of the family and educational institutions. Rights of the Accused The Bill of Rights (Article III, Constitution) enshrines the rights of any person, including children in conflict with the law, under investigation for the commission of an offense. Article III, Section 12 specifically prohibits the following: 2. No torture, force, violence, threat, intimidations, or any other means hich vitiate the free will shall be used against [any person under investigation for the commission of an offense]. Secret detention places, solitary, incommunicado, or other similar forms of detention are prohibited. Court Order for Disciplinary Measures As a means of assisting parents in imposing discipline on a child, Article 223 provides that parents or, in their absence or incapacity, the individual, entity or institution exercising parental authority, may file a petition before the proper court of the place where the child resides, for an order providing for disciplinary measures over the child.The article also provides that the â€Å"child shall be entitled to the assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall be conducted wherein the petitioner and the child shall be heard. † The court is authorized to adopt such other measures as it may deem just and proper, including the â€Å"commitment of the child children’s homes duly accredited by the proper government agency. † Related Literature Upon researching the bullying and how it has become a common issue in schools today, the following literature was found through the search.To address the issue of bullying, the interventions and roles of school counselors ne ed to be considered. In order for this to be done, a clear understanding of how prevalent bullying is, the intervention strategies used, and the roles that school counselors play in this terrifying act needs to be addressed. Local Literature In 2001, the United Nations General Assembly, upon the request of the Committee on the Rights of the Child, called for the conduct of an in-depth study on violence against children through a resolution.The study seeks to provide an in-depth global picture of violence against children as well as propose clear recommendations for the improvement of legislation, policy, and programmed relating to the prevention of and responses to violence against children. Save the Children UK in the Philippines was greatly involved in the research initiatives of the Alliance on the physical and emotional punishment of children through its Research on the Physical and Emotional Punishment of Filipino Children, which was conducted in Cebu City in the Visayas and in Caloocan City in Metro Manila.The research provides information on: (1) What children think about physical punishment; (2) The types of punishment inflicted on children; (3) The context of punishment (settings such as homes, schools, streets, institutions, and juvenile justice); (4) Who punishes children and why; (5) What adults think about physical punishment and discipline; and (6) Local means of non-violent conflict resolution, which can be used in programme interventions and advocacy (Save the Children UK, 2006).According to the National Parent Teacher Association (2000) research has shown that effectively engaging parents and families in the education of their children has the potential to be far more transformational than any other type of educational reform. Foreign Literature In October 2004, according to Helen Phillips, San Diego, the age at which kids first fall victim to bullying could influence how strongly they are affected, suggests a new study. And, surprisingly, it is not the youngest kids who are hurt the most in the long term.Bullying can have long-lasting effects, but particularly when it begins in adolescence, the researchers say. People subjected to either verbal or physical bullying are known to be at greater risk for developing depression, anxiety disorders or to behave violently. But not everyone reacts in this way. Children bullied for the first time before they hit puberty seem to get over it, but those are victimized for the first time late on in puberty seem to become more aggressive or are more likely to turn to drink as a means of coping. Much research has been devoted to the subject of parental involvement and how it affects the lives of children.Major legislation such as the Goals 2000, the Educate American Act and the reauthorization of the Elementary and Secondary Act (ESEA) have made parental involvement a national priority (Kyle, McIntyre, Miller, & Moore 2002). Methodology This research will address a problem that facing c hildren of all ages; this serious issue is bullying. The problem of bullying in schools is an important issue that needs to be further addressed. The specific aspects of bullying that need to be further studied are what causes bullies to bully peers and how victims cope with the way they are being treated by classmates at school.When teens bully, it is likely they are experiencing some sort of personal problem that needs treatment, and those who are victims develop problems that need to be treated. All students who are involved with bullying, regardless of whether they are bullies or victims, need interventions before more serious issues develop. The problems both victims and bullies face can affect society as a whole since they can lead to more violent acts, suicides, and an increase in substance abuse.The more that is known about the issues associated with bullying, the more social workers can do to prevent it and develop better understandings of how to treat bullies and victims. This research will further explore causes of bullying behaviors and the coping mechanisms victims’ issue. The information gathered can potentially be useful in raising awareness on this topic and for creating new policies on bullying. Conclusion Based on the findings, the following conclusions are given concluded: Bullies react aggressively in response to provocation or perceived insults or slights.It is unclear whether their acts of bullying give them pleasure or are just the most effective way they have learned to get what they want from other. Bullying negatively affects both the child being victimized and the child who is the bully. There are always short-term affects and if the bullying is severe enough there can also be long term effects. Children who are bullied can suffer from low self esteem and other emotional problems and children who do the bullying are much more likely to have problems with drugs and alcohol later in life.The victims of bullies often loose self e steem, start having trouble in school, and withdraw from friends and activities. If it is not stopped and continues for long enough, children can suffer these problems permanently. Not being able to understand the harm they do to themselves, psychopathic bullies are particularly dangerous. Bullying should not be taken lightly as it can cause serious problems for all the children involved. Being bullied is a very stressful ordeal for children. Many bullying victims are reluctant to talk about their experiences making it even harder to help them.Never tell the child just to ignore the bullying. They will feel as if you are just going to ignore it and they should not have bothered to tell in the first place. Make contact with bully’s parents. Often they are unaware of their child’s behavior and will want to help work with you to make positive changes. Do not allow your child to hang around empty playgrounds or stay late at school alone. Teach them to always use the buddy system. Sometimes children exhibit certain behaviors that irritate or provoke others.If this is the case, help the child to find more suitable ways to interact with friends and peer groups. Bullying will forever plague schools all over the world and it is vital to know ways in which teachers and parents can work together in order to lessen the blow bullying has on society, and keep our children safe and happy. A higher quality of life for students where they can focus on their academics at school rather than on bullies will provide them with less stressful lives and prevent many of the problems, such as depression and suicide, which can oftentimes be linked to childhood violence.Definition of Key Terms * Anxiety – a nervous feeling caused by fear that something bad is going to happen; worry. * Buffering – a person or thing that reduces a shock or protects somebody or something against difficulties. * Bully – a person who uses his or her strength or power to frig hten or hurt weaker people. * Bullying – is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. * Depression – to make somebody sad and without enthusiasm or hope. Detrimental – harmful. * Feasible – that can be done; practical. * Impact – a strong effect or impression. * Institution – an organization established for social, educational, religious, etc. purposes. * Intervention – to become involved in a situation, especially so as to prevent something happening or to try to help somebody. * Recommendation – to suggest a course of action; to advise something. * School – educational institution for pupils up to 19 years of age. Reference/Bibliography Website/Internet * http://www. olweus. rg/public/authors. page * http://www. google. com. ph/url? sa=t&rct=j&q=research%20paper%20about%20bullying&source=web&c d=5&cad=rja&sqi=2&ved=0CGwQFjAE&url=http%3A%2F%2Feportfolios. ithaca. edu%2Fcmoses1%2Fdocs%2Fbullying. doc&ei=bsM1UaT4K4iOiAfv6IHgAg&usg=AFQjCNEwrr4Ecj-700ei_BMFwMutkTIhcA&bvm=bv. 43148975,d. aGc * http://www. slideshare. net/victoriasantos9822924/bullying * http://www. ed. psu. edu/educ/pds/teacher-inquiry/2006/plackek. pdf * http://www. rb. se/eng/Programme/TheUNStudyonViolenceagainstChildren. htm

Antislavery Movement Before 1830 and the Abolitionist Movement After 1830 Essay

The status of women, African Americans, and Native Americans did not change after winning the American Revolution. Although after the American Revolution winning the status of women didn’t change, because of what they had stood up for. The status of women did not change, because of what each Americans group had done to make it not change after the winning of the American Revolution. The African American women had been slaves during the American Revolution until then but the African American women had traded, provided things for families, and worked together during the American Revolution. They also showed what women can do just like the men can. The Native Americans which were Indians did not change, because of their tribute, trading, providing materials, and that some of their husbands had to fight in the American Revolution war. They wanted to things that every woman has to do, so that the people could know their status of American women. The African American women did not change, because of the things they did to make their status different from the other American women. The African American women were slaves during the American Revolution it was just a few of them. The African American women didn’t change anything about their status or anything before or after the winning of the American Revolution when they found out about it. The African American had been through a lot to tell their status of women and why they were a part of the women status. The Native American did not change after the winning of the American Revolution, because they didn’t really have anything to do besides protect their tribes and be a family since some of their husbands had to go and fight in American Revolution. The Native American women protected their tribes and families, so that it wasn’t gone get damaged during the Revolution. They didn’t want them to get hurt and lose them. The Native American also stood up for what they had to do as a status of a women which was a good thing that they decided to do to become a status of a women before and after the winning of the American Revolution. The Status of women was important and did not change, because of what the different races of women did. The status of women had their reasons which were right to not change after the winning of the American Revolution. I would have loved to be a part of the status of women back during the American Revolution.

Humanities and Architecture †Gio Ponti Essay

Sculpture is created by merging durable or plastic material, commonly stone either rock or marble, limestone, ivory, and/or granite. Sculptures are created through carving and/or assembled, built together and welded, or molded by sculptors. In addition, sculptures are three-dimensional art-work that can be seen commonly in public places. In renaissance period, many sculptors were known in Europe. Some of the sculptors known in continental Europe were Giovanni and Michelangelo. Example of a sculpture is the Pantheon that was made by Marcus Agrippa, a Roman sculptor. On the other hand, architecture can be defined through as process and as a profession. As a process, architecture is the act of drafting and constructing buildings and other physical structures, principally to draft buildings. In literary context, architecture takes into account more of the designs of the structures. From the macro level of how a building combines with its surrounding landscape (e. g. rural design, and landscape architecture) to the micro level of construction details and, sometimes, furniture, architecture plays a major role in its construction. Basically, architecture is the activity of drafting any variety of system. System integration Merging architecture and sculpture in modern world is called Archi-Sculpture. Innovations applied in construction and project designs through modern day technologies and discoveries new materials allowed architects to draft buildings with sculpture type designs. One of the purpose of mixing architecture and sculpture in buildings make sense in designing structures that are historical, exquisite and scenic depending on the type/kind of buildings. Example of structures in which Archi-sculpture can be seen includes Sagrada Familia in Barcelona and Crypt of the Church of Colonia Guell by Gaudi. Implicitly, sculpture and architecture are two different areas of studies which are overlapping in nature. Sculpture became more useful and tectonic, making a link with the geometric designs which are fundamentals of architecture. Likewise, architecture became revolutionary with the used of sculptural concepts and/or ideas. In example, the dramatic architecture of R. Steiner defined the propinquity between anthropomorphous architecture and figurative sculpture. In our modern day living, the Blob architecture of Greg Lynn and Lars Spuybroek are examples of Archi-sculpture. The pre-World War II era (1900’s) was recognized as the Age of Sculpture, today. In the history of architecture, the curved walls in Gallery exemplify a good example of sculptural style in modern day structural design. On the whole, sculpture and architecture are two different studies that can be mixed, wherein statues and buildings complement to each other, designs and drafts could include sculpture concepts, and sculptures are better seen along and within structures. Demarcation between sculpture and architecture Sculptors are the laborers of their own work. They are the ones who carves, mould rocks, stones, and marbles to make statues and figures. Unlike architects, they are only responsible for the design of the buildings. They are not the ones who make the buildings; the engineers are the ones who implement/follow the designs of the architects. In addition, sculptures are more of aesthetics, beautifications, historical and part of culture. Architecture focus on how to design structures, involves drafting, used of materials, designs, used of geometric forms, and concerns with space. While the rationale of sculpture is to entertain, architecture’s focal point is to create/draft structures. Consequently, sculpture is more of subjective (art) than objective nature (and vice versa for architecture concepts). Gaudi and Mies architectural style Gaudi’s gothic architecture was remembered as stylistic insult during the later part of renaissance. It was described with pointed arch, the ribbed vault and flying buttress. Many of the old churches, universities, castles, and palaces were designed using gothic architecture. The Sagrada Familia, one of Gaudi’s greatest designs, combines sculptural and architectural ideas. Until today, the construction of Sagrada Familia is still continuing. With the project’s vast scale and peculiar design, Barcelona made its way in top tourist attractions in the world. Its style was celebrated as irregular and fantastically obscure. Gaudi’s architectural style describes a complete and straightforward method, providing an example of the spontaneous and basic methods. His artistic style allowed him to attain balanced forms comparable to which nature offers. Gaudi’s architecture portrays the totality of his artistic contribution of combining materials, methods and poetics (which is sculptural). His approach to furniture design was a graceful spatial continuum that goes beyond structural expression and integrates with the sculptural idea. Conversely, Mies structural designs of traditional custom houses were pulled away by critics/progressive theorists for attaching historical ornament unrelated to a modern structure’s underlying construction. The earth-resting structure of Mies defies the concept of earth-rooted type of architecture. Critics suggest Mies designs which do not reflect to the environment. The structures built by him do not complement with the landscape or the environment itself. Mies architectural designs are more of an isolated type of structures which doesn’t fit to most of the people’s interest. Earth-resting architecture does not relate to the earth or landscape of the buildings which appears to be off-nature to the progressive theorists/critics of Mies.

Early Childhood Care and Education Assignment Example | Topics and Well Written Essays - 3500 words

Early Childhood Care and Education - Assignment Example Both were fond of reading books. At this young age, Margaret's first encounter with the schools in Iverness left a lasting impression in her mind. The children were given Corporal punishment for bad behaviours; basic sanitation, water facilities and hygiene were not maintained in the class rooms and in the surroundings. Except academics importance was not given to other aspects of child development either physical or emotional. This resulted in an insecure feeling and stress in the children. Where the place of learning should be a pleasant one, it proved to be opposite for children. Margaret McMillan was deeply disturbed by this and could recall all these even at her old age. This also would have made her to work for the welfare of children when she faced young ones living in similar conditions at a later age .Jean McMillan who was very keen that the children got good education and worked hard to meet that goal died when Margaret was 17 years old. Margaret McMillan moved to London to train as a Governess for young girls and her sister stayed back for filial commitment towards their ailing grandmother. Margaret McMillan started working as a Superintendent for young girls in London. Around this time her sister Rachel also moved to London and stated to work in similar job. Prior to this Rachel McMillan got introduced to the Christian Socialist movement and got impressed and convinced with their principles. She started reading the groups newspaper Justice and liked the articles written for the young By Peter Kropotkin. She contributed to the socialist magazine. When she joined her sister in London in the year 1888, she convinced Margaret McMillan to join the Socialists. From this time on Rachel McMillan remained as great influence to her sister throughout her life. They both started attending the Socialist meetings and met important people in the group namely William Morris, Peter Kropotkin, and H.M.Hyndman who were instrumental in bringing the changes in the girls. Moved with their plight, they decided that basic education and awareness would enhance the lives of these people. They approached young working girls and offered to teach them in the evenings. Though the girls were not convinced, they attended the classes. But soon Margaret found out that they were not serious about learning and were coming for a sort of relaxation. The girls endured a very hard life at that young age and the hardships they suffered had completely changed their personalities. In 1892 the sisters shifted to Braford, the place which later came to be associated with Margaret McMillan's contribution to nursery education. Here they toured the industrial work places extensively to meet the people and could see the conditions of the children first hand. The infants and toddlers of the workers were totally neglected, child labour was prevalent and basic sanitation facilities were not available. Children were deprived of any medical facilities too. Here apart from the socialist movement, the sisters were drawn towards the Fabian movement which had an aim to construct a fair and just society with high moral values. Also they entered into politics by joining the Independent Labour Party which later helped Margaret to campaign for her goals towards the children welfare. At