Relationship between decoration and structure in architecture Essay

Relationship between decoration and structure in architecture - Essay Example Decoration refers to the process of making a construction aesthetical while structure refers to the basic features of the structures that enhance the usability and effectiveness of the constructions. The need to balance between the two is vital owing to the role and relevance of the two features in the appropriateness of constructions. Architectures must strive to uphold the two while recognizing the variation in the priorities that they must provide each of the two features as portrayed in the discussion below. Among the fundamental structural features, that architectures must consider in the design of a construction is safety. Structural, material and functional honesty is an architectural value that guides the operations of architectures as they design and carry out various constructions. Honesty of a construction refers to the ability of the construction to bear the load without self-destructing since such would endanger the lives of the users. The value dictates that a structure must display its true purpose and not be merely decoration. This implies that the value recognizes the need for constructions to be aesthetical. However, it gives priority to the functionality of structures. Before incorporating various decorative features into a construction, architectures must ensure that the structures are safe and uphold their actual value. In case a decoration is likely to threaten the safety of a construction, the value dictates that the architectures must overlook such decorative measure s. Honesty as a design value ensures that designers consider and employ appropriate features that will ensure that a structure is safe and stay functional for the time set during its design. When designing a story building for example, the designers must consider such vital features such as the height of the structure, which as well influences the depth of the foundation especially with appropriate consideration to the stability of the location. The

Adapting my cultural grammar in a new cultural context Essay

Adapting my cultural grammar in a new cultural context - Essay Example Theories of culture are also used by social groups to literally construct cultural ideological imagination for themselves and for others (Holliday 2013). Moreover, the concept of discourse is being employed widely as an instrument of analysis as far as cultural communication is concerned. Based on the cultural discourse, this is the point in which individuals are capable of negotiating, make sense of and practice culture (Holliday 2013). It is believed tat under these circumstances; issues about culture are well build, new grammar of culture practiced and understanding of cosmopolitan world achieved (Holliday 2013). I am Ukrainian, but Ive lived in England for 5 years. My own cultural development was based on three vey essential approach and practices I had to develop. The English culture I was living in was well established and dominant to other minorities like me. To begin with, I had to accept the fact that majority of the established theories of culture within the social setting I was living in was derived from western sources (Holliday 2013). This was also supplemented by the fact England is a major driving force in the current global politics, operating from a position of cultural economic and political dominance in relation to the rest of the world (Holliday 2013). For elaborate cultural development, living in England for five years was enough for me to adapt to the English culture of communication and lifestyle. Interaction with students who are England native speakers helped me adapt to English accent and mode of living. Improved grammar and pronunciation of terms are some of the key lessons I leant. The transition from Ukrainian-born to adapted English culture was not easy, but persistence and more communication interaction made it possible. By acknowledging that there is cultural diversity, it is important to note that before adapting to foreign cultural practices, one has to be

The evolution of writing and reading Essay Example | Topics and Well Written Essays - 1000 words

The evolution of writing and reading - Essay Example The earliest form it was developed out of pictographic symbols of objects, which we call pictographic writing. These Egyptians and Mesopotamians pictograms were just mere representations of the objects drawn, reading these symbols was only recognizing the representations of the objects. However, pictographic writing was independently developed in China during 1500 B.C. Later on, this form of writing slowly developed into ideograms (Gaur 16). Ideographic writing system is more of an abstract representation rather than a clear picture of objects. Unlike the earlier system, pictogram, ideograms represented images that had conventional meanings (Daniels and Bright 12). For instance, with the pictographic system, a picture of a star meant a star in the sky while in the ideographic system, a picture of a starry sky meant darkness because stars were normally seen at night. This development in the history of writing could be taken as an improvement in the development of the human intellect. When our ancestors invented writing, it was only a mere representation of objects but since the emergence of the ideographic writing system, they began thinking beyond what they saw. The earliest development of ideograms was in the East during the Bronze Age between 2500 B.C. and the first century B.C. During this development, experts found out that unlike the earlier form pictogram when our ancestors used their hands to draw symbols, they began using a wedged-shaped object in imprinting their writings in soft clay tablets (Daniels and Bright 15). In regards to the development of the human intellect that was shown through the emergence of ideographic writing that housed objects' abstract meaning, the use of a stylus was another notch higher than the earlier â€Å"handprint† style. This innovation showed progress in terms of how our ancestors before wanted to leave a more concrete proof of development in writing. â€Å"Sacred writing† or better known as the Egyptian hie roglyphic was the combination of the two earlier writing systems plus their sounds. Looking at in from today, the chronological order of our progress in writing seemed to be a systematic process of the development in the human brain. We may ask the reason behind it being not in a different order. Is this a natural way of development, considering that we, of course, learned sounds first before images? According to archeologists, anthropologists and other scientists, images were easier to express in writing than sounds even if oral communication was a natural instinct (Stuart 33). Another development in writing is logogram, which is the further progress towards figures. This form's graphemes represented words and was best known from the Japanese and Chinese systems. If we notice, this system is more complex than the other earlier forms of writing, which means that the human intellect again, indeed progressed. The emergence of the logogram can be seen as the basis of the modern alphabe t that we use today. How it has Changed? The emergence of technology surely made a big difference in our ways. Machines, automobiles, washing machines, computers, and the likes, seriously made a big impact in changing the lives of the people enslaved to them. The electronic mail or better known as email for instance, sends mails to other people across the globe in a snap. Unlike before, after the alphabet was invented, we used to write in scrolls and

Nonprofit Reflection Questions 1 Coursework Example | Topics and Well Written Essays - 500 words

Nonprofit Reflection Questions 1 - Coursework Example Likewise the leader of a non-profit organization must have extreme qualities and special qualities as compared to a leader of a usual organization because non-profit organizations require more than just being a leader. In a non-profit organization the head is not just entitled to lead the people but he has to effectively manage and take care of the limited financial resources and the increasing need of the people for shelter, food, etc. These non-profit organizations must have a very strong leadership for its sustenance. The leader must be multitalented; he must have decision making power, effective communication skills, tactical planning skills, financial management, etc. It is of utmost importance that leadership qualities must be taught to the leaders and heads of the non-profit organization so that the head can build the spirit of his team and motivate them to continue their efficient work and also attract and inspire the donors to continue donating funds and also make the board members and employees realize the importance and the value of the work they are doing (BoardSource, 2007). The different posts in the non-profit organizations have different responsibilities and the duties of the various posts must not be interchanged or mixed and if the duties are confused the organization cannot work properly. It is the responsibility of the board members and the chair of the board to have a proper check on the work of the employees and the ongoing projects. The basic duty of the board is to motivate the employees and keep the spirit of the employees warm and strong. It is also the duty of the board to arrange fund raisers, manage the finances, initiate different programs and grow the organization. The chief executive officer of any organization plays a major in fact the most important role in the management of the organization. The chief

Managing Exchange Rate Risk (SLP) Essay Example | Topics and Well Written Essays - 500 words

Managing Exchange Rate Risk (SLP) - Essay Example The discussion will begin with the statement that with respect to the proposed questions, taking Euro as the country’s currency and converting $90000 into Euro at the present rate. The present rate is USD/Euro = 0.7452, which gives Euro 67068 on the ongoing rate. Â  There is a mixed trend of the exchange rate, initially a decreasing trend from Nov30, 2011 to Dec2, 2011 then an increasing trend but still not close to what it was in the beginning of the week. It clearly shows volatility in the rates. When comparing daily values for the last week of December 2010, a clear decreasing trend is shown. It is reflecting the weakness of dollar value and the need to hedge the risk of losing value. While analyzing the trend in the last week of Dec 2009, it can be observed that there is a similar decreasing trend in the rates but an increase on the last day of the year. Hedging of Foreign exchange risk depends on the volatility in the exchange rates value of the currency with which the c ompany is doing business. A company working in Europe has to clearly identify the past trends of the USD/Euro in order to see the significant impact on its investment. After going through the trends and the decreasing value of the dollar, the company is very much prone to foreign exchange risk. The company should definitely hedge its currency to cover itself from negative fluctuations which might impact its financials. When a company operates internationally it is exposed to fluctuation in the exchange rates and it needs to hedge itself against it. When profit is to be exchanged in the domestic currency of operations, the negative changes in exchange rate impacts the profit. Similarly, when dealing with foreign exchange transaction and portfolio, an individual or a company is exposed to foreign exchange risk. In the above case, the trends clearly show that the company operating in Europe needs to hedge its currency in order to minimize the impact of exchange rate fluctuations.

A ball is dropped from affects the re-bounce of it Essay Example for Free

A ball is dropped from affects the re-bounce of it Essay Analysis:As the results and the graph attached overleaf shows, the line of best fit indicates that my prediction was correct, although due to experimental error it is not exact. However, as the end column displaying the percentage loses shows, although the percentage losses vary they are all around the same point. I think air resistance did have an affect and slow the ball down, this meant it was unable to pick up a lot of speed, meaning it didnt have much kinetic energy and what it did have was lost when it was still for a split second as it squashed; released more energy in the form of heat. Therefore the percentage loss increases near the end as the drop height increases. I think that my prediction about the percentage loss was right because the end column shows no big anomalies, which means that the ball was constantly losing the same amount of energy wherever I drop the ball. This indicates that the air resistance did not have as bid affect as I thought. Towards the end of my experiment, the graph shows a clear place where a factor influenced my results. The last three points are some what away form the trend of the rest; this could be because I had reached a point where terminal velocity concluded. I think this because they are significantly lower than the rest of the points. This leads me to believe that air resistance had an affect of the bounce height due to terminal velocity no longer being in control. These last results are anomalies as they do not follow the trend of the rest, and are notably away from the line of best fit. I would expect to get a result of approximately 22 when dropping from one metre; however I actually got about 21. 5. consequently, I believe Moreover, I expected that if I dropped it from 100cm it would be double that of the bounce from 50cm. This was incorrect, as 12. 3 x 2 does not equal 20. 407. I believe this was because in this case air resistance did have an affect, or the heat I expected to transfer from my hand did not, maybe due to it me doing the experiment in the middle of winter. On the other hand, in my prediction I stated that the bounce height would increase as the drop height increases, and the straight line defiantly shows this. In my opinion, at the end of the graph, the gradient increases causing a steeper end to the graph. This is probably because I did these heights at the end of the experiment, therefore the ball will have had time to warm up, causing the molecules inside to move around and make the outer edge of the ball harder, meaning it bounces higher. I believe that my graph does not have a very steep gradient due to that when I drop the ball higher; the friction against the air coincidently increased. I decided to draw my graph from the origin point, as that is the only point of the graph that is free of experimental error, as you cant drop a ball from nothing and expect it to bounce, as it has no GPE. Evaluation: Overall, I do not think this experiment was very reliable, as there were so many factors that were out of my control to manage. These were such things as the air temperature, the air resistance, heat, and the pressure inside the ball. The air temperature could have affected the activity of the molecules inside the ball, and brought into action the Kinetic theory. The kinetic theory is that of the molecules gaining more energy and exerting it on moving around, consequently colliding with each other and making the ball harder due to the increase in the pressure. This may have made the ball bounce harder as it got hotter through the experiment. Although I said pressure would be one of my controls, I did not take into account the pressure building up due to the heat transferred. Moreover, I could not control the air resistance, although this should have stayed constant, I cant be sure. If the air temperature increased through the experiment, maybe because of the body heat given off, it would mean that the air resistance increased. This is because the heat gives the molecules energy, so the ball would have to use more energy to push past them. This energy is then lost, and means that the ball does not have as much energy as it would if it were cooler. Furthermore, I think because we used our eyesight to determine the height of the re-bounce, this made our results even more unreliable. Yet, on-the-other-hand, I also think my results were as reliable as could I could get them. This is due to the limited time and equipment. For instance, because we used a clamp and stand to hold up the ruler, it made the results trustworthier than someone holding it up. Also, the only thing we varied was the height we dropped the ball, everything else was kept exactly the same, for example, the ball we used, and the surface we worked on. Whats more, I followed the procedure correctly and missed nothing out. I measured the height of the re-bounce from the bottom of the ball instead of the top, as when we dropped it the bottom was inline with the top of the ruler. Moreover, because I got an average, it reduced the affect of anomalous results, which meant my result are unlikely to be flawed due to me as the dropper. I do not think the way I measured the height was very accurate, as it depends on individual eyesight, and everyones level of eyesight is different. Although, they way I dropped the ball, and how we went about trying to record the closest measurement was accurate. This is because I used only my finger and thumb to hold the ball, this was to pass as little heat over as possible, and stop dropping the ball with an added force. I believe this worked, as on my graph there are no obvious anomalies, the line is not straight, but that is due to only a small bit of experimental error. If I repeated the experiment there would be lots of things that I would do differently. I would conduct the experiment on the floor instead of on the bench, as maybe the increase G. P. E on the bench influenced my results. Also, I would find some way of controlling the air temperature, and the air resistance, although this would have to be done outside of the lab. I think that the temperature and the air resistance did have an effect on my results as the percentage of energy lost increased as I dropped the ball from higher positions. Moreover, I would find a way to measure the level of the re-bounce that would be more dependable than using my own eyesight. This is because, as I have said, eyesight is not consistent as things such as the light intensity, which may affect the recording of the results, can influence it. Furthermore, I would increase my drop heights to 200cm, as I think if I carried on longer, my graph would show a definite point where terminal velocity came into action, and also that that graph would perhaps increase its gradient as the ball got hotter through the experiment. This would be useful as it would mean my results could be analysed further and draw a conclusion more valid. Although, if I did do the investigation again, I would keep the squash ball in my experiments. I believe it gave reliable results subject to the terms and conditions that applied freely. Also, I would use the same unit of measurements, as they showed the results clearly and were more appropriate than other methods. I could repeat the experiment under converse conditions by for instance changing the surface, or the air temperature. I could also vary the ball I used, as this would allow me to compare different bounce heights from the same drop height. This would mean I could calculate the efficiency of the balls I used. Whats more I could change how I measure the height it bounces back, or actually what I measure. I could measure the efficiency of the ball, and how the height I drop it from affects the amount of energy is lost.

Analysis Of Play And Interactions Children And Young People Essay

Analysis Of Play And Interactions Children And Young People Essay This observation took place at a public day care facility that serves children 6weeks to 6 years of age. It had an infant classroom, a toddler-two year old classroom, and a preschool classroom. The infants and toddlers were located in the same large room, with dividers that were gates. I focused my attention on the infant and toddlers room. There were three infants and 9 toddlers and 2 -year-olds that were present at the time. They had three full time teachers, one with the infants and the other two were with the toddlers/2-year-olds. During their mealtime was when I first observed the interactions between the infants and the toddlers. Toddlers and infants were allowed to interact with each other during meal time. Infants were in their high chairs or rockers and toddlers were seated near them. I was so amazed to see the interactions between the two age groups. Both groups seem to really get along with each other. I observed a two year old girl feed an infant around the age of 6 or 8 months old. They were both smiling and enjoying each others company, of course with adult supervision. Another toddler was allowed to feed another infant a bottle, and the toddler had this huge grin on his face as to be so proud when the infant allowed him to feed him. During their play time I observed some toddlers were more interested in the toys the infant had then toys they had. One of the toddlers would frequently go to one of the infant rockers trying to climb in instead of playing with toys that were there for her. I also observed the toddlers playing with baby dolls. One thing that caught my eye was how they were handling the doll with such care. One of the toddler girls sat the doll in her lap and grabbed a book and pretended as though she was reading to the doll, while another toddler was rocking and singing to her doll. In another section of the room I observed three toddler boys playing. One of the boys had just turned three years old and the other two boys were 1 year old. The older toddler wanted to lead and control the play. He would make suggestions on what to play and the others would follow along. Also, when the younger boy toddler tried to leave and go to another area, the older toddler guided him with his own type of language ba ck to the group. Analysis of play and interactions Infants respond positive to toddlers when interacting with one another. Field (1990) found that infants smile at, look at, and reach more often to peers when seated near each other than they do when seated in front of a mirror. The National Institute of Child Health and Human Development (NICHD, 2005) indicated that children in early care experiences become more positive and less negative toward peers in their play between 24 and 36 months. In observing the environment alone, it made it conducive for the positive interactions between infants and toddlers. It was possible for them to see each other at all times even though their classes were divided. The gates made it possible for them to be separated and at the same time, allowed them to have visual contact at all times. For example, during meal time, infants were seated at the same table with the toddlers/2year olds at eye level and the 2-year olds were definitely showing strong interest in the infants and their well being. This shows that when they have the opportunity to closely interact with one another, they have a trusting relationship. Description of use of cultural objects and language use There were dolls and other materials in the toddler and 2-year-old classroom. The children imitated the interactions they observed between infants and adults in the classroom. For example, how the toddlers were handling their dolls was much the same as adults used in caring for the infants. Some things toddlers were doing when playing with the dolls were feeding, comforting, singing, rocking and reading to their doll. I also observed a male toddler that had just turned 3 years old interacting with the younger toddlers that were 1-2 years old. I called this 3 year old toddler the alpha toddler because he led the group with ideas of play. The younger toddlers responded with acceptance and trust. I think this gave the 3 year old a since of responsibility of being a leader as well as looking out for them. For example, when one of the 1-2 year old toddler decided to wonder off to a section I assume he wasnt suppose to be in, the alpha toddler ran after him telling him, no, no, and the 1-2 year old returned with the others and continued his play. The last thing I observed before I left the facility was an infant and a toddler playing and interacting with each other. They were both playing with some sort of plush toys really enjoying and exploring them. They were making eye contact with one another, returning their smiles, making gestures, reaching to communicate with each other. When the infant dropped his toy he was playing with, the toddler picked it up and handed it to him and the infant nicely received it from him with a smile and they continued to play and explore with their toys. Theories of play Here are a few modern psychological theories and theorists that describes the current trends put into play in todays educational settings. Piaget, Erikson and Vygotsky all agree that the child uses play for self teaching. The child plays through situations very much like an adult thinks through a situation. Also, fantasy play is a manifestation of symbolic representation the child represents objects and ideas through play situations. Vygotsky believed that play is a means of deferring immediate gratification-instead of tantrums or swallowing the need; the child fulfills needs in fantasy play. He also believed that children learn to live within self imposed rules during fantasy play; play allows the child to practice self regulation. Play, for Vygotsky, was vehicle for a child behaving more maturely than a other times. In play it is as though he were a head taller than himself. In 1920, Sigmund Freud posed a psychoanalytic play theory that was defined in his book, Beyond the Pleasure Principle. In this work, Freud described play as a childs mechanism for repeatedly working out a previously experienced traumatic event in a effort to correct or master the event to his satisfaction. In 1972, Bruner stated that one of the main functions of childs play was to rehearse actions to various real-life scenarios in a safe, risk-free environment so that when confronted with a difficult situation, it would not be so stressful. John Dewey was prominent theorist in the early 1900s. According to Dewey, play is a subconscious activity that helps and individual develop both mentally and socially. It should be separate from work as play helps a child to grow into a working world. As children become adults, they no longer play but seek amusement from their occupation. This childhood activity of play prepares them to become healthy working adult. Maria Montessori, an Italian educationist during the early 1900s, postulated that play is the childs work. According to the Montessori Method, which is still employed today in private schools, children would be best served spending their play time learning or imagining. Montessori play is sensory, using a hands-on approach to everyday tools like sand tables. The child sets her own pace, and the teacher is collaborative in helping the child play to learn. Lev Vygotsky suggested that children will use play as a means to grow socially. In play, they encounter others and learn how to work together using language and role-play. Vygotsky is most noted for introducing the ZPD, or zone of proximal development. This suggest that while children need their peers or playmates to grow, they need adult interaction as they master each social skill and are ready to be introduced to new learning for growth. Reflection I really enjoyed the time I spent at the daycare facility. The classroom spaces for their infants and toddlers provided opportunities for the younger and older children to interact with each other. I think through their interactions and play, the infants will learn certain behaviors from the older children, such as feeding themselves, walking, running, etc. Things that will possible make transitioning stages from infant to toddler easier as well as making the transition from toddler to preschool easier. Allowing the toddlers to assist with things such as feeding the infants and playing with them, and in their mind helping them, allows the toddlers to have a since of maturity and independence and not scared and dependent on others do everything for them. It also allows them to be caring and a positive support for others.