Tribes in India Essay Example for Free

Tribes in India Essay India is the home to large number of indigenous people, who are still untouched by the lifestyle of the modern world. With more than 84.4 million, India has the largest population of the tribal people in the world. These tribal people also known as the adivasis are the poorest in the country, who are still dependent on haunting , agriculture and fishing. Some of the major tribal groups in India include Gonds, Santhals, Khasis, Angamis, Bhils, Bhutias and Great Andamanese. All these tribal people have their own culture, tradition, language and lifestyle. This enables the tourist to get an insight into many different cultures at the same time on the tribal tour to India. Santhal tribes Santhals are the third largest tribe in India. They are mostly found in the states of West Bengal, Bihar, Orissa, Jharkhand and Assam. They belong to the pre- Aryan period and have been the great fighters from the time of Britishers. Munda Munda tribe mainly inhabit in the region of Jharkhand, although they are well spread in the states of West Bengal, Chhatisgarh, Orissa and Bihar. Munda generally means headman of the village. Hunting is the main occupation of the Mundas tribe. Khasi Khasi tribe is mainly found in the Khasi Jaintia hills in Meghalaya and in the states of Punjab, Uttar Pradesh, Manipur, West Bengal and Jammu and Kashmir. They forms the large part of the population in the state of Meghalaya Angami Angami tribe belongs to the extreme north eastern part of the country, in the state of Nagaland. The total population of the Angamis is around 12 million. They are quite popular their woodcraft and artwork. Sekrenyi is the main festival celebrated among the Angamis in Nagaland. Bhils Bhils are popularly known as the bow men of Rajasthan. They are the most widely distributed tribal groups in India. They forms the largest tribe of the whole South Asia. Bhils are mainly divided into two main groups the  central or pure bills and eastern or Rajput Bhils. Bhutia Bhutia tribes are of the Tibetan origin. They migrated to Sikkim around 16th century. In the northern part of the Sikkim they are known as the Lachenpas and Lachungpas. Bhutias forms 14% of the total population of Sikkim. Losar and Losoong are the main festivals celebrated tribe.

Personal Development Plan in Childcare

Personal Development Plan in Childcare Over the four years I have been working at various different settings as a student volunteer which include the following Private Day Cares, Primary Schools and Nursery Schools. Studying Early Childhood has given me, amongst other things, a broad knowledge of child development. It has given me an opportunity to reflect upon my own learning styles and professionalism and explore legislation, theories and research materials. I have devised a Skills Audit (See Appendix One) where I have chosen categories (taken and adapted from the UCLAN Employability Framework) to assess and grade myself against which I will be evaluating my strengths and weaknesses against the competencies. Leadership Ability Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. (See Appendix 1) Leadership is about vision and influence therefore Rodd (1998) says that Leaders are able to balance the concern for work, task, quality and productivity with concern for people, relationships, satisfaction and morale. (Isle-Buck.E: 2003). Although I am not a leader but a student volunteer I believe that this is my weakness as I havent been able to establish leading other colleagues and promoting their development and taking their views into account. However I could say that I am a leader for children as I provide for them, allow them to take part in decisions and take into account their views and needs for them to develop their knowledge and understanding further in a fun experience. Organisation Planning and Prioritising Abilities Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. (See Appendix 1) Time Management could be described as Getting the most benefit from time, using it wisely and efficiently (Day, 1999). This could include avoiding wasting time on tasks that are unnecessary. However managing my time successfully ensures that I leave myself time to alter or make improvements on assignments as necessary without causing me too much concern or missing a deadline. Being able to organise myself and my priorities it enables me to approach each day in a positive manner and at ease. On the other hand I could say that a weakness of mine is planning at the moment as I have been working in a Year 1 class with the National Curriculum (NC) and have now moved down to a Reception class where the Early Years Foundation Stage (EYFS) is used. The EYFS is used differently to the NC when planning so it will take me some time to get used to this procedure taking into account this could be a goal for me to achieve. Communication and Interpersonal Skills Always clear and accurate, high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. (See Appendix 1) Communication skills are important and the way you communicate with others too. Parents and other colleagues find it easy to approach me as I have developed a good understanding with them. As mentioned in Sadek, E, (2009: 72), If the people whom you are communicating usually experience their transactions with you as positive, affirming to their self-esteem and productive for them personally, they will usually come back for some more. Being bilingual helps the setting that I am volunteering in at the moment. This is entirely due to the fact as children from Asian backgrounds that attend the school out of which some children and parents have English as an Additional Language. For example if children are struggling to understand what the teacher is saying to them in English, the teacher as ks me to translate to the child in their home language (Urdu/Punjabi). This then enables the child have a clear understanding of what the teacher is expecting or wants them to do. Therefore over the years my self esteem/ motivation and confidence have built up and I enjoy what I do during my days at the school enabling me to provide stimulating activities for them to enjoy and learn. Miller.L, (2005: 28), states that Communication within early years settings is fundamental and as Rodd (1998) suggests: Working in an early years setting, whether it is large or small, involves many interactions between adults and other adults and between adults and children. Team Working Abilities Reasonable evidence of working as part of a team and shows evidence of interacting and begins to contribute ideas or concerns with other team members. (See Appendix 1) Whalley, M (1994: 171) Reminds us that working as a team is a process not a technique, while Rodd (1998: 116) states that teamwork relies on open communication, democratic organization and effective problem-solving skills. (Dryden.L: 2005). I have worked within teams and sometimes find it at ease to interact and sometimes I lack confidence in contributing when in large groups as I feel I might be saying a comment or contributing unnecessary ideas. However this is something that I could develop upon. I occasionally share concerns with the staff if they are necessary regarding parents or children. Reflection Shows significant ability to evaluate and identify key learning of self and others. Shows clear understanding and knowledge of how to use and aid reflection within learning. (See Appendix 1) The work of David Kolb studies the way in which people learn and looks in particular at experiential learning. Experiential learning describes the cyclical pattern of learning from experience through reflection and conceptualising to action, and back to experiencing once again (Wallace, 2001). Relating this to my own learning, I experience on a day-to-day basis the challenges and joy of working with children. I then reflect on the things I have learnt and how they correspond with my studies and the theories. By reflecting on my learning styles and the way in which I approach my work, I have been able to improve my techniques to ensure I am making the most of my time and energy. However reflecting on my learning with other team members has been beneficial too as it has supported me to change or de velop my learning further. As stated in MacLeod Brundell. I, et al, (2008), Pollard and Tann (in Fisher, 2001:199) suggest that reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues. Problem Solving Occasional critical thinking and decision-making skills with some interpretation of major factors and understanding choices. Some evidence of testing different options and implementing the chosen solution. (See Appendix 1) Being able to think critically takes time and practice to master. Brookfield has described critical thinking As a useful and positive activity. The word critical often suggests finding fault. However, critical thinking can examine an idea or concept by looking at the positive as well as negative aspects (Day, 1999). For example, during my working day I am able to reflect upon and evaluate current activities that I have done. Likewise in my studies, I am able to look at pieces of researches or articles that have been produced by different authors and occasionally be able to analyse and reflect upon them but I feel that I am lacking some confidence in critical thinking as sometimes I describe rather than analysing the texts. However I am able to reflect on them by gi ving my views and opinions as well as making links to other articles and/or theorists. Continuous Professional Development I recently started working part time in the summer holidays at a Childrens Play Scheme Centre as a Mobile Team Worker. My role was to go to various settings and provide fun activities for children aged 5 12 to enjoy in their holidays. Before attending work I was offered to go on training courses alongside other new colleagues which included First Aid Training and Safeguarding Children. Whilst on the Safeguarding Training the information that was being told was already fresh in my mind as I had completed a module on Safeguarding Children. Within the module we discussed relevant and up to date legislations as well as how to proceed and take action on how to deal with children and families where abuse is identified. However this training course was not beneficial for me I think as I knew the relevant information already bearing in mind that it was a beginners course to Safeguarding. First aid training was a period over two days where I and other colleagues joined in discussions and practical activities. I enjoyed this training session and found it a valuable asset to learn. It showed me how to proceed when in difficult situations such as a baby not breathing, cuts and scabs, bleeding and vomiting etc. I learnt what procedures to follow to get a result and if the situation was not able to be dealt with how to deal with the situation then too. We worked as a team to assess different situations and cases, I thought this was good as each team member would get to talk to each other and communicate effectively and help each other if one wasnt sure how to proceed. Overall the First Aid training session for me was a worthwhile session that I had been too. Critical Analysis of Professional Development What is professional identity? It can be described as the relationships between social structures and individual agency between notions of a socially constructed and therefore contingent and ever-remade self, with dispositions attitudes and behavioural responses, which are durable and relatively stable between cognitive and emotional identities (Day et al, 2006:601) Since the launch of the Every Child Matters (ECM) document in 2003 regarding the Victoria Climbie Enquiry and the succeeding of Childrens Act 2004, it could be argued that childcare services have had a rapid change for everyone involved within this field for example teachers, practitioners, doctors, social workers, health visitors and the police etc. In August 2006 the local government published its response to the national consultation on the future of the childrens workforce. Within this context the governments response was to outline how people working within the early years workforce will provide a major contribution to improving childrens achievements as well as supporting parents and families in giving their children as many possible life chances they can achieve. Every Child Matters: Change for Children has the outcomes that we desire for all the children to achieve their full potential in. This change has gone some way to creating the role of the Early Years Professionals (EY Ps). An EYP will have the qualifications and experience needed to take on a leadership role in a childcare setting, and provide quality care and education for children. (Nursery World:2009). CDWC (2006a: 2) state that EYPs are seen as agents of change dedicated to improving practice in the early years sector. (Nurse: 2007). Alongside ECM, the Government launched a ten year strategy to improve services for children. The Childrens Workforce Development Council (CWDC) was set up in 2005 so that they would support the performance of ECM. The CWDCs role is to join together the way different agencies work together to bring consistency to the way children and young people are listened to and looked after. They state that we are the voice of employers and we make sure their concerns, experiences and views directly influence workforce reform. The CWDC supports people who work with children, young children and their families in the sectors including the early years, social work, social care, the welfare sector and young people. The ECM website quotes: The ten year strategy aims to provide a sustainable framework for high quality integrated early years and childcare services for all children and families (Every Child Matters: 2009). The word sustainable is a vital point here. In order to continue providing good qu ality service, there needs to be a continuous program of training in order to provide settings with professionals for future generations. Sustainability could be described as meeting overheads and provide a quality, accessible and affordable service that is relevant and needed in the community. Although sustainability is important sufficiency also plays a vital role too which can be described as having the means to provide childcare that meets the requirements of the community, showing awareness of the needs of parents who work or are in training. The Early Years Professional Status (EYPS) was first introduced in 2006 a graduate professional. EYPs are highly trained graduate leaders, with up-to-date knowledge and understanding of early years sectors regarding child care and development, as well as having qualifications that are recognised. This enables the EYP to share their high levels of practice and knowledge with other members within the team. This essential role within the early years plays a vital role in supporting childrens well being and development for them to succeed which has become evident within recent years. This has been emphasised a great deal in the Childrens Plan (2007) within the early years sector. Anning and Edwards (2006: 51) describe professional identity in the EYP role as a way of being, seeing and responding, responsively and flexibly maximising the learning potential of every aspect of Early Years practice, particularly in building on the childrens own ideas, preferences and interests (Carr: 2001). The EYPS is the on the same professional level as with teachers who have a Qualified Teacher Status (QTS). CWDC (2006) states that it is important to consider that the two qualifications are both professional statuses but are based on different set of skills and knowledge. On the other hand newly qualified teachers (NQTs) are provided with support, personal mentoring, effective career development etc, as well as the opportunity to follow up by Continuous Professional Development (CPD) structure within the school year. They also have the opportunity to work effectively and focus on the highest levels of learning and pedagogy. In contrast EYPs have none of this support available to them at the current time. The pay for the EYPs is minimum as well as no structures or guidelines around conditions of service, support requirements, or ongoing CPD to maintain and build skill-levels. (Aspect: 2008). There are a number of questions which immediately rise from this, as Nurse, (2007) mentions that there is serious debate about the link between the EYPS and QTS, not only because it cuts across many current employees allegiances to particular professions but also it affects the lives of children and families as well as those who will work in the field in the future. Since the launch of the EYPS in 2006, the Government has provided around  £250m in funding through the Transformation Fund. This enabled students to apply for money to fund a degree in Early Childhood Studies. A further  £305m was made available through the Graduate Leader Fund to help transform the early years workforce  and deliver the Ten Year Strategy for Childcare (Every Child Matters: 2008) To gain the EYPS each candidate should be able to demonstrate and achieve 39 standards which will enable them to meet the requirements for EYPS. These standards fall under the following six categories: Knowledge and Understanding, Effective Practice, Relationships with Children, Communication and Working with Partnership with Families and Carers, Team Work and Collaboration and Professional Development. These six categories when working with children from birth to five which the 39 standards fall under are to be achieved by each candidate that chooses to do the EYPS. Most of the standards that are created are an effective way of meeting the requirements to enhance professional development as well as meeting the needs of children and their families. For example in the category Knowledge and Understanding, Standard 1, The principles and content of the Early Years Foundation Stage and how to put them into practice revolves around the practitioners. This standard enables the practitioner to enhance their knowledge of the EYFS and how it is to be used to provide effective provision for the children within their setting. Without the knowledge and understanding of the curriculum practitioners will be unable to provide the up most best for children in their care. Another example can be from the category, Professional Development, S38 Reflect on and evaluate the impact of practice, modifying approaches where necessary and take responsibility for identifying and meeting their professional needs. This enables the practitioner to develop on their weaknesses which will allow them to provide opportunities in development where necessary to enhance their professional development. Taking into account practitioners should note that EYPS is not a qualification but it is a new status which recognises a students knowledge and skills as a practitioner and a professional leader (Moyle: 2007). CWDC (2010) stipulates that the role of the EYPS enables practitioners who are working with children aged birth to five to demonstrate the excellence of their practice and their ability to lead practice. The government proposed that the Early Years Foundation Stage Curriculum (EYFS) should be delivered by a skilled early years and childcare workforce, professionally led and with a strengthened qualification and career structure. On the other hand the EYFS also enables to improve on their practice and support their professional development by the recommendations which are stipulated in section 1 of the EYFS Practice Guidance. (DfES, 2007b: 5) This links into the EYP Standard S33, as Nurse (2007: 144) states that this standard stresses the important link between reflection and professional development, the more skilled you become in evaluating the effectiveness of your own practice, the more you will be able to identify opportunities to enhance and develop your own expertise and knowle dge. The EYFS is the curriculum for 0-5 year olds that was introduced in 2008 which took place of the Birth to 3 Matters (2002) and the Foundation Stage (2000) Curriculums. It is a single quality framework to support childrens learning and development. For practitioners and EYPs, the EYFS has presented many challenges, its main effect is to recognise each child for its individuality as well as recognising the childs strength to improve and plan their future continued learning. Therefore the governments aim was to have a graduate EYP in all children centres by 2010 and in every day care setting led by an EYP graduate by 2015 with two graduate EYPs per setting in the disadvantaged areas. The childcare sector has, until recent years, been overshadowed somewhat by formal education. The Government has now recognised the importance of delivering a quality service for children aged Birth to 5 years, delivered by professionals trained and experienced in the field of early years (Whalley:2008). Th is recognition could partly be due to the increasing number of children attending a full-time setting and the emphasis on helping a child reach their full potential early in life. Once the EYP has qualified they can choose to either work in the childrens centre which provides early education which is integrated with health and family support services. By 2010, the government proposed that they will have at least 3,500 centres across the country which will be available and accessible to everyone (Every Child Matters: 2009). However other career paths are available for EYPs to follow than work in Children Centres for example Private Day Cares, Early Years Advisors etc. In conclusion there are no arguments that the EYPS cannot work or indeed it isnt a good idea apart from the lack of low pay and conditions Pugh et al (2010:206) stipulates that the new initiatives that the government have outlined promise a better future for the early years workforce and consequently a better future for children as well. Personal Development Plan Target:  In order to apply for PGCE I need to achieve Science GCSE Grade C or above Short Term Goal:  Arrange to attend classes in the following year 2011. Long Term Goal:  Achieve Science GCSE by 2012. Target:  Complete BA (HONS) Early Childhood Studies Short Term Goal:  Complete formative assignments and receive feedback to develop upon. Long Term Goal:  Complete and pass all summative assignments by summer 2011. Target:  Study and research a wider selection of articles and texts to support my degree work Short Term Goal:  Study and make notes of course books and recommended reading for each module. Download relevant articles and information from the Internet related to my assignments. Long Term Goal:  By 2011 I will be able to judge my success by my improved knowledge and ability to read critically. Target:  Build on my self esteem and confidence. Short Term Goal:  Take sessions on how to build confidence and self esteem by taking counselling. Long Term Goal:  Be able to share and contribute ideas with confidence. Target:  To experience working with children between the ages 0-5 years. Short Term Goal:  Attend nursery sessions to see how staff teaches. I will also be attending training sessions for the Early Years Foundation Stage to increase my knowledge and understanding. Long Term Goal:  By September I will work in a nursery class and work alongside children from 0-5 years and the Early Years Foundation Stage. Target:  To develop an understanding of the concept of the Early Years Foundation Stage. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer. Long Term Goal:  By September I will have an understanding of the Early Years Foundation Stage and will be working alongside it. Target:  To work alongside the Early Years Foundation Stage and develop how to use it for an observation. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer to understand the concept of this curriculum. Long Term Goal:  In September I will be able to use the outcomes of the Early Years Foundation Stage to observe and assess set children and this will be able to help me build up their personal profiles. Target:  To work alongside the Early Years Foundation Stage curriculum and have some training done. Short Term Goal:  By summer 2011 I will have attended some training sessions and have developed skills for the Early Years Foundation Stage so that I can use this curriculum as I am working with under 5s. Long Term Goal:  In September 2012 I will be working with children under 5s using the Early Years Foundation Stage and will be able to adapt to the changes Target:  To work alongside other professionals within the setting. Short Term Goal:  By Easter I will have acknowledged which professionals are working within the setting and understood their role Long Term Goal:  By September 2011 when I work in another class where there are special needs children or other children with specific needs I will be working alongside with them with the child. References Aspect, (June 2008), Early Years Professionals: Making the EYP project a Success Daly, M, Byers, E and Taylor, W, (2004) Early Years Management in Practice, Heinemann Day, C (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Routledge Falmer Day.C, Kington.A, Stobrt.G and Sammons.P, (2006), The Personal and Professional selves of Teachers: Stable and Unstable Identities, British Educational Research Journal, Volume 32, No 4, August. Dryden, L, Forbes, R, Mukherji, P, Pound, L, (2005) Essential Early Years, Hodder Arnold Every Child Matters (March 2008) Graduate Leader Fund further information on purpose and implementation Every Child Matters, Department for Children, Schools and Families, [On-line] http://www.everychildmatters.gov.uk/deliveringservices/workforcereform/earlyyearsworkforce/ [Accessed 22nd November 2010] Every Child Matters (2009) Early Years and Childcare Every Child Matters: Change for Children [On-line] (Updated 15th February 2009) Available at: http://www.everychildmatters.gov.uk/earlyyears/ [Accessed 22nd November 2010] Isle-Buck, E and Newstead, S (2003), Excellence in Childcare: Essential Skills for Managers of Child-Centerd Settings, David Fulton Publishers Macleod-Brundell, I and Kay, J, (2008) 2nd Edition, Advanced Early Years Care and Education, Heinemann Miller.L, Cable.C and Deveruex.J, (2005), Developing Early Years Practice, David Fulton Publishers Ltd: London Moyles.J, (2007), Early Years Foundations: Meeting the Challenge, USA: Open University Press Nurse. AD, (2007), The New Early Years Professional: Dilemmas and Debates, Routledge Nursery World (6th March 2009) Nursery Management: Editors View Nursery World, [On-line] Available at: http://www.nurseryworld.co.uk/news/887566/Nursery-Management-Profiletrue-vocation/6 March 2009 [Accessed 22nd November 2010] Pugh.G and Duffy.B, (2010), Contemporary Issues in the Early Years, 5th Edition, London: SAGE Publications Sadek, E and Sadek, J (2009) Nursery Management, 3rd Edition, Nelson Thornes Ltd Wallace, S. (2001) Teaching Supporting Learning in Further Education, Exeter: Learning Matters Ltd Whalley.M, Allen.S Wilson.D, (2008), Leading Practice in Early Years Settings (Achieving EYPS), Exeter: Learning Matters Ltd http://www.cwdcouncil.org.uk/eyps CWDC (2006) Early Years Professional Status http://www.cwdcouncil.org.uk/eyps/standards [Accessed 22nd November 2010] http://www.cwdcouncil.org.uk [Accessed 20th December 2010] Appendices Appendix One Leadership Ability Organisation Planning and Prioritising Abilities Communication and Interpersonal Skills Example A leader who provides for self and others working alongside them. Communication and decision making skills to involve and take views from colleagues. Time management (punctuality, meeting deadlines), self management and self motivation, interpersonal skills like confidence, awareness of life-long learning and planning for future development. Oral, Written, Visual, PowerPoint and other forms of delivery; communicating academically and professionally choosing forms of delivery, structure and language appropriate to audience; leading discussions and responding to feedback. 1. Poor communication. Inability to consider others views before making decisions and unable to play a positive lead role. Little or no use of evidence of using time effectively, attempting to improve self motivation and self-management or to develop confidence in planning and carrying out a range of tasks. Inadequate no real consideration of audience and has tendency to be in accurate. Shows little or no evidence of communicating effectively with others and has difficulty conveying information in any form. 2. Good communication skills but lacks initiative in playing a lead role as well as the planning and organisation. Occasional evidence of using time effectively; basic self motivation evident with limited development of confidence in planning and carrying out a range of tasks. Staring to show and use good communication skills however lacks confidence in communicating with others and has difficulty presenting to people at all levels. 3. Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. Good attempt at using time effectively, some evidence of self-motivation/self management with some improvement in confidence in planning and carrying out a range of tasks. Reasonable presentation and generally accurate in content rarely has difficulty in making a point starting to show confidence in what they are doing and the way they are communicating with others. 4. Beginning to show confidence in motivating others and providing support for the staff. Shows clear evidence of leadership ability. Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. Always clear and accurate, shows high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. 5. A strong leader who shows self motivation and motivates others too considering their views and needs. Is confident in making the right decisions. Manages time highly effectively; demonstrates consistent self motivation and self-management and an increased confidence in planning and carrying out a range of tasks. Shows a strong ability to give a complete and concise account of a situation, either orally or written. Is able to communicate effectively with parents and others in a wise manner and confident.Skills Audit Team-working Abilities Reflection Problem Solving Example Understanding and developing a role in the team and showing its effectiveness by working with, listening and encouraging the development of others which may also include leadership skills, group ideas and resources. Understanding own learning (learning styles, awareness of how one develops and appropriate use of C.I analysis and journals) Recognition that people learn differently and see things from diverse perspectives. Decision-making skills, critical thinking sustained and applied analytical skills, negotiation skills, managing change and risk, testing different strategies and choosing most appropriate solution. 1. Inability to interact within a team and shows little or no evidence of participating within a team by sharing ideas and concerns. Has no evidence of evaluating/identifying of key learning experience of others and self. Lacks the understanding and knowledge of reflection Shows no evidence of critical thinking and decision-making skills with little or no evidence of appreciation of major factors and no evidence of how to handle choices solution implemented without considering alternative options. 2. Shows some evidence of interaction and motivation within a team. Occasionally listening and working with others but lacks confidence in sharing ideas and concerns. Adequate evidence of evaluating/identifying of key learning of self and others. Tends to use reflection as a tool simply with little understanding and knowledge. Acceptable critical thinking and

Influence of the Modernist Ideal City

Influence of the Modernist Ideal City The influence of the modernist ideal city, on urban design and master planning Introduction This essay will focus on the influence of Modernist Ideal City movement. At first showing that understanding of social, political and economic background is necessary, along with contemporary technological influences. Secondly, the purpose, principles and results of the movement will be illustrated. Then using the case study-Brasilia demonstrates the influence of the modernist ideal city. Finally, a critical view of historic and future of the movement will be provided. Background At the age of Early 20th, in most of western countries, the industrial revolution was dropping towards the end. With the development of technology and the increase of the social wealth, the population of 1800 1880 1910 Pars 647,000 2,200,000 3,000,000 London 800,000 3,800,000 7,200,000 Berlin 182,000 1,840,000 3,400,000 New York 60,000 2,800,000 4,500,000 Europe dramatically raised (figure 1). The contemporary cities could not stand the pressure of the population boom. A series of problem appeared, chaos, overcrowding, low efficiency, serious pollution, high density, narrow streets and lack of sunlight all threaten peoples life quality especially for lower class people. (Greed 1996, 70) Social conflict liked a time bomb hanging on the sky of the city. As Le Corbusier saidif we cannot suit to the situation of the new trend, the cities cannot meet the requirements of modern lifestyle (Corbusier 1987, 84). At this time, after the World War 1 (WW1), the Europe returned to peace. A great rebuilding process began buildings, and whole cities needed to be rebuilt. At this time, technology was vital to speed up this usually slow process. Express train and car speeded up the travel; telephone and radio reduce the commuting time and skyscrapers increased the city density. On the other hand, the modernist principles already were put forward. Both the real situation backed up and influenced by the theory basic gave people the opportunity to rethink the city of tomorrow. Finally,urban utopias emerged as the time requires, and Le Corbusier’s modernist ideal city is one of the most crucial parts (Hall 2011, 11-18, 28). The form of the modernist ideal city aimed to improve health of citizens, reduce commuting times, create more open space and get more sunlight, this way le Corbusier wanted to solve the social conflict (Greed 1996, 101-102). In 1914, Le Corbusier stated the Dom-ino House (figure 2). It is made of reinforce concrete and it reject the traditional load bearing wall. The frame structure frees the internal space which can be divided freely. low-cost, convenient, uniformity and standardisation all those figures show why He believed the Dom-ino system can meet the people’s requirements after WW1 (Frampton 2001, 21-22). In 1922, Le Corbusier published a blueprint of a contemporary city with 3,000,000 residents. And it was the first time for Le Corbusier to describe a whole ideal city. He searched a pure mechanism order. In his eyes, humanity would lost from chaos but revive from the pure order. In order to express the order, pure forms was used by le Corbusier. All the elements of city such as houses, roads, industries, offices even human were classified by function (Corbusier 1987, 15). The whole city was planned by clear hierarchy of class; people were divided into three parts, citizens, suburban dwellers and the mixed sort people. Roughly 400,000 to 600,000 citizens who were treated as urban elites lived in the 24 60-storey skyscrapers in the city centre. In Corbusier’s opinion these skyscrapers were vertical streets, which contain shops, hotels, etc. Furthermore, they only covered about 15% area of the entire city, which dramatically increase the density. At the same time, considered the environment pollution and human needs, the rest 85% of ground should be free for green lands. The working class (about 2,000,000) was planned to live in the garden city, which was influence by the garden city movement (Corbusier 1987, 163-176). On the other hand, fast traffic played an important role in the city. He (Corbusier 1987, 191) pointed out â€Å"that the city which can achieve speed will achieves success-and this is an obvious truth.† The whole city was connected by transportation system. And planner used symmetrical grid of streets to replace traditional â€Å"corridor street†. Two great arterial highways ran north and south, and east and west intersecting at the exact centre of the city (Corbusier 1987, 163-176). In general, the whole city worked as a huge machine. In 1932, Le Corbusier showed a more daring blueprint-The Radiant City that was more authoritarian and more libertarian than the Plan Voisin. The principle of design is existenzminimum (Corbusier 1976, 6-7). Every building would be strictly designed on the human scale. Furthermore, the radiant city has no class divisions. All of the people live in high-rise apartment blocks â€Å"Unità ©s†. Each block intended for 2,700 people and included individual service and public facilities such as shops, restaurant, swimming pools and gymnasiums (Corbusier 1967, 162). In order to avoid waste of space, the size of the apartment was decided by the family’s needs not class. Buildings raised on pilotis free the ground land and would be benefit to fast traffic and green land. Symmetrical grid of highway connected the whole anti-street city (Frampton 2001, 51). Same as the Dom-ino house, the radiant city from a single room to an entire city applies low cost and mass production techniqu es. In addition, these blocks only covered about 12% land. The rest area 100% ground area plus 12% top area of buildings were made up the green city. South facing glass wall, roof terraces and big open space made the city more radiant (Corbusier 1976, 44, 163). At the following years, Four Unità © d’Habitations were built in UK including Park Hill, Sheffield, Alton West, Roehampton, Barbican, London, and South Acton Estate, London. In general, the modernist ideal city could be described an order city; a functional city; a machine city; a high-rise city; a green city; a radiant city and a fast-traffic city. Case study There is no other cities can completely show Corbusier’s ideas liked Brasilia, although he wasn’t involved in the design (Hall 2002, 230).From 1956 to 1960, in order to narrow the gap between rich and poor and strengthen the development of interior area, a new capital-Brasilia that was designed by Lucio Costa and Oscar Niemeyerhas been built. (Epstein 1973, 9) Brasilia as a totally new capital, without historical context, embodies a symbol of the modern movement (Hall 2002, 232). It means that costa got the best chance to seek to a pure order liked Corbusier. This order can be shown that the whole plan was axisymmetric and was divided different area by its function and residential area, working area and leisure area was linked by fast traffic (Evenson 1973, 146-153). In details dragonfly, bird, airplane, body and fuselage always are used to describe and plan the Brasilia. Roughly 10 kilometres monumental axis link east and west. From east to west, respectively, were gov ernmental buildings, uniform office blocks and train station. The uniformrectangle residential districtthat included shops, apartments etc. were located at both sides of the wind shape north-south axis. And the connection of the two axes was called rodoviaria that was designed as a centre of commerce, culture and entertainment. In addition, artificial lakes were surrounded north, east and south, zoo and serial small factories were near to train station (Issitt 2014). In general we can say, under the influence of modernist ideal city, Brasilia is an order, functional, green jet very motorised city. However,same as the theory of modernist ideal city, critics of Brasilia never stop from the first day of it built. With the development of city, a great deal of problems emerges. In fact, people are not willing to live in Brasilia. In 2000, the population of Brasilia was above stunning 2,000,000 citizens which was 4 times more than origin plan. Yet about 75% lived in outside of planning area, which, implement low density of population. Because of Brasilia being so motorised, and extensively large, it is almost impossible to travel the city by foot. In addition due to the rigid functional zone, human behaviour was strongly ruled (Evenson 1973, 118). Conclusion In my opinion, the modernist ideal city movement was the product of era. And the design of Brasilia was a great experiment, which successfully proved that the theory of modernist ideal city cannot totally suit to a real world. The fact proved that the modernist ideal city is good-looking but not practical. Personally, Le Corbusier was contradictory, he rationally planned the whole city but perceptually wanted to destroy the original city; he rationally ruled behaviours of human but perceptually thought that everyone has the same requirements; he rationally treated house as a machine but perceptually treated human as a machine too. Furthermore, the most controversial point is that the modernist ideal city is an autocratic city that does not leave any space to other possibilities. It is a unique answer for le Corbusier (Marshall 2009, 38). However, no one can ignore the worldwide influence of the movement especially in post-war time, we can still find the shadow of Le Corbusier in many modern cities such as London, Canberra, shanghai, etc. With time goes by, various movements of urban deign emerged. People, nowadays, reach a consensus that we need to find a balance point between economy, environment and social well-being and build a sustainable city. References Clara H. Greed, Introducing town planning (Harlow: Longman, 1996), 70. David G. Epstein, Brasilia, Plan and Reality (Berkeley: University of California Press, 1973), 9. Kenneth Frampton, Le Corbusier (London: Thames Hudson, 2001), 21-22, 51. Le Corbusier, The city of to-morrow and its planning (New York: Dover, 1987), 15, 84, 163-176, 191. Le Corbusier, The radiant city: elements of a doctrine of urbanism to be used as the basis of our machine-age civilization (New York: Orion Press, 1967), 6-7, 44, 162-163. Micah L. Issitt, â€Å"Brasà ­lia, Brazil,† Salem Press Encyclopedia, January, 2014. Norma Evenson, Two Brazilian capitals: architecture and urbanism in Rio de Janeiro and Brasà ­lia (New Haven: Yale University Press, 1973), 118, 146-153. Peter Hall, Cities of tomorrow: an intellectual history of urban planning and design in the twentieth century (Oxford: Blackwell Publishers, 2002), 230, 232. Peter Hall, Urban and regional planning (London: Routledge, 2011), 11-18, 28. Stephen Marshall, Cities, Design Evolution (Routledge, 2009), 38.

Bonds Between Mother and Daughter :: essays research papers

Bond 2 Bonds Between Mother and Daughter   Ã‚  Ã‚  Ã‚  Ã‚  Even before birth a mother and child share a special bond. This bond is like no other, for it is miracle to have a baby growing inside your body. The feelings that emerge with this miracle are too strong for words. After birth, the bond develops into a greater emotional and physical bond. The child will spend much of his or her time learning in the first years of life with the mother, who is usually the primary caregiver. Much of what the children learn from their mother will effect their whole life. Through the processes of social learning and modeling the child will learn his or her values, social roles, social identity and gender identity from their mother. Gender identity development is related to the emotional relationships that develop between children and their mothers (Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  On global rating scales mothers indicated higher levels of warmth toward their infants if the infant was a girl (Sear, Maccoby, Levin). If this is truly the case, mothers are nurturing closer relationships and a greater sense of continuity with their daughters than with sons. Research by Benenson, Morash, and Petrakos (1998) provides evidence that girls are more emotionally involved with their mothers than boys. Over time, women maintain their connectedness with their mothers, whereas men’s maternal attachment decreases. (Calloni and Handal). Boy and Girls form different emotional relationships with their primary caregiver based on their gender ( Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  Surry (1985) found that the self is organized and developed within the contest of significant relationships. For women, these significant relationships seem to be with their mothers. Perhaps this is caused by the social role of women and men. Males and Bond 3 females act differently to the opposite sex because of the roles they are bound to by society. The stereotypes that are associated with maleness and femaleness in one’s culture is learned through a process called sex typing. Women talk about their feelings to one another and emotionally bond with other females. On the other hand, males are supposed to be strong and fearless, with no show of emotion or getting too personal with other males. Although we are very gradually moving away from the traditional gender stereotypes there is still much room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  A mother’s attitudes are significant predictors of the attitudes of their daughters (Acock and Bengston, 1978; Arditti, Godwin, and Scanzoni, 1991; Dalton 1980; Jennings and Niemi, 1982; Smith, 1983). Bonds Between Mother and Daughter :: essays research papers Bond 2 Bonds Between Mother and Daughter   Ã‚  Ã‚  Ã‚  Ã‚  Even before birth a mother and child share a special bond. This bond is like no other, for it is miracle to have a baby growing inside your body. The feelings that emerge with this miracle are too strong for words. After birth, the bond develops into a greater emotional and physical bond. The child will spend much of his or her time learning in the first years of life with the mother, who is usually the primary caregiver. Much of what the children learn from their mother will effect their whole life. Through the processes of social learning and modeling the child will learn his or her values, social roles, social identity and gender identity from their mother. Gender identity development is related to the emotional relationships that develop between children and their mothers (Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  On global rating scales mothers indicated higher levels of warmth toward their infants if the infant was a girl (Sear, Maccoby, Levin). If this is truly the case, mothers are nurturing closer relationships and a greater sense of continuity with their daughters than with sons. Research by Benenson, Morash, and Petrakos (1998) provides evidence that girls are more emotionally involved with their mothers than boys. Over time, women maintain their connectedness with their mothers, whereas men’s maternal attachment decreases. (Calloni and Handal). Boy and Girls form different emotional relationships with their primary caregiver based on their gender ( Chodorow).   Ã‚  Ã‚  Ã‚  Ã‚  Surry (1985) found that the self is organized and developed within the contest of significant relationships. For women, these significant relationships seem to be with their mothers. Perhaps this is caused by the social role of women and men. Males and Bond 3 females act differently to the opposite sex because of the roles they are bound to by society. The stereotypes that are associated with maleness and femaleness in one’s culture is learned through a process called sex typing. Women talk about their feelings to one another and emotionally bond with other females. On the other hand, males are supposed to be strong and fearless, with no show of emotion or getting too personal with other males. Although we are very gradually moving away from the traditional gender stereotypes there is still much room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  A mother’s attitudes are significant predictors of the attitudes of their daughters (Acock and Bengston, 1978; Arditti, Godwin, and Scanzoni, 1991; Dalton 1980; Jennings and Niemi, 1982; Smith, 1983).

Terrorism and Morality by Haig Khatchadourian Essay -- Terrorism Moral

Terrorism and Morality by Haig Khatchadourian In â€Å"Terrorism and Morality,† Haig Khatchadourian argues that terrorism is always wrong. Within this argument, Khatchadourian says that all forms of terrorism are wrong because the outcome deprives those terrorized of their basic humanity. To this end, Khatchadourian says that even forms of terrorism that are designed to bring about a moral good are wrong because of the methods used to achieve that good. Before Khatchadourian spells out why terrorism is wrong, he defines what terrorism is, what causes terrorism, and what people believe terrorism to mean. With a working definition in place, Khatchadourian examines terrorism’s role in a just war and shows that terrorism is never just, even during war. With the assertion that terrorism, even during wartime is unjust, Khatchadourian analyzes the variations of innocence and non-innocence surrounding the victims of a terrorist attack. The analysis of innocence and non-innocence is accomplished through revi ew of the principal of discrimination and the principal of proportion and how each relates to terrorism. From these philosophical and ethical standpoints, Khatchadourian finds that terrorism is unjust and wrong because of the way it groups and punishes the innocent with the guilty, not allowing the victim to properly respond to the charges against them. Finally, Khatchadourian looks at how terrorism is always wrong because of the way it denies a person their basic human rights. In examination of person’s human rights, Khatchadourian finds that terrorism specifically â€Å"violates its targets’ right to be treated as moral persons,† as it inflicts pain, suffering and death to those who are not deserving (298). Main Idea... ...l person. Beyond Khatchadourian’s discussion on the attack on the moral person, I was moved by his discussion on the innocent and non-innocent. In light of the recent terrorist attacks on the United States, I think of all the innocents that were harmed: secretaries working in the World Trade Center’s Twin Towers, firefighters who rushed into burning buildings to save those who could not save themselves, and people in mail rooms who unsuspectingly perform a duty that could cost them their lives, naming only a few. These innocents, who could in no way be connected to U.S policy or government, highlight the demoralizing and destructive effect that terrorism carries. The plight of the innocent in terrorist attacks highlights the injustice behind terrorist attacks. Works Cited Khatchadourian, Haig. â€Å"Terrorism and Morality.† Applied Philosophy. Ed. 1991

Create Dramatic Tension Essay

A view from the bridge, one of Arthur Miller’s first comings when he became interested in the work and lives of large communities of long shore men. Arthur Miller himself worked as a long shore man on New York Brooklyn harbour. This certainly invigorated him into something ‘dangerous and mysterious. ‘ A View from the Bridge originated from a simple story Miller’s friend had told him about. At the time Arthur was active with numerous other projects he hand entitled to do, so he didn’t act upon this piece immediately. His travels along with many potential ideas combined with his clever knowledge and imaginative understanding would give way to something that would later on become controversial. This play was written in 1955, set in Red Hook in a slum area in New York, its exactly as it sounds, dull, dark and full of unwinding drama behind closed doors. Based in 1940s immigration had been illegal at the time when America had banned it due to heavy immigrant incomings, this made coming into America difficult but not impossible. A View from the Bridge at first boasts upon a second generation Italian family, consisting of Eddie, his wife Beatrice and her niece Catherine, these three characters living together pleasantly. These characters play an essential role in dialectical amusement. This Italian family would follow the nature of the stereotypical Italian virtues, valuing loyalty, fixated trust, respect and honour. Respect and loyalty are things an Italian family should contain and retain. A clear feature in this play is immigration, which right from the beginning intertwines through to the end. Starting of with such a young fun loving warm hearted family filled with an easy atmosphere then merged towards difficult and stiff tension between additional characters like Redolfo and Marco who come over to stay from Italy, the family go through hoops of dispute leading to argumentative circles and to a most glum ending. When Beatrice’s cousin’s Marco and Redolfo move into in with the family welcomed by Eddie, things start to submerge. Eddie notices Catherine’s fondness for Redolfo, causing Eddie to become over protective, but not because its his niece but more so because of unmentionable deeper feelings he has for his niece. This family gets torn apart by jealousy, loss of trust and violence. At the end of the play after psychological and verbal threats from Eddie to Redolpho, Marco at the end of Act one/two lifts a chair above Eddie declaring power, urgency and alarms start to go off. At the end of the play the immigration officers come in and arrest Marco and Redolfo. Tempers start to run up high as Marco swears at Eddie which sets him off. Eddie at the end attempted to kill Marco with a knife which goes by all his morals, but Marco turns Eddies weapon into his nemesis and kills him instead. Beatrice and Catherine were deeply upset about Eddies death recollecting what they lost forgetting all the trouble he’d brought upon himself. Eddie’s death was appropriate it wasn’t about why he would die more about how he would die. Although Eddie died, in a sense he became successful because he was killed on Catherine’s and Redolfo’s wedding day, so each day they would remember his death and why he died. My first key dramatic moment is when Beatrice says to Eddie ‘you want something else Eddie and you can never have her! ‘ and when she also adds, ‘the truth is not as bad as blood’ indicating that if he doesn’t acknowledge the truth their will be a bloody outcome. When Beatrice says all this its as if she had brought everything that has been hidden for so long out into the wide open. She brings up the hidden agenda that has stayed taboo to her for so long, she’s telling him that she knows that he wants something else and makes it clear she knows its Catherine by concluding ‘and Eddie you can’t have her! ‘ This is a key dramatic moment because this is when Miller lets Beatrice take control and helps the other characters understand why Eddie is doing what he is. Also because it comes as unexpected and to Catherine it would be a shock and would fill her with disgust, she had no idea what Beatrice was saying it hadn’t sunk in to her, she couldn’t believe what she was hearing. This moment delays what’s happening and it starts to focus on Eddie, Beatrice and Catherine. This horrifies the other characters around and certainly makes the audience reacts with gasp, for the characters had no idea about Eddies feelings but the audience had an idea of it but didn’t expect Beatrice to say what she did and they way she did. This caused dramatic irony because they knew something that the characters didn’t and they were witnessing the build up. This left Eddie in a state uneasiness he swiftly went into denial knowing that inside that Beatrice was speaking the truth. Miller showed us the effects when both Catherine and Eddie both exclaimed ‘B’ and diverted their attention and eyes on her. Miller created this effect cleverly because just as Eddie was going to confront Marco, Beatrice used this as a last attempt to stop Eddie’s frenzy. Miller showed us a wife telling her husband that she knows that her partner wants someone else, the biggest effect this would have is on Eddie. Also the way he showed us they horror in the raised voices. The audience and characters didn’t suspect Beatrice to confront Eddie like this, since she was torn apart by these 2 sides. Miller runs the tension higher than it already was and straight back down to the confrontation of Eddie and Marco.

Case Question

Case question: using the information in this chapter, how would you tell Jim to proceed? Using the information in the chapter, I agree with Jim O'Brien. Although getting large customers is important, making money is also important. Jim has a plan to require their customers to reduce loading and unloading times. If they cannot reduce their time, Harder Transportation has no choice but to either increase detention charges or consider dropping those customers. The sales organizations think these actions are against Harden's service strategy and they think some customers may even rebel.Some of Jim O'Brien largest customers have very long pick up and drop Off times. TO be successful Jim should make sure that their peddle run is correct. A peddle run is a route driven daily out of the pick up and drop off terminal to collect freight for outbound or inbound moves. Two elements of the peddle run is its stem time and peddle time. Stem time is the time that occurs when the driver leaves the te rminal until the driver makes the first pick up or delivery. Peddle time is the time during which drivers is actually involved in the pickup and delivery of freight.The wall would tell Jim O'Brien to proceed is he could go to the two driver system. While one driver is driving the other is in the sleeper berth of the tractor. The sleeper team has been very successful. Having more than one driver may even reduce to loading and unloading times. That is a great concern for Jim, because some of his largest customers have long pickup and drop off times. The sleeper teams also could potentially reduce driver fatigue and fewer accidents. They have new driving hours so it will help. The sleeper system would also reduce driving time.Another way Jim could proceed is he could compromise with his sales organization and his customers. Jim could make sure his peddle run is correct. Jim could compromise by reducing the stem time. If you decrease the stem time, you would increase the peddle time. Th e drivers would then spend less time driving. They would spend less time picking up and dropping off. The drivers would increase the productivity. Overall Jim O'Brien should do what is best for Harder Transportation. If some customers rebel then Jim is going to need new customers.