Suppporting children Essay Example for Free

Suppporting children Essay E1/E2- Five pieces of current legislation are, Children Act 2004, Human Rights Act 2000, UNCRC 1998, Equality Act 2006 and Protection of data act 1999. Children Act 2004 states that the interests of children and young people are better in all considerations of welfare and safeguarding and that safeguarding children is everyones responsibility. This is because safegaurding can only be achieved by building up a range of outcomes for children and young people, which include their health, education and growth and also safety. (0]). This will influence working practice in the setting because the Children Act 2004 makes sure that each setting has policies and procedures, such as multiagencies, this gives children more support within the setting and prevents anything happening to them because lots of agencies come together and work more effectively. Human Rights Act 2000 is all about, having the right to dignity, respect and fairness in the way they are treated. This is to make sure that no setting is able to use corporal punishment even if a parent allows it. This is because it is seen as degrading and breaking the law of Childs Rights. The Human Rights Act means that the parents of children are also pretected. (Penny Tassoni, childcare and education page 115) This will influence working practice in the setting because the Human Rights Act makes sure that no child is felt left out and is resepcted by the practitioner and also is treated fairly throughout there peers, this is because if a child is left out they will feel like they are different and thismakes them feel isolated and unincluded within the setting. UNCRC 1998, this policy was drawn up in 1989 and gives children and young people under the age of 18 years their own special rights. A few of the special rights are, Reinforces the importance of fundermental human dignity, highlights and defends the familys role in childrens lives, seeks respect for children and endorses the principle of non-discrimination (Penny Tassoni, childcare and education page 115). This will influece working practice in the setting because it gives the children there own rights are respect within the setting and allows them to keep there dignity. I have seen this in placement when a child wet themselves but the practitioners did not make a fuss about it so the other children didnt make fun of this child, this is keeping the childs dignity. Equality Act 2006, a key part of this policy is the organization of the commission for equality and human rights. It will plan equality legislation on age, disability and health, gender, race, religion or belief. This policy gives children equal rights no matter what there age, disability etc. This makes the children feel equal and not different to there peers, this is great because it will never make a child feel isolated within the setting and always feel like they have someone to talk to. I have experienced this in my setting because there was a child who was a Jehovah Witness and it was near christmas time so he wasnt able to do any christmas activities or the christmas play so i sat with him and we done lots of different activites together and made him feel like he was included even though the activites were different he still felt as a part of a group. Protection of Data Act 1999, this act set up a register of names of people who are unsuitable to work with children. It needs settings working woth children to make sure they do not offer employment or volunteer work to anyone before they have been tested by the Criminal Records Bureau. I have seen this is my placement where the secetary asked me for my CRB check to make sure i was suitable to work with children and also they always know who the parents or gaurdians are before they let them into the school. Also we have a system which is when a parent or gaurdian is picking up a child from school they have a password which they have to say to the practitioner and only close family or friends will know this password. This makes sure no onespicks up the children who shouldnt be picking them up and this keeps them safe. E3- Describe how the policies and procedures will help safeguard children Policies and procedures will help safe gaurding children because by following the right procedures will keep children safe, some policies and procedure which will keep children safe are, anti-bullying policy, collection by parents/carers, photography policy and safe internet use policy. The anti-bullying policy will keep children safe because if a child gets bullied there is steps the practitioner must take from the policy which will let the children know that bullying is wrong and not kind and that the child will be punished for it. This will then keep other children safe because the other peers will see what happens to the child if he/she bullies another pupil and will not want to do it because they will not want to recieve the punishment which could be, not being allowed to chose at over to you time or not being able to go outside at dinner. This is deffinately an effective method because children love playing outside and being able to be independant and chose what they can do them selves at over to you time. Collection by parents or carers also plays an important role within a setting because if this policy was not set into place then anyone at anytime could pick any chid up from school. This policy makes sure that all children are safe within there setting and cannot be taken from school by anyone random for any reason. The setting will make sure this doesnt happen by mkaing sure that the practitioners know who the parents/carers or they could also have a scheme which is a password scheme, this scheme is put into place to stop anyone from taking the children. This scheme consists of the parent or gaurdian having a password which allows them to pick up there child from school and if a close family member or friend is to pick the child up from school for some reason they will then say the password which wil then notify the practitioner that they know the child and that the parent/gaurdian trusts them. This policy would come under the Data Protection Act 2006. Photography Policy is an important part of a setting as only the practitioners are able to take photos of the children on a school camera for displays and other work which is used within a setting. This is because parents might not want other people to have pictures of their children, practitioners take this very seriously because it is part of Data protection act and schools take it seriously because if they dont the practitioners could loose there job for not following legislation and not be able to work with children again. If any photos are taken on a different camera by parents then they call the parents in and ask them to delete the photos and if they dont the school could take other precausions which would be highly nessessay. It is important to follow this procedure also because it is apart of the Data Protection act aswell. Safe internet use policy is important because this makes sure no practitioners arent watching or viewing anything innapropriate within the setting, because this policy is in place it will keep the children safe because the setting would be made sure that nothing innapropriate would be viewd to the children and that they would be safe throughout there school years. This policy isnt just for the practitioners it is also to make sure that no children or pupils try to search anything innapropriate on the internet. So to prevent this from happening all schools have a fire wall on there computers which stops the practitioners and pupils to open anythinginnapropriate. I think this is a great idea because it keeps all the chidren safe and it is also great in high schools where teenagers try to search silly things, but it stops them. E4- Describe how the policies and procedures promote fair, just and inclusive strategies Policies and procedures promote fair, justice and inclusive strategies. They do this because in a setting all children deserve to be included no matter what there race, religion or disability etc. The disability discrimination act is a good example because all schools should have disability access because it makes dissabled children not feel an individual and makes them feel as part of a group like they are not any different to the other children. Another one would be the Human Rights Act this means that the child has the right to reach their full potential so this means the practitioners push them to make sure that they reach their full potential. They do this by making sure that the classroom has different groups for different abilities, they do this to make sure that each child is pushed to there ability but not too far and also that theyre not given work that is too easy for them. If they are given work that is too easy they will not be pushed to be able to achieve there ultimate best. E5- Two strategies which the setting may use to empower children to develop independance and self-relience. One strategie would be over to you time this is because it gives each child the independence to choose what they would like to do for 40 minutes of the day, i think this is great because it helps the child to grow up and be more independant and help them choose freely what they would like to do, and make choices for themselves. This is also a goos stragagie because if they choose something they like they are more likely to pay an interest in it and have no problem doing it, where as if you gave the children maths to do they wouldnt be as interested but in over to you time they are also still learning something beause they could be on the writing table learning how to write there name, only because they are not taking part in an actual lesson doesnt mean that they are not learning anything because they learn something new everyday. Another strategie would be at dinner time and choosing their own food i think this is good because they can be independant again and choose what they like to eat, this is great because they are only going to chose food which they like which will mean they will eat it all and be strong and healthy, this is good because they also have healthy options which the children also choose. They can also decide when theyd like to have dinners. They dont have to have it everyday just on the days they know they are going to eat the food. They feel independant and all grownup when they can chose there own food because its what there parents do and their parents are there role models and they like to copy them. Being able to chose there own food makes them be self-relient because they can rely on themselves to choose food which they like and will enjoy. B- Discuss how the causes and effects of discrimination may affect practice in the setting In class we talked about Jane Elliot and her descrimination experiment, in her experiment she went to a school setting and split up the blue eyed people from the brown eyed people, she was fair to the blue eyed people and was unfair to the brown eyed people she was fair by praising them and letting them play with things they wanted to play with but for the brown eyed people she was being unfair by making them stand up and squash in into small places, this made the brown eyed people feel uncomfortable and not welcome in the setting. We tried this experiment in our lesson by the blue eyes people being allowed there phones out and able to sit on a chair whereas the brown eyed people werent allowed their phones and they had to stand up or sit on the floor and also the blue eyed people were allowed to talk to their friends and the brown eyed people got told off if they spoke. I was one of the brown eyed people and it made me feel unwelcome and unwanted, I can imagine what it would make children feel like in a setting and I think it would make them not want to go to school. Discrimination is brought on in many different ways, not just because of someones eye colour it is also because of their religion, race, beliefs and if they have a disability A- Feflect on influence of legislation on working practices within early years setting. In the placement setting they have to follow lots of different types of legislation such as the Equality Act 2006, this act gives ALL children equal righs whatever their race, religion, gender and beliefs maybe. Also another important legislation which the school has to follow is the Data Protection act 1998, this makes sure that all practitioners keep confidentiality of each child, this will mean keeping information on all children private and confidential, locked away for no one to be able to get at it, or if it is on a computer or laptop it is password protected and no available for anyone to see. Also it is important to not share or spread any imformation on a child which the parents or child has told you in confidence because then they will loose all trust in you and you will break the confidentiality policy. All of the policies within a setting are influenced by legislations, these legislations are then put into place within the setting to safe gaurd the children and also their families, this will kepp them all safe within the setting. Forexample in my placement we have a coded door at the back which only members of staff know the code to, then also at the from we have a buzzer which leads to reception so the receptionist can look at who is wanting to comeinto the building before letting them in, once she has let them in she asks them who they are and what they are looking for, doing this make sure that no one who shouldnt be in the school doesnt get in witout permission. This is mentioned in the Data Protection act 1998, it is important to follow the policies and procedures and correctly and to take the correct precautions because if you dont you could put a child in serious danger. For example if you think a chid is getting abused at home and you dont tell anyone about it they could be in serious danger, so by taking the right procedures you will be able to talk to the right people and then they will do what is bets for the child. Duties of being a practitioner is to make sure that each child is safe and also feels safe within the setting, I as a practitioner can do this by helping the child in any way and also making sure the classroom is not a danger hazard and that everything is put away correctly so no child will fall, or slip and hurt themselves. Also when the children go outside to play all practitioners have to make sure that the playing yard is safe for children to play on, so making sure there are no sharp objects or fieces on the floor and also making sure that all the gates are shut so no child can wnder off without anyone knowing, this is part of the child protection act 1998 and the health and safety policy in my setting. Also in my placement we have a behaviour policy which states that you are not allowed to use physical punishment on ny child under any circumstances evenif the parent gives you permission too, this is because of the human rights act 200, this legislation states each child have the same rights and is able to keep the same dignity as adults.

Frank Lloyd Wright: Literary and Architectural Legacy

Frank Lloyd Wright: Literary and Architectural Legacy Introduction: There is a depth in each building that surpasses the visible physical characteristics of its structure. The philosophy that derives the experiences created within is an essential element in understanding each building or structure. It is this philosophy that differentiates an architect from another. And it was the organic philosophy in architecture that lifted Frank Lloyd wrights status to be called the greatest American Architect of all times. Through the study of his various writings, this paper explores his philosophy and analyses it in light of his design process and some of his constructed works. The Principles of the Organic: It was Lao Tze, five hundred years before Jesus who declared, that the reality of the building consisted not of the walls and roof but inhered in the space within, the space to be lived in.[1] For Frank Lloyd Wright, the center line of organic architecture was form and function are one. They become one, they are integral. He conceived this integrity, from within outward, as the modern architects guide and opportunity. Out of the ground and into the light was an opportunity. The nature of material was also an opportunities. All three opportunities were limitations but they were also a condition of success. Human nature was one of these materials, as well, served by the building and serving it.[2] In his various writings Frank Lloyd Wright explained the principles guiding and driving his organic architecture. He believed that the knowledge of the relations between form and function was essential for the practice of architecture and could only be achieved by studying nature and its principles.[3] From the simplicity inhered in nature he deducted certain ideals for organic architecture. First, that a building should contain as few rooms as possible. The ensemble of these rooms should be considered for comfort, utility and go hand in hand with beauty. Second, the openings should be integral features of the structure and form, providing it with natural ornamentation, instead of rich looking decoration. He also argued that the appliances, furniture and fixtures should be should incorporated in the general scheme of the structure. [4] For Wright simplicity was not in itself an end but it was a means to an end. The reticence in ornamentation in these structures is mainly for two reasons: first, they are the expression of an idea that ornamentation should constitutional, a matter of the nature of the structure, beginning with the ground plan. Second, because buildings perform their functions in relation to human life within, to develop and maintain the harmony of a true chord, broad simple surfaces and highly conventionalized forms are inevitable. According to him, these ideas take the building out of school and marry them to the ground, make them intimate expressions or revelations of the exteriors; individualize them regardless of previous notions of style.[5] Natures principles also formulated other ideals in organic architecture. Frank Lloyd Wright maintained that the individuality of a person should be reflected in the style of the house he inhabits, therefore there should be as many styles of houses as there are kinds of people. He also asserted that a building should grow easily from its site and be shaped to harmonize with its surroundings, making it quiet, substantial and organic. The use of colors was also an important aspect, for they had to fit to live with the natural forms they do. Therefore he encouraged the use of soft, warm tones of earth and autumn leaves in preference to the blues, purples or greens and greys. Bringing out the nature of material was an essential ideal to organic architecture, describing them as friendly and beautiful. He believed that following the prevalent traditions leads to structures that become soon out of fashion, stale and profitable, insisting that each house should have character of its own.[6] T herefore organic principles grew out of nature and its principles; however there are other aspects that have partially led to its growth. Rejection of Classical and Renaissance Architecture: I deliberately chose to break with traditions in order to be more true to tradition than current conventions and ideals in architecture would permit. [7] The principles of organic architecture, though they seemingly developed out of natures principles were also partially born from Wrights critique of previous classical and renaissance styles. In the First evening of his London lectures in 1939,Wright declared that the classic was more of a mask for life to wear rather than an expression of life itself. [8]He strongly critiqued the view of architecture as a fashionable aesthetic, arguing that modern architecture rejects all grando-mania, every building that would stand in a military fashion. [9]He encouraged architectsto abandon the cherishing of preconceived form fixed upon them, and to exhale to the laws of common sense to determine from them the form and material of the building in light of its purpose, resulting in a differentiation between the different forms of the building due to their varying function, asserting that Form and Function are one.[10] Wright criticized the tall interiors that were divided into box like compartments, where the architecture mainly involved healing over the edges of the curious collection of holes that had to be cut in the walls for light and air to permit the occupant to get in or out. [11] Wright observed that, in nature, the individuality of its attributes are seldom scarified. Unlike the classical buildings in which an order is establishes, for example a colonnade, then walls are added between them, reducing them to pilasters, with the result that every form is outraged, the whole an abominable mutation. The Approach to Design: All architecture must begin there where they stand[12] Out of the principles of the organic, Frank Lloyd Wright maintained a design process throughout his career that he describes in his book the Future of Architecture. He strongly believed in building from within outward. To achieve this vision he started by determining which consideration came first in the design process. The first determinant was the ground. By this he meant the nature of site, soil and climate. The next consideration was the choice of available materials taking into account the financial cost. The third was the choice of means of power for construction. Man, machine or both? He believed that what rendered his buildings as creative was this process of from within outward, giving life the whole, and giving life to the structure by adopting the ideal of form and function are one, or organic.[13] Wright believed that the character of the site is the beginning of any building which aspires to architecture. He argued that architects ought to accept the fact that the ground already has form.ÂÂ   This to him was a gift from nature to be cherished and accepted.[14] Therefore, in designing his domestic architecture he was careful about considering and incorporating certain elements. First was free association with the ground. Second, sunlight, vista and a spaciousness that conforms to a modern sense of demanded space.ÂÂ   The third element was privacy. Fourth was a free pattern for the arrangement of rooms to be occupied by the families. He argued that as families vary so must the houses. However, he affirmed that these requirements should be incorporated in the architecture of the building in an integral harmony of proportion to the human figure, so that the building protects and cherishes the individuals vital necessities and fine sentiments.[15] The Logic behind the Plan: I have great faith that if the thing rightfully put together in true organic senses with proportions actually right the picturesque will take care of itself.[16] Frank Lloyd Wright believed that all the forms in his plans are complete in themselves and frequently do duty at the same time from within and without as attributes of the whole. There was a tendency towards a greater individuality of the parts emphasized by more and more complete articulation. Moreover, the ground plans were the actual projection of a carefully considered whole.ÂÂ   The architecture wasnt thrown up as an artistic exercise, a matter of elevation from a preconceived ground plan. The schemes were conceived in three dimensions as organic entities. Wright ventured to let the picturesque perspective fall how it will. With a sense of the incidental perspectives, he believed the design will develop. [17] In the Future of Architecture and in an article in the architectural record he describes the logic behind the plans in his architecture. He mentions the most important factors in designing the plan which are materials, building methods, scale, articulation, expression or style. The logical norm for the scale of the building was the human scale. He believed that the unit of size of the building varies with the purpose and material of it, therefore he adopted a unit system for the plan, establishing a certain standardization. By adopting the human scale, he trusted nature to give the proper values to a proper whole. Materials also affected scale. He used the most natural material suiting the purpose. Using wood led to a slender plan, light in texture narrow in spacing. A stone or brick plan was heavy, black in masses and wider in spacing. In cast block building, the scale was done to be adequate to the sense of block, box and slab and there was more freedom in spacing.[18] In his domestic architecture, he designed that house with a garden that arranges itself about and within it so that the individual can enjoy the sun and view while keeping privacy. He gave priority to the living room, given its status as the room common to all, adding a fireplace to it. The modern industrial developments allowed him to make the kitchen a part of the living room relating it to another part of the same. He occasionally added an extra space for reading or studying. By creating this association between living and dining he ensured the convenience and the privacy of the members of the family. Wright gave importance to the bathrooms making them large enough to accommodate for dressing rooms, closets for linen, occasionally a wardrobe with perhaps a couch in each. He made the bedrooms adjacent to the bathroom unit, designing them to be small, airy and easily accessible from the living room. [19] His logic is derived from the ideal of form and function are one. The inspiration of his ideal grew from nature, not its form but its principles. In nature, an organism is a living one when all is part to the whole and whole is to the part.ÂÂ   Wright argued that this correlation which is found any plant or animal is a fundamental principle in organic architecture. He also maintained that any building should come to terms with the living human spirit.[20] Considering the individuality of the owner in the design process, led to certain puzzlement regarding the notion of style. The Question of Style: Styles once developed soon become yardsticks for the blind, crushes for the lame, and resources for the impotent.[21] Frank Lloyd Wright asserted that he had enough types and forms my work to characterize the work of an architect but certainly not enough to characterize an architecture. To him there was no worse of an imposition than to have some individual deliberately fix the outward forms of his concept of beauty upon the future of a free people or even a growing city.[22] The form may differ, he asserted, but in every case the motif is adhered to throughout so that it is not too much to say that each building aesthetically is cut from one piece of goods and consistently hangs together with an integrity impossible otherwise. In a fine art sense the designs grew as natural plants grow, the individuality of each is integral and is as complete as skill, time, strength, and circumstances would permit. The method in itself does not necessarily produce a beautiful building, but it does provide a framework as a basic which has an organic integrity.[23] Wright believed that style came as a byproduct of the process he maintained in his design. The way an architect achieves an integrity in his design came, first, by studying natures material to find the properties most suited for the purpose, then, by using organic architecture as guide, to unite these qualities to serve that purpose.[24] In his plan Wright did use a form of standardization, a unit of size for the building. However, he warned against the tendency in the human mind to standardize. He viewed standardization as a mere tool, though indispensable, should be used to the extent that it leave the architect free to destroy it at will, to the extent only that it does not become a style, or an inflexible rule-is it desirable to the architect. It is desirable only to the extent that it is capable of new forms and remains the servant of those forms. He believed that standardization should be allowed to work, but never to master the process that yields the form.[25] In his various designs Wright took into consideration the individuality of the occupant and his needs. Wright responded to the critics who suspected that individuality of the owner and occupant of the building is sacrificed to that of the architect who imposes his own upon everyone alike, by saying An architect worthy of the name has individuality, it is true, his work will and should reflect it and his buildings will bear a family resemblance one to another. The individuality of the owner is first manifest in his choice of his architect, the individual to whom he entrusts his characterization. He sympathizes with his work; its expression suits him and this furnishes the common ground upon which client and architect may come together. Then, the architect with his ready technique, he conscientiously works for the client, idealizes his clients character and taste and makes him feel the building is his as it really to such an extent that he can truly say that he would rather have his ow n house than any other he has ever seen[26] In order to fully understand wrights methodology, it is essential to look at how his principles have formed his designs and buildings. Looking at the Prairie house style and Taliesin, the examples show how Wright succeeded in maintaining his philosophy, while providing diversity of forms. Prairie Houses: In his book An American Architecture, Wright describes his love and fascination with prairie, along with the elements of the prairie that guided his designs. I loved the prairie as great simplicity. And I saw that a little of height on the prairie was enough to look like much more. The natural tendency of every ill- considered thing on the prairie is to detach itself and stick out like a sore thumb in surrounding by nature perfectly quiet. All unnecessary heights have for that reason and the human scale, (other reasons, economic too) been eliminated. More intimate relation with outdoor environment and far-reaching vista is sought to balance the desired lessening of height.[27] The Prairie style was an attempt by Wright to create an architecture that suited the American lifestyle and landscape. Strongly horizontal plan of house with a low sheltering roof, bands of art glass windows, stucco walls with wood banding, and outreaching garden walls had many of the features that characterized this version of Wrights organic architecture.[28] The Little house on Lake Minnetonka (figure1) is an example of how organic architecture is reflected in the house. The living room is the dominant space in the house. Mrs. Little was an accomplished musician and wanted the room to double as recital space. The height of the ceiling adds to the rooms grandeur. Flanked by two long walls with more than a dozen art glass windows on two levels, the room has the lightness of an outdoor pavilion. Clear glass was used in the leaded panels so that the views, the lake to one side and the forest to another, would not be obstructed. The delicate designs of lines and triangles, concentrated on the outer edges of the window, reach across several panels, creating a larger composition than on just the one window. The art glass skylight, an intricate checkerboard of tiny squares and triangles, are framed by heavy wood moldings.[29] Wright focused on using an appropriate kind of furniture. The rectilinear Prairie Style furniture with the sturdy oak shapes of tables, cabinets, and chairs adapted easily to the houses scale. The vertical spindles of the radiator covers are repeated in the base of the print table and seem to capture the rhythm of the wood marking strips across the ceiling. The strong horizontality of the entire house and the room itself pulls the scale back down to a more human level.[30] The Taliesin: No house should be a hill or anything or anything. It should be of the hill. Hill and house should live together, each happier for the other.[31] This is Wright famous quote regarding the Taliesin in Wisconsin (figure2). In studying Wrights architecture it seems interesting to look at building he designed for him personally. This specific house is consistent, rich and appropriate in its management of prospect and refuge. It is also a gentler, more intimate, and more freely composed house than any others of wrights works.[32] In designing domestic architecture Wright regarded the house as refuge from two generalized and impersonal threats. One is climate the other is the social intrusion by the community.[33] When Wright built the Taliesin, he considered these two universal threats along with two personal threats, one external from his feeling of societal hostility for leaving his wife, the other internal from an inner sense of disorientation and confusion. [34] This attests to the individuality in his design. He built the Taliesin encircling the side of the hill, with its back to wall, making it seem as if it was of the hill. However this placement and his famous quotation about this house dont apply to previous prairie houses like the Hardy, Little, Ennis and Morris houses. Perhaps this placement was more related to the nature of the site, since in Taliesin the hill was inappropriate, partly because of Wrights sense of it sanctity, but partly because he needed to have his the therefore, its back against the wall, for which purpose the hilltop could not work. Therefore he chose the hillside around which the living spaces were arranged.[35] The dominant image was that of roofs which emerged randomly from the hillside vegetation, with a repetition of gentled shingled spaces, taking the slopes of the hills as their slopes. The deep overhanging eaves were all at uniform level, forming a continuous eave line.[36] Wright argued on many occasions that he was trying to destroy the box, by which he meant the self-contained room of traditional domestic architecture. He used the open plans in the prairie houses. However in Taliesin, in spite of the fluid disposition of the rooms, there is no sense of an open plan, rich and complex but a box nevertheless. Unlike prairie, this living space did not open through articulating devices to any contiguous space, nor did any other rooms. This was appropriate at Taliesin where containment was deliberately sought and consistency developed in so many other ways.ÂÂ   Also, the terrace did not extend from either range of windows that released the view. It lay rather behind the scenes. Probably this issue was a provision of view downward to the valley from the living room. This view would have been frustrated by a terrace, especially by one with a solid plastered rail.[37] The way Wright treated Taliesin in its particularity, attests to his claim that he didnt adopt a style. The particularity of the site, the nature of materials, individuality and function were the determinants of the form of the building. Conclusion: Wrights philosophy revolved around the organic. He articulated his philosophy clearly in his various writings that totaled to more than one and half million words. He defined the word organic as an entity, part-to whole- as whole- is to part, intrinsic.[38] The ideal of the organic was form and function are one. This ideal guided his design process, the logic behind his revolutionary open plans and is reflected in his different works. And despite the differences in his works, he managed to maintain an organic integrity in his designs. Image index: Figure 1 [39] Figure2 Bibliography: Hildebrand, Grant. The Wright Space: Pattern and Meaning in Frank Lloyd Wrights Houses. Seattle: U of Washington, 1991. Lind, Carla. The Wright Style. New York: Simon Schuster, 1992. Klinkowitz, Jerome. Frank Lloyd Wright and His Manner of Thought. Madison, Wisconsin: U of Wisconsin, 2014. Wright, Frank Lloyd. The Future of Architecture. New York: Horizon, 1953. Wright, Frank Lloyd, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. New York: Architectural Record, 1975. Wright, Frank Lloyd, and Donald D. Walker. An American Architecture. New York: Horizon, 1955. [1] Frank Lloyd Wright, The Future of Architecture. (New York: Horizon) 1953, p 226 [2] ibid, p 297 [3] Frank Lloyd Wright, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. (New York: Architectural Record) 1975, p54 [4] ibid [5] Ibid, p60 [6] ibid, p55 [7] ibid, p123 [8] Frank Lloyd Wright, The Future of Architecture. (New York: Horizon) 1953, p 225 [9] ibid , p226 [10] ibid, p227 [11] Frank Lloyd Wright, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. (New York: Architectural Record) 1975, p55 [12] Frank Lloyd Wright, The Future of Architecture. (New York: Horizon) 1953,p299 [13] ibid, p297 [14] ibid, p299 [15] ibid, p315 [16] Frank Lloyd Wright, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. (New York: Architectural Record) 1975, p59 [17] ibid [18] ibid, p154 [19] Frank Lloyd Wright, The Future of Architecture. (New York: Horizon) 1953, p 316 [20] ibid, p 298 [21] Frank Lloyd Wright, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. (New York: Architectural Record) 1975, p163 [22] ibid, p 124 [23] ibid, p59 [24] ibid, p124 [25] ibid, p 163 [26] ibid, p60 [27] Frank Lloyd wright and Donald D. Walker, An American Architecture. (New York: Horizon) 1955, p193 [28] Carla Lind, The Wright Style. (New York: Simon Schuster) 1992, p 72 [29] ibid, p84 [30] ibid [31] Frank Lloyd Wright, and Andrew Devane. In the Cause of Architecture, Frank Lloyd Wright: Essays. (New York: Architectural Record) 1975, p11 [32] Grant Hildebrand, The Wright Space: Pattern and Meaning in Frank Lloyd Wrights Houses. (Seattle: U of Washington) 1991, p 64 [33] ibid, p62 [34] ibid, p63 [35] ibid, p64 [36] ibid [37] ibid, p72 [38] Frank Lloyd Wright, The Future of Architecture. (New York: Horizon) 1953, p 323 [39] Carla Lind, The Wright Style. (New York: Simon Schuster) 1992, p 72

Development of Language and Brain Support

Development of Language and Brain Support Speech production is a highly skilled behavior that requires rapid and coordinated movements of the orofacial articulators. Speech and language are often confused, but there is a distinction between the two. Speech is the verbal expression of language and includes articulation, which is the way sounds and words are formed. On the contrary, language is much broader and refers to the entire system of expressing and receiving information in a way thats meaningful. It is understanding and being understood through communication in the form of verbal, non-verbal, and written. As a matter of fact, speech and language acquisition are intimately connected and have traditionally worked in parallel. In order to interpret the meaning of the spoken sounds, a coding mechanism is provided with set of rules for the listener and it is not straightforward. Speech production is a complicated process that undergoes several stages. The first stage is known as premotor process which means that the thought process is generally lumped together. The new ideas are converted into linguist structure that requires selections of suitable words and phrases. The brain functions by assembles the sounds that are needed to make each of the words. Next is the second stage which is called as the mechanical process. During this process, the brain sends signals to make those sounds. The development of language and brain support some relation to each other as language develops with the increase of the brain cell connections. Although the specific language learned is completely determined by the environment, we cannot deny that the capacity to acquire language is biologically determined as well. Thus it is reasonable to assume there are some language function exists in the brain which enables language acquired is parallel with the development of human brain as a child grows. Thus, the critical period for language learning is regarded to be the biologically determined period in which the brain keeps its plasticity for acquisition of any language. Under normal situations, a child is introduced to language essentially at the moment of birth. The first 3 years of life is the most intensive period for acquiring speech and language skills when the brain is developing and maturing. Brain development during childhood allows the brain to be shaped and the child is given an ability to grasp complex patterns, including those underlie speech. These skills develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. As a child grows, they start to classify the speech sounds that form the words of their language. Plasticity for speech perception changes during childhood and adolescence, resulting in critical period for second-language acquisition. Once the natural critical period has passed without exposure to language, it will be more difficult to learn. The phenomenon of lateralization is extremely strong in humans. The brain of human beings consists of a left hemisphere and a right hemisphere, which different functions develop slowly in each parts of the brain as a child grows older. In the vast majority language areas are concentrated in the left hemisphere. The two major areas of human brain that are responsible for language are called Broca area and Wernicke area. Broca’s area is located in the left hemisphere and it is associated with speech production such as putting together sentences and using proper syntax. It is next to the area that controls facial muscle, jaw, tongue and throat function movement. If the area that controls movement is corrupted in any fashion, a person will experience difficulty in producing the actual sounds of speech. Our ability to articulate ideas, as well as use words accurately in spoken and written language, has been attributed to this crucial area. On the contrary, Wernickes area is the cri tical language area in the posterior superior temporal lobe that connects to Broca’s area via a neural pathway. Wernicke’s area is thought to be partially responsible for language processing or comprehension such as untangling and analyzing sentences, whether it is written or spoken. Other areas in brain that involved in language are those that surround the Sylvian fissure, a cleavage line that separates the portions of brain which are exclusively human. Many in the scientific community have posited that both speech and language are lateralize, which means, we use only one side of our brains for speech, which involves listening and speaking; and language, which involves constructing and understanding sentences. However, the conclusions pertaining to speech generally stem from studies that rely on indirect measurements of brain activity, raising questions about characterizing speech as lateralized. According to reseachers at New York University, speech is in fact bilate ralized. In simple words, the brain areas in both hemispheres are harnessed in making words. The specific areas are the bilateral inferior frontal and the inferior parietal, superior temporal, pre-motor and somatosensory cortices. Though both hemispheres of the brain are equal at birth, the function of language gradually settles in the dominant left hemisphere of the brain after biological maturation or the critical period which is proposed by Lenneberg (1967). Lenneberg concludes that the development of language is the result of brain maturation, which it holds that primary language acquisition must occur during critical period with the establishment of cerebral lateralization of function. A strong implication of this hypothesis is that the processes involved in any language acquisition which takes place after the age of puberty will be qualitatively different from those involved in first language acquisition. A commonly drawn, though not absolutely necessary, corollary of the CPH is that any language learning which occurs after the age of puberty will be slower and less successful than normal first language learning. There is a research obtained from people who suffered from brain damage also proved the evid ence for the lateralization of brains. A brain is said to lose its plasticity after the lateralization. Some case studies are reported on impaired brains before and after the critical periods. Adults who suffered brain damage in the left hemisphere fail to recover their language if they do not recover within five months, whereas children show an ability to recover fully if they were very young at the period of damage. It is said that even total removal of the left hemisphere did not remove children’s ability to reacquire a language. Consequently Lenneberg’s hypothesis is based on this period of lateralization, which language acquisition relied on the plasticity of both hemispheres and that hemispheric specialization was complete at puberty. If the language acquisition had not occurred by the time a child reached puberty, full mastery would never be attained. Knudsen (1999) distinguished a sensitive from a critical period, arguing that during a sensitive period, neuronal connections are particularly susceptible to environmental input, but later experience continues to influence neural development. In contrast, during a critical period, appropriate experience must occur to produce the neural connections necessary for normal function, and the resulting patterns are irreversible. During critical period, the neural system awaits specific informationto continue to develop normally(Knudsen, 1999). Thus, in both sensitive and critical periods, individuals are highly responsive to experience, but sensitive periods are ones in which later experience can also affect the individual, whereas during critical periods, experience is required for learning to occur and learning produces durable effects (Knudsen, 2004). Although phonetic learning can be affected by experience past childhood, phonetic learning exhibits the two principles cited by Knudsen fo r a critical period. According to Knudsen, a lack of exposure early in development to natural language, speech or sign results in the lack of normal language, and early experience with a particular language has indelible effects on speech perception. Phonetic perception might therefore be thought of as exhibiting a critical period in development. There are three stages of speech development. The first stage is known as social speech or external speech. Luria (1992) points out that â€Å"In no way is this speech related to intellect or thinking.† In this stage, speech is used to express simple thoughts and emotions such as laughter, crying and shouting. A child tends to uses speech to control the behaviour of others. For example: I want ball. The second stage is egocentric speech which is typically the type of speech found in a child of age three to seven. According to Lefrancois (1994), he states that this stage †serves as a bridge between the primitive and highly public social speech of the first stage and the more sophisticated and highly private inner speech of the third stage.† In this stage, the children often talk to themselves, regardless of someone listening to them. They are able to express and speak what they are doing as they do it, while voicing out loud in an attempt to guide their own behaviou r. The final stage of speech development is known as inner speech, used by older children and adults. It is an inner, soundless speech that includes communication rehearsal, rehashing conversations and imagined interactions with media personalities. This stage of speech allows us to direct our thinking and behaviour. Speech and language disorders Speech production is a complex process, involving a networked system of brain areas that each contribute in unique ways. Difficulty with speech can be the result of problems with the brain or nerves that control the facial muscles, larynx, and vocal cords necessary for speech. Likewise, muscular diseases and conditions that affect the jaws, teeth, and mouth can impair speech. Some conditions that affect speech are present at birth, such as inborn muscular conditions and congenital anatomical abnormalities; while others are the result of metabolic diseases, infections, tumors, or injury. Abnormalities of the vocal cords such as inflammation, polyps, cysts, and tumors can affect the pitch and quality of the voice. A number of different types of speech impediments can occur, and many terms have been used to qualify speech disorders. Aphasia is the loss of the ability to understand language, whether spoken or written, and occurs due to disturbances in the areas of the brain that are used in language processing. Benson (1967) has classified aphasia into two different types, which are Brocas aphasia and Wernickes aphasia (Jeanne, 1998). Brocas aphasia is also referred to as non-fluent or expressive aphasia. It is characterized by the loss of the ability to produce language. If someone has Brocas aphasia, they can still understand spoken language and read language, but they have a hard time speaking and writing due to movement problems. Typically they will talk using short phrases that make sense but they have extreme difficulty in moving their mouths and getting the sounds to come out. They also often omit words in order to shorten what they have to say. People who suffer from non-fluent aphasia understand the speech but because the cant get the words they want to say out they often get irritated and frustrated. People who suffer from Brocas aphasia also have right-sided paralysis or weakness that extends to their extremities. In contrast, Wernickes aphasia is characterized by superficially fluent, grammatical speech but an inability to use or understand more than the most basic nouns and verbs. Corruption of Wernickes area causes an individual to make meaningless sounds. Basically they can make do speech sounds, but they do not make any sense. In other words, damage to the the side portion of the brain may cause fluent aphasia. In most cases this kind of damage occurs in the left side, although it the damage can be caused from the right side also. People that have this left side damage or temporal lobe damage often talk in long sentences that basically are meaningless, they often add unwarranted words, and can even make up words. Therefore it is often extremely difficult to understand what a person with this disturbance is trying to tell you. The people that are affected by this disorder are usually unaware that they have it and usually have no weakness in their movements because their problem is not near that area of the brain. There are many other types of aphasia or speech and language disturbances and each form results from damage to different areas of the brain. Therefore it is hard for many neuroscientists to actually explain in words or pinpoint what area that truly conducts speech. References Jeanne, K. G. (1998). The fluency dimension in aphasia. Retrieved March 11, 2014, from http://aphasiology.pitt.edu/archive/00001131/01/27-13.pdf Knudsen, E. I. (1999). Early experience and critical periods. In M. J. Zigmond (Ed.), Fundamental Neuroscience (pp. 637–654). San Diego, CA: Academic Press. Knudsen, E. I. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience. Retrieved March 13, 2014, from http://www.mitpressjournals.org/doi/abs/10.1162/0898929042304796?journalCode=j ocn Lenneberg. E.H. (1967). Biological foundations of language. Retrieved March 10, 2014, from http://www.ling.fju.edu.tw/biolinguistic/data/course/biological_foundations.htm

The Nature of the Mind :: essays research papers

A leading exponent of the substantial view was George Berkeley, an 18th century Anglican bishop and philosopher. Berkeley argued that there is no such thing as matter and what humans see as the material world is nothing but an idea in God's mind, and that therefore the human mind is purely a manifestation of the soul. Few philosophers take an extreme view today, but the view that the human mind is of a nature or essence somehow different from, and higher than, the mere operations of the brain, continues to be widely held. Berkeley's views were attacked, and in the eyes of many demolished, by T.H. Huxley, a 19th century biologist and disciple of Charles Darwin, who agreed that the phenomena of the mind were of a unique order, but argued that they can only be explained in reference to events in the brain. Huxley drew on a tradition of materialist thought in British philosophy dating to Thomas Hobbes, who argued in the 17th century that mental events were ultimately physical in nature, although with the biological knowledge of his day he could not say what their physical basis was. Huxley blended Hobbes with Darwin to produce the modern materialist or functional view. Huxley's view was reinforced by the steady expansion of knowledge about the functions of the human brain. In the 19th century it was not possible to say with certainty how the brain carried out such functions as memory, emotion, perception and reason. This left the field open for substantialists to argue for an autonomous mind, or for a metaphysical theory of the mind. But each advance in the study of the brain during the 20th century made this harder, since it became more and more apparent that all the components of the mind have their origins in the functioning of the brain. Huxley's rationalism, however, was disturbed in the early 20th century by the ideas of Sigmund Freud, who developed a theory of the unconscious mind, and argued that those mental processes of which humans are subjectively aware are only a small part of their total mental activity. Freudianism was in a sense a revival of the substantial view of the mind in a secular guise.

Giovanni & Lusanna-by Gene Brucker :: essays papers

Giovanni & Lusanna-by Gene Brucker In the story Giovanni and Lusanna , written and researched by Gene Brucker, there is a woman who has taken her alleged husband to court, because he has married another woman. The story is a factual account of what transpired during this court case and the remainder of Giovanni ¹s life. There are several similarities between their world and ours, but for the most part we live in a totally different environment. Our standards of living have greatly improved, but more than that our society has grown more tolerant toward the people who deviate from everyday standards. The story starts out with Lusanna as a married woman who caught the eye of a wealthy young man named Giovanni. As time wore on they allegedly fell in love and enjoyed all of the pleasures of their love. It was later claimed by Lusanna that Giovanni had promised to marry her in the event of her husband ¹s death. Her husband soon died a questionable death that left open the possibility of poison. Unlike today ¹s world divorce was unheard of, and unacceptable. Giovanni then refused to marry her in a public wedding because his social status would be greatly hurt to marry some one in the working class of Florence. This is another example of why today ¹s society is so much different from how it was when they lived. Another strange thing about their society is the open humiliation that people were subjected to. It was said that Lusanna first husband was called a  ³cuckold  ³ to his face. People who were said to earn money in a dirty fashion often had blood or paint thrown on their steps. These kinds of things are just not normal or permitted in today ¹s world. It is true that they do sometimes occur, but the responsible party often ends up looking worse that the person they were trying to hurt. Lusanna was said to have had several lovers. She was not able to become pregnant due to medical problems. This pretty much left her free to have unprotected sex with as many lovers as she wanted. It is true that there are women today with this same type of free love attitude, but there are serious consequences in todays world that will greatly hamper such a life style. One thing that is very similar about their time and today ¹s world in

Operation System Security Essay

1. What are the relative advantages and disadvantages of at least three different measures used to protect operating systems? 2. The ease of implementation of the measures. 3. The associated security management issues related to measures discussed above. 4. The ranking of the measures from best to worst with supporting rationale Answer Antivirus: Antivirus is the easiest protective measure that can be implemented on an operating system, and is also usually very easy to maintain. An update schedule is scheduled, or the antivirus software is configured to be managed by a central antivirus server which disseminates updates and virus signatures. Having an up-to-date anti-virus is always a good idea; it doesn’t take much work, and offers a decent amount of protection. Image-Locking software: This type of solution which exists in software such as Deep Freeze takes an image of the computer on startup to which it reverts after each restart. While this does little to prevent the computer from being compromised, it provides the ability to undo all changes, including any changes an attacker may have made, by restarting the computer. This is more difficult to implement, and is not an acceptable solution on hosts that need to maintain dynamic information, such as a database, as it would lose all new information entered since the image was created on reboot. Host Intrusion Detection System: A Host Intrusion Detection system is similar to Antivirus in that it looks for suspicious activity and compares against a definition file, but it also inspects network traffic that comes through the local interface. This allows the HIDS to detect an attack before it has actually put anything on your computer. HIDS also creates a host baseline, to which changes are reported to an administrator. This can result in a lot of logs if changes are made on a regular basis. This solution is both difficult to configure and maintain. In a real environment, you aren’t restricted to using a single solution. If you have the resources to support it, running multiple Antivirus programs is suggested as different vendors may publish definitions earlier than others. Antivirus can also be used in tandem with the other solutions, creating a more secure host

The Life and Times of William Shakespeare

Shakespeare is widely regarded as the world’s greatest playwright, and there’s no real reason to dispute that. People are still seeing his plays 400 years after he wrote them, not because it’s â€Å"trendy† or â€Å"hip,† but because they’re so good. His insight into the human spirit has never been equaled. This paper is a brief biography of Shakespeare and a discussion of the times in which he lived. Discussion His life: It’s somewhat difficult to find factual information about Shakespeare, because the â€Å"first attempts at biographical research were not begun until over half a century after Shakespeare’s death† (Best, 2005).In addition, there were few biographies written of important persons at this time, especially dramatists, since plays were not considered â€Å"serious literature† (Best, 2005). In addition, the Puritans closed the theaters in 1642, and many manuscripts and other records were lost (Best, 200 5). It also doesn’t help that there are numerous spellings of his name. Nevertheless, scholars have pieced together a fairly complete picture of his life, and where facts are not known, they have drawn reasonable inferences (Best, 2005).However, the fact remains that much of what we know is based on indirect information. William Shakespeare was born in Stratford-upon-Avon some time in April, 1564, the son of John Shakespeare and Mary Arden (Hanna – Life). Although there is no record of the exact date of his birth, there is a baptismal record at the church, so most scholars put his birthday as the 23rd of April, 1564 (Hanna – Life). John Shakespeare was a â€Å"prominent and prosperous alderman† in Stratford, and was â€Å"granted a coat of arms by the College of Heralds† (Hanna – Life).Little is known of Shakespeare’s boyhood but it is believed that he probably attended the â€Å"Stratford Grammar School† (Hanna – Life). There is no record of him having gone on to either Oxford or Cambridge, both of which were well established by his time (Hanna – Life). Shakespeare’s name turns up next in 1582 when he marries Anne Hathaway, some eight years his senior (Hanna – Life). Their daughter Susanna was born in 1583 and twins, Judith and Hamnet, were born in 1585 (Hanna – Life).Once again Shakespeare disappears from the records and doesn’t turn up again for seven years, by which time he is â€Å"recognized as an actor, poet and playwright† (Hanna – Life). His recognition comes in the form of an insult from a rival, Robert Greene, who calls Shakespeare â€Å"an upstart crow† in his (Greene’s) play, A Groatsworth of Wit (Hanna – Life). It’s thought that at about this time (1592) Shakespeare joined an acting troupe known as The Lord Chamberlain’s Men, one of the best in London (Hanna – Life).The troupe leased the theater (named, unoriginally, â€Å"The Theatre†) where they performed; they lost the lease in 1599 (Hanna – Life). By this time, though, the troupe had enough money to build their own theater, across the Thames on the less fashionable South Bank; this new theater was, of course, The Globe (Hanna – Life). The Globe opened in July, 1599, with some of the old timbers salvaged from The Theatre used in its construction (Hanna – Life). The Globe featured â€Å"Totus mundus agit histrionem† (A whole world of players)† as its motto (Hanna – Life).When James I ascended the throne in 1603, the company changed its name to the â€Å"King’s Men† or â€Å"King’s Company† (Hanna – Life). The company’s instructions, conveyed to them in Letters Patent, told Shakespeare and eight other company members specifically to â€Å"use and exercise the art and faculty of playing Comedies, Tragedies, Histories, Interludes, Mor als, Pastorals, stage plays †¦ as well for recreation of our loving subjects as for our solace and pleasure† (Hanna – Life). Things went well for the newly-christened King’s Men for another ten years, until 1613 (Hanna – Life).Then, on June 19, a cannon fired from the theater’s roof during a â€Å"gala performance of Henry VIII† set the Globe’s thatched roof on fire and the theater burned to the ground (Hanna – Life). The audience was so absorbed in the play that at first they ignored the fire, but when the walls and curtains went up, they surely must have run (Hanna – Life). By some miracle â€Å"there were no casualties, and the next spring the company had the theatre ‘new builded in a far fairer manner than before’† (Hanna – Life).Shakespeare â€Å"invested in the rebuilding† effort, but by that time he had retired to Stratford, to the â€Å"Great House of New Place† that h e’d bought in 1597 (Hanna – Life). There were considerable land holdings associated with the house, and Shakespeare remained there, where he continued to write, until his death in 1616 (Hanna – Life). Ironically, he died on his alleged birthday, April 23 (Hanna). He was 52. Although he died at what we would consider a young age, he left behind a body of work that has made him immortal, and continues to light up theaters around the world.His Times: The world 400 years ago is often seen as romantic and noble, but it was brutal, unsanitary and often terrifying. We’re familiar with a lot of the history of the time through films and TV shows; a movie about Elizabeth I was released recently. Shakespeare lived at a time of political upheaval and court intrigue, as well as a time of exploration. For example, a man named John Hawkins sailed to the New World a second time in 1561 (Hanna – Times). Trips like this were dangerous and daring, but also yielded tr easure and more importantly, lands for the Crown. From 1577-1580 â€Å"Francis Proke sailed around the world† (Hanna – Times).In 1586 when he was 22, Mary Queen of Scots was tried for treason and executed the following year (Hanna – Times). And in 1588 one of the greatest events in English history took place: the English under the command of Queen Elizabeth I defeated the Spanish invasion fleet known as the Armada (Hanna – Times). Unfortunately, this was also the time of the great plagues; plague swept through London in 1592-93, necessitating the closure of the theaters; plague struck again in 1603 (Hanna). This was also the year that Elizabeth I died and James IV, King of Scotland became James I of England (Hanna – Times).It was at this point that the â€Å"Lord Chamberlain’s Men† became the â€Å"King’s Men†; James I liked the theater and was a writer himself, publishing works on such subjects and witchcraft and  "the divine right of kings† (Best-James I, 2005). In 1605, the â€Å"Gunpowder Plot† was hatched and Guy Fawkes lead a group of Catholics in an attempt to assassinate James and blow up Parliament (Hanna – Times). The English still celebrate â€Å"Guy Fawkes Day. † As we saw, the Globe burned down in 1613 by which time Shakespeare had returned to Stratford. He lived only another three years.