History And Theory Criticism Anthropology Essay

Lancelot Brown who was born in 1716 and died in 1783 was called ‘Capability ‘ because of his ability in recognizing the capablenesss of a landscape. Very high in his twenty-four hours and the demand by the proprietors of most of the baronial estates, we find that his position or repute had started worsening by the start of the 20th century. This was chiefly due to the polemics of those who had revived the captivation of the formal, architectural garden of which he was considered to be the chief destroyer ( Harlin, p93 ) . His prominence was restored by authors like Christopher Hussey and largely, Dorothy Stroud, who was his biographer during the 1950 and 1960s. Most late garden historiographers such as Tom Williamson and David Jacques have stressed the fact that Brown was merely one of the several 18th century landscape interior decorators, like Adam Mickle, William Emes and Nathaniel Richmond whose work and accomplishments are merely get downing to come into focal point. However, some of these interior decorators began their calling together with Brown. Latest survey, excessively, has stressed that Brown was ne'er a one-person set. He greatly depended on a big group of persons in oversing the execution of his programs and he might be believed to be among the first of all time garden interior decorators to hold something similar to a professional pattern. The accomplishment of his calling comes from his ain extraordinary endowments and the clip in which he lived. It was a clip of great profusion and one of the major marks of wealth was the addition in the size of the landed estates. However, the 18th century, as W. G. Hoskins defines it in ( 1955 ) ‘The Making of the English Landscape ‘ , was really the great age of parliamentary enclosures of the waste land and unfastened Fieldss ; about 1,214,574 hectares were enclosed, in other words passed into private ownership. All through hiss calling he worked on designs for more than two 100 estates, between 1741 ( Stowe ) and 1783 ( Stourton House in Yorkshire ) . The typical description of his characteristic work sums about to a cliche , the park that is surrounded by belts of trees, the bunchs of trees in the unfastened landscape, together with the lake at the cardinal land, ever formed by barricading a steam and usually of a snaky sort so as to look like a river. Not much is known about either the pattern or theory of his trade. He did n't go forth any theoretical Hagiographas and the few hints of information we have are undependable. In recent old ages, we find that it has been mentioned that Brown besides had great involvement in the pleasance evidences of an estate together with the park. He often designed more or less fancy shrubberies that were near to the house like in the pleasance evidences of Petworth. His work was n't by and large admired in his clip, Sir William Chambers, the designer every bit good as the garden interior decorator criticized his landscapes in the twelvemonth 1772 due to their small difference from the common Fieldss. Richard Payne Knight, the picturesque apostle, unusually dubbed him as the originator of bald and bald. Nevertheless, Humphry Repton, who so followed in his footfalls, claimed that wishing for grading, so common in all his workingmans: each knoll by them is lowered, and each hollow filled to do a degree surface ( Halliday, p152 ) . Petworth House Petworth House in Petworth, England is a late 17th century manor, reconstruct in 1688 by Charles Seymour, 6th Duke of Somerset, and tainted during the 1870s by Anthony Salvin. The topographic point was once occupied by an equipt manor house that was founded by Henry de Percy, the 13th century chapel and the undercroft of which still exist. Today ‘s constructing houses is an indispensable aggregation of sculptures and pictures, which include 19 oil pictures by Turner, some which are owned by the household and some by Tate Britain, who was a usual visitant to Petworth, the pictures by Van Dyck, the carvings by Grinling Gibbons every bit good as Ben Harms, traditional and non-traditional sculptures ( which include even the 1s by John Edward Carew and John Flaxman ) , and wall every bit good as the ceiling pictures by Louis Laguerre. Furthermore, there is besides an earthly Earth by Emery Molyneux, which is believed to be he merely one worldwide in its original 1592 province. This stands in a seven hundred acre landscaped park called Petworth Park, which was good designed by Brown. However, the park is among the more popular in England, mostly on description of several of its images which were painted by Turner. It is occupied by a big herd of fallow cervid in England. There is besides approximately 30 acre forest garden called the Pleasure Ground ( Green, p123 ) . For the last two hundred and 50 old ages, we find that the house and the estate have under the ownership of the Wyndham household. The house and cervid park were given to the province in 1947 and are presently under the direction of the National Trust under the trade name ‘Petworth House and Park. However, the Leconfield Estates besides possess much of the Petworth and the adjacent country. As a expression into the lives of the old estate workers, we find that the Petworth Cottage Museum has been situated in High Street. Petworth House is the place to Petworth House Real Tennis Club. ( Many similar private estates held existent tennis tribunals. )BlenheimPalaceThis is a big and big state house located in Woodstock, England. It is really the lone non-episcopal state house in the state to hold the rubric ‘Palace ‘ . The castle which is one of the largest houses in England was constructed between 1705 and 1724. It was accepted and recognized as a UNESCO World heritage Site in the twelvemonth 1987 ( Girouard, p67 ) . However, its building was ab initio intended to be a present to John Churchill, the first Duke of Marlborough from an appreciative state in return for military triumph against the Bavarians and Gallic at the Battle of Blenheim. Is shortly turned out to be the chief topic of political squabbling, which resulted to Marlborough ‘s expatriate, the autumn from the power of his Duchess, and lasting harm to the position of the Sir John Vanbrugh, the architecture Planned in the rare, and impermanent, English Baroque manner, architectural esteem of the castle is divided today as it was during the 1720s. It is exceeding in its combined usage as a mausoleum, household place, and a national memorial. Furthermore, the castle is besides celebrated as the place of birth and the hereditary place of the Prime Minister Sir Winston Churchill ( Turner, p30-32 ) . The mark above the big East gate provides a clear history of the building of the castle, the reading: â€Å" Under the backing of a munificent crowned head this house was constructed for John of Marlborough together with his Duchess Sarah, by Sir J Vanbrugh between 1705 and 1722. The Royal Manor of Woodstock and a grant of two hundred and 40 1000 Euros towards the building of Blenheim, was offered by Her Majesty Queen Anne and approved by act of parliament. † The fact is hat the building of the castle was a minefield of political confederacy, with intriguing on a Machiavellian graduated table by Sarah, Duchess of Marlborough. Due to the completion of the castle, it has become the place of the Churchill household for the past three hundred old ages, and several members of the household have in that clip produced many alterations, inside gardens and park, whereby some are for the better, others for the worse. At the terminal of the 19th century, the Churchills and the castle were saved from the muss by an American matrimony. Hence, the outside of the castle is still in good fix and precisely as completed.Work citedTurner, R. , Capability Brown and the Eighteenth Century English Landscape. Phillimore, Chichester, 2005, pp.30-32. The book negotiations about Brown and his several parts to the landscape design, including the constitution of many Parkss for the English aristocracy. Particularly 15 of his landscapes ( e.g. , Blenheim ) which are comprehensively covered. Girouard, M. , Life in the English Country House. New Haven: Yale University Press. 2001, p67 The writer teases out these constellations and analyses the several ways the thoughts of subjection and command shaped Romantic artistic signifiers, from the literature and art to architecture and garden design. Green, D. , Blenheim Palace. Oxford: Alden Press. 2002, p123 The book focuses on a extremely original country of enquiry, the urban underworld. It besides offers enormous penetrations into the cultural energies and the stuff flows of the tunnels, cloacas and drains of Paris and London. Halliday, E. , Cultural History of England. London: Thames & A ; Hudson. 2004, p152 This book displays the easiness and assurance of person who truly knows her capable. The writer examines the comfy insides of England, the overstuffed chairs and couchs, dark forests, authoritative spiels and the vivacious colourss. Harlin, R. , Historic Houses. London: Conde Nast Publications. 1999, p93 In this book, the writer negotiations about the great architectural memorials in different metropoliss of the universe such as London, Athens and Paris

Workforce Education

Author Note Heartfelt thanks to Dr. Terre Eversden to have given me an opportunity to present a paper on the Adult Educational Philosophies – Benefits and Challenges & their involvement in real life scenarios or the environment we live in. The paper captures the benefits, challenges and example to each Adult Education Philosophy i. e. Liberal, Behavioral, Humanistic and Progressive. Abstract An adult education philosophy, or philosophical orientation, is the categorization of an individual's beliefs, values, and attitudes toward adult education and what the purpose and outcome of adult education should be.In this paper, I shall discuss of Liberal Educational Philosophy, Behaviorist Educational Philosophy, Progressive Educational Philosophy, Humanistic Educational Philosophy and finally Radical Humanistic Philosophy. These are the Adult Educational Philosophies. Benefits and Challenges of each of these philosophies shall be discussed in brief. Keywords: liberal, behaviorist, pr ogressive, humanistic, radical, educational, philosophy Liberal Educational PhilosophyThe liberal adult education philosophy stresses the development of intellectual powers. Liberals always seek knowledge. They work to transmit knowledge and clearly direct learning. The educator is the â€Å"expert†, and directs the learning process with complete authority. Learning methods used include lecture, study groups, and discussion. Socrates, Plato, and Piaget were practitioners of the liberal philosophy. (Note: Liberal adult education does not refer to liberal political views; it is related to Liberal Arts. ).According to liberal adult education, â€Å"the educated person possesses the four components of a liberal education: rational or intellectual education which involves wisdom, moral values, a spiritual or religious dimension, and an aesthetic sense† (Elias & Merriam, 1995, p. 26). Liberal adult education emphasizes liberal learning, organized knowledge, and the developme nt of the intellectual powers of the mind. It also stresses philosophy, religion, and the humanities over science. The teacher is given a prominent place within this philosophy, and must be well-versed in many intellectual interests.Liberal adult education employs heavy promotion of theoretical thinking. This philosophy is suited for adult learners because it requires life experience in order to fully gain from the reflection and contemplation involved in liberal education's goals. To illustrate the significance of this philosophy, Elias and Merriam (1995) write: As long as the human person does these things [searches for truth, desires to develop their moral character, strives for spiritual and religious visions, and seeks the beautiful in life and nature], the liberal tradition in education will be a potent force.  (p. 42).The negatives of liberal approach are not everyone is critical thinkers and problem solvers and their opinions can be swayed by others. Example: A liberal cla ssroom setting is a more traditional environment. In the classroom you my just have a lecture or even break students or adults into study groups to help each other out. Another option is critical reading and discussion. This approach allows students to free themselves from past experience. They are able to prepare themselves for diversity and change. It teacher teaches them to be critical thinkers and problem solvers.Behaviorist Educational Philosophy A major tenet of behaviorism is the belief that â€Å"all human behavior is the result of a person's prior conditioning and is determined by external forces in the environment over which a person has little or no control† (Elias and Merriam, 1995, p. 79). Because behaviorism fundamentally aims toward individual and societal survival, emphasis is put on skill acquisition and learning how to learn. Thus, the teacher must create an environment that is optimal for bringing about behavior that ensures survival.The behaviorist adult e ducation philosophy emphasizes the importance of the environment in shaping the learner. The traits of the behaviorist teacher are close to those of the liberal, in that the behaviorist â€Å"manages† the learning process and directs learning. Behaviorist concepts include mastery learning and standards-based education. Some teaching methods used by behaviorist educators include programmed instruction, contract learning, and computer guided instruction. Learners are active and able to demonstrate a measurable, learned behavior.Accountability is an important concept in behaviorism and punctuates that teachers and learners are both accountable for successful learning. Behaviorism is strong in setting clearly defined purposes, learning objectives, and in selecting experiences that work toward those purposes and objectives. Evaluation is valued in assessing the attainment of the behaviors being taught. Vocational training and teacher certifications are both behaviorist practices. Skinner, Thorndike, and Steinberg were believers in the behaviorist philosophical tenet.Example: A good example of Behaviorist is a coach. If a coach tells you what to do then you have to do it, otherwise you won’t get to play. You must practice the task on hand in order to be successful just like in sports. The teacher has to be a manager who directs the learner outcomes and design the environment. Many teachers must be competency-based teacher. Competency-based focuses on outcomes and has a certain curriculum that teachers have to follow to get the outcome that they want. Progressive Educational PhilosophyThe power of progressivism runs deep in American adult education, as stressed by Elias and Merriam (1995): â€Å"Progressivism has had a greater impact upon the adult 14 education movement in the United States than any other single school of thought† (p. 45). The progressive philosophy of adult education stresses an experiential, problem-solving approach to learning . Like behaviorism, progressivism sees the goal of education being individual and societal. However, the goal of progressive education is improvement rather than survival, which is achieved through liberating the learner.There are five basic principles of adult progressive education. The first is a broadened view or concept of education, meaning that education is not restricted to formal, classroom instruction but is a lifelong process influenced by many sectors of society and daily life. The second principle is a new focus on the learner and the potential of that person to learn more than his or her immediate interests. The third principle is the introduction of new instructional methodologies.Diversifying these teaching methods in turn diversified learner knowledge gained by learning from those methods. The fourth principle is a new teacher-learner relationship that is interactive and reciprocal. The fifth principle is that education is an instrument for preparing learners to chan ge society. Learners of this philosophy need problem solving skills and practical knowledge. They learn by doing, inquiring, being involved in the community, and responding to problems. Teaching methods used in this philosophy include problem solving, the scientific method, and cooperative learning.The educator is an organizer who guides learning instead of directing learning and evaluates the learning process. Progressive proponents include Spencer, Dewey, and Lindeman Example: Progressive setting is showing someone how to frame a wall while constructing a house and then watching them do it themselves. Progressive is showing someone how to do something and then they do it while you guide them through the task. Training and Development in present organizations follow such type of education. Humanistic Educational PhilosophyHumanistic education aims at the development of people who are open to change and continued learning, people who strive for self-actualization, and people who can live together as fully-functioning individuals. The humanistic philosophy of adult education follows some basic principles such as the following: human nature is naturally good; freedom and autonomy influence behavior; individuality and potentiality are unlimited and should be nurtured; self-concept leads to self-actualization; perception of the world explains behavior; and individuals have a responsibility to humanity.Foundations of humanistic education lie in the following: the notion of self-concept; that the adult defines himself in terms of the accumulation of a unique set of life experiences; that an adult's readiness to learn is linked to developmental tasks unique to a stage in life; and that adults desire an immediate application of knowledge. The humanistic adult education philosophy seeks to facilitate personal growth and development. Humanists are highly motivated and self-directed learners; responsibility to learn is assumed by the learner. The humanist educator facili tates learning but does not direct learning.According to Elias and Merriam (1995), â€Å"Humanistic adult educators are concerned with the development of the whole person with a special emphasis upon the emotional and affective dimensions of the personality† (p. 109). The educator and learner are â€Å"partners. † Concepts that define the humanistic philosophy include experiential learning, individuality, self-directedness, and self-actualization. Humanistic teaching methods contain group discussion, team teaching, individualized learning, and the discovery method. Rogers, Maslow, Knowles, and McKenzie are facilitators of the humanistic philosophy.The challenge is as this concentrates on people’s natural desire to learn, the teacher is a facilitator and students relate to past experience with this approach; however, if there isn’t mutual respect between the students and teacher this method will probably fail. Radical Educational Philosophy The radical adu lt education philosophy promotes extreme social, political, and economic change through education. Radical education does not work within existing social norms or structures, but strives to change those structures. Within this philosophy, the educator and learner are equal partners in the learning process.The educator is the coordinator of the class and makes suggestions but does not direct the learning process. This philosophy embraces concepts such as noncompulsory learning and deschooling. Exposure to the media and people in real life situations are considered effective teaching methods. Holt, Freire, and Illich are proponents of the radical adult education philosophy. Radicalism falls outside the realm on mainstream adult education philosophy, mainly because the purposes of many adult education activities are not parallel with the purposes of radical adult education. Identification of Adult Education Philosophical Orientation

Comparing and contrasting “The Matrix” and Plato’s “The Allegory Of The Cave” Essay

Comparing and contrasting the synopsis â€Å"The Matrix† to Plato’s â€Å"The Allegory Of The Cave† and also Descartes â€Å"Meditation I Of The Things Of Which We May Doubt† which have several similarities and also some differences. In all three of these stories the main idea is that reality is in question. In the Matrix, the human being is in a pod like machine that is controlled by a computer simulating what we think and know to be reality. Reality is not only created but manipulated to deceive what is truly surrounding you, when you are clearly in a pod unaware of what reality really is. In Plato’s â€Å"The Allegory of the Cave† this also focuses on two different realities based on what is in fact real and what is perceived. Plato’s view on the prisoners being fooled into a false reality by placing fake objects around them to trick their perception of reality and also put them in a one track state of mind, while life goes on outsi de of where they are captive. This is similar to The Matrix because in both stories the people are being manipulated to believe a reality outside of what is truly happening at the present time. In both stories, the person that has been captive for a certain period of time but then is able to experience reality outside of just manipulated perception has doubts, they are in disbelief of what they are actually able to witness for the first time. Reality, not perception but what is truly real happening and not being simulated or manipulated so that you would be fooled into believing something that is not real. In the Matrix, Neo lived a pretty normal life as an everyday human being but could not sleep well and like Plato stated that the prisoner would have to sense something, get some kind of feeling that something just was not quite right about his surroundings and the way they were existing. Another similarity is that the prisoners and pods were being manipulated to believe a false reality by people above them. They were prisoners in caves and pods. I think of course  a difference is of course time periods. Although these stories have similar ideas, the Matrix was an updated version of ideas of two difference realities. A similarity between the Matrix and Descartes is whether or not we are dreaming or if it is in fact reality and how do we know? Neo is questioned about his dreams and being able to wake from the dream and tell if he was indeed awake or still dreaming and that it was Descartes really focuses on in Meditation. Once the prisoner is set free, reality for him is shocking because now what you have been exposed to for so long was a lie. Although this false reality was a lie it was not only what was perceived as real to them but familiar. Finding out something like this can be freeing and yet disappointing and scary like it was for Cypher. Once he discovered that they were lifeless humans being manipulated in pods by computers he was terrified and wanted to erase what he found to be reality. Cypher wanted to go back to how things were before he discovered what really happening to him because he could not and did not want to deal with reality. He found comfort in the simulated life he was given. As far as ignorance being bliss or finding out the harsh reality of illusion, I feel like it depends on the person. I know some people who purposely try to live in a false reality because they just would rather live in a fairytale. They do not want to deal with the harsh realities that come along with knowing the truth. I also know others that no matter how painful or frustrating reality is, knowing what is real and understand what is indeed true is the only way they can function in life.

Marketing Essay Example | Topics and Well Written Essays - 1000 words - 7

Marketing - Essay Example In accordance with the above, for the needs of the particular marketing campaign, the geographic segmentation of the Australian market should be developed as follows: a) emphasis should be given on the urban areas – where the population is significant and where more perspectives exist for new products entering the particular markets, b) as noted in the map of Australia, the urban life is mainly developed in the country’s Eastern regions – where more of the cities are sited; therefore, a priority should be given to the promotion of the particular product in the Eastern regions of Australia; the promotion of the product in the country’s other regions could follow. ... his point of view, the particular product is expected to be welcomed in the Australian market, b) the socioeconomic status of the people in the country’s urban areas – main places of destination for the particular product – could not affect the performance of the product in the Australian market, since the price of the product is rather low, being accessible to people with different levels of income; in any case, the high percentage of people in Australia are of average and high financial status, which means they could easily afford to buy the specific product. The above view is in accordance with that of Wedel and Kamakura (2000) who noted that demographic and lifestyle information can have similar roles in market segmentation (Wedel and Kamakura 2000, 242). 3.3 Psychographic Segmentation In the context of the psychographic segmentation, the Australian market would be reviewed as of the criteria used by locals in order to buy specific products. These criteria wi ll be developed under the influence of the local cultures and ethics but also the average socioeconomic status, which, in the case of Australians, can be characterized as satisfactory. Indeed, most people in Australia have a satisfactory income – the average net wealth of a household in Australia has been estimated to $348,000 – which means, they could easily afford to buy the specific product. Moreover, the involvement in a wide range of activities is a common practice for people in Australia; therefore, their social life is likely to be significant; thus, their look should be good, in the context of the common social patterns. Consumers in Australia would welcome the particular product as it could help them to improve the quality/ health of their hair. At this point, the following issue should be

Stateless nation Essay Example | Topics and Well Written Essays - 250 words

Stateless nation - Essay Example 28). For this study, we will look into Taiwan. â€Å"The state should culturally be aware of itself as a discrete body and with a discrete civic structure† (Storm, Carsten, and Harrison, p. 8). For centuries, the people of Taiwan have lived with no freedom that is they live by the ordeal of a colonial people (Richard, p. 17). They were not given the opportunity to govern themselves. Taiwan population consisted of refugees, pirates, colonizers and colonizers who migrated to the island from different origins. Due to this, every individual or group that moved into the area have they are own believes, goals and visions. Therefore, the people who lived there had no identity that prevented them from fighting for their rights (Yasutomo, p.34). Taiwan contains many influences that are non-china. The republican government controls them. Taiwan is referred to as a ‘rebelling province’ by the government of rival People’s Republic of china. They are considered to be rebelling against the rightful government of united china. Due to the non-china influences received from the region, Taiwanese can refer as a rebelling province (Minahan, p.