Howard Gardners Theory Of Human Intelligence Education Essay

Howard Gardners Theory Of Human Intelligence Education Essay This assignment will critically discuss the topic of integrated learning in the early primary curriculum with reference to the use of the outdoor learning environment. It will be based on my personal research that stemmed from the curriculum. Firstly, this assignment will discuss the outdoor learning day, which incorporated learning outdoors with a topic themed activity. Secondly, the assignment will discuss integrated learning and outdoor learning in relation to the foundation subject Design and Technology. Howard Gardners theory of human intelligence, suggests there are at least seven ways that people have of perceiving and understanding the world. Gardner labels each of these ways a distinct intelligence in other words, a set of skills allowing individuals to find and resolve genuine problems they face. Within the Curriculum, traditional schooling heavily favours the verbal-linguistic and logical-mathematical intelligences. Gardner suggests that a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education (Gardner, 1999) is needed. Brief outline to the project. The project theme which was chosen was that of habitats and materials with reference to The Three Little Pigs, as this was a popular story that we all knew well and thought we could do a great deal to facilitate childrens learning across the age ranges of the school. We collaborated as a group and decided the story could be changed and saw it possible to have a good link to the outdoor environment leading to using the natural environment to build habitats. We adapted the story to relate directly to the natural environment by The Three Little Pigs building their homes from twigs, leaves and mud as we thought this would be more beneficial and support questioning and investigation. Within the discussion we chose a shaded area in the school grounds to set the scene for our performance and we believed this would then help with the wow factor of the introduction to the activity. The most successful aspect of the session was, once we had gained confidence and had run through the activities with the children, this allowed us to reflect on what was working and the timing of the session. This enabled our group to adapt our idea and allowed us to engage the children more successfully. The children showed positive reactions when building homes for animals from outdoor resources (sticks, mud, leaves etc), however the session at the beginning was not as successful as we were not sure on timing, in which the initial group finished the set task earlier than expected. We then had adapted our intentions to create new extension activities for the children to do and we decided to carry out a hunt for other items to go in the homes we had made. From this experience we had to dis cuss ideas for other activities we could develop if this timing issue reoccurred. I was surprised how engaged the children were when we were performing the story of The Three Little Pigs. Some of the ideas children came up with when building the homes were unexpected such as making sure the home was waterproof and the creative thinking they used to do this, for example; we need to build underground or in a sheltered spot and they also suggested, making sure that the roof was covered in leaves to keep the animals warm, dry and camouflaged. From the Outdoor Learning Day we collaboratively discussed where we could take the theme of materials and habitats. After a long discussion we decided to draw on our personal talents within the foundation subjects and use them to develop lesson plans and resources. I decided to opt for Design and Technology, as I find this subject interesting and feel that it has a wide scope for learning. The National Curriculum proclaims that, During Key Stage One  pupils learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and could start to use ICT as part of their designing and making. (National Curriculum 1999) The main content area of the project. Integrated Learning is discussed and used with alternative phraseology such as Topic Based Work, Cross Curriculum and Creative Curriculum. In research, Integrated Learning studies are stated as Opportunities to enrich and enhance childrens learning and make connections across the curriculum (Rose 2009).Ofsteds grade descriptor of an outstanding curriculum states: The schools curriculum provides memorable experiences and rich opportunities for high-quality learning and wider personal development and wellbeing. The school may be at the forefront of successful, innovative curriculum design in some areas. A curriculum with overall breadth and balance provides pupils with their full entitlement and is customised to meet the changing needs of individuals and groups. (Rose 2009). The National Curriculum for Design Technology suggests that it provides opportunities to promote pupils spiritual, moral, social and cultural development. (National Curriculum 1999) There are highly tailored progra mmes for a wide range of pupils with different needs. Cross-curricular provision, including literacy, numeracy and ICT, is mainly outstanding and there is nothing less than good. As a result, all groups of pupils benefit from a highly coherent and relevant curriculum which promotes outstanding outcomes. (Rose 2009) The Qualifications and Curriculum Development Agency (2010) explains The new curriculum is based on what is already happening in many schools to bring learning to life, and the structure reflects what other successful countries are doing with their national curricula. (Qualifications and Curriculum Development Agency 2010). A quality curriculum should be broad and balanced a statement which was highlighted in the Education Reform Act 1988. Curriculum differs in each country, for example in New Zeland Te  Whariki  was developed by May and Carr to become the first national early childhood curriculum in New Zealand. This curriculum adopts a specifically socio-cultural perspective on learning that recognises the different social contexts in which children in New Zealand live and the social and interactive nature of learning. Carr and May (2000), discussed that the aim was the development of more complex and useful understanding, knowledge and skill attached to cultural and purposeful contexts. As discussed in Woods (2005) book Play, Learning and the Early Childhood Curriculum, the  Reggio approach,  from Italy, has developed a distinct pedagogy that places the emphasis on using multiple forms of expression and cross curricular links in learning to help children communicate their understanding and thinking, maintain their interest and explore to give value to activities. Practitioners see themselves as guides who are learning with the children and adopt a listening role that seeks to encourage thinking, negotiation and the exploration of difference, particularly in collaborative group work. Documenting the process of exploration as children work through a project is a key pedagogical activity which offers children a record of their process and progress through the project, and gives educators a detailed insight into childrens activities and learning. (Stephen, C. 2006).Reggio has developed the idea that children will develop their capacity to think, build and test theor ies through exploration and making links with prior knowledge and subjects. The Reggio approach believes that content knowledge is secondary to learning about how to learn, although specific contexts and bodies of knowledge may be the focus of the childrens investigations. Cross-curricular work offers a creative way to incorporate all strands of learning, developing the knowledge, skills and understanding of students while motivating them to learn through stimulating, wide-ranging and interconnected topics.(Wood 2005). It is particularly important to emphasise links between subjects to help children make sense of what they are learning. Cross curricular links are crucial to learning as learning depends on being able to make connections between prior knowledge and experiences and new information. Such connections help us make sense of our world and develop our capacity to learn. The human brain increases capacity by making connections with prior experiences which can be related to, therefore it is a crucial part of education to include experiences which the children can make their own connections. Within the curriculum the process of design may have wider applications in a future curriculum which will embrace features such as creativity on a more intens ive scale. Outdoor learning offers many opportunities for learners to deepen and contextualise their understanding within curriculum areas, and for linking learning across the curriculum in different contexts and at all levels. (Parkinson 2010) Research into this comes from the Primary Review which is a wide-ranging and independent enquiry into the condition and future of primary education in England. The review began in October 2006 and continued for two years, an interim report published in December 2007 on childrens learning emphasises the importance of thinking skills: Children think and reason largely in the same ways as adults, but they lack experience, and are still developing the ability to think about their own thinking and learning (meta-cognition). They need diverse experiences in the classroom to help them develop these skills. Learning in classrooms can be enhanced by developing meta-cognitive strategies. (Primary Review 2007) This development in the early years of children is important because of the large amount of brain growth that occurs in the first six years of life. It is vital that thinking skills are nurtured and developed in the early years to support more comprehensive learning when children are olde r. Teaching thinking skills to older children is a valid technique, however helping young children to develop these skills as they play is even more effective. From this it was also found that Cross Curricular Learning is a vital way to support childrens learning and will aid in progressing development in the classroom. Piagets theory is based on the idea that the developing child builds cognitive structures-in other words, mental maps, schemes, or networked concepts for understanding and responding to physical experiences within his or her environment. This can be reinforced by learning through Design and Technology in school which enables pupils to; appreciate the made world, the environments in which they live and work, the products they know about and use and the many communication systems that exist. (National Curriculum 1999) Making links between subjects also helps pupils to learn more effectively as it offers opportunities to apply skills and knowledge in meaningful and purposeful contexts. For example experiencing and describing processes in geography and science offer children relevant experiences and enhanced understanding. Strong links such as these can enhance learning in all subject areas as they help learners see the relevance, within a wider context, of the skills and knowledge they are acquiring in specific subjects. Since the cross-curricular nature of Design Technology needs to involve teachers working in collaboratively to ensure children have progression in their learning and development . This means creating and organising a structure for the management of Design Technology work and, for the effective organisation particularly in the planning and implementation stages which are crucial to its success. In relation to this concept, Palmer and Doyle discussed Education is not just learning kn owledge and skills, but the development of childrens learning capacity. Education is the development of thinking clearly and creatively, implementing their own plans and communicating their ideas to others in a variety of ways. (Sue Palmer and Galina Doyle, 2004) In support of this, making cross curricular links can help learners recognise how they are learning, such as was discovered in constructivist learning theory Constructivist Learning Theory promotes learner-centered study under the guidance of teachers.It has an important role in training students with the innovative capability and subject consciousness, while improving their qualities in human culture as well as in the ideological and ethical standards( TIAN Ye 2010). There are certain aspects of learning such as problem solving, reasoning, creative thinking that are used across the whole curriculum. During cross curricular work teachers can help learners recognise these underpinning skills and how they are used in differ ent contexts. The Design Technology National Curriculum demonstrates that, Opportunities for teaching and learning all these skills across the key stages can be identified when planning. Pupils can be encouraged to reflect on what and on how they learn, and how these skills can be applied to different subjects, different problems and real-life situations. (National Curriculum 1999) Recognition is an important step towards using such skills in a strategic, flexible and intentional way. Learning is enhanced by learners being aware of how thinking and learning occurs, which gives them increased control over their learning, however coherence must be taken into account to ensure lessons are taught with a meaningful outcome. Social constructivism is a variety of cognitive constructivism that stresses the nature of a broad range of learning. Vygotsky was a cognitive theorist, but rejected the assumption made by other cognitivists such as Piaget and Perry that it was possible to separate learning from its social context. He argued that all cognitive functions originate in, and must therefore be explained as products of, social interactions and that learning was not simply the incorporation and accommodation of new knowledge by learners; it was the process by which learners were integrated into a knowledge community. According to Vygotsky: Every function in the childs cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky 1978 p. 57) Vygotsky accepted Piagets claim that learners respond not to external stimuli but to their interpretation of those stimuli. However, he argued that cognitivists such as Piaget had overlooked the essentially social nature of language. As a result, he claimed they had failed to understand that learning is a collaborative process. Vygotsky distinguished between two developmental levels (Vygotsky 1978 p. 85) The level of potential development, the zone of proximal development is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. The learner is capable of solving problems and understanding material at this level that they are not capable of solving or understanding at their level of actual development. The level of potential development is the level at which learning takes place. It comprises cognitive structures that are still in the process of maturing, but which can only mature under the guidance of or in coll aboration with others. Similarly in Literacy from the National Curriculum it is stated that children should; talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. (National Curriculum 1999) This valuable approach to learning can give pupils the option to choose their own questions, this gives ownership of control over work and increases commitment to it. The National Curriculum only gives teachers a small amount of flexibility in the way they plan to teach literacy as the structure of literacy hour itself is tightly defined. (Hayes 2004) Using an integrated approach to teaching and learning allows the teaching to be incorporated into a fun and different pedagogy and therefore allows the learning to become less structured, rigid and formal. Teaching Design Technology can be seen to require a cross-curricular and team approac h and ultimately a whole school approach. It has added implications for resourcing, for timetable changes and for different teaching and learning styles and strategies. (Sebba 2007) An activity using the collaborative learning theory, may include going on a treasure hunt and generally being outdoors and undertaking something different and new, which increases enjoyment and variety, thus having potential to enhance teacher-pupil relationships. Child centred teaching approaches, based on interpretations of Piagets work, were adopted with commitment by teachers in the late 1960s and 70s. Great imagination and care were put into providing varied and stimulating classroom environments from which children could derive challenging experiences.( Pollard 2008) This relates also to the Researching Effective Pedagogy in the Early Years (REPEY 2002) One of the key findings of this report concerns the development of thinking skills: it has been found that good outcomes for children were found to be linked to adult-child interactions that included sustained shared thinking and open-ended questioning to extend childrens thinking. Including adult modelling is often combined wit h sustained periods of shared thinking. Developing childrens own ideas and investigation activities often provided the best opportunities for adults to extend childrens thinking. In support of this in the research for The Effective Provision of Pre-School Education Project (EPPE project) sustained shared thinking is identified as one of the key features of high-quality provision, and is described as: Where two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity or extend a narrative. Both parties must contribute to the thinking and it must develop and extend their understanding. (EPPE project 2003) The research found that the most effective settings encourage sustained shared thinking, which was most likely to occur when children were interacting one on one with an adult or with a single peer partner. Excellence and Enjoyment which can be developed through varying ways of learning, is a key factor within cross curricular and outdoor learning. Within these factors is the enquiry cycle however, it is vital that the enquiry is structured. This means that children at all levels of development can work in mixed groups to achieve their full potential. The Excellence and Enjoyment Document from the Department of Children Schools and Families (DSCF) claims that education is a critical stage in childrens development it shapes them for life. As well as giving them the essential tools for learning, primary education is about children experiencing the joy discovery, solving problems, being creative in writing, art, music, developing their self-confidence as learners and maturing socially and emotionally.(DCSF 2003) Outdoor experiences reinforce learning in the classroom by providing an environment to test out ideas and hypotheses and allowing pupils to extend their understanding of the real world. The social, economic, physical, cultural and mental environment in which we live seems to have a powerful effect on how we develop intellectually and physically (Barnes 2007) Education is more than the acquisition of knowledge it is improving young peoples understanding, skills, values and personal development which in turn can significantly enhance learning and achievement. Learning outdoors provides a framework for learning that uses surroundings and communities outside the classroom. This enables the pupils to develop communication skills and self confidence and allows them to construct their own learning and live successfully in the world that surrounds them. The Outward Bound Document (2012) hypothesised that outdoor experiences improve academic achievement as pupils are free to learn openly and outdoor learning can introduce children to a widening range of environments. The fact of the environment so clearly affects the brain development of other mammals might lead us to examine closely the relationship between the environments our children work in and their mental, physical and spiritual development(Barnes 2007). Overall learning outdoors provides challenges and the opportunity to take acceptable levels of risk. Giving young people responsibility for achieving these outcomes helps them to learn from their successes and failures. (Outdoors Manifesto 2006) The National Advisory Committee on Creative and Cultural Education (NACCCE) report inferred that creativity in education and learning should include, imaginative activity fashioned so as to produce outcomes that are both original and of value (Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. 2007). The report includes that creativity should be more incorporated in the national curriculum, however creativity is not just related to the creative arts, music, art and dance it is about different ways of thinking. Creativity is about exploring different ways of doing things, such as asking what if..? questions and then looking for the answers. Being creative helps us to adapt and respond to a rapidly changing world. We dont know the challenges that the children we work with will grow up to face, but we do know that for them to meet these challenges they will need to be creative and imaginative. (Department for Education 2005) Children gain knowledge and develop with different learning styles, visual, auditory and kinesthetic, the outdoors environment reinforces this. Barnes argued that there are other important factors influencing creative development the teachers personal qualities the ethos of the school and the particular pedagogical style all impact on the learning of the child. (Barnes 2007). Creativity is about allowing individuals to follow their interests so that they become lost in a task or an idea. In relation to our group project the children could be encouraged to ask questions, collect materials to use within the class room and from this incorporating the findings into a scrapbook. Within the class room investigation this has a strong link with Design Technology and could include collages, paintings, designing, drama and other ways of developing their creative skills. The Excellence and Enjoyment Document supports this theory as Teachers found that when they actively planned for and responde d to pupils creative ideas and actions, pupils became more curious to discover things for themselves, were open to new ideas and keen to explore those ideas with the teacher and others. Promoting creativity is a powerful way of engaging pupils with their learning. (Department for Schools Children and Families 2003) Ofsted released documents in both 2004 and 2011 which concluded that many educational establishments recognised the importance of outdoors learning. Experience of the outdoors and wilderness has the potential to confer a multitude of benefits on young peoples physical development, emotional and mental health and well being and societal development. (OFSTED 2004 pg17) It is commonly known that children enjoy being outside and exploring new experiences, à ¢Ã¢â€š ¬Ã‚ ¦the outdoor environment can be more than a place to burn off steam, with more educators and architects and designers embracing the ideas that outdoor play space provides chances for the highest level of development and learning. When used best, it can be a place for investigation, exploration and social interaction. (Child Care and Resource Unit, 2008). The Early Years Foundation Stage (2012) (EYFS) has also stated that young children need adults around them to value and enjoy the outdoors themselves in order to feel safe and secure, and this means there is a need for higher staff to child ratio allowing all children to receive the same support. In support of this it has been stated by Dillon et al (2006) that the fear and concern about  health  and  safety is a main issue about using outdoor provisions freely and meeting school curriculum requirements and the time used meeting these targets. Dillion also stated that the amount of time used for outdoor learning were affected by the shortages of time, resources and support and the wider changes within and beyond the education sector, affecting teachers and pupils experiences of outdoor learning. Moyles discusses the issues of how teachers view outdoor learning; the article researched into outdoor learning and it was suggested that Integrating indoor and outdoor teaching and learning experiences is less well developed. Outdoor experiences are somewhat problematic for some settings which have only very restricted or no outdoor facilities. The most effective practitioners are able to develop creative ways of ensuring field trips to local parks and playgrounds (Moyles et al 2002 pg140) Ideally both environments should the available simultaneously to the children through a seamless transition space and the children should be able to choose between indoor and outdoor spaces in free flow provision, which in turn allows children to make their own decisions building self development skills. This practise can also be used in relation to the curriculum and particularly Design Technology, as the variety of materials that can be collected and use differ greatly when looking at indoor and outdoor resources. The use of interactive communication technology can support all subjects, however with Design Technology and the outdoors it can be part of the planned approach to outdoor learning and can add value to the outcomes for children and young people. Experiences  recorded digitally, for example, can be  taken back into the classroom and used to reinforce and further expand on the experience itself. The EYFS states Outdoor learning complements indoor learning and is equally important. Play and learning that flow seamlessly between indoors and outdoors enable children to make the most of the resources and materials available to them and develop their ideas without unnecessary interruption. (EYFS Effective Practice: Outdoor Learning 2007) The outdoor environment usually offers more freedom and space to move, allowing development of gross motor skills. This is vital for young children to develop their coordination, build muscle mass and experiment with moving their bo dies. Research has shown that encouraging children to play outside may be a key way of increasing their levels of physical activity (Burdette, et. al., 2005). Gross motor skills can be developed better in the outdoors where there is space for children to move around as discussed by Parsons in his article, Young Children and Nature: Outdoor Play and Development, Experiences Fostering Environmental Consciousness, And the Implications on Playground Design (2011). Conclusion Overall from the literature I have read and discussed in relation to the outdoors, integrated learning and Design Technology, it can be seen that both cross curricular and outdoor learning have positive and negative aspects in childrens education, including safety precautions and child development. The outdoors can be seen to offer a perfect companion to provision indoors, used in addition to the outdoor environment as it enhances and extends what we are able to give children inside on the contrary it can be argued many settings do not get the opportunities to use the outdoors space appropriately (OFSTED 2004). Conversely I believe that even without adequate outdoor provision children can be taken outside the setting on walks and trips supported by EYFS (2012) Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis.(DFES 2012) In summary children require a range of teaching techniques to ensure that they develop correct ways of thinking through problems and generally prepare them for the rest of their educational life. As can be seen the use of cross-curricular teaching and outdoor learning is a very useful way of promoting learning. By incorporating a topic which motivates and inspires the children (habitats and materials) into the childrens learning it allows them to make mental cognitive links and allows the children to develop problem solving, and also to develop the ability to make links between curricular subjects such as history, science, art, design and technology, literacy and geography. Promoting creativity in learning provides a new dimension to the curriculum by exciting the children about a subject, which then goes on to develop strong links with the child and the possibilities of learning. Overall the links between cross-curricular activities, linked with local area studies and finally incorp orating creative learning, all go to aid in improving the development of key techniques which a child needs for later life. In thinking about outdoor provision, the central idea that we must hold in our minds is that the outdoors is different to indoors, these differences are what make it special and important. As a professional I need to be clear about how the outdoors differs from the indoors, why children benefit from being outside and how the outdoors affects the ways in which young children learn. This thinking then gives us the key for what to provide and how to plan for the outdoor provision. The special nature of the outdoors fits the ways young children want to be, behave, learn and develop in so many ways. From creating both research and the resource file as a group, I have developed an in-depth understanding of teamwork and the importance of working collaboratively drawing on my own skills and those of others. I have a firm understanding that I need a breadth of subject knowledge to make coherent links between subjects. In reflection from the Outdoor Learning Day and the resource file I have recognised as a practitioner the importance of getting to know the strengths of the team I would be working with and therefore being able to discuss and support each other. As I learnt from the Outdoor Learning Day an issue that was challenging was that of having a whole school doing a similar activity with a wide age range and ability levels. In conclusion to this assignment I believe that integrated learning in the early primary curriculum both indoor and outdoor environments should complement each other. As a teacher I should make valid links between topics and use a wide variety of teaching techniques to enable children to meet all childrens needs helping them to develop and make progress at their own individual level. References Barnes, J. (2007) Cross-Curricular Learning 3-14. SBN-13:  978-0857020680  | Edition:  Second Edition Burdette, H., L., Witaker, R., C., (2005) Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation and affect, American Medical Association, www.archpediatrics.com Cambridge Primary Review (2007) Children in primary schools: research on development, learning, diversity and educational needs Carr M. May H. (2000). Te Whariki: Curriculum voices. In H. Penn (Ed.) Early Childhood Services: theory, policy and practice. Buckingham: Open University Press. Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft,

Life Of Rodin :: essays research papers fc

Auguste Rodin was born November 12, 1840 in Paris and attended the Ecole des Arts Decoratifs in Paris at age 14. Rodin had a special gift for modeling human figures and faces; therefore sculpting humans is all he did. Decorators and commercial sculptors exploited Rodin at a very young age. It was some 20 years before he could sculpt for himself, under the commercial sculptor Albert Carrier-Belleuse. (Auguste, 19) Rodin sculpted ornamental figures for several major buildings in Brussels, such as the Bourse and the Palais des Academies. He then worked on the monument to Jean-Francois Loos, the former mayor of Antwerp. Rodin did not start this monument, but he work on it. Rodin acquired a sufficient amount of money to travel to Italy, which was an important step in his career. In 1877 he returned to Paris with his first major sculpture, The Age of Bronze. This piece of work showed a young man coming out of misery and depression to a state of heightened awareness. Critics and fellow artists thought and also accused Rodin of making this piece from a plaster cast taken directly from a living person. This deeply hurt Rodin. (Auguste, 19) In 1880, Rodin was contracted by the French government to make a door for the projected Musee des Arts Decortifs. Rodin worked endlessly on the sketches for the bronze door, now titled The Gates of Hell. In 1883 Rodin met Camille, this is when he had reached his â€Å"decisive stage† in preparations for The Gates of Hell. This aspect of Rodin’s work and ideas has to be borne in mind considering the beginning of his relationship with Camille Claude. (Auguste, 21-22) Camille and Rodin had, at first, an intimate attraction for each other. Rodin met Camille when he was an instructor correcting the work of a group of young ladies. This man was the master who could finally teach Camille a proper set of artistic bearings. Rodin could knead the clay â€Å"at lightning speeds† and instantly create the most complex and expressive form. (Auguste, 22) In 1884, Rodin made his first portrait of Camille, an â€Å"austerely beautiful head with large eyes, short hair and sharply defined features†. And by 1886, Rodin was so obsessed with Camille that he followed her to England where she was staying with her friend Jessie Lipcomb and her family in Peterborough. (Auguste, 24) In the fall of 1884, he was commissioned to design the monument to The Burghers of Calais, which was to become one of his major works. Life Of Rodin :: essays research papers fc Auguste Rodin was born November 12, 1840 in Paris and attended the Ecole des Arts Decoratifs in Paris at age 14. Rodin had a special gift for modeling human figures and faces; therefore sculpting humans is all he did. Decorators and commercial sculptors exploited Rodin at a very young age. It was some 20 years before he could sculpt for himself, under the commercial sculptor Albert Carrier-Belleuse. (Auguste, 19) Rodin sculpted ornamental figures for several major buildings in Brussels, such as the Bourse and the Palais des Academies. He then worked on the monument to Jean-Francois Loos, the former mayor of Antwerp. Rodin did not start this monument, but he work on it. Rodin acquired a sufficient amount of money to travel to Italy, which was an important step in his career. In 1877 he returned to Paris with his first major sculpture, The Age of Bronze. This piece of work showed a young man coming out of misery and depression to a state of heightened awareness. Critics and fellow artists thought and also accused Rodin of making this piece from a plaster cast taken directly from a living person. This deeply hurt Rodin. (Auguste, 19) In 1880, Rodin was contracted by the French government to make a door for the projected Musee des Arts Decortifs. Rodin worked endlessly on the sketches for the bronze door, now titled The Gates of Hell. In 1883 Rodin met Camille, this is when he had reached his â€Å"decisive stage† in preparations for The Gates of Hell. This aspect of Rodin’s work and ideas has to be borne in mind considering the beginning of his relationship with Camille Claude. (Auguste, 21-22) Camille and Rodin had, at first, an intimate attraction for each other. Rodin met Camille when he was an instructor correcting the work of a group of young ladies. This man was the master who could finally teach Camille a proper set of artistic bearings. Rodin could knead the clay â€Å"at lightning speeds† and instantly create the most complex and expressive form. (Auguste, 22) In 1884, Rodin made his first portrait of Camille, an â€Å"austerely beautiful head with large eyes, short hair and sharply defined features†. And by 1886, Rodin was so obsessed with Camille that he followed her to England where she was staying with her friend Jessie Lipcomb and her family in Peterborough. (Auguste, 24) In the fall of 1884, he was commissioned to design the monument to The Burghers of Calais, which was to become one of his major works.

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Mackenzie George 10085404 Religions 131 Michelle Wagner Introduction The author of this book is a professor and the chair of the history of medicine Association of the Queens University. The author is experienced in philosophy, medicine, law and history. The author also headed the association of the history of medicine in Canada. The author of the book also wrote many research articles in various fields of study in the society. This book gives an overview of the origin, function and the meaning of the aspects of veneration of the twin Saints Damian and Cosmas especially in Europe and North America. The aspects of the case studies in the Italian immigrant culture and the devotions were also given emphasis by the author. The book also gives an exploration of the nature and history of religious aspects in healing as well as the medical views concerning such religious healings. This book, therefore, tries to separate the religious aspects of healing from the medical means of treating people. The modern culture takes into consideration the differences between the two aspects of healing. The miracles are therefore separated from the medical healings and treatment of the people in the society. The histories of medicine and miracles have a close relation as shown by the author of this book. The saints in the Roman Catholic Church are recognized based on proximity or closeness to God. This was shown by the fact that the miracles recorded in history were closely associated to a combination of some medical assistance or physician testimonies. Most of the miracles were recorded between the periods of 1588 to 1999.These records in the book contained intimate analysis of prayer, illness and treatment in relation to the lives of the peasants an... ...ealing was given much emphasis in this book. In conclusion, the author explored the themes on cultural diversities and Christianity religious views. This, therefore, helped bring out the how the society accepts the change in religious views due to improvements in the medical field. The book also played an important role in showing how the healing activities are facilitated. The book, therefore, tried to clearly separate the aspects of Christianity from the medical views of healing. This also challenged the human reasoning due to the dilemma of the history presented by the victims of the miracles healing in the society. The author of the book presented information in a manner that the reader can easily understand the cultural and religious views in the society. The relation between the Italian culture and Christianity were also given focus and emphasis by the author.

Essays --

ISP ESSAY Danielle Cheung If you are wondering what is The Secret by Rhonda Byrne is all about, I am going to sum up with three words; nothing is impossible, even though it takes time to manifest desires and thoughts, we should believe and have faith towards what we have asked for. Based on the law of attraction and having positive thinking, as well as following the Creative Process and feeling happy on what we are doing, claims that we can create life-changing results. The great secret of life - Law of Attraction, the most powerful law in the universe. We should learn how to use it in order to pursuit the things that we wished to happen. In addition, we should think positive in order to attract positive feeling. According to the Law of Attraction, likes attract likes, meaning that if we are basically positive in attitude, and positively in chasing our dreams, we will attract and create or situations that conform to our positive expectations. If we think positive, fantastic miracle is then going to happen so soon. Our thoughts are magnetic, and they have frequency. Why said so? We never know our minds are composed of the thoughts we think. These thoughts are like magnetic currents. If we think positively about some event, we will attract positive results. If we harbor negative thoughts, the law of attraction occurs and negativity is drawn to our life. In general, thoughts become things. We should make it absolutely clear in our minds what we want. Law of Attraction is everywhere, it will help us attracts like thoughts. Besides, having things to be nothing-is-impossible, we have to focus on things that we want but not on those we do not want. The Secret will help us manifest the things that we are thinking of.... ...g’ said by Bob Doyle, a scientist, inventor and a philosopher. To sum up, our thoughts and feelings create our life. So, nothing is impossible by learning how to master our feelings by summon them through persistent thoughts. Emotions are valuable tools that instantly tell us what we are thinking. ‘Impossible’; the word itself said ‘I’m possible’; whatever we have chosen is right. The power is all ours. Learn the most powerful theory the Law of Attraction, use it well to become our habit. Be optimistic in everything we do, also learn to use the Creative Process to attract what we want. Let go difficulties from the past, as we are the only one who can create the life we deserve. Our dreams do in fact come true, if we know the Secret. We are in the midst of glorious era. As long as we let go of limiting thoughts, we can experience humanity in every area of creation.

Illustrated in the poems The Lady of Shalott and Ulysses by Alfred Lord

Illustrated in the poems The Lady of Shalott and Ulysses by Alfred Lord Tennyson, The Door by Mir slave Holub and The Girl in Times Square, a novel by Paulina Simmons. Change gives us roots; continuity gives us branches letting us stretch and grow to reach new heights. Living as we know it wouldn’t exist if change didn’t occur. This ability to continue changing is the only true security we have. This is illustrated in the poems ‘The Lady of Shalott† and ‘Ulysses’ by Alfred Lord Tennyson, ‘The Door’ by Mir slave Holub and ‘The Girl in Times Square’, a novel by Paulina Simmons. Tennyson’s ‘The Lady of Shalott’ is divided into four parts, following a strict and consistent meter and rhyme pattern throughout. The Lady of Shalott is a magical being who lives alone on the island of Shalott across the river from fast paced Camelot. The first 2 parts of the poem illustrate a place where everything stands still. There is a severe lack in movement and The lady of shallot’s surroundings appears to be idle. This is illustrated through the bleak and dull the poem provides.. â€Å"Four grey walls and four grey towers..† â€Å"And the silent isle embowers† â€Å"Slow horses†. The uneventful and bland introduction serves its purpose by setting the tone and mood as a boring one, to only make the end excitingly climatic. The first and most important change that occurs in this text is the arrival of Sir Lancelot in Shalott. He is represented through the imagery of flames, sun, sparkle, glitter, stars, gold, silver, shine, burning light and glow. It was His mere presence that further sickened The lady of Shalott of only seeing shadows and compelled her to leave her loom. The fact that the decision to leave was hers alone, even t... ...result of choices among alternate paths offered by the present, but a place that we create using our minds and will, then in activity. The future is a place we are creating not going to. The path is to be made not found and through change she can achieve the most unique and fulfilling destinations. It is from the didactive nature of all of these texts we can conclude that change is inevitable. Change can be positive or negative. With change comes responsibility, but the price is always worth what we got for it. The emotive, descriptive language and imagery used in Tennyson’s poems, symbolism and simplicity of ‘The Door’ and the mystery of ‘The Girl in Times Square’ all profoundly affect the way I have viewed change as a necessary element of living, making it so simple to say that Change by itself is the most powerful agent to growth and transformation.

Street Crime

Street crimes are commonplace in Pakistan. Almost everyone has a story to tell about having a purse or a wallet stolen; everyday street crimes appear in the news headlines. They usually only occur in the big cities, where there are homeless street-people. An analysis of the official data compiled by the Citizens-Police Liaison Committee (CPLC) reveals that, on an average, 124 mobile phones are snatched/stolen every day. In the preceding year, the figure had stood at 76.The growing trend of cellphone snatching and theft in Karachi reflects the failure of the police in containing the crime. Despite the IMEI mechanism having been activated to get the handsets jammed by the concerned cellular companies, there has been a little or no improvement in the overall situation. The major causes are unemployment and illiteracy but there are some other factors too like lawlessness, fundamentalism, backwardness and double standards prevailing in the society.The government should take steps to contr ol these street crimes in Pakistan to make Pakistan a peaceful country – STREET CRIME the increase of street crimes. Daily we hear of murders, robberies and rapes. These are categorized as â€Å"street crimes†. Some crimes are senseless and preventable. Mobile phone snatching, car (autos) snatching on gun point, purse snatching from women and target killing are also street crimes that are newly introduced.The main reasons of these crimes are unemployment, illiteracy, poverty and inability of the institutions, responsible to maintain law and order. Government must take preventive measures as early as possible otherwise they will take the whole society in grip of street crimes. In the first instance, sincere steps must be taken to solve the unemployment problem,. Existing education system provide incentives to poor people and training of police department on modern scientific lines.

Case Analysis Texas V. Johnson

SUPREME COURT OF THE UNITED STATES ________________________________________ 491 U. S. 397 Texas v. Johnson CERTIORARI TO THE COURT OF CRIMINAL APPEALS OF TEXAS ________________________________________ No. 88-155 Argued: March 21, 1989 — Decided: June 21, 1989 This case analysis of Texas v. Gregory Lee Johnson was a Supreme Court case that overthrew bans on damaging the American flag in 48 of the 50 states. Gregory Lee Johnson participated in a political demonstration during the 1984 Republican National Convention in Dallas, Texas, where he burned the American flag.Consequently, Johnson was charged with violating the Texas law that bans vandalizing valued objects. However, Johnson appealed his conviction, and his case eventually went to the Supreme Court. Facts And Procedural History In 1984, the Republican Party convened in Dallas, Texas for their national convention. President Ronald Regan, seeking a second term in office, was to be officially delegated as the GOP (Grand Old Party) candidate for President. Scores of individuals organized a political protest in Dallas, which voiced opposition to Reagan administration policies, and those of some Dallas-based corporations.Among these protesters was a man by the name of Gregory Lee Johnson, who participated in a political demonstration, called the â€Å"Republican War Chest Tour. † As the demonstrators marched through the streets, chanting their message, a fellow protestor handed Johnson an American flag that had been taken from a flag pole at one of their protest locations. Upon reaching the Dallas City Hall, Johnson doused the flag with kerosene and set it on fire. In addition, Johnson and his fellow demonstrators circled the burning flag and shouted â€Å"America, the red, white, and blue, we spit on you. No one was hurt or threatened with injury by the act, but many who witnessed it were deeply offended. Therefore, Johnson was arrested, charged and convicted under Texas â€Å"desecration of a v enerated object† statue, sentenced to one year prison, and fined $2000. Moreover, Texas was not the only state to have anti-flag burning laws on the books, 47 other states also criminalized flag desecration (Joel, 2011. ) Principles to the case A principle to the case is mens rea accompanying â€Å"Symbolic expression â€Å"which is a phrase often used to describe expression that is mixed with elements of conduct (Cline, 2011. The issues argued were the 1st Amendment, and protest demonstrations. The Supreme Court has made clear in a series of cases that symbolic expression (or expressive conduct) may be protected by the First Amendment (Cline, 2011. ) However, of the approximately 100 demonstrators, Johnson alone was charged with a crime. Johnson appealed his conviction and his case eventually went to the Supreme Court. The principle to the case is burning a U. S. flag in protest was expressive conduct protected by the First Amendment.In determining the case, the court first considered the question of whether the First Amendment reached non-speech acts, since Johnson was convicted of flag desecration rather than verbal communication, and, if so, whether Johnson's burning of the flag constituted expressive conduct, which would permit him to invoke the First Amendment in challenging his conviction. The First Amendment literally forbids the abridgment only of ‘speech,’ but has long recognized that its protection does not end at the spoken or written word.If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea; simply because society finds the idea itself offensive or disagreeable (Find Law, 2011. ) In addition, Johnson argued that the Texas flag desecration statute violated the First Amendment, which says â€Å"Congress shall make no law †¦ abridging the freedom of speech †¦ or the right of the people peaceably to assemble, and to petition the government f or a redress of grievances. † Consequently, the state of Texas argued that it had an interest in preserving the flag as a symbol of national unity.Analysis Of The Court Findings I agree to some extent with the ruling, since it claims that its interest in preventing breaches of the peace justifies Johnson's conviction for flag desecration. However, no disturbance of the peace actually occurred, or threatened to occur because of Johnson's burning of the flag. Johnson deliberately chose to burn the American flag in order to demonstrate his deep distress over the nation’s policies. His gesture was an attempt to cry out to the government for a redress of grievances, and not to commit an act of juvenile vandalism.The 1st and 14th amendments protect Johnson’s symbolic protest. Also, the only evidence offered by the state at trial to show the reaction to Johnson's actions was the testimony of several persons who had been seriously offended by the flag burning. This case sparked years of debate over the meaning of the flag, including efforts to amend the Constitution to allow for a prohibition of the â€Å"physical desecration† of the flag. The only evidence offered by the State at trial to show the reaction to Johnson's actions was the testimony of several persons who had been seriously offended by the flag burning.They rejected the claim that the ban was necessary to protect breaches of the peace due to the offense that burning a flag would cause. Burning a U. S. flag in protest was expressive conduct protected by the First Amendment. â€Å"The First Amendment literally forbids the abridgment only of ‘speech,’ but we have long recognized that its protection does not end at the spoken or written word†¦. If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable. (Find Law, 2011. ) Another fact I find interesting is that Johnson was prosecuted because he knew that his politically charged expression would cause a â€Å"serious offense. † If he had burned the flag as a means of disposing of it because it was dirty or torn, he would not have been convicted of flag desecration under this Texas law; however, federal law designates burning as the preferred means of disposing of a flag â€Å"when it is in such condition that it is no longer a fitting emblem for display,† 36 U. S. C.  § 176(k), and Texas has no quarrel with this means of disposal (ACLU, 2011. Johnson was convicted for engaging in expressive conduct. The State's interest in preventing breaches of the peace does not support his conviction, because Johnson's conduct did not threaten to disturb the peace; nor does the State's interest in preserving the flag as a symbol of nationhood and national unity justify his criminal conviction for engaging in political expression. Therefore, the jud gment of the Texas Court of Criminal Appeals was affirmed. Conclusion To put it briefly, grunts and howls do not inspire laws banning them; owever, a person who grunts in public is looked at as being strange, but laws do not punish them for grunting instead of communicating in whole sentences. If people are irritated by desecration of the American flag, it is because of what they believe is being communicated by such acts. Thus, amending the Constitution to permit bans on flag burning is not just a solution in search of a problem. Instead, I believe it is also a â€Å"solution† which will likely serve to create the problem it is trying to solve in the first place. References ACLU (2011. Burn the Flag or Burn the Constitution? Retrieved September 1, 2011 from http://www. aclu. org/blog/tag/flag-burning. Cline, A. (2011) Can Flag Burning Send a Political Message Be Made a Crime? Retrieved September11,2011fromhttp://atheism. about. com/od/flagburningcourtcases/a/TexasJohnson. ht ml. Find Law (2011. ) Cases and Codes. Retrieved September 1, 2011 from http://caselaw. findlaw. com/wa-supreme-court/1102265. html. Joel, S. (2011. ) Texas v. Johnson. Retrieved September 1, 2011 from book Criminal Law, tenth Edition, Page47.