How did the “Doctrine of Empiricism” change the way artists created art?

The term â€Å"empiricism† has a dual etymology, stemming both from the Greek word for â€Å"experience†. (http://www. philosophybasics. com/branch_empiricism. html) The â€Å"Doctrine of Empiricism† changed the way artists created art. They went from an open-minded outlook on the way to express art to a more structured view. It vanished the idea of metaphysical, tradition, and myth and replaced it with critical thought, and the scientific method of experimentation and the knowledge through empirical data. (The Enlightenment) A philosopher that well represents empiricism was John Locke. Portrait of John Locke, by Sir Godfrey Kneller. Oil on canvas. 76Ãâ€"64 cm. Britain, 1697. Source of Entry: Collection of Sir Robert Walpole, Houghton Hall, 1779 Locke believed that everyone was born with a â€Å"blank slate† and knowledge was obtained from experience. ( Theory of Knowledge, Empiricism) That changed the way artists created art because it gave them a more realistic view on how to express themselves. They took what they already knew and have experienced and started a whole new perception. Although this whole concept was new to everyone, not everyone agreed. Jean-Jacques Rousseau argued the idea of perfection in progress and knowledge, but he still presented acceptable ideas because the philosophers of this period argued for the perfection of the natural. (The Enlightenment) Leonardo Da Vinci was an advocate for careful empirical observation and an early version of the scientific method, making him important to the development of both science and skepticism. Leonardo's emphasis on observation and empirical science was not separate from his art. ( Leonardo Da Vinci ; Science, Observation, Empiricism, and Mathematics) Vitruvius: Vitruvian Man, by Leonardo Da Vinci, 1490 The Vitruvian Man was created using contour lines. The detail and shading is limited but portrays his interest in proportion and science. Da Vinci put a visual emphasis on the body itself using shapes to create what acts as a border. Empiricism was a breakthrough in the late 17th century and during the 18th. It took the endless possibilities of art and gave everything a new perspective. It is the theory in which everything comes from experience and evidence. It changed the way artists created art by giving them some insight and background before they ventured off into the divine world of art. Works Cited http://www.theoryofknowledge.info/sources-of-knowledge/empiricism/ The Neoclassical (The Enlightenment) http://myeclassonline.com http://www.philosophybasics.com/branch_empiricism.html http://atheism.about.com/od/imagegalleries/ig/Leonardo-Da-Vinci/Virtuvius–Leonardo-Da-Vinci.htm

Ethical Egoism and Capitalism Essay

Ethical egoism, in general, is suggestive that every individual would act according to his or her own interests. According to the proponents of ethical egoism, every individual or any group will always be pushed to promote one’s own personal interests regardless of how others would view their decisions. However, a personal interest is viewed as a long-term commitment based on the ideas presented by the proponents of ethical egoism. Here, personal interest does not only cover the basic wants of an individual, but rather the needs of an individual which will benefit the individual or the groups for a longer period (â€Å"Ethical Egoism,† 2007). On the other hand, capitalism is an economic worldview that promotes the accumulation of capital for a long-term period. Capitalism as an economic thought is largely individualistic, and is most of the time focused on the individual who plays as the main player in all capitalist endeavors. As such, the proponents of capitalism greatly believe that every individual or group of individuals is always in pursuit of attaining their goals and interests (Hooker, 1996). Ethical egoism and capitalism, though are two different world perspectives have a distinct connection. In some ways, ethical egoism has widely influenced the growth and the process at which capitalism works. Both ideas are centered on pursuing and fulfilling the individual’s personal interests. And as such, the tenets of ethical egoism have become one of the most motivating factors in the capitalist world. Epicurus had his own idea involving ethical egoism. Epicurus defined self interest based on the pleasure that fulfillment of such self-interest can give. According to Epicurus, pleasure is only attained whenever the idea of pain is quickly vanquished. Hence, one must be ultimately with his or herself in order to become happy and fulfilled. And as such, he added that to live in a pleasant way, individuals must adjust to life in a prudent and honest way (Epicurus, 2002, 278). In accordance to this, Epicurus also added that individuals, while fulfilling their needs and self-interests must also learn to become self sufficient, stable and not reliant on chances, and must be complete (â€Å"Ethical Egoism,† 2007). These characteristics suggest that an individual, while being self sufficient, must only focus on the immediate and basic needs rather than giving up to the pleasures and unnecessary wants. As such, if people have become lured to unneeded pleasure, their desires will not be fulfilled and satiated, and will only cause pain and discontent amongst the people. While Epicurus suggested that the ultimate test for pleasure is the elimination of all causes of pain, he also concluded that reason and virtue are two of the most important factors in attaining happiness. As such, rational choices must be made in order to be fulfilled. Any wrong and irrational choice committed will cause discontent and unrest to the people, thus should be avoided (Younkins, â€Å"Epicurus on Freedom and Happiness,† 2007) Capitalism, on the other hand, is also founded on almost the same tenets. Capitalism is also geared towards achieving fulfillment which can be attained through the accumulation of capital goods, which capitalist entrepreneurs desire. Like how each tenet of ethical egoism is defined, the proponents of capitalism also strongly believe that a capitalist is always in search of satisfaction and fulfillment, which can only be achieved if his or her self-interests are being quenched. Like ethical egoists, capitalists are also focused on the attainment of individual satisfaction. And as such, every single capitalist puts a lot of effort into giving an assurance that each of his own capitalist endeavors is being realized and put into effect. Profit, as the main goal of the capitalists, is the counterpart of â€Å"pleasure† for an ethical egoist. While in ethical egoism, pleasure is only attained by eliminating sources of pain and discontent, profit is being considered as the main source of motivation and happiness for capitalists. In this light, profit is obtained by capitalists through the sheer use of intellect, competitive skills, and thorough reasoning in order to equip themselves in a tough competition among other and fellow capitalists. In addition to this, another character that links capitalism with ethical egoism, is the distinctive pursuit of morality behind the two ideologies. While ethical egoism greatly regards moral and righteousness for the attainment of their goals, in the capitalist perspective, capitalism is an avenue wherein moral is an imperative towards the creation of social system that will help realize the goals of a capitalist. Capitalism, hence is a system that encourages the practice of enhancing self-determination and giving priority to moral agencies for the system to function well (Younkins, 2007). Capitalism is also based establishing a rigid set of moral values. Capitalism is a system that operates on a strictly governed set of institutions that ensures that each move and actions are always watched. And in order to maintain the balance amongst the players in the system, every action made can be open to reward or sanctions. In addition to this, self-interests within a capitalist system are attained by valuing the balance between the needs and material gains. And as such, every value system and social norms are always honored in within the capitalist arena (Cilliers, 2008, pp. 30-31). In a way, the quench for self-interest and pursuit for material wealth are always related within the economic system. Pursuing any kind of self-interest and wishing to attain material wealth are always tied to the economic order, and such, the goal and the means must be properly coordinated. The capitalist system works in hand with the ideals of the ethical egoism in such a way that, both ideologies will suggest that in any kind of self-interest, one must always be able to determine the more prioritized aspect of the individual’s well-being. In both the underlying tenets in capitalism and ethical egoism, self-interest plays a huge role. Both of the ideologies suggest that, self-interest is one thing that should always be satiated by any individual. Failure to attain this will make human beings discontented for their lives, and such will always push to gain more. While in ethical egoism, the individual’s pursuit is directed towards eliminating his or her source of pain in order to attain pleasure; in capitalism, the individual’s self-interest is directed in gaining profit which he or she can attain by eliminating competition or by triumphantly overcoming any kind of competition that comes in his or her way. However, there are certain limitations that must be taken consideration in this pursuit of either self-interest or profit. As stated in ethical egoism, an individual must know how to control his or her pleasures. The excess of wanting too much material wealth will eventually establish discontent, unhappiness and pain on the individual. This goes the same in capitalism – every individual must learn how to control his or pursuit of gaining more profit that how it is supposed to work. If an individual or the whole society believes that they deserve more than what is rightful for them, the society will be in chaos. And as such, the people will become rather more dissatisfied, and order will be more oblivious to the minds of the people. The parallelism of the tenets between ethical egoism and capitalism shows the distinct comparison and similarity of the ideas contributing to both ideologies, with self-interest at the core of ethical egoism and capitalism. In essence, self-interest is what drives both ethical egoism and capitalist to achieve its purpose. Ethical egoism shares its influence with capitalism in such a way that ethical egoism shows that there is something that an individual wishes to attain. Alongside these wants and needs, an individual is ought to follow certain measures in order to fulfill his or purpose. And most importantly, there should always be limits to what an individual should wish to have. Excessively wanting something, in within either the tenets of ethical egoism and capitalism, will always be detrimental to the status of every individual or in any society. References Cilliers, J. (2008). Global Capitalism – Local Values. St. Gallen Symposium. Switzerland: University of St. Gallen. Epicurus. â€Å"Principle Doctrines. † Classics of Political and Moral Philosophy. Ed. Steven M. Cahn. New York: Oxford University Press, 2002. â€Å"Ethical Egoism. † (2007). Center for Ethical Deliberation. Retrieved October 2, 2008, from http://www. mcb. unco. edu/ced/perspectives/egoism. cfm Hooker, R. (1996). Capitalism. The European Enlightenment. Retrieved October 2, 2008, from http://www. wsu. edu/~dee/GLOSSARY/CAPITAL. HTM Younkins, E. W. (2007). Epicurus on Freedom and Happiness. La Quebecois Libre. Retrieved October 2, 2008, from http://www. quebecoislibre. org/07/071111-4. htm Younkins, E. W. (2007). Capitalism: The Only Moral Social System. La Quebecois Libre. Retrieved October 3, 2008, from http://www. quebecoislibre. org/07/071111-4. htm

Management Essay Example | Topics and Well Written Essays - 2500 words - 3

Management - Essay Example In addition, managers may utilize various motivation techniques to ensure that employees’ efforts are directed towards achieving the set targets. Among the techniques employed include: compensations packages, salary increments, job promotion to mention just but a few. However, it is important to note that some employees may not be motivated using money but rather by how managers speaks and encourages them to continue performing exceptionally. In order to do these Managers should also have some special. Those skills include but not limited to; technical skills, communication, problems solving skills just to mention but a few (Adizes, 2004). In addition, managers have a role to play when executing managerial decision. Among the roles played by managers are; decisional role, information and interpersonal role. Decision role entails the responsibility of initiating and implementing change. On the other hand, decision role entails determining what actions are to be undertaken to so lve organisation problems. Information role entails providing seeking information and providing employees and all stake holders with necessary information to ensure that there is a seamless operation within an organisation. Finally, interpersonal role involves linking organisation with the outside world whereby, manager plays the role of representing the organisation outside. This means that he act as a figurehead of the entire organisation. However, the performance and execution of the above roles depend substantially on the styles of management employed. There are two common management styles that are used to manage organisation are further broken down into other smaller styles. The two styles include; autocratic and pessimistic management styles. Autocratic management style is a managerial style where all decisions are made by a single managers and no other party is allowed to participate in the decision making process. On the contrary, Pessimistic style involves a management sty le where lower levels employees are given an opportunity by the managers to participate in the decision making process .This style involves a participatory style of leadership (Adizes, 2004).. Therefore, this study aims to compare managerial style employed by Gordon Ramsay and Jamie Oliver COMPARE THE MANAGEMENT STYLE OF GORDON RAMSAY AND JAMIE OLIVER Gordon Ramsay management style Gordon Ramsey has been reported to be one of the most successful managers in the hotel management industry due to his unique capabilities and tough approaches in dealing with employees. He was born on November 1966 in Scotland as a second born in a family of four children’s. He was educated at North Oxfordshire Technical College where he took a career in Hotel management. However, prior joining culinary art, Gordon Ramsey used to be a footballer though his life in football was quite difficult due to numerous injuries he succumbed in. Despite numerous challenges as a footballer and as professional C hef, Gordon Ramsay completed his education successfully and was offered a job at Wroxton House Hotel where he worked as a chef before returning back to London. In the year 1993 he got a job in London as a head Chef at La Tante Claire, he continued to perform exceptionally in this restaurant and managed to win numerous awards. Thereafter, he developed difference with the restaurant owner and moved out to open his first restaurant named after him. In 1998 his first was named as the best restaurant in the

24-1 Assignment Example | Topics and Well Written Essays - 500 words

24-1 - Assignment Example Particle of matter move continuously. Particles of matter attract each other. Particle of mater has space between them. (2.9). It is used to compute moments, magnetic fields direction and loosen screws .it is a form of mnemonics used to understand physics. Such can be done by holding both hands together; palm up with the fingers curled for the curl of fingers representing a rotation following the axis consecutively one after the other along the right thumb or left. (2.10). The magnetic force usually acts at right angles to the charges motion thus the magnetic force cannot work on the charge. The B field at that instance either speed up or slow down the moving charge and only change the direction the charge is moving. The path taken by moving charge in a constant magnetic field is that described by helix with its parallel axis to the direction of the magnetic field (Tipler 477). 2.11. Cauchys equation gives the relation between the refractive index and wavelength of light. The equation provides an empirical relationship that occurs in the refractive index and wavelength of light for a particular transparent material. (4.1). Given values are V=3.5v, using hc/ Ä §=Ø+Vq. Make q subject of the equation. Ø=hc/ Ä §-vq.{(6.64*10^(-34)*3.0*10^8)/4.5*10^(-7)m}={4.426*10^(-27)- (0.35*1.6*10^(-19)}=2.766*10^8v-1v=2.765*10^8v but W=-eØ-Ef={(- 1.6*10^(- 19)*2.766*10^8)-0.56*10^(-19)v}=-4.44256*10^(-11)- 0.56*10^(-19)v={- 4.4425*10^-11/1.6*10^(-19)}=2.7765*10^8Joules. (4.2). Momentum (p)=hf/c or h/Ä §, Also E=hf or hc/ Ä §, whereby E=25eV, h=6.64*10^-34., c=3.0*10^8m/s. Ä §=hc/E={(6.64*10^(- 34)*3.0*10^8)/25eV}=0.7968*10^(-26)m. but p=h/

Management concepts Essay Example | Topics and Well Written Essays - 1000 words

Management concepts - Essay Example Traditionally organisations were designed keeping bureaucratic structure in mind. Bureaucratic structure can be defined as a kind of organisation structure which is based on judgment, order and reasonable use of proper authority. This type of organisational structure is destined to be organised, reasonable and highly efficient. The bureaucratic structure consists of clear allotment of job, ‘strict hierarchy of authority’, strict rules and actions and capability based promotions (Cliffnotes, n.d.). Bureaucratic organisational structure is based on official structure of authority which is formed cautiously and followed strictly. The features of bureaucratic organisation structure are: Clear job specialisation Departmentalisation by job Formal model of allocation High extent of centralisation ‘Narrow span of management’ Clearly described line and staff manager position Strict relationship between manager and subordinates Source: (Pride & Et. Al., 2009) Bureaucr atic Structure In Contrast To Matrix Organizational Structure In contrast to bureaucratic structure, matrix structure is based on vertical and horizontal form of authority. The delegation of authority in this type of organisation can flow in both ways down and across, however in bureaucratic structure the authority flows only from upward to downward. In each department there are cross functional groups. The groups consist of individual employees with varying specialty, proficiency and capability which are brought together to accomplish a mutual objective. For example, in the Matrix Structure, the less recognizable team is known as Project A, B, C team. The managers of these teams are known as project managers. The projects might be temporary; when the project is completed the teams will be separated. These teams have the authority to make major decisions. Any individual employee who is performing in the team can directly communicate with project manager as well as individual superio r manager (Fontaine, 2007). Contrary to matrix organizational structure, the bureaucratic organisational structure has strict control over their employees. The organisation is tall in nature. Max Weber, a German sociologist had introduced the bureaucratic theory. He had highlighted the requirement for hierarchical structure in organisations. The theory acknowledged the significance of allotment of labour and specialisation. A formal set of regulation is bound into the structure which ensures managerial constancy and regularity. Unlike matrix structure, the information in this organisation must pass through each layer of the structures which result in deliberate decision making. There is no authority of team with respect to decision making in this type of structure (Advameg, 2011) & (Walonick, 1993). Fig 1: Contrast of Bureaucratic and Matrix Organisational Structure Bureaucratic Organisational Structure Matrix Organisational Structure High Degree of standardisation Regular working m ethod are pursued in bureaucratic structure Low level of discrimination The organisation structure is mainly tall in

Analyze book Essay Example | Topics and Well Written Essays - 1000 words

Analyze book - Essay Example The protagonist of the novel, Ishmael Chambers is the veteran of the Second World War. He is physically handicapped because of the war wound, which has left him with an amputated arm.   His personal relationship with a local Japanese- American also ended abruptly. His pride is hurt and a prejudice is born out of it. Hatsue Imada is presently Kabuo’s wife  who once shared a romantic relationship with Ishmael Chambers but broke off  for reasons not known. Carl Heine was the local fisherman. These characters are central to the plot of the novel, explore the themes of prides of the whites, and prejudice against the people of the Japanese descent.   The whites resented the immigration of the Japanese but tolerated them for their hard work and economic profit. This is what we call the political economy where the superior race tolerates the inferior race for profit, (Leiman, 1-21). This kind of immigration makes room for the development of mixed culture and gives birth to the concept of ‘Hybridity’. Hybridity is the amalgamation of different races together and producing a new lineage (Murfin and ray, 279). Many filmmakers like Spencer Tracy in his movie â€Å"Guess Who’s Coming to Dinner† has further evolved this concept of interracial relationship. These kinds of relationships proceed towards global harmony but initially it has suffered many hindrances. (Richardson,1) Racial Discrimination and the dilemma of mixed culture are predominant in the novel and portrayed through interracial relationships. The story of the novel is set in the small and isolated island of San Piedro which symbolizes the apparent silence and the suppressed prejudice when two races of polar opposites are to dwell in the same place. Kabuo, a wartime veteran suffers from a guilty conscience. He is Japanese but he fought for the Americans during the Second World War. He laments killing his own fellow brothers and this sense of guilt demoralizes him. After the war, we find him confining

Character notebook Essay Example | Topics and Well Written Essays - 1250 words

Character notebook - Essay Example The play proceeds with humor as the two characters express their potentials. The play takes place in the 21st century, probably 1904. The play is set in a bar in Paris know as Lapin Agile. Various economic activities are incorporated in the play. Such include business as presented by Sagot and Freddy. In his play, Steve Martin involves history. The play is also populated with an amusingly incontinent barfly by Gatons character and a wise server Germaine. The â€Å"Theory of Relativity† gives a circumstance of scientific argument. The play explains the similarity of the creative process involved in great leaps of imagination in art and science. Every new incidence and character brings in new information. Every time a character comes on stage, they portray who they are, and their stand in the society. In my case, I consider my character Germaine. Initially, Germaine was in a relationship with Picasso. However, she is termed as an understanding woman. She had learnt the character of Picasso and just pursued him sexually. Germaine uses that opportunity to feel powerful. The play begins while she is in the bar where she not only works as a attendant, but she is now in love with the bar owner-Freddy. Section 4: Character Autobiography: It is important that â€Å"you† know who â€Å"you† are as a character. Think of your own life and what you know about yourself that makes you as a person unique. Now, consider what makes your character unique. What does the playwright tell you about the character? What details must be added? If your character is historical, what other information might be necessary? Every character is important in a play. They pass out a certain message or trait that cannot be evident in any other character. The character traits can be established o three bases, what other characters say about her, what she says about herself and

Individual Reflective Report Essay Example | Topics and Well Written Essays - 1500 words - 2

Individual Reflective Report - Essay Example My group identified the huge potential in this sector. We plan to establish a company which deals with selling game prepaid cards to Chinese players. Why the Chinese? This card, which is top up for Chinese internet games, helps Chinese players who are out of their home country to access a reliable payment method in order to access their favourite games just as if they were in China. The Chinese internet banking needs are cumbersome unlike payment methods such as VISA. Our prepaid card makes the whole process of accessing one’s favourite game so much easier when the player is in a foreign country. There are a number of other companies providing a payment method though not exactly the same as ours. We will compete with them due to our projected lower price. This lower price is as a result of operational efficiency and cost associated with a smaller workforce capable of multitasking in different departments. We plan to retain all our customers due to our honesty policy by which w e work for the best interest of our customers. The staff should have good knowledge of internet gaming and online transactions. The company should create a website to facilitate online payments and also set real world stores. There are more than enough suppliers who would be willing and ready to increase our penetration into the target Chinese market via internet. Process of Idea Initiation The process of idea initiation was quite interesting. Each and every member of my group had an idea to propose. Some of the ideas were quite interesting but were quickly objected due to the existence of highly effective competitors. Other ideas were ruled out due to varied reasons such as lack of enough information about how prospective the to-be proposed business would be and lack of originality. After intense discussion on which idea our group would embark on, the group did not come up with a final decision. We decided to dismiss the group and meet on a later date. Every member of the group was supposed to refine his or her idea before the next meeting. On the following meeting, all members showed up. Some dismissed their previously proposed ideas due to reasons such as lack of enough information, them being not practical and low success potential. The group was left to choose between three ideas. Members of the group discussed on the specifics of the ideas before voting for the best idea of them all. A clear majority of the group members agreed on the game prepaid cards as the most lucrative and potentially successful business idea. The occurrences of the process of idea initiation match content of literature. Brainstorming is one of the most common ways of coming up with new ideas. Pinson (2008, p. 21) advises that immediate decision on the best business idea should not be immediately made since brainstorming lacks the virtue of enough information. Group members should dig deeper into knowing facts and other relevant information of their proposed ideas before reaching a n agreement. Making a decision straight away after a brainstorming process may result to the dismissal of the idea due to poor project fundamentals later on after time and other resources have been invested in developing the business plan. Team Work I enjoyed the level of cooperation and the group’s synergy. Majority of the tasks assigned to group members were completed on time. This shows the dedication of individual in making the team work come out successful. Team members contributed in form of

The Case of GlaxoSmithKline Study Example | Topics and Well Written Essays - 2000 words

The of GlaxoSmithKline - Case Study Example While the blockbuster strategy at GSK has been so successful in the past, it is nearing a period where it is more likely than not to become obsolete. This is as a result of a diverse number of challenges which have made blockbusters less profitable when compared to the past few decades. Among these challenges is the decline in R&D productivity where only a single compound out of nearly 13 discovered enters the market after clinical trials have been carried out and this is a big blow to pharmaceutical companies such as GSK. Moreover, because of the need to make the public aware of newly discovered drugs that enter the market, it is essential for companies to commercialize it. This takes increased funding and creates a situation where recent years have seen an increase in the costs of commercialisation for GSK in such a way that the processes of discovering, developing and launching new products have increased substantially. In addition, in recent years, patents to blockbusters have in creasingly been challenged not only by smaller pharmaceutical companies but also by governments and this has created a situation where GSK has come face to face with serious limits to the revenue potential of its products. The shorter exclusivity periods that have come about as a result of competition has seen companies develop similar yet cheaper drugs than GSK’s blockbusters which have received the approval of numerous governments across the world. This situation has increased pressures on GSK’s patent protections.

The different views of London presented by the two poets Essay Example for Free

The different views of London presented by the two poets Essay Compare the different views of London presented by the two poets. Refer closely to the text in your answer. The poems London by William Blake and A View From Westminster Bridge by William Wordsworth were both written around the turn of the 19th century. Both describe London in very different ways, highlighting the aspects of Londons alter ego. Blakes poem is a scathing attack on both the city and its inhabitants. In contrast, Wordsworths poem reflects the aesthetical value of the scene. The craft employed by the poets helps to reflect the difference in tone between the two poems. In Blakes poem, London is brutally painted as a dark, dirty, disease ridden and deprived place. He does this by describing the people who live in this hapless city and the mind forged manacles that bind the people to their lives of misery. Wordsworths poem describes a scene in the early morning of the view from Westminster bridge .It uses grandiose imagery to describe the beautiful majesty of the city and praises both nature and mans achievements, and how they can co-exist harmoniously the beauty of the morning; silent, bare, /ships, towers, domes, theatres. This is very different from Blakes poem which talks of the people, like the chimney sweepers cry and the hapless soldiers sigh. As Blake wanders thro each chartered street hes seeing these people and acknowledging their sadness. The purpose of Blakes poem is to outline the hardships and low standard of living within London. Blake calls the streets chartered, Chartered can be interpreted to mean responsibility of the church or state or licensed; on the other hand it can be use to mean licentious and freely immoral. Taken in context with the rest of the poem I consider it to mean freely immoral. Blake shows an obvious disgust for the city and its people. He sees in the people marks of weakness, marks of woe clearly showing that the people are living poor lives in squander. On the other hand, Wordsworths poem is an exaggerated tribute to the beauty of London. He says the city like a garment doth wear the beauty of the morning. Wordsworth is touched by the scene and is moved to write this poem describing the deep sense of calm and awe evoked in him. He wants to infect his readers with this feeling. Wordsworths poem immediately sets out how the author feels in the first line saying Dull would he be of soul who could pass by, a sight so touching in its majesty. Inferring that the sight of London would evoke strong views in everyone who sees it as it clearly does in Wordsworth. Wordsworths poem is made more charged in the penultimate line where he says Dear God! The very houses seem asleep; He is so overwhelmed by the tranquillity of London that he feels the need to invoke gods name. In contrast nowhere in the Blake poem does he use direct speech to heighten any of the emotions. Wordsworths poem uses words like glideth and smokeless air to give a sense of calm tranquillity to his words. This makes me feel peaceful and almost sleepy as the words flow along in an almost dreamlike fashion. William Blakes poem conveys his feelings in a more abstract style, when he uses the people of London to represent the institutions, which they are associated with. He says the hapless soldiers sigh runs in blood down palace walls. Here he is criticising the monarchy and government for condemning young men to death by sending them off to fight in foreign wars. It is obvious from words such as woe and appals that Blake is disgusted with what he sees in London. The reader would undoubtedly feel great pity for the people of London at this time. The poets use different symbolism to convey their ideas to the reader. Wordsworth shows his feelings for London in a figurative way. He personifies the sun, river and the city. He continues this simile giving the river a will. He says The City now doth like a garment wear the beauty of the morning this gives the impression that the city is alive and therefore more exciting and wonderful instead of it being an inanimate collection of buildings. Wordsworths sonnet is written in regular iambic pentameter which emphasises the rhyme and thus the beauty of London. Wordsworth also uses lists, Ships, towers, domes, theatres, so that it seems that he is so overwhelmed by the amount of beauty he cannot get his words out fast enough. He also uses hyperbole in saying, Never did sun more beautifully steep. Wordsworth cannot know this so he uses exaggeration to heighten the tone and impact. William Blakes London is written in four, four line stanzas. Each line of each verse has the same number of syllables; this creates a regimented effect that orders the poem well whilst accentuating the depressing tone of the poem. Without using over exaggerated language the poet reflects his own disgust at the scene. It uses alternate line rhyming . street flow . meet woe which makes the poem sound regular and draws the readers attention to the last word of each line creating a bigger impact. Blake also uses repetition to begin three lines with, In every.. This drums the message home for the reader, which coupled with the violent vocabulary, blood, creates a bigger impact. Each verse of the Blake poem attacks a different aspect of London so although the tone does not change the focus of the attack does and the reader is struck with more evidence of the appalling state of London. In the last verse of the Blake poem there is the image of sexually transmitted disease, which is a symbol of their society. It describes the youthful harlots curse blasting the newborn infant. This is showing that sexually transmitted disease affects everyone because the young are born into this promiscuous society. The last line uses the image of a marriage hearse being blighted by plagues. This image in my opinion is the sexually transmitted disease. Both poems show very different feelings towards London. You would have to compare them to other texts of the time to see which is more accurate though I believe it is Blakes poem. If I had to pick which I preferred I would choose the Blake poem. Wordsworths poem is indeed very beautiful and profound in its testament towards the beauty of London in the early morning. But Blakes poem has a deeper meaning as with the imagery of the sexually transmitted disease. It also describes London from the eyes of its people whereas Wordsworths poem only speaks of the beauty of the morning and no people are mentioned anywhere. So where Wordsworth is perhaps looking at the scenery with rose-tinted spectacles or hankering after a by-gone age, Blake depicts the reality of the newly industrialised London and all its woes. I believe this is the main defining difference between the poems and that this contrast makes it very difficult to rate one above the other as their strengths lie in different places.

Benefits of an Integrated Curriculum

Benefits of an Integrated Curriculum OVERVIEW Integrated curriculum is about making significant connections between subjects or skills that are usually addressing several different subject areas integrating curriculum can also improve learning experiences. An integrated approach to learning is designed to focus learning within the curriculum, setting perimeters and establishes the continuity of learning across the years and levels. Queensland Studies Authority documents contain the content and achievement standards for teachers to exercise within their classrooms, promoting student learning. The planning matrix lesson series relates to learners between year 1 3 as it is a can be integrated to curriculum. It also addresses the learning essentials, objectives, and values, applying differentiation, modifications, outcomes and scope and sequence. This integrated matrix relates to school because in health and nutrition plays a large role within todays society. The issue of health is recognised as an important concern over the last s everal decades. Nutrition is the focal point of health and well-being. Nutrition is related to human development, production and ultimately to the growth. We will discover how the following scenario relates to integrating matrix of being healthy. Consider the skills and knowledge necessary to understand how to eat nutritiously and become healthy citizens. There are some fundamental things that must be know and be able to do. How do you know the difference between nutritional and junk foods? The ability to decide what nutritional choices are available is crucial to being healthy. To choose the correct amount of food that incorporate the food groups. Therefore, given real-life situations make it relevant for the learner focusing on skills that can be used later on in life. The purpose of integrating curriculums is to build the knowledge, skills, creativity, physical, social and intellectual capabilities, as well as strengthening their emotional well-being. As part of the whole, schools play a role in teaching values of being healthy citizens. The citizen role descriptors are designed to be applied across year levels. These descriptors provide students, teachers and parents with a shared understanding of the roles within and across school contexts. (Education Queensland, 2010) Integrated learning contributes to promoting effective healthy practices. Therefore, this integrated lesson matrix promotes health and nutrition by ensuring that children understand that personal identity and relationships are important elements of a persons growth and development, and can demonstrate appropriate skills and strategies to enhance relationships, participate in groups and maintain a sense of healthy self-esteem. Also understands health of individuals, families and communities, and can take actions to promote the health. Along with understanding that active participation in physical activity contributes to a sense of wellbeing, community and social co nnectedness, and can critically evaluate the social and cultural influences that shape behaviours, routines and perceptions of the body. Department of Education and Training, (2008) .framework document states All state schools will provide a curriculum to maximise the capacity of all students to exit from schooling with the capabilities and values to be active and responsible citizens. (Education Queensland, 2010) Informed citizens can apply their learning skills and knowledge, Curriculum refers to everything a school does to support learners learning, and the knowledge and skills acquired by students. Integrating the curriculum maximises the learning experiences engages all students with diverse learning abilities, and challenging learning experiences. This planning matrix has applied the essential learning which describes what students are expected to know and cover the knowledge, skills and other attributes to learning. All schools will build their curriculum around the essential learnings and help students master them. (Education Queensland, 2010). The essential learning practices around Queenslands eight Key Learning Areas; these are The Arts, English, Health and Physical Education, Languages other than English, Mathematics, Science, Studies of Society and Environment, and Technology. The integrated curriculum matrix lesson are used identify those aspects of the essential learnings. The learning descriptions provided in Scope and Sequence Years 1-9 unpack or scaffold the Essential Learnings and support teachers to understand the curriculum (Education Queensland, 2010). These objective or outcomes relate cognitive domains of learning how students can perform or achieve in the areas of knowledge, comprehension, application, analysis synthesis and evaluation. Outcomes or objectives align with the curriculum focusing on the students learning, by evaluating a learners progress. Theses play a part in the affective domains of receiving, responding, valuing, organisation and classification. This evaluation relates to the framework on student learning. Outcomes promote the development of a deeper knowledge, understanding, which build on skills and values. The focus on expected learning sets the conditions for teachers to exercise their professional expertise and judgment about how best to promote student learning. (Queensland Studies Authority, 2010) The objectives describe what the student does as a result of the learning opportunities and environments that the teacher presents to them. Hence, they describe the result of the learning process. The objective s are what you want to learners to know or learn, what they are able to do, what resources they will have with each lesson, what connections will students make within their community and how will they demonstrate their learning. Both objectives and outcomes comprise the broader overall achievement within scope and sequence of learning. The learning descriptions that make up the sequences are student-centred. This means that they describe what the student should be able to do as a result of the learning opportunities and environments created and presented to them by the teacher. (Education Queensland, 2010). In todays classrooms as teachers we need to know that learners come to the classroom with a variety of experiences and different skills for learning, and that the lesson plans have to ensure that all the needs of learning is meet Hence, the matrix shows an area of diversity, which it may be required to add support of a lesson or to enhance the lesson for gifted learners, Therefore, a lesson can be adapted to suit the needs of some learners. The modifications or extensions of the lesson do not change the learners outcome. The learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. (Education Queensland, 2010) The approach of values in education is utilised to enrich students intellectually, physically, socially, morally, spiritually and artistically. Therefore, allowing growth to react constructively and positively to a range of challenges. Any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. (Australian Government Department of Education, 2005) All schools provide values that are designed and organized to the framework policy Teachers educate learners these values by using the following guided principles. Helping students understand and apply values, purpose of schooling, values of the school community, whole school environment safe and supportive learning environment, a curriculum which meets individual needs of students. Each individual school adds other values relating to its own environment or community. The main values learners are Care and Compassion, Doing your best, Fair Go, Freedom, Honesty and Trustworthiness, Integrity Respect Responsibility and Understanding, Tolerance and Inclusion. (National Framework of Values Australian Department of Education, 2005) Assessment provides the learners a chance to demonstrate the extent and deepness of their learning. Assessment plays a large role with the curriculum framework; it is an ongoing process in a classroom environment. It gathers evident and information to determine what a learner knows, and understands. Through implementation of the Queensland Curriculum, Assessment and Reporting Framework, teachers will collect evidence of students achievements. (Education Queensland, 2010) Some lesson plans dont necessarily need an assessment, but it should have some sort of evaluation or reflection of that lesson to ensure that objectives or outcomes were reached. In conclusion an integrated matrix requires several factors for organising the content. As teachers we need to consider outcomes, objectives, diversity within the class environment, assessments, and the lesson content itself, what value should be promoted, and which key learning area is best for the lesson outline.. For teaching requires a variety of methods; such organisation involves integration, sequences and focus. (Brady L : Kenndy, 2007) The advantages of an integrated curriculum, can lead to better opportunity for creative teaching and learning activities, time to provide for individual diversity and more opportunity for teacher planning and supportive evaluation, providing strong value foundations, preparing learners for life success through their learning and education. Topics are selected to develop significant understanding and activities are designed to develop planned understandings the integrated matrix unites with the key learning areas of the curriculum. It involves s tudents learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship. (Education Queensland, 2010) As a result the integration of learning is designed to focus learning within the curriculum, integrated curriculum is usually delivered with strategies such as active learning, experiential earning, problem solving, and real-life contexts. References Australian Government Department of Education. (2005). National Framework For Values in Australian Schools. Retrieved April 24, 2010, from Values Education in Australian Schools: http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf Brady L : Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia. Davies, A. Cameron,C. Politano, C.. (n.d). Making themes work. Canada: Peguis Publishers Limited. Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: http://education.qld.gov.au/curriculum/framework/p-12/index.html Education Queensland. (2010). Education Queensland Teaching and Learning. Retrieved April 24, 2010, from Tommorrow Citizens: http://www.learningplace.com.au/deliver/content.asp?pid=45266 Marsh, C. (2001). Key Concepts for understanding cirriculum 2. London: RoutledgeFalmer.