Learning log

This Viking shield has 4 mirror lines and 4 but It has only two unique mirror lines. (mm) What was the most surprising or interesting fact you learnt from Week 1 lectures (20 – 30 words) (2 marks) The interesting parts are the unique mirror lines and the number rotation angles correspond to which type of shape.It can be expressed in a notation like mm. Complete at the end of Week 2 Image 2 Describe the symmetrical elements you see in this Japanese embroidery. (20 – 30 words) (2 marks)This image has an asymmetric unit. It is a threefold rotation and there is no mirror line in this picture. Hence, there is no point of symmetry. Can you add anything to your Week 1 description of the Flung shield? Creates the remaining parts of the picture. PART II – Plane (AD) and Space (AD) Symmetry You can't criticize geometry. It's never wrong. Paul Rand Period Complete at the end of Week 3Image 3 Use the formal descriptors of plane symmetry to describe this bathroom tile tessell ation. (up to 40 words) (2 marks) This image has a glide line located at any point of the pattern because it has horizontal and vertical mirror line with translation. It has 4 fold tetras which rotates 90 degree. Hence, This image is a poem. How are you now more observant of symmetry in your surroundings? Use examples. (up to 20 words) (2 marks) My perspective about shape has change. For an example when I am look at fancy design, I will analyses what type of plane symmetry and etc.Complete at the end of Week 4 Image 4 The triangle in Image 4 is weird. Was Paul Rand correct – geometry is never wrong? (30 – 40 words) (2 marks) Yes. People have been using geometry to solve various problems such as engineering problems. People may interpret picture differently and give opinion. In my conclusion, it is important how the shape is drawn by the artists. Do you believe the world around us is completely described in AD and AD? (up to 20 words) (2 marks) No. We may encounter more than Just AD and AD in the future as life around the world keeps changing. Learning log This Viking shield has 4 mirror lines and 4 but It has only two unique mirror lines. (mm) What was the most surprising or interesting fact you learnt from Week 1 lectures (20 – 30 words) (2 marks) The interesting parts are the unique mirror lines and the number rotation angles correspond to which type of shape.It can be expressed in a notation like mm. Complete at the end of Week 2 Image 2 Describe the symmetrical elements you see in this Japanese embroidery. (20 – 30 words) (2 marks)This image has an asymmetric unit. It is a threefold rotation and there is no mirror line in this picture. Hence, there is no point of symmetry. Can you add anything to your Week 1 description of the Flung shield? Creates the remaining parts of the picture. PART II – Plane (AD) and Space (AD) Symmetry You can't criticize geometry. It's never wrong. Paul Rand Period Complete at the end of Week 3Image 3 Use the formal descriptors of plane symmetry to describe this bathroom tile tessell ation. (up to 40 words) (2 marks) This image has a glide line located at any point of the pattern because it has horizontal and vertical mirror line with translation. It has 4 fold tetras which rotates 90 degree. Hence, This image is a poem. How are you now more observant of symmetry in your surroundings? Use examples. (up to 20 words) (2 marks) My perspective about shape has change. For an example when I am look at fancy design, I will analyses what type of plane symmetry and etc.Complete at the end of Week 4 Image 4 The triangle in Image 4 is weird. Was Paul Rand correct – geometry is never wrong? (30 – 40 words) (2 marks) Yes. People have been using geometry to solve various problems such as engineering problems. People may interpret picture differently and give opinion. In my conclusion, it is important how the shape is drawn by the artists. Do you believe the world around us is completely described in AD and AD? (up to 20 words) (2 marks) No. We may encounter more than Just AD and AD in the future as life around the world keeps changing.

Variation in Education between Industrial and Developing Countries

While there remain many differences between developing and industrialized nations, one particularly important area in which these differences persist is in education. This essay examines some of the many differences in education between developing and industrialized nations, including differences in access to education, quality of education received, and availability and uptake of higher education.Access to EducationOne of the major differences in education between industrial and developing nations is the level of access which children have to education. Children in developing countries tend to have far less access to education at all levels than children in industrialized nations, although the differences have been particularly well studied in relation to primary education. For example it is estimated that of the 113 million children of primary school age across the world who don’t have access to education, 94 percent live in developing nations (Glewwe & Kremer, 2006).There a re many different factors which may contribute to this, and in fact there are many subgroups within developing countries which differ in terms of access to education. For example those living in rural areas are far less likely to have access to education at any level than those living in urban areas. In addition, some groups such as females and those with disabilities may also have much lower access to education for a number of reasons, many of which may be governed by cultural beliefs and expectations and financial factors (Filmer, 2008).School Enrolment and Years in EducationEven where education is available, there are still often low enrolment rates in developing nations. This may be partially related to legislation in different countries – for example schooling is mandatory to a certain age in most industrial nations, while it is still predominantly voluntary in most developing nations. In addition, other factors in these countries may dominate the level of enrolment with in certain groups, for example in many developing nations fewer females are enrolled in schools than males due to expectations for their performing domestic duties from a young age (Lloyd et al., 2008).In fact there appear to be significant differences in the years of schooling which are typically received by school children in developing nations and industrialized countries, even where rates of enrolment may be initially quite high. It has been suggested that the mean years of schooling has increased by around 3 years across developing countries since the 1960s, but most schoolchildren in developing nations still receive many years less schooling than those in richer countries (Glewwe & Kremer, 2006).Quality of EducationThere is also suggested to be a stark contrast in the quality of education which is offered to children in developing nations when compared to industrialized countries. The evidence which is cited as indicating lower quality includes much higher rates of grade repet ition and the early leaving age of many children from school (Glewwe & Kremer, 2006). While this may to some extent indicate a lower quality of education (Hanushek et al., 2008), it must however also be considered that a lower school leaving age may also be associated with a need to engage in employment in a younger age in many developing countries (Gunnarsson et al., 2006).There are many different factors which may contribute to the lower quality education which is found in many developing nations, including a lack of funding and a lack of resources including both basic teaching materials and access to suitably qualified teaching staff (Glewwe & Kramer, 2006). Many developing nations may be in a difficult position to address these problems without outside assistance from developed countries.Higher EducationAccess to education is not only much lower in primary education in developing nations, but also higher levels of education. Higher education remains far more popular in the indus trialized countries than in developing countries, and several studies have shown there to have been a marked increase in uptake in industrialized nations since the Second World War. For example most industrialized countries now have a university enrolment rate of more than 50 percent of the 18 to 21 year age group, while some have a rate of up to 80 percent (Schofer & Meyer, 2005). This does not however necessarily reflect a difference in the level of education in the younger age groups; instead this is more likely to be related to differences in the demand for higher education qualifications and the availability of funding for these courses. For example in many developing nations there remains more of an emphasis on practical training and there may also be less financial support for higher education courses (Altbach & Knight, 2006).ConclusionsIt is clear that there remain substantial differences between many developing and industrialized nations in terms of the education which is b oth offered and received. It is recognized that the differences in the levels of access to education, the rates of enrolment and the quality of education which is delivered may be particularly important, as each of these may be directly related to the economic development of a country.

Children of Abraham

Laura Laws, Nick Skinner, Sarah Swain INT – 244 Collaborative Learning Assignment Professor Anthony Colombo March 24, 2013 Children of Abraham The Exodus event laid an important foundation for God’s redemption plan for humanity and it is clearly recognized in Islam, Judaism and Christianity. The purpose of this essay will be to discuss the historical, social and spiritual metaphor for the Exodus experience for Judaism throughout the ages. We will also discuss the ways in which the Exodus experience might parallel the salvation, conversion and the sanctification experience in Christianity.Finally we will discuss the way Islam views the Exodus experience different from that of Judaism and Christianity. By answering each of these questions effectively we hope to gain a new understanding of what God was doing for future generations through each belief. While researching the history of Judaism we see that God lays out the plan and purpose for His chosen people; we also see t he people proving their lack of desire to live according to this purpose.Even though the people of Israel were God’s chosen people, they continually failed to meet His expectations and often did whatever they wanted because they could; this included worshipping other gods. As time went on the influence became stronger until the voice and purpose of God could only be heard by a few. The teachings of Judaism are often centered on ethical or ethical-historical monotheism; meaning that professing Jews, of various backgrounds, believe in the one and only God, the God of Israel (Baron, 2011). The Exodus can be seen as prophesy as far back as Abraham.God spoke to Abraham about the bondage of Israel in Egypt and said that after a time of servitude, there would be relief. God used the great darkness and the smoking furnace to let Abraham know that their servitude to Egypt would last four hundred years and then â€Å"they will come away with great wealth† (Genesis 15:14, NLT). G od knew that there were many trials ahead under Pharaoh’s empire but in the end the Israelites would overcome (The Exodus, 2010). The social experiences began when the Israelites crossed the Red Sea. Through Moses, God commanded this large body of water to recede and let the people pass on dry land.Once they were through to safety God allowed the water to fall on their enemies and take them out. It was time for celebration; they were a free people with nothing else to fear but God; at this point the stopped to celebrate their first Passover. While leaving in such a hurry their bread had not had time to rise so every year when the Passover is celebrated we remember by not eating anything with yeast in it. When the Israelites began to travel they were led by a cloud during the day and a pillar of fire by night. Since food and water were not always available to them God provided them with Manna and spiritual water.These two things reminded them (and us) that God is always provid ing for us the things we need: physically and spiritually (Deem, 2008). The journey also brought them closer together as people. They were all suffering the same and so they were able to cling to one another and reach out for guidance. As God lead the Israelites out of Egypt and slavery He began to test them to see how faithful they would hold to Him. They were faced with a harsh and relentless environment that yielded little food and scarce water. They had to turn to God to provide for them because if not, they all would have perished in months.God provided daily manna for food and water from a rock; as long as the people relied on Him, He provided. The Exodus experience not only provided a historical, social and spiritual metaphor for Judaism but it also became the foundation for the salvation, sanctification, and conversion experience in Christianity. The Exodus experience shows us an interesting parallel with the metamorphosis of salvation in the Bible. The Old Testament story o f redemption provides a pathway for the New Testament metaphor of spiritual deliverance (Ryken, 1998).God lead the Israelites out of slavery and guided them safely throughout the challenges that they faced as a nation. Now, by accepting Jesus, the Holy Spirit will lead us throughout the trials that face us. The prophecies throughout the Old Testament show how God sanctified the people of Israel after leaving Egypt. It starts in Genesis 12:1,2 â€Å" The Lord said to Abraham leave your country, your people, and your fathers household and go to the land I will show you. I will make you into a great nation and I will bless you; I will make your name great, and you will be blessed. This promise made by God sets the stage for the Israelites to be brought out of Egypt. I feel this experience can be compared to sanctification because God made Abraham and his decedents holy. Sanctification is to become holy. Exodus 31:33 tells us â€Å"You are to speak to the people of Israel and say, abo ve all you shall keep my Sabbaths, and for this is a sign between me and you throughout your generations that you may know that I, the Lord, sanctify you. † Exodus 26:2 says â€Å"Consecrate to me all the first born, whatever is the first to open the womb among the people of Israel, both of man and of beast it is mine. Also in Exodus 30:25 â€Å"You shall concrete them, that they may be most holy, whatever touches them will become holy. † I think the most important piece of scripture showing how the Exodus experience parallel’s sanctification can be found in Exodus 29:34: â€Å"There I will meet with the people of Israel, and it shall be sanctified by my glory. † The act of conversion is to accept God. In the time of the Exodus experience many in the land were pagans. God would use things like the bringing the Israelites out of Egypt to the people he is real, this was for anyone that did not believe in him.Exodus 11:3 tells us â€Å"and Jehovah gave the people favor in the sight of the Egyptians. † Ephesians 2:8 tells us â€Å"For by grace you have been saved, through faith, and this is not your own doing; it is the gift of God. † Mark 16:16 says â€Å"Whatever believes and is baptized will be saved, but whatever does not believe will be condemned. † God shows us his awesomeness over and over again thru different stories in the Bible. These stories in ancient times when they happened they showed others the power of God. In today’s society these stories still serve to show people God’s greatness and bring them to Christ.When it comes to the Exodus experience there are some significant differences in views between that of the Christian and Judaism faith compared to that of the Muslim faith. The Christians, Jews, and the Muslims agree that Pharaoh had enslaved and oppressed the Jews. They also agree that Moses was used to help gain their freedom and led the Jews out of Egypt. It is in the description of these events that these religions share different views on. These differences range from important details about some of the people found in Exodus as well as the omission of some very important events.Starting with some of the smaller differences for example, one of the first discrepancies is that of the caretaker of Moses. According to the Holy Bible, Moses was placed in a basket and then put into the river. He was later found by Pharaoh’s daughter who in turn paid Moses’ mother to nurse him. He was then later returned to Pharaoh’s daughter to be raised (Exodus 2:5-9). The Qur’an states that Moses was found by Pharaoh’s household and was raised by Pharaoh’s wife (The Exodus, n. d. ).These small differences continue in the fact that the Qur’an does not mention the city of Ramses when it describes the Jews Exodus from Egypt. Although these differences in views seem minor, they begin to add up when looking at the big picture. Some o f the real different in views began with the description of the plagues. While the book of Exodus in the Holy Bible describes in great detail the ten plagues used by God to bring down divine chastisement on Pharaoh and his people, the Qur’an briefly mentions five plagues that can be an exaggeration of natural phenomena: flooding, locusts, lice, frogs and blood (The Exodus, 2010).The most important difference in views of the plagues would have to be the plague of Death of the Firstborn. While the Qur’an does not mention this, it can be found in (Exodus 11:4-5). It was this plague that the Jews sacrificed a lamb, using its blood to mark the door of their households so that the angel of death would pass over their house, sparing the life of the firstborn. This plague would lead to the celebration of Passover and be a foreshadowing of the Sacrifice that Jesus would make for the sins of man.While both Judaism and Islam fail to see Jesus Christ as the Son of God, both Judais m and Christians feel it is important to have a personable relationship with God. The religion of Islam is different in the fact that salvation does not come through a personable relationship with Allah and can only be found in abiding by the four pillars. That being said, for Christians and Jews Exodus is more about a God who saved them from slavery because He cares for His people and wants a personable relationship with them.While for the Muslims, Exodus is more about the persecution of Pharaoh who caused depravity among Allah’s people. The Exodus experience offered a new hope for the people of Israel and a foundation for Islam, Judaism, and Christianity. Even though several differences are seen between the religions, they all pulled from the same experience. From this we can learn that not everyone views an experience the same but what they take from it is equally important. It was an enlightening experience for all of Israel that can still be seen today.References The Exo dus. (2010) Retreved March 18, 2013, from, http://jews-for-allah. org/israel/archaeology/exodus-moses-bible-quran. htm Ryken, L. , Wilhoit, J. , and Longman III, T. (ed. ’s), (1998), Dictionary of Biblical Imagery, USA:Intervarsity Press. Deem, R. (2008). Evidence for God, retrieved March 16, 2011 from http://www. godandscience. org/apologetics/christianity_is_too_old-fashioned. html Baron, S. (2011). The History of Judaism retrieved March 16, 2011 fromhttp://history-world. org/history_of_judaism. htm.

Psychology Essay Example | Topics and Well Written Essays - 500 words - 21

Psychology - Essay Example his keen observation passed prophetic statements of the currents of destruction that flowed through the veins of human civilization and Adolf Hitler’s rise to power based on the democratic majority. From my point of view, I feel, that though Freud had made a keen and clear observation by comparing both the â€Å"civilized† and the â€Å"savage† points of view to bring out the salient meaning of what civilization is all about, yet to me the writing seemed to be pessimistic in nature which in turn reflected the widespread and devastating experiences suffered during World War 1. In his work â€Å"Civilization and its Discontents† Freud makes a pertinent attempt to correlate his theories based on human civilization. Being an avowed atheist himself, to him religion was nothing more than a â€Å"collective neurosis† (The Future of an Illusion, Freud, 1927) In his work â€Å"Civilization and its Discontents† he tries his best to tone down and refine his analysis drawn between religion and psychoanalysis and also between an individual and civilization. Here I feel that Freud is somewhat biased with regard to religion because he is an atheist who does not consider God as a superior being. Where religion is concerned I am against Freud’s theory because to me and most other people God is an omnipotent figure and is omnipresent watching over us humans on Earth. In trying to make an understanding of the phenomenon of spirituality, Freud states that it is "a purely subjective fact, not an article of faith." Further proving his atheist attitude towards religion, he states that humans look for paternal affection during childhood and this manifests itself in the adult stages as â€Å"fear of the superior power of Fate." In his views on the relationship shared between civilization and human misery, he says that civilization is what is responsible for all our misery, because we get ourselves organized into a civilized society in order to escape misery and suffering. I personally do

The Caribbean History Essay Example | Topics and Well Written Essays - 1000 words

The Caribbean History - Essay Example Dominique, and Cuba, and finally, about the achievements of the Haitian Revolution and its impact on the Caribbean. THE ATLANTIC SLAVE TRADE AND TRIANGULAR TRADE The 16th century saw the beginning of the slave trade in the Caribbean islands. The European importers had started demanding high quantities of sugar, a product of sugarcane which grew easily in the Caribbean’s temperate climate. As a result, the demand for sugar increased which directly increased the demand for labour. The Arawaks, the original slaves employed by the Europeans had started vanishing and so then-friar Bartoleme de las Casas of Hispaniola suggested to enslave the Africans. The slave raiding parties, who were generally endorsed by the local government, performed the task of enslaving the Africans and bringing them to the island. The slave traders then use to auction the slaves in the market and the whites bought them. The whites insisted that the slaves should cut off all ties with their homeland and the ir families, and also preferred keeping slaves of the same culture apart. The slaves were not given any personal or civil rights; in fact their owner could order them any task that they wanted from them. In the Western hemisphere, the demand for labor gave emergence to a commercial network which was named the Triangular trade. It was so called because it followed a triangular route: firstly, the European merchants would set sail to Africa with bartering goods, arms and liquor and traded for slaves with the African slave traders; slaves were then shipped to the Caribbean islands and; in the final step, the plantation owners purchased slaves from the merchants in exchange of tobacco, sugar and rum which the merchants took to Europe from the Caribbean islands, thus completing the triangle (Figueredo and Argote-Freyre 60-63). THE MIDDLE PASSAGE The middle passage was the second step of the Triangular trade in which slaves were transported from West Africa to island colonies in the Atlan tic. This journey which generally took four to six weeks was the most dangerous and hazardous voyage for the slaves. They were packed into ships in two ways, either a tight pack or a loose pack. The slaves were first laid on shelves, chained to each other with no space in between them. They were supposed to eat, sleep, urinate, defecate, and even give birth in the same allocated place. The conditions were so pathetic that they refused to eat. Most of the slaves revolted; indeed, the lacks of awareness of where they were being taken made many of them commit suicide. However, the ships’ crews practiced various cruelty measures to keep the slaves alive, for instance, they forcefully opened the mouth of the slaves with tools to feed them (Equiano n.p). The slaves were treated very harshly along the whole passage and most of them died because of poor treatment and malnutrition. Records reveal that on an average 9% of the slave died in the middle passage and those who survived were properly fed on the last days, were ‘oiled’ and paraded through the streets to the slave markets. There, they were auctioned off and traded for liquor, gums and other goods (Figueredo and Argote-Freyre 64). LIFE ON THE PLANTATIONS The work on the plantations was very intense and exhausting with the working hours extending up to 18 hours and even up to 24 hrs during the peak

Positive Replacement Behaviors Essay Example | Topics and Well Written Essays - 750 words

Positive Replacement Behaviors - Essay Example 1). For reinforcements to effectively work, it was emphasized that students need to be deprived of whatever tool is planned to be used by educators as reinforcers. The crucial role of deprivation was initially thought of implied in early reinforcement theories, but as Bourbon disclosed, â€Å"if a child has all of the attention he or she needs or wants, then a teacher cannot use attention to "reinforce" the child’s behavior. No deprivation, no control of behavior. No control of behavior, no discipline program† (Bourbon: Deprivation and Positive Reinforcers, 1997, par. 6). Positive reinforcement was, therefore, defined as â€Å"a process in which a stimulus is presented following a particular behavior, thereby strengthening that behavior. The stimulus is referred to as a ‘reinforcer’ and is roughly synonymous with the word ‘reward’† (JRank Articles, 2012, par. 2). Simply put, positive reinforcement is a process that educators could implem ent in teaching students to act in a particular way and rewarding the students for manifesting correct behavior. On the other hand, negative reinforcements were described as â€Å"a process that involves the removal or reduction of a negative or unwanted stimulus after a behavior occurs, thereby strengthening that behavior. ... For example, students who are assessed to be sensitive to loud noises or instructional materials that could distract their attention could be provided with more conducive and accommodating learning environments, such as sitting them away from noisy areas, providing quiet learning spaces, and even providing some students with earphones which minimize noises and distractions and assist in focusing on the activities at hand. Plan for Students with Emotional Disabilities 1. Problem Behavior: Student A is identified to manifest "passive-aggressive" behavior by seeking attention and intermittently expressing anger indirectly through the use of manipulative behavior such as exhibiting cruelties, stubborn refusals to cooperate, being excessively loud with violent tendencies or exhibiting passive listening and being always out of the student’s seat. 2. Possible Explanations: Lack of support from members of the nuclear family; demographic profile (cultural background, income level, soci al support); history of abuse or violence; trauma from past events; academic failure; peer pressure; frustration. 3. Replacement Behavior: to appropriately deal with passive-aggressive behavior by: (1) asking assistance from a teacher or peer when he feels maladjusted behavior; (2) he will focus on clearly defined positive learning goals to assist in developing optimistic perception in life. 4. Goals: to apply positive reinforcement through (a) assessing the signs of passive-aggressive behavior together with Student A; (2) to recognize that positive behavior would be exhibited by cooperative learning, active listening and focused attention to learning activities; (3) to realize that there are support groups (teachers, peers) who she can tap in cases where maladjusted behavior tends to

Discussion Essay Example | Topics and Well Written Essays - 250 words - 67

Discussion - Essay Example porter, a country through its government may require pre-shipment inspections on/ for inspection certificate to confirm that the price being charged by the exporter is commensurate with the true valley of the goods or services [to be shipped]. This therefore parries away the danger of substandard goods infiltrating a country. The same also assuages attempts to escape the payment of custom duties. This is always the case if the shipment being made is of high value, as was previously mentioned. In some cases, an inspection certificate may be required in some countries, for a specific type of goods. For instance, on the one hand, in Kuwait, an inspection certificate is required whenever there is an importation of a regulated product whose value exceeds 3,000 dollars. On the other hand, Mexico requires an inspection certificate for goods such as textiles, shoes, bicycles and shoes, if only these products fail to qualify for NAFTA. Conversely, shipments to Kuwait and Saudi Arabia must contain an inspection certificate for a small number of