The Writing Strategy Brainstorming English Language Essay

The Writing Strategy Brainstorming English Language Essay Conceptualizing is an imaginative critical thinking technique created by Alex F. Osborn. It is an apparatus used to advance thoughts made in bunches rather and independently. Conceptualizing was made by Osborn to permit his organization to create innovative thoughts as a gathering since they were battling to meet this objective separately. Conceptualizing has been fruitful when applied in various condition settings, for example, in the field of business, government, ventures, and in instruction. Conceptualizing can be utilized to communicate thoughts on issues to participate in, make potential answers for issues, and offer an assortment of ways to deal with use, or sentiments on moves to make. We use conceptualizing in the study hall to invigorate thoughts on themes for composing, perusing, critical thinking in math, science, and social examinations. Conceptualizing in instruction can begin as ahead of schedule as Kindergarten. In addition to the fact that brainstorming offers an ass ortment of suppositions and thoughts from the understudies, however it additionally improves the companion collaboration in the study hall. Understudies speak with one another, offer their contemplations and thoughts on general classifications, and work together to issue understand. Conceptualizing can be utilized in little gatherings, and all in all class gathering to join thoughts and make list dependent on everybodys recommendations. Little gathering communication has for quite some time been refered to as a viable instructing strategy. This collaboration is of significance in light of the fact that the student has the chance to turn out to be effectively engaged with the way toward learning. (Wood, 2001) Brainstorming can be utilized all through all the scholarly subjects in school, yet it is urgent when utilized recorded as a hard copy. It is a procedure that can be utilized in the arranging phase of composing. In the arranging stage understudies start to sort out their contemp lations. Class conversations, for example, conceptualizing together can set up the point, type, reason, and crowd of the piece. Rodriques expresses that prewriting exercises, including bunch conceptualizing, are the most significant piece of the creative cycle. (Rodriques, 1983) There are two different ways for individuals to speak with one another by composing and talking. Composing permits understudies to communicate their emotions and considerations just as to speak with each other. Composing aptitudes are fundamental for understudies to create and conceptualizing helps understudies recorded as a hard copy. Conceptualizing is energetically prescribed to permit understudies to make rundown of thoughts and points they can use to compose. Conceptualizing encourages the creative cycle and forestalls composing blockage. Many time understudies experience issues recorded as a hard copy since they havent set up points or thoughts, by conceptualizing together the understudies think of tho ughts they can expand on when composing. Conceptualizing is an exceptionally useful procedure since it can enable a group to empower imagination, quickly creates an enormous number of thoughts, adjust association of all the colleagues, and cultivate a feeling of proprietorship. A few examinations were led to assess the adequacy of conceptualizing when composing. One investigation made by Orson reasoned that a gathering utilizing conceptualizing delivered 44% more valuable thoughts than people brainstorming proposals without the advantage of gathering conversation. A survey of conceptualizing research was directed and it inferred that 16 investigations discovered help for the efficiency of conceptualizing as opposed to contributing thoughts independently. (Isaksen, 1998) The general result of the Isaken survey discovered that dependent on the examinations arranged conceptualizing bunches created a greater number of thoughts than people working alone. An examination led by Troaia and Graham analyzed the viability of arranging systems for writing in fourth and fifth graders with learning handicaps. Twenty fourth and fifth grade understudies with taking in inabilities from two rural primary schools in Atlanta took an interest in this investigation. The members were isolated into the trial treatment gathering and the relative treatment gathering. The exploratory treatment bunch got arrangement ahead of time methodology guidance of objective setting, conceptualizing, and sorting out. The relative treatment bunch got an adjusted rendition of procedure composing guidance. This methodology is good with the procedure composing guidance that understudies consistently get in the study hall. The examination demonstrated that the understudies who got additional time arranging stories and conceptualizing thoughts before composing, created stories that were subjectively better. A month after the guidance had finished understudies who were encouraged the arranging procedures kept up their bit of leeway in story quality, yet additionally created longer stories than those delivered by their companions who were simply instructed the creative cycle. The outcomes reveal to me that educators need to advance conceptualizing during the arranging phase of the creative cycle. Educators need to show understudies the principles of conceptualizing by giving steady displaying, a lot of chances to work on conceptualizing, and platform. Instructors need to furnish understudies with express bearings on the most proficient method to utilize the conceptualizing procedure. It is significant that educators show understudies how to conceptualize together, yet in addition show them the rules for a viable meeting to generate new ideas. Educators need to stress that judgment of thoughts isn't permitted, unusual thoughts are energized, an enormous amount of thoughts is liked, and understudies should expand on one anothers thoughts. Being a first grade instructor I know the significance of building the understudies composing abilities early and setting them up for what's to come. I have seen numerous instructors in numerous evaluations not advancing c omposition as much as different subjects. I accept that in first grade composing is as similarly significant as perusing. Understudies are perusing to compose and writing to peruse. Perusing and composing are related to one another and the achievement of inclining this is exceptionally valuable for understudies. Instructors need to realize that with the goal for understudies to create solid education abilities, they have to join perusing and composing guidance and make perusing and composing exercises. Exercise Plan Objective: When given a composing brief, understudies will utilize the conceptualizing procedure and steps of the creative cycle to compose a story. Members: second grade understudies in a consideration homeroom Materials: composing paper, white board or graph tablet paper, marker and composing utensils. Steps: The educator advises the understudies they will get familiar with another technique today called conceptualizing. The educator gives the understudies more subtleties on the conceptualizing procedure including the principles and rules of utilizing this procedure. The educator will remind the understudies that conceptualizing is done in the arranging phase of the creative cycle. The instructor models the methodology for the understudies following all the means and giving a lot of models on this system. The educator approaches the understudies for criticism of the procedure and answers understudies questions. The educator will at that point separate the understudies in gatherings of 4 to rehearse this procedure. The instructor will make one individual from the gathering a pioneer and someone else the secretary. The pioneers job is to ensure the gathering remains on point and everybody is taking part. The secretarys job is to record thoughts the gathering is giving. The instructor reminds the understudies that the rules are to preclude basic judgment, unconventional thoughts are supported, an enormous amount of thoughts are liked, and that they should expand on one anothers thoughts. The instructor gives the understudies a training brief to permit them to rehearse this methodology. This likewise permits them to try different things with the procedure and pose inquiries they may have since they are rehearsing the system. Following 15 minutes of rehearsing the educator gets back to the understudies to the rug to discuss what they encountered and to attempt to fix any issues that may have come up as they were cooperating. The educator at that point gives the understudies the brief that they will compose for their arrangement: Pretend you are visiting Santas workshop the prior week Christmas. Compose a story to your companions portraying what the workshop resembles. Ensure you give subtleties of things you saw, individuals you met, things you ate, and what you did during your experience. Make sure to begin your story with an energizing point sentence to dazzle the consideration of your companions. Dont neglect to utilize starting, center, and end in your story just as a lot of descriptive words. Check your composition for right sentence structure, accentuation, and capitalization. Utilize the altering agenda to assist you with your composition. The educator isolates the understudies over into their gatherings and request that they conceptualize thoughts that can be utilized with this brief. The instructor leaves the brief on the load up to permit understudies to allude to it as they are thinking of their thoughts. By and by the understudies are reassigned to their jobs of pioneers and secretaries. The understudies are given 20 min to concoct thoughts. Following 20 minutes, the understudies meet up to the floor covering to report their thoughts. Each gathering states their thoughts as the educator keeps in touch with them down on an outline paper. After all the gatherings have said their thoughts, the educator audits all the thoughts from the graph paper. The graph paper is shown all through the creative cycle so understudies can allude to it varying. The instructor audits the remainder of the creative cycle stages: arranging, drafting, updating and altering, and the last draft. The instructor likewise audits the rubric that will be utilized to review their accounts. The educator furnishes the understudies with models and non models on approaches to get a 4 on their composition. The understudies return to their work area and for the following four days chip away at the finish of their sythesis. The understudies are given a self check and companion altering agenda to use during the changing and altering process. After they have finished their creation the instructor requests volunteers to introduce their accounts in the creators cha

The Rotten Apple Essay -- Self Identity Stereotypes Stereotyping Essay

The Rotten Apple My mother has consistently let me know, In case you're ever going to go anyplace throughout everyday life, you need to establish great first connections!. I'll save you the insights regarding the damnation openings I'd live in and the impasse occupations depicted by my mother on the off chance that I did something else. Not many individuals would think this is a serious deal. That is to say, establishing a decent first connection would one say one is of the main things guardians ought to be advising their children to do right? I, in any case, get the talk a great deal when I was a child. Hell, my mother called me the previous evening to give me my fix. I am by all accounts unfit to establish any kind of good connection with loads of individuals. This is particularly evident with educators. You had no clue the agony I experienced attempting to search for an instructor who enjoyed me to compose my suggestion. I'm not griping however. I put forth no attempt in attempting to leave a dece nt initial introduction, nor do I ever think about the early introduction somebody leaves subsequent to meeting me. What is an initial introduction at any rate? It is most likely the judgment an individual makes on another dependent on the manner in which the individual talks and acts in the main gathering. In any case, in a great deal of cases, initial introductions are made dependent on the generalizations, particularly racial ones, that individual fit in. Stunning, you should be truly shrewd.. For a great many people, this is typically implied as a commendation. What's more, I would accept that remark as a commendation, in the event that I had, for instance, demonstrated whoever said it the verification to a confounded math issue. Be that as it may, when given the remark the first occasion when I meet somebody, it implies something totally extraordinary to me. It implies they neglected to state since you're Chinese. Goodness, quit grumbling! You're in a decent generalization! is the general reaction I get when I talk about this with my companions or individuals all in all. That’s about when we would... ...relates to a generalization, he is losing a piece of his self to the majority. He at that point will in general act or carry on as needs be, founded on what the generalization requests of him. He asks himself, â€Å"What am I expected to do?† instead of â€Å"What would I like to do?†. That â€Å"want†, I believe, is the one answer of how to wreck the idea of generalization. In any case, I think that its exceptionally unexpected that, in a nation found on the conservation of singularity and uniformity, there can be such issues related with generalizing and twofold norms. Maybe, as a nation, we are dismissing the significance and persona of the person. Maybe we are getting excessively lethargic and unoriginal to see each other for the human that we are, and not simply some obscure speculation. I am not a geek, Americanized Chinese migrant, Weezer-insane person, revolting youngster, overachiever, or crazed avid supporter. I am Wang.

Importance Of Critical Thinking In Higher Institutions Education Essay

Significance Of Critical Thinking In Higher Institutions Education Essay The term basic deduction started in the mid twentieth century. It is a thought that has ceaselessly produced for as far back as 2500 years. Basic reasoning is a sort of intelligent reasoning that helps somebody in choosing what to do and how do it with no confusion. Building up the capacity to peruse and see basically is a significant part of instruction in college study.Critical believing is a significant perspective in many callings. This article is intended to help support your insight on the capacity to peruse, comprehend and assess messages basically. It will likewise assist with creating and analyze your intuition potentially to the furthest reaches. B.K Beyer has characterized who a basic mastermind is. His own meaning of basic scholars is that, basic masterminds are distrustful, receptive, regard proof and thinking, regard lucidity and accuracy, take a gander at various perspectives and will change positions when reason drives them to do so(Beyer 12). Looks into led up until now, one can characterize basic intuition as the way toward social occasion, deciphering, assessing and breaking down assembled data, ably and effectively . It can likewise be viewed as a part of someones life that encourages him to go past simply thinking in order to improve and explain and improve it. Basic reasoning encourages somebody to think plainly and normally. It is likewise the capacity of reasoning obviously, freely and brilliantly. It is horrible that the vast majority misjudge basic reasoning and typical reasoning. There is an extraordinary distinction among basic and typical reasoning. The following are a portion of the characteristics of a decent basic mastermind. Individuals with great basic reasoning abilities ought to have the option to: Think effectively and receptively Investigates circumstances with questions Think Independently Bring up significant issues and plan them plainly Perspectives circumstances from various parts of life Distinguish the pertinence and points of interest of thoughts Supporting his perspectives with proof Basic reasoning isn't tied in with amassing thoughts. Not all individuals with great memory, who additionally have parcel of realities are generally excellent in basic reasoning. A basic scholar ought to have the option to utilize what he/she knows to take care of different issues, and look for different wellsprings of data so as to illuminate himself. Basic reasoning ought not be contrasted or mixed up with being factious or having the option to condemn others. In spite of the fact that basic reasoning abilities can be utilized to uncover bogus data and gossipy tidbits, it can likewise assume a significant job in agreeable and useful errands. Basic reasoning encourages individuals to obtain information and reinforce ones contentions. Basic reasoning abilities can be utilized to improve social organizations and upgrade work forms. In scholastics, basic reasoning permits individuals to comprehend and apply things rather than simply recalling and perhaps later overlooking them. Being a decent understudy requires contemplating what is happening in your school and different establishments. It very well may be contended that being a decent human expects you to adapt effectively and settle on decisions reasonably. Basic intuition in instruction likewise causes individuals to dissect decipher, watch and clarify ideas. Basic reasoning additionally has profound impact to all the learning forms. In our lives, basic reasoning is beneficial on the grounds that it causes us to defeat any type of trickiness. Each fruitful college understudy is required to be an excellent basic mastermind. Basic scholar can be viewed as somebody who has the capacity and ability to think at a more significant level. Understudies are relied upon to think basically so that their thoughts would give better life to themselves and the individuals around them. Heaps of individuals underestimate thinking however it is significant. Notwithstanding, individuals will in general build up their reasoning when they discover their shortcoming and qualities. At the point when individuals think effectively in schools, they are not simply required to trust that something will occur. It tends to be said that individuals are drawing in themselves in procedure of accomplishing your objective creation their choice carefully and unraveling or discovering potential answers for their issues. Basic reasoning likewise comes in when somebody is discussing school condition. The school condition is diverse as far as physical offices, open doors for seeking after scholastically improved projects and study hall air. Understudies are required to realize how to utilize their basic speculation aptitudes to adjust to their natural changes. Basic reasoning additionally comes in on the grounds that youngsters who truly need to succeed are obstructed by absence of ability or Clichã ©s, yet by a scholarly situation that makes scholastic achievement crucially outlandish. Understudies can likewise utilize their abilities of basic intuition in inspecting their outcomes. Inspecting ones outcome is a significant perspective in surveying understudies plans or thoughts. This assists with telling individuals how specific strategy for learning has been up until now. It likewise assists with telling if there is requirement for improving ones learning strategy, or to present another one. Basic reasoning likewise applies when somebody is looking for skilled classmate or cohort. Individuals frequently think that its hard to scan for a sensible course mate while some others think that its troublesome in dealing with some scholastic difficulties. This can be improved by assaulting the perplexing course of examining and sharing of thoughts between each other and outlining each other comprehends to bring out best outcomes. At the point when individuals read reading material and some other crucial materials like legitimate technique, government, history, etc, they are relied upon to utilize their expertise in basic intuition to consider some prominent occasions and dates as a portion of these courses like history as referenced above arrangements with date and making exact depiction of the occasions that is being educated. In some scholastic works explicitly English, understudies are relied upon to become acclimated to spellings effectively as English language is frequently observed as the general language utilized across the nation for conveying and compositions. Understudies in the college additionally utilize basic reasoning when composing of notes and adapting effectively. Individuals who take and make great note for themselves frequently achievement in colleges. A few methodologies a decent understudy can utilize when composing is writing down central matters when an instructor or a coach is introducing addresses. These primary concerns for the most part fill in as a help when somebody is attempting to peruse what he should have realized during the talks. Understudies are additionally required to utilize their aptitudes in basic reasoning when composing assignments. Most understudies regularly appropriate their assignments from companions, web or now and again books which isn't prudent. Understudies regularly consider copyright infringement to be a minor offense which isn't correct. Others allude to unoriginality to as a scholastic extortion which am certain is valid. Copyright infringement is truly not satisfactory for somebody to effectively pass and make passing marks in the college. Without basic reasoning, most college understudies won't have the option to do anything sensible in their scholastic condition. Believing is urgent to learning. Thinking requires whole character in people groups learning process. As Kabilan appropriately watches, To get capable in a language students need to utilize innovative and basic thoroughly considering the objective language. Showing understudies how to think as opposed to what to believe is a method for evaluating their perspectives, inquiring about and adapting autonomously. Basic reasoning can thusly help in inspiring understudies to learn and utilization of their insight. Most teachers or guides consider understudies to be vacant vessels that requirements topping off. They for the most part center around boring understudies to retain notes and make answers promptly accessible. Now and again, they will in general overlook understudies character. Subsequently, understudies basic reasoning aptitude is rarely completely evolved. Most understudies come into class quiet disapproved and don't take part in the intuitive scholastic segments. This training approach is exceptionally reprimanded by an essayist named Paulo Friere who considers it to be the financial methodology. Paulo rather proposed a dialogical approach technique for instructing in light of the fact that he feels that would be the best. From the exposition above, basic reasoning can essentially be depicted as an alluring aptitude in ALL parts of college work since it is the main ability that will permit someones information and expertise to create and develop. Its important for ones: Perusing, Note making, Task composing, Introductions, What's more, in conclusion, for understudies whose reviews include a functional segment.

Lailas Character Development - Literature Essay Samples

When Laila is introduced at the beginning of part two, the reader recognises that she represents the new, modern ideals that stem from the communist revolution in 1979. From being called ‘Revolutionary girl’ by her teacher, due to her being born on the same day as the revolution, as well as having physical attributes such as her ‘green eyes’ and ‘blonde curls’, it is instantly clear that the author is portraying Laila as someone who is unique or special in terms of the context. This extends to both her educational achievement as well as her families socially progressive views on woman’s rights. However, the instability surrounding Afghanistan’s politics is shown to immerse her uniqueness and force her to grow up faster than she is expected to. Over the course of the novel, the surrounding conflict forces her to develop certain ideas, which are showcased through her moments of skepticism towards authority and her headstrong personal ity. The ways in which she grows up to adopt these attitudes all originate from her uniqueness; her families’ values, her academic performance and the close relationships she has with other characters. The death of Ahmed and Noor happens near the beginning of Laila’s story and is the first death in her family. Their absence in the novel, but the continuous discussion of them in Laila’s household introduces the reader to the strong connection Afghan families have to their country. The death of both these characters symbolizes the idea of sacrificing yourself for something you believe in. The families’ misery and grief that plagues them after the boy’s death recounts how the effects of death spread far beyond just the character that dies. This idea is introduced continually throughout Laila’s life as the people around her begin to die. Laila’s reaction to her brothers’ death can therefore foreshadow how she reacts to people that die. For Laila, it is hard to ‘summon sorrow’ for her brothers as, for her, they are like ‘characters in a fable.’ Although one may interpret Laila’s attitudes towards their dea ths as one of disrespect, it is perhaps more of regretful indifference. By using the metaphor of a ‘fable’, Hosseini is both reminding the reader about Laila’s young age, through the childlike connotations associated with a fable, as well as, emphasizing how Laila can’t mourn people she never knew. The author juxtaposes these ideas of childhood and innocence with ones of death and experience to perhaps show how Laila is in a transitioning period from a child to an adult. Ahmed and Noor’s death symbolizes the infiltration of Afghan politics into the personal lives of the characters, suggesting that Laila is being forced to grow up due to the death and conflict caused by the context. The macro-level political change along with the micro-level character interaction, shows how the death of political figureheads, this being Ahmed and Noor, forces characters to mature much more quickly. Other familial relationships are also shown to have an effect on the rate at which Laila grows up, specifically, the relationship she has with her mother. Fariba is introduced as a young and vibrant woman from Mariam’s perspective in part one, who loves her husband and kids and generally has a positive outlook on life. However, after her sons go to fight for the Mujahedeen, she becomes withdrawn and grieves over them. Her depression over her sons’ fates blinds her to what is happening to her daughter, who is still living with her. This leaves Laila feeling unwanted and uncared for, resulting in her realizing that her ‘footprints would forever wash away beneath the waves of sorrow that swelled and crashed’. This metaphor, used to display the idea of varying emotions, links to wider themes of motherhood that continue throughout the novel. Hosseini displays the difficulties that mothers have to face in order to raise a child, especially within this context. Al though one may assume that Fariba is an inadequate parent due to the treatment of Laila, it could be argued that the grief she feels in regards to her sons’ death is evidence of the love she has for her children. Similarly to Nana, by not being present or aware of Laila for a large portion of her life, it could be argued that she taught Laila about the importance of endurance and resilience. By not being present around the house, Laila is forced to undertake the tasks and emotional relationships, which mothers are usually burdened with, at a young age. It also means that Laila recognizes the importance of childcare, which presents itself later in the novel when she has children of her own. Therefore, one may claim that the relationship Laila has with her mother gives Laila independence along with an idea about the difficulties of motherhood, when she is still a young girl. The very reason that Laila is a woman in a society where women are restricted by men and law, is in and of itself, an explanation for why she has to grow up so quickly. The rights of women, in regard to education, are limited by men in the patriarchal context. Laila, however, is unique and her academic ability is what gives the reader hope in her character. Her father, Babi’s, emphasis on Laila having an education provides the base of her personality. By being educated, Laila is empowering herself and increasing the opportunities that she can access later in life. Babi’s belief in education is so extreme that he lectures to Laila â€Å"A society has no chance at success if its woman are uneducated, Laila. No chance.† Education and academics are seen as hope for women in Afghanistan as it gives them a platform to defend themselves. This is evident when Laila questions Rasheed about his contradictory political views, after they are married. It is also an explanatio n as to why Laila teaches at an orphanage by the end of the novel. Laila embodies the hope in society towards female education and allows her to be wiser than the people around her. This wisdom that she gains through education, both gives her voice experience as well as justifies the difficult decisions a young girl has to make. Laila grows up in multiple ways that usually relate back to the characters that surround her and the context in which she is placed. Through the death of characters like Ahmed and Noor, Laila learns how to overcome the grief caused by death, giving her the resilience she needs in order to deal with the common tragedies that occur in Afghanistan. Fariba’s absence in Laila’s childhood further prepares her for the independence she will have to face once her parents have died. It also is what allows her to provide as a mother for her children near the end of the novel. Finally, the education that Laila receives both motivates her as a woman in a patriarchal society, where many women are uneducated, and gives her a platform to argue and make decisions. In part two, the different tragedies that Laila faces gives her the independence, endurance and wisdom she needs to survive and allows the reader to compare how Laila’s character has developed over the novel.

Fredrick Douglass Essay - 1355 Words

Frederick Douglass, an abolitionist who altered Americas views of slavery through his writings and actions. Fredericks life as a slave had the greatest impact on his writings. Through his experience as a slave, he developed emotion and experience for him to become a successful abolitionist writer. He experienced harsh treatment and his hate for slavery and desire to be free caused him to write Narrative of the Life of Frederick Douglass. In his Narrative, he wrote the story of his miserable life as a slave and his fight to be free. His motivation behind the character (himself) was to make it through another day so that maybe one day he might be free. By speaking out, fighting as an abolitionist and finally becoming an author,†¦show more content†¦The power that they have over their slaves has a damaging effect on their moral health because they are careless. Douglass describes adultery and rape as typical behavior patterns of slaveholders which damage their families. S ophia Auld is Douglasss main illustration of the corruption of slave owners. The power of slaveholding changes Sophia from a nice woman to a demon. She went from a kind, caring and loving person into a typical mean slave master. She was no longer able to teach Douglass how to read because her husband disapproved it. Slaveholders gain and keep power over blacks from their birth onward by keeping them ignorant of basic facts about themselves. For example slaves didnt know their birth date or who their parents were. They didnt want slaves to have a natural sense of identity. Slave children were not allowed to learn to read or write because this would lead slaves to question their rights. Douglass uses family relationships, starting with his own birth, to gain the compassion of his target audience. He never knew the identity of his father, but it was whispered (Douglass, Narrative, 43) that it was his master. Douglass shocked his Northern white readers when he informed them that slaveholders regularly split slave families for no reason. This upset Northerners because their family units were the foundation of their communities. People couldnt believe that slave children were takenShow MoreRelatedThe Fredrick Douglass Journey. Fredrick Douglass Was Well1355 Words   |  6 PagesThe Fredrick Douglass journey Fredrick Douglass was well known abolitionist know for influence on the black community through his stories from moving around during the slave journey, his escape, and his rise to being an abolitionist. Not many people believed that Douglass was a slave, many people just believed for him to be another abolitionist that preached about slavery but never been through it. So, he decided it was his job to make his story known. Using his biographies we see that Fredrick DouglassRead MoreBiography of Fredrick Douglass1294 Words   |  5 Pagesinventors, but what about the people that are in between – the people that fought for equality. Fredrick Douglass arguably had the greatest impact on American society, especially African American society, in the nineteenth century. Douglass is credited as being an abolitionist, author, editor, and diplomat. He used literature, books, newspapers, and even speeches, to leave a long lasting mark on our society. Douglass advised presidents and lec tured to thousands about different causes, including women’s rightsRead More Fredrick Douglass Essay852 Words   |  4 Pages The purpose behind Fredrick Douglass’s Narrative was to appeal to the other abolitionists who he wanted to convince that slave owners were wrong for their treatment of other human beings. 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Throughout his life he was first and foremost anRead MoreSlave Fredrick Douglass772 Words   |  3 Pagesman of hope and undying perseverance, Frederick Douglass escapes the shackles of slavery into the safety of the North, where he achieves the ultimate dream of the southern slave: freedom. He overcomes his struggles with his identity and knowledge of his past. In his Narrative of the Life of Frederick Douglass, the cruelty and inhumane ways of slaveholders are depicted in their truest forms through the personal accounts of Frederick Douglass. Douglass is fearful of having to stay as a slave for lifeRead MoreAnalysis Of Fredrick Douglass s If There Is No Struggle 1395 Words   |  6 PagesGrant Todd Mr. Sotak English 9 23 May, 2016 Activism within Fredrick Douglass â€Å"If there is no struggle, there is no progression,† is what Fredrick Douglass said during his speech at Canandaigua, New York During an event celebrating West Indian Emancipation Day (blackpast.org). This is saying that struggles and hardships need to happen to get anything accomplished. A lot of people today view Fredrick Douglass as a civil rights activist because the things he has achieved and the way he has positivelyRead MoreFrederick Douglass s Narrative Of The Life Of Fredrick Douglass1693 Words   |  7 Pages Slavery on a plantation was drastically different from slavery in the city. Frederick Douglass the author of Narrative of the Life of Fredrick Douglass was born and raised on the plantation as a slave. From his early years Douglass experienced life as a slave on a plantation. He was soon relocated to Maryland at the age of seven to the slave owner’s brother Mr. Auld. Douglass is moved back and forth from the plantation to the city. The areas of food , treatment and punishment, and clothing were contrastingRead MoreWilliam Lloyd Garrison And Fredrick Douglass1049 Words   |  5 PagesAbolitionist W.L. Garrison and Fredrick Douglass We all realize during this day and age that slavery was just a terrible historical event in the United States during the early periods and there was a movement of Abolitionism that attempted to rid the United States of slavery. Abolitionist came from several walks of life. There were hundreds of abolitionist as well but some were at the forefront of this movement. William Lloyd Garrison was the founder of the Boston Liberator, the â€Å"LiberatorRead MoreThe Narrative Of The Life Of Fredrick Douglass, An American Slave Essay1561 Words   |  7 Pages1845 Fredrick Douglas wrote an autobiography called The Narrative of the Life of Fredrick Douglass, an American Slave. The book tells the story of his life as a slave, being the son of an enslaved woman and a white man and how he finally escaped slavery in 1837. Due to the book he became a leader for an abolitionist movement and spoke and wrote many different things about the evils of slavery. He was the most respected and famous African American in the nineteenth century. Fredrick Douglass usedRead MoreNarrative Of The Life Of Fredrick Douglass, An American Slave916 Words   |  4 Pages Narrative of The Life of Fredrick Douglass, an American Slave In Fredrick Douglass’s a narrative, Narrative of The Life of Fredrick Douglass, an American Slave, he narrates an account of his experiences in the dehumanizing institution of slavery. This American institution was strategically formatted to quench any resemblance of human dignity. Throughout, the narration of his life Fredrick Douglas, meticulously illustrates the methodical process that contributed to the perpetual state of slavery

Historical Context Of Galton s Life Essay - 2286 Words

Historical Context of Galton’s Life Picture England in the Victorian era, living as a wealthy member of the upper class of society. This is how and when Francis Galton lived when he formulated his theories and coined the term nature vs. nurture. The Victorian era was a time of peace and prosperity for England and one of the highest points of England’s power not only domestically but across the entire British Empire. This was a time of industrialization for the country and its widespread influence resulted in great economic growth. This was also one of the largest booms in the population with the country more than doubling its population in 70 years and growing the middle class within the social hierarchy (Hoppen, 1998). The overall mood of the era was one of straight-laced, proper behavior. Literature and the fine arts suffered but scientific research and industrial achievements were praised and encouraged (Hoppen, 1998). This context of the time period is important to consider while looking into Galton’ s research. Although some of his theories and work may be inaccurate by what we know today, for his time, his efforts are groundbreaking. England was at the peak of its power during this time and being an affluent member of society, Galton was close to the top of the social hierarchy. He was a well-educated man and after receiving a large inheritance began to dabble in a few realms of science. He began by traveling to Africa as was popular with the British elite at theShow MoreRelatedPositivist Approach And Human Social Behavior1275 Words   |  6 Pages When he became older and questioned the lobotomy he found out reasons how the procedure fit perfectly with the paradigm of his time. What will be discussed is the basic assumption and logic of the positivist paradigm. Which will be tied to the historical development and the relevance of its criticism. 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Impact of Computer Graphics in Our Daily Life free essay sample

Graphics and Architecture: State of the A r t and Outlook for the Future Julie Dorsey Leonard McMillan profession. Computer graphics has revolutionized the drafting process, enabling the rapid entry and modification of designs (see Musachusetts Instbitute o f Technology Figure I). In addition, modeling and rendering systems have proven to be invaluable aids in Introduction the visualization process, allowing designers During the three decades since Ivan to walk through their designs with photorealSutherland introduced the Skerchpad system istic imagery (see Figure 2) [6, 2, 3]. 7], there has been an outpouring of computComputer graphics systems have also demoner graphics systems for use in architecture [3, strated utility for capturing engineering infor5]. In response to this development, most of mation, greatly simplifying the analysis and the major architectural firms around the construction of proposed designs. However, it world have embraced the idea that computer is important to consider that all of these literacy is mandatory for success. We would tasks occur near the conclusion of a larger argue, however, that most of these recent design process. In fact, most of the artistic developments have failed to tap the potential and intellectual challenges of an architectural design have already been resolved by the time the designer sits down in front of a computer. In seeking insight into the design process, it is generally of little use to revisit the various computer archives kLE:I ~ L~. ~ ~ ~ and backups. Instead, it ~. , ~i? ,iiI, is best to explore the reams of sketches and crude balsa models that fill the trash cans of any architectural studio. Rlure h Hidden line axonemetric view of the Tenerife House. Designed by Ann In architecture, as in Pendleton-Jullian;modeled byJack de Valpine and Ben Black,V/SARCInc. ,Boston,MIL most other fields, the See page 99/or/map In full co/or. initial success of computerization has been in of the computer as a design tool. Instead, areas where it frees humans from tedious and computers have been relegated largely to the mundane tasks. This includes the redrawing of status of drafting instruments, so that the D floor plans after minor modifications, the genin CAD stands for drafting rather than design. eration of largely redundant, yet subtly differIt is important that future architectural design eat engineering drawings and the generation systems consider design as a continuous of perspective renderings. process rather than an eventual outcome. We believe that there is a largely untapped The advent of computer graphics technolopotential for computer graphics as a tool in gy has had an impact on the architectural the earlier phases of the design process. In this essay, we argue that computer graphics might play a larger role via applications that aid and amplify the creative process. Nature of the Architectural Design Process and Traditional Media Architectural design is an iterative, visual process one that involves thinking and exploring in pictorial or symbolic representations. teven Coons described the creative and complex acrivity of design as follows: It is typical of the design process that such iterations from concept, through analysis, evaluatJon of the analysis, decision to modify the concept, and finally to a new concept form loops that are traversed again and again, until eventually the designer judges the design adequate to satisfy some sca/eor scales of value judgment [I] Throughout the design process, desig ners employ a range of representational media and conventions to explore, assess and refine their ideas. Initially, these representations may be small diagrammatic sketches intended to stimulate the imagination, test initial thoughts and concepts and generate a series of alternatives. As a design concept is selected for clarification and development, the representations chat designers employ to study the idea also become more definitive and refined until the proposal is crystallized and presented for evaluation and implementation [4]. In the generative and developmental stages of the design process, the representations are distinctly speculative in nature. Thoughts come to mind as designers view a drawing or model in progress, which can alter their perceptions and suggest new possibilities. The emerging r e p r e s e n t a t i o n allows them to explore avenues that could not be foreseen, and ideas are generated along the way. Once executed, each representation depicts a separate reality that can be seen, evaluated and Fignre 2:Tenerife House renderings at different times of d~y. Designedby Ann Pendlemn-Jullian:medeled and rendered byJark de Vaipine and Ben Black, V/~RC Inc. ,Boston,~ See page 99 for/map in full color. Computer Graphics February 1998 4S edefined, or transformed. Even if eventually discarded, each representation will have stimulated the minds eye and set in motion the formation of further concepts. Therefore, speculative drawings or models are different in spirit and purpose from the definitive presentation media that architects use to accurately represent and communicate a fully formed design to others. While the techn ique and degree of finish of exploratory representations may vary with the nature of the problems and the individual designers way of working, the mode of representation is always open-ended, informal and personal. While not intended for public display, these artifacts can provide valuable insights into an individuals creative process. Speculative representations are essential to the creative process. Images rarely exist in the mind fully formed down to the last detail, waiting only to be transferred to a sheet of paper. An image develops over time and undergoes a number of transformations as the designer probes the idea it represents and searches for congruence between the image in the minds eye and the one being constructed. In short, the role of the media is to allow immediate capture of ideas for examination and revision, and to provide a ecord of the exploration process for later review. Computer~Aided Design Systems The classical tools of architectural design include a wide range of media. Among these are pencil and paper, cardboard and rubber cement and clay and wire. All of these media have a common set of properties. Each is pliant, flexible and forgiving. By their nature they encourag e exploration and iteration. In contrast, the representations used in computer-aided design systems tend to be rigid and precise. The focus of CAD systems is the accurate specification of geometric relationships. At the very core of all CAD systems resides the notion of specifying coordinates for every design element. Furthermore, these coordinates are specified relative to some arbitrary center of the universe called an origin. Both of these notions involve rather serious overheads and force the designer to adopt an unnatural point-of-view. In the words of Robert McKim: not all visualization materials are well-suited to exploring and recording ideas. Materials that involve the visualizer in difficult techniques, for instance, will absorb energy and divert attention away from hinking. Time-consuming techniques also impede rapid ideation, since ideas frequently come more quickly than they can be recorded. Frustration with an unwieldy material can block a train of thought or be reflected directly in a diminished quality of thinking. [4] During the design process, many drawings and models are often necessary to reveal the best choice or direction to pursue. They encourage designers to look at alternative strategies in a fluent and flexible manner and not close in on a solution too fast. A central aspect of these tools is that they are speculative in nature and thus subject to interpretation. In contrast, computer models can be inhibiting, which often leads to a premature closure of the design process. We interviewed several graduate students in the architectural design studios at MIT for this article. When asked whether they had built computer models of their projects to supplement the piles of sketches and models on their desks, a frequent response was that it was too early to make such a commitment. What is it about CAD systems that force such a level of finality? First, in the area of user interfaces, designers have to go to the computer rather than the c o m p u t e r coming t o the designer. Figure 4: A collection of representations. See page I O0 for image in full color. Figure 3:Typical view of a designers archive. See page I O0 for image in full color. 46 February Computer Graphics 1998 Architects that are successful in their use of C A D tools are distinguished by their ability to change modes rapidly between these domains. Second, in the realm of presentation, computers present design ideas with a hard edge. In this case hard means a focus on quantitative rather than qualitative notions. Fundamentally, todays computer graphics systems do not represent environments the way that architects conceive them. In typical architectural C A D systems the focus is on specifying the space defining elements, such as walls, rather than the space contained within them. In addition, architects find it dilficult to give up both the tactile qualities of a physical model and choices of the representations. A t first glance many of these problems appear solvable. For example, through the use of parametric design approaches, one could imagine that the focus on coordinates could be diminished. However, the mere acceptance of a p a r a m e t e r d r i v e n f u n c t i o n a l model requires a level of finality unlike any of the traditional design mediums used in architecture. While computer graphics techniques have aided in the design and analysis of many structures, this is generally through very specific and disjoint programs, each requiring special preparation of data and each being applied after the conceptual design is complete. The architectural profession has yet to be presented with integrated design software that provides the o p p o r t u n i t y to go from conceptual design to working drawings and specifications w i t h o u t many intermediate translations of representation. Most architectural design systems are multi-modal. In fact, efficient C A D users rarely use the supposedly intuitive user interFace that is ostensibly presented by the system. Instead they use cryptic keystroke and menu accelerators. Unfortunately all of this is done under the guise of providing a design environment with more features and flexibility. At what point do Features become clutter? A pencil has relatively few features other than the hardness of its lead, the sharpness of its point and the orientation and pressure with which it is presented to the paper. Despite all of their menu options, there are few computer-aided systems with comparable flexibility. computer modeling systems are good at generating arbitrary views of precise 3D models and exploring designs at a variety of scales -ranging from a birds-eye view to that of a person within the described space. One example prototype of a next-generation design tool is the SKETCH system developed by Zeleznik et al at Brown University [8]. SKETCH a~empts to combine the advan1~es of free-form drawing with a 3D modeling systems ability to generate arbitrary views in order to create an environment for rapidly conceptualizing and editing of approximate 3D scenes. To achieve this, SKETCH uses simple non-photorealistic rendering and a purely gestural interface based on simplified line drawings oF primitives that allows all operations to be specified w i t h i n the 3D world. Figure 5 shows an example of output from the system. In order to satisfy the needs of architectural designers, it is important that we, as computer graphics system designers, embrace the traditional tools of the architect_ In addition 1[o creating computer graphics tools based on imprecise modes of representation and interaction, another intriguing possibility is co combine such represen~tions with traditional representations. For example, designers sometimes digitize physical models into 3D odeling systems for the purpose of rel~nement and construction documentation. It would be interesting if designers could digitize drawings~models early in the design process and then have computer graphics systems chat support novel interactions w i t h these representations. In this way, architects could combine the advantages of traditional tools with those of computer graphics systems. If pencil sketching is the natural medium for exploration, then pencil sketches should be the starting points of the computer-aided design process. Tools should be developed to manipulate sketches directly, providing capabilities that are difficult to attain on paper, such as unconstrained zooming in and out of the sketched design. Future systems should also support iteration by providing output of preliminary w o r k that can be easily erased and drawn over and once again read back into the system. Ideally through a series of iterations and manipulation, the design system could deduce and modify geometric relationships implicitly. Future C A D systems should support the generation of rapid prototypes. For instance a system might generate cutouts for paper folded models. Designing on the computer with todays C A D systems is often like following a recipe, O u t l o o k for the Future What is it about the medium of pencil and paper thac allows for exploration of ideas, and how might this attribute be captured in a real computer-aided design system? Sketching communicates ideas rapidly through approximate visual images with low overhead, no need For precision or specialized knowledge. Furthermore, due to its low overhead, the processes of iteration and revision are encouraged. In contrast, most 3D F~ure 5: Sampleimafe from ~he SKETCHsystem. See page 100 for Image in ~ull ca/or. Computer Graphics February1998 47 as designers are forced to limit themselves only to preconceived images and miss opportunities for discovery along the way. While a prior image is necessary to initiate a computer model, it can be a hindrance if we do not see that evolving image as something we can interact with and modify as we design. The place of computer graphics in architectural design is not yet fixed, which may be a good thing. We need to develop tools that fit the approach that architects actually use when they design buildings; specifically, we should aim to create tools that allow architects to bring computers into the design process much earlier than they do now. In a sense,computers ought to be like many other design media, in that they should be flexible and practical enough to use at many different stages of design. If the next generation of CAD systems can attain this exploratory nature, we may well realize the possibility for inspiration and invention that computer graphics has long promised. References I. Coons, Steven A. An Outline for the Requirements for a Computer-aided Design System, Proceedings of the Spring Joint Computer Conference, Spartan Books, Baltimore, MD, 1963,pp. 299-304. 2. Glassner, Andrew S. Principles of Digital Image Synthesis, Morgan Kaufmann Publishers,San Francisco,CA, 1995. 3. Greenberg, Donald R Computers in Architecture, Scientific American, 264, 2, February 199 I, pp. 04-109. 4. McKim, Robert H. Experiences in Visual Thinking, PWS Publishers, Boston, MA, 1980. 5. Mitchell, William J. and Malcolm McCullough. Digital Design Media, Van Nostrand Reinhold, NewYork, NY 1995. 6. Sillion, Francois and Claude Puech. Radiosity and Global Illumination, Morgan Kaufmann, San Francisco,CA, 1994. 7. Sutherland, I. E. Sketchpad:A Man-Machine Graphical Communication System, Julie D orsey is an Associate Professor in the Laboratory for Computer Science and Department of Architecture at the Massachusetts Institute of Technology. Her research interests include image synthesis, texture and material models, image-based rendering and computer-aided lighting and acoustical design. Leonard McMillan is an Assistant Professor in the Electrical Engineering and Computer Science Department and the Laboratory for Computer Science at the Massachusetts Institute of Technology. His research interests include image-based approaches to computer graphics, graphical applications of computer vision and computer vision applications to multimedia. Julie Dorsey and Leonard McMillan Proceedings of the Spring Joint Computer Conference, Spartan Books, Baltimore, MD, 1963, pp. 329-346. 8. Zeleznik, Robert C. , Kenneth P. Herndon, John E Hughes. SKETCH: An Interface for Sketching 3D Scenes, Computer Graphics, Proceedings of SIGGRAPH 96,ACM SIGGRAPH, New York, NY, pp. 163-170. Computer GraphicsGroup MassachusettsInstituteof Technology NE43-218 545TechnologySquare Cambridge,MA 02139 Tel:+ 1-617-253-6846 Fax:+ 1-617-253-6652 Email:{dorseyI mcmillan}@graphics. lcs. mit. edu http://graphics. lcs. mitedu 48 February Computer Graphics 1998 . FROM THE ED IT O R Gordon Cameron SOFTIMA6E, Inc. When we look at the current state of computer graphics it is easy to take so much for granted. By doing so, we forget the remarkable flurry of research and development undertaken over the past quarter century (and more) which has led us to a present where computer-generated imagery mesmerizes us at the cinema, visualizations aid in our hospitals, graphical tools aid in the design of ou r homes and vehicles and countless other applications of computer graphics impact our daily life. I~e been involved in computers and graphics in one way or another for around 16 years (since my I~rst dabblings at the age of 13 on a neighbours Apple II Europlus, and implementation of a painfully basic drawing program in 0. 5K on a ZXtil). It is amazing to me how Par we have come since 82, and equally amazing how we got to that stage from preRy much nothing over the preceding few decades. This year marks the official 25th birthday of the 51GGRAPH conference (Ed/t0rs note: although the organization is older m see Carl Machovers column on page 25). To kick off the celebrations, I asked FranTois 5illion (a pioneer in graphics, particularly in the fields of rendering and global illumination) if he would like to guest edit an issue which would ask a selection of experts from a cross section of the community to offer their musings on the past few computer graphic decades, as well as look into their personal crystal balls to give us their opinion on what lies in store m a ~orward-looking retrospective: Much to my delight, Francois decided co rise to the chal. enge and collect and collate for us a fantastic selection of articles written by some of the leading researchers from a wide range of computer graphics disciplines. My thanks go out to all the authors and FranTois for presenting a fascinating view on the world of computer graphics past, present and possible future! This February issue also sees the debut of a new regular education column, as well as a student gallery to showcase the works of those studying in educational esta blishments around the globe. Many thanks and best wishes ro the new additions to the Computer Graphicscolumnist family, Rosalee Wolfe, Jodi Giroux-Lang, Lynn Pocock and Karen Sullivan. On a column- related note, the real-time column is on rata. tion for this issue,but will return in Hay. Next time around, we investicate an area that has had tremendous impact on society and the computer graphics world over the past decades computer taming. To coincide with the 25th anniversary, an earlyAugust issue will act as a special history document tied specifically to the conference. The world of computer graphics continues to evolve at a stardinI pace. I hope you enjoy this trip down memory lane and look to the future. Gordon Cameron Software Development SOFTIMAGE, Inc. 3510 boul. $t-Laurent Suite 400 Montreal,Quebec H2X 2V2 Canada Tel:+ I-514-845-1636 ex? _3445 Fmc+ I-514-845-5676 En~l: [emailprotected]/araph. arg Computer Graphi,q February1998 3 ,. FROM THE ED IT O R Gordon Cameron SOFTIMA6E, Inc. When we look at the current state of computer graphics it is easy to take so much for granted. By doing so, we forget the remarkable flurry of research and development undertaken over the past quarter century (and more) which has led us to a present where computer-generated imagery mesmerizes us at the cinema, visualizations aid in our hospitals, graphical tools aid in the design of our homes and vehicles and countless other applications of computer graphics impact our daily life. I~e been involved in computers and graphics in one way or another for around 16 years (since my I~rst dabblings at the age of 13 on a neighbours Apple II Europlus, and implementation of a painfully basic drawing program in 0. 5K on a ZXtil). It is amazing to me how Par we have come since 82, and equally amazing how we got to that stage from preRy much nothing over the preceding few decades. This year marks the official 25th birthday of the 51GGRAPH conference (Ed/t0rs note: although the organization is older m see Carl Machovers column on page 25). To kick off the celebrations, I asked FranTois 5illion (a pioneer in graphics, particularly in the fields of rendering and global illumination) if he would like to guest edit an issue which would ask a selection of experts from a cross section of the community to offer their musings on the past few computer graphic decades, as well as look into their personal crystal balls to give us their opinion on what lies in store m a ~orward-looking retrospective: Much to my delight, Francois decided co rise to the chal. enge and collect and collate for us a fantastic selection of articles written by some of the leading researchers from a wide range of computer graphics disciplines. My thanks go out to all the authors and FranTois for presenting a fascinating view on the world of computer graphics past, present and possible future! This February issue also sees the debut of a new regular education column, as well as a student gallery to showcase the works of those studying in educational esta blishments around the globe. Many thanks and best wishes ro the new additions to the Computer Graphicscolumnist family, Rosalee Wolfe, Jodi Giroux-Lang, Lynn Pocock and Karen Sullivan. On a column- related note, the real-time column is on rata. tion for this issue,but will return in Hay. Next time around, we investicate an area that has had tremendous impact on society and the computer graphics world over the past decades computer taming. To coincide with the 25th anniversary, an earlyAugust issue will act as a special history document tied specifically to the conference. The world of computer graphics continues to evolve at a stardinI pace. I hope you enjoy this trip down memory lane and look to the future. Gordon Cameron Software Development SOFTIMAGE, Inc. 3510 boul. $t-Laurent Suite 400 Montreal,Quebec H2X 2V2 Canada Tel:+ I-514-845-1636 ex? _3445 Fmc+ I-514-845-5676 En~l: [emailprotected]/araph. arg Computer Graphi,q February1998 3