Thursday, October 31, 2019

The Visconti Book of Hours Essay Example | Topics and Well Written Essays - 1250 words

The Visconti Book of Hours - Essay Example In addition, a large number of mistakes used to be included. Saying so, 'The Visconti Book of Hours' does present a startling revelation of form and structure. And its illuminated teachings make raise question on whether such manuscripts, by way of their rich representation can help us understand the important aspects of the reader's response to a text, its contents and whether such manuscripts did help publisher's cater to the concept of a wider market that profited out of the phenomenon of easy acceptability of the masses. If the liturgy used enormous paintings to affect the reader's mind instantly, then the printing press too, tried to imbibe such helpful aspects, but not after much later. The Visconti Hours is a 14th century book of hours. "A Book of Hours is a compendium of devotional texts that takes its name from its one essential text, the Hours of the Virgin, or more properly the Little Office of the Blessed Virgin Mary. It is called an 'Hours,' or Horae in Latin, because it is subdivided into eight parts, one for each of the 'hours' of the liturgical day - Matins, Lauds, Prime, Terce, Sext, None, Vespers, and Compline". The manuscript actually divided was into two separate volumes. They were the Biblioteca Nazionale, Florence, under the cataloguing numbers Banco Rari 397 and Landau Finaly 22. Illuminated by two quite different artists, Giovannino dei Grassi who painted the first folios for Giangaleazzo Visconti, despot of Milan., and after Giangaleazzo's death in 1402 it was resumed by Belbello da Pavia for Giangaleazzo's son, Filippo Maria, after he became Duke in 1412. Book of Hours refers to Giangaleazzo as Count and was supposedly written before his coronation in 1395. His concern for the acceptance of his authority is quite clear from the way he displays his heraldic devices and mottoes abound the prayer book made primarily for private use. In addition, Giangaleazzo himself is represented three times along with the Duke of Berry, who also insisted on being portrayed in his Book of Hours. While Giangaleazzo does not appear in the prayer before the Virgin or a saint, his head alone is depicted in a medallion unrelated to the religious scenes. Judging from all these one ma conclude that the latent forces of secularity or a subtle contest between religious and the secula r (Divine Right of the king) has come into play, which may be a new idiosyncrasy of the printing age of the Renaissance, when human values were coming to the fore and man was the centre of celebration. Between 1385 until 1402, Giangaleazzo devoted himself primarily to the expansion of his political power and his chief interest in sports like hunting wild animals, did not escape the autobiographical mention in the Visconti Hours too. Trained birds of pray populate the borders, while his profile is framed with a hunting dog and a stag in Folio 115, thereby bringing David the hunter from the psalm join the king's passion. From helping build a library of illuminated books in Palvia, he shared his love for nature and animals by serving as a patron of such illustrated manuscripts devoted to plants and animals, which did not escape his Visconti Hours too. Here we see a dedicated involvement with religious teaching along with a worldly touch that bespeaks of an era where man

Tuesday, October 29, 2019

Employment Law Essay Example | Topics and Well Written Essays - 500 words - 6

Employment Law - Essay Example In the first category of immediate termination, there are various conditions under which an employee may be dismissed with the first one being if the employee is found guilty of going against the rules and regulations set for operations in the work environment (Batson and Shirouzo, 2010). The second rule stipulates that if an employee is found guilty of a crime they can be dismissed without notice. The third law states that in an event where the employee does something that causes damage to the employer, they can be dismissed since this infringes on the employer’s interests (EuroChinaJob, 2009). With this in mind, it follows that if an employee has a relationship with another employer, which affects the way the employee accomplishes tasks they can dismissed on grounds of not adhering to the regulations of the employer because they fail to accomplish tasks assigned to them. The fifth law that may cause dismissal of an employee without notice is if the employee acquired the job through fraudulent means, which amounts to cheating in order to be employed. In addition to the above, an employee is subjected to dismissal without notice if they are found not to be competent in regards to the job description to which they were employed on. I contrast to the employment law in China, the one in the in the United Kingdom stipulates that employment could be terminated by either the parties to the contract at will with or without notice. The employee is also subject to dismissal if the contract signed expires and it has not been renewed. The employee can also decide to terminate employment on grounds of constructive dismissal whereby there are circumstances that are reasonable basing this on the employer’s behavior. In addition to this if termination comes about because of the workers performance there are guidelines to be followed in order to ensure that the dismissal is in

Sunday, October 27, 2019

A Reflective Journal Entry

A Reflective Journal Entry In the majority educational situations, there is substantial energy expended as learners use critical-thinking skills to explore complex concepts central to their discipline. When learners systematically engage in significant thinking, they tend to expand insights not just into the concepts but in addition the learning process as well. Educators use various strategies in seeking the one best technique to engage learners actively in their learning. Abegglen, J. ONeill Conger, C. (1997) recognizes the significant contribution of critical reflection in the development of specialized knowledge and clinical expertise. Educators in education and nursing employ reflective learning journals to enhance creative and critical thinking among learners in the classroom (e.g., Allen Enz, 1986-1987; Hahnemann, 1986; Meyers, 1986; Meyers Jones, 1993; McCrindle Christensen, 1995) and in the practice setting (e.g., Alm, 1996; Sedlak, 1997). A few writers offer hold up for educators themselves to become inquiring teachers (e.g., Scho ¨n, 1987; Henderson, 1992) and other writers create models to enhance the teaching-learning process (e.g., McCaugherty, 1991; Hutchinson Allen, 1997; Riley-Doucet Wilson, 1997; Scanlon Chernomas, 1997; Wong et al., 1997; Kember et al., 1999). It is significant to note that this strategy of reflective learning journals promotes learners to turn out to be active learners. Definition: Although the frequent use of reflection and reflective learning journals in the literature, there is no consensus regarding how to define these terms. This lack of clarity creates tremendous difficulty in terms of operationalizing the ideas and in addition in comparing research findings Boychuk, (1999). Boyd and Fales (1983) define reflection as the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self and which consequences in a transformed theoretical perspective (p. 100). This definition is widely used and appropriate to this research exploring the application of the Scanlon and Chernomas (1997) model. For purposes of this research, reflective learning journals refer to written documents that learners create as they think about different concepts, events, or interactions over a period of time for the purposes of gaining insights into self-awareness and learning. Regarding reflection as together compound and indefinable, Pierson (1998) suggests that reflection is a purposeful inter-subjective process that requires the employment of both calculative and contemplative thinking (p. 169). She expresses concern that calculative thinking (e.g., listing daily activities) instead of contemplative thinking (e.g., employing an interactive, conversational style of writing to expand self-awareness and understanding) may be more the norm in practice. Reflective thinking requires a trusting relationship if one is to write about individual thoughts, feelings, and experiences honestly; sufficient time to consider ideas significantly; active involvement; participation of self; and assurance. Assess, the root word of assessment, comes as of the Latin word assidere, which means to sit beside, to observe, talk by means of, and learn as of one another (Conrad, 1995). Traditionally, the word assessment has referred to the way teachers assign letter grades on tests and quizzes. Assessment has in addition been used as a way to discuss teaching effectiveness (Garfield, 1994). However, assessment is now taking on a new meaning. It should be a dynamic process that continuously yields information about learner progress toward the achievement of learning goals (Garfield, 1994). In order for assessment to be considered authentic, it must focus on whether or not learners can apply their learning to the suitable situations (Conrad, 1995). Methods used to measure learner learning range as of traditional standardized testing to a more organic, authentic approach to assessment. The current dispute in educational assessment stems as of the debate flanked by behaviourist and constructivist educators. Behaviourist theory originated as of the work of Ivan Pavlov, John B. Watson and B.F. Skinner and focuses on changes in behaviour that result as of stimulus-response associations made by the learner (Standridge, 2002). The learners are active respondents in the learning process and should be given the opportunity to demonstrate their learning through observable and measurable behaviours (Ormrod, 1999). Standardized testing is one of the most obvious ways to observe and measure changes in behaviour. Although they are easy to score and interpret, these tests imply that there is a separation flanked by knowledge and the learner (Worley, 2001). This method of assessment simply offers a way for assigning numerical scores to observa ble behaviours but does not reveal how the learner learned or how they will be able to use their learning to solve problems (Garfield, 1994). On the opposing side of the debate, constructivists argue that learners cannot continue to merely acquire knowledge and demonstrate it through observable and measurable changes in behaviour. Instead, learners must construct the meaning of knowledge as they learn it. Constructivist theory is based mainly on the work of Dewey, Piaget, and Vygotsky and stresses that learning involves an active process in which learners construct meaning by linking new ideas by means of their existing knowledge (Jones Brader-Araje, 2002). Knowledge does not exist outside of the learner. According to Kant, the mind offers the categories of knowing, while the real world offers the content. Knowledge is thus always a construction of the minds interaction by means of the world and cannot be reduced to one or the other (Elkind, 1998, p. 113) In reality, learners come to the classroom by means of a wide variety of prior experiences, knowledge and beliefs that may be cultivated to offer meaningful life-long le arning (Jones Brader-Araje, 2002). Therefore, alternative assessment methods such as recordings, checklists, diaries, portfolios, learner debriefings, peer conferences and reflective journal writing are necessary inside a constructivist classroom (Worley, 2001). Journal writing is the recording of daily events, personal reflections, questions about the environment, and reactions to experiences (Dyment OConnell, 2003). According to Chapman, it should reflect various types of writing as well as levels of complexity related to the task assigned in the prompt (Chapman, 1990). Instances of authentic writing in the journal include open-ended entries, where the learner constructs an entry using background knowledge, or short answer entries that demonstrate understanding of the content taught (Chapman, 1990). Journal writing can become one of the most significant components of the assessment process because it has the potential to promote critical thinking. It in addition reinforces the significance of writing across the curriculum by means of an emphasis on process rather than product, allows for personal expression, and serves as a record of thought. Journal writing helps learners understand how they learn and it gives a voice to those who are not good at expressing themselves orally. Finally, because reflective journal writing requires active participation, the learners take ownership of their learning Brookfield, (1998). According to Atkins, (1993), reflective journal writing serves four purposes for the learner and three for the teacher. The authors studied the journals, observation notes, conference notes and course-related projects of 34 learners in their first course of the teacher education graduate program at South-eastern University. For learners, journal writing serves as a permanent record of thoughts and experiences; establishes and maintains a relationship by means of the instructor; offers a safe outlet for frustrations and concerns; and aids internal dialogue. For the teacher, reflective journal writing serves as a window into learner thinking and learning; establishes and maintains a relationship by means of the learner; and serves as a dialogical tool. Finally, reflective journal writing offers an opportunity for both the teacher and the learner to assess learning. As Atkins, (1993) discovered in his research on more than 20 learners in his advanced mathematics course, reflective journal writing offers learners by means of the opportunity to express connections flanked by previous knowledge and new knowledge. Although one of his Iranian learners struggled by means of English vocabulary, he was able to describe a mathematic word problem in his own words by using connections to his culture Atkins, (1993). Reflective learning journals are recognized as a significant tool in promoting active learning among nursing learners. Essentially, nurse educators strive to encourage learners to think about past experiences, current situations, and expected outcomes of their actions so that they can explain what they do in the clinical setting and why. In other words, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes in this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and learners. Using a three stage model of reflection Alm, (1996), 52 nursing learners explored managerial concepts. The major findings indicated that learners may be categorized, according to Alm, (1996), as no reflectors (i.e., lack proof of purposeful appraisal), reflectors (i.e., demonstrate insight through analysis, discrimination, and evaluation), and critical reflectors (i.e., indicate a transformation as of initial viewpoint). The foundations for professional practice begin inside the educational system. Educators begin the process of assisting aspiring professionals to learn how to learn. Reflective learning journals have become a significant tool in nursing education to promote active learning among learners. Fundamentally, nurse educators strive to encourage learners to think about past experiences, current situations, and expected consequences of their actions so that they can explain what they do in various professional settings and why. Put another way, nurse educators seek to promote professional practice that is reflective rather than routine. The purposes of this paper are to discuss the application of two models of reflection to a set of reflective learning journals and to offer some recommendations for educators, researchers, and learners. The two models include the three stages of reflection Cavanagh, (1995) and the three levels of reflection Cavanagh, (1995). Conclusion: In conclusion, according to Conger, (1996), It is now widely accepted that successful professionals have to to reproduce upon their actions as mainly tasks they execute involve novel elements to which there are no described solutions (p. 18). The responsibility rests by means of educators to arrange professionals for reflective practice. Inherent in this accountability is the need to determine the extent to which learning actually occurs. Utilizing a model, as described in this presentation, offers strong evidence of learner learning. However, whereas the facilitation of learning stays by means of the educator, the final liability for learning resides by means of the learner. If we believe the words of Conger, (1996), we will all embrace the accountability plus joy of learning: Real knowledge gets to the heart of what it means to be individual. During learning we turn out to be able to do something we certainly not were able to do. Through learning we extend our capability to produce, to be part of the generative procedure of life. There is inside each of us a deep hunger for this kind of learning.

Friday, October 25, 2019

Ignorance in the Immigration Debate :: Illegal Immigration, Illegal Immigrants

Ignorance in the Immigration Debate One of the biggest, growing debates today is the issue of immigration into the U.S. I just don’t understand why there’s such a big debate. I compare this issue to the issue of racism in the way that, no matter what you do, "they" are always going to be here, and it is only ignorance that keeps the issue ablaze. The fact that migrants are not mostly white these days, also makes the issue one more of race. As Charles S. Clark puts it in The New Immigrants, "In the 1990’s, Americans who grew up in a historically white, Anglo-Saxon society are having to adjust to a Polish-born chairman of the Joint Chiefs of Staff, John Shalikashvili; to Spanish-language editions of People magazine on Seven-11 shelves; and to Buddhist temples and Islamic mosques rising in their communities." In the case of immigration, though, the ignorance is apparent in both the immigrant and the non-immigrant. I would like to first address the ignorance and misinterpretations on the part of the non-migrants. First, and most important to me, is the idea that immigrants are all "tired and poor" (Clark). The truth is that, yes, some immigrants are tired and poor. But anyone would be tired and poor if they were subject to the conditions of these people. And many immigrants are not poor at all. Clark also points out, "witness the 12.000 Chinese technicians working in Silicon Valley computer firms or the well-heeled Iranian expatriots so visible in Beverly Hills." It’s also important to realize that many migrants were well off in their own countries, and had to start at the bottom of the ladder once here. Perhaps it is us that make them tired and poor. For example, In Cathy A. Small’s Voyages, the very first paragraph tells about a teacher in Tonga, who will go to the United States to only find work as a maid. Tired and poor is not the same thing as lazy and looking for a free ride . Then there is the language debate/barrier. I’ve heard many times, someone say "If you don’t want to learn the language, then go home" or "They just pretend like they don’t know English so that they can do whatever they want." I’ve even heard phrases like these coming out of the mouths of some of my own family members. Of course there are people who pretend not to understand, or who don’t really try to learn English.

Thursday, October 24, 2019

Pros Cons of Free Trade Essay

I think Free Trade has its good and it’s bad. A good example is, the Auto industry. Here in Indiana we have a lot of foreign auto manufactures such as Subaru, Toyota, and Honda, just to name a few. As for American there is Chrysler and Ford. This can decrease the value of the American car, because of all the choices from the foreign market. This could eventually cause a loss of sales and money for the American manufactures, which could cause layo%s and loss of income for their employees in the future. However, overall the advantages of free trade de&nitely outweigh the disadvantages, by crea’ng more jobs. Pro â€Å"Indiana workers need trade to maintain and create jobs. In 2010, 761,500 jobs in Indiana depend on trade. In 2008, 20. 5 percent of jobs in Indiana depended on trade, up from 10. 0 percent from 1992. Indiana’s trade-related employment grew more than &ve ‘mes faster than total employment from 2004 to 2008. †(Business Roundtable, 2010). Con â€Å"Free trade is a convenient, well-packaged ideology that resonates well with consumers, and lines the pockets and ambi’ons of CEO’s and poli’cians. † (He%ner, Thomas, May 2012) As a result, in Indiana and the US nearly 50 percent of all new cars now sold are foreign. Unfortunately, because of Free Trade more people think buying an American product is cheap or not good quality. As a result of this the middle-class that rely on an American industry for employment and opportunity is being destroyed and falling further into debt. References h=p://trade. businessroundtable. org/ h=p://economyincrisis. org/content/why-free-trade-hurts-america.

Wednesday, October 23, 2019

Lord of the Flies †Human’s Evil Inside Essay

Lord of the Files by William Goldings is about a number of boys being stranded on an unknown island without any adult authority figure. The boys have to learn how to survive, awakening a hidden urge buried inside humanity. â€Å"The theme is an attempt to trace the defects of society back to the defects of human nature† (background). While society grows and advances, the more civilized humanity is. Because the boys are trapped on an island with little society, they begin to show evidence of humanity’s inborn capacity for evil. When a cat plays with a mouse, it really does not do any harm to it. The cat is just having fun, while the mouse is scared out of its mind. Finally, when the cat gets hungry, it eats the mouse, putting it out of its misery (doc C). The cat does not fully understand what it feels like to be hunted. It is just listening to an inner voice, not knowing what it actually means, it just knows it is having fun and playing around with a smaller victim. In the novel, Jack is always putting Piggy down by calling him names such as fatty. He never listens to Piggy’s intelligent suggestions or reasons. Jack bullies Piggy just because Piggy seems like the smaller victim because he’s fat and insecure about himself. Jack does this because he is turning more savage and is listening to his inner evil. With the more technology man has, the more civilized man is (picture). In the early years of mankind, man had to use physical and pure brute strength to obtain food. Nowadays, mankind has learned to domesticate animals and kill them in a more efficient way. When mankind had to use pure brute strength they were very savage. Unlike today, where mankind is more civilized because killing of animals is not as common. For example, in Lord of the Files, the boys have to use brute strength to get their food because they do not have grown ups to do it for them. The boys having to kill animals means they are losing their civilization. Once mankind starts to lose its civilization, it forgets society and what matters. Mankind begins killing for entertainment (doc D). It begins to look for excuses to kill. While all of this is happening, mankind doesn’t know it is getting more and more savage. Jack, one of the best hunters on the island, realizes he enjoys killing living creatures when he kills his first pig. The boys believe there is a beast on the island, but the beast is not bothering them. While Ralph holds an assembly to say they should ignore the beast, if there is one, while Jack is saying they should kill the beast. When it is clear to the boys there is not beast, they being to realize the beast was in all of them. The deaths of Jewish families in the first Richard’s time were due to them being locked in a tower that was to be set on fire (doc C). The people who killed the families clearly underestimated death, thinking they can kill off Jews for no lagitament reason. Even though they are just young boys, the deaths of Simon and Piggy should have had more effect on them. There is something inside of them that said it was okay, that everything is going to be alright. While running away from jack and his group, Ralph runs into a naval officer. When the naval officer asks him if anyone died, he did not realize how horrible the deaths are until he sees the officer’s reaction. Ralph begins to cry and the rest of the boys join in, realizing how naive they are, listening to their inner evil. Indeed the boys are displaying evidence of humanity’s inner evil. The theme of the whole novel is to show humanity’s ability to ennate evil and Goldings does this by showing characteristics of savagery in Jack. He also shows the opposite characteristics, civilization, in Ralph. By doing this, Goldings was able to show how fast humanity’s inner evil can appear in a more savage person then a civilized person. Also, throughout this novel, he is able to prove humanity’s innate capacity for evil.