New Mexico Recollection by Marsden Hartley Essay

Essays on New Mexico Recollection by Marsden Hartley Essay The paper "New Mexico Recollection by Marsden Hartley" is an outstanding example of an essay on visual arts and film studies. Marsden Hartley can be described as the most enduring painters of early American modernity. He created some of the most intriguing works during his sojourns in Mexico (1932) and New Mexico. As a restless New Englander roaming the globe in search of styles and subjects, he located the desert landscapes, bright light, vast vistas and unusual topography of Mexico and the Southwest frustrating and challenging. Therefore, he applied avant-garde concepts to localized subjects (Alexandre 1). The significance of his works and his diverse role in the field is evident in his Mexico and New Mexico collection. Hartley thought he had located his superlative subject theme in regions in the Southwest. However, Mexico appeared to present answers for a short period.His collection shows a search for aesthetic inspiration. For instance, he incorporates elements of Cezanne-like s till life, which he experienced in Paris. He also dabbled in mystical writings and arts and gained inspiration from Gertrude Stein, an expatriate patron. He also uses elements of cleanliness, modernity, and orderliness, which he learned while in Berlin. His collection also shows paintings reliant on American-Indian designs and objects are drawn from his experience and knowledge gained from visits to Indian Museums in Berlin and New York (Alexandre 1). He intertwined Native American symbols and artifacts into primitive and flat patterns and employed triangles and large curves reminiscent of the Berlin pictures. His New Mexico collection appears as a direct response to the austere and vast mountainous landscapes. His work is characterized by muscular and bold marks besides deep emotional, spiritual connections and brilliant raw colors (Alexandre 1). This collaborates to outline the surroundings and the notions of the American landscape. These New Mexico Recollections present an extend ed involvement and attraction with the American landscape after he showed assimilation with European abstraction and modernity.

Sociology and Social Hierarchy free essay sample

Compare the main features of the social structure of the Classical Civilizations in the Mediterranean, China, India: The social structures in all three of these classical civilizations differ in various ways. In classical India, the social hierarchy was founded upon the very strict caste system. The caste system assigned occupations and regulated marriages. The hierarchy of this civilization was also based off of having husbands being the dominant ones in the family. One Indian code even recommended for wives to worship their husbands. The bottom of the caste system however, was extremely harsh. Low caste system individuals had few legal rights. There was also less personal contact between high and low groups due to their separation. In classical India merchants were living the high life. Compared to China and the Mediterranean, India was very big on trading. In China the social structure was more loose compared to what India had. We will write a custom essay sample on Sociology and Social Hierarchy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In China you could be the ruler of what you wanted to do in life. You could go from being on the low end of the caste system to being on the high end of it, if you were to work hard enough. The social hierarchy was still based on men being the head of the household, and in China merchants were not as much worshipped as they were in India. The Mediterranean also had a loose caste system, and they were very similar to China. In Greece, the Athenians developed the equality for all people by creating city states. Why did the results of Han China’s decline differ from those of the Roman Empire’s decline?

History Extended Essay free essay sample

Although these massive architectural masterpieces hold a legacy that resonates magnificence throughout the architectural aspects of Stalin’s era, the Seven Sisters hold a controversial history behind them, considering the fact that the housing needs of the proletariat were disregarded after 1945 up until Khrushchev’s epoch. I have thus decided to investigate the means in which Stalin’s Seven Sister buildings transformed Moscow into a modern city whilst displaying Soviet communism to the world. Therefore, the subsequent question that comprehensively investigates the social, political and economic impacts of the Seven Sisters is: How did the creation of Stalin’s ‘Seven Sisters’ transform Moscow into a contemporary city while simultaneously presenting Soviet Communism to the world from 1947-1957? This paper will investigate all the different aspects surrounding the creation of the Vysotki, and analyze the subsequent impacts on Soviet culture. This will be achieved by analyzing various primary and secondary sources regarding the Seven Sisters, along with a comprehensive interpretation of a lecture given in the Moscow Shchusev Architectural Museum that I attended on October 10th, 2012. We will write a custom essay sample on History Extended Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although the progression of Moscow into a contemporary European city is characterized by numerous different aspects, including the Moscow metro system and other forms of Stalinist architecture, the Seven Sisters ultimately defined Moscow with an architectural legacy that remains evident to present day. Therefore, Stalin’s Vysotki played a significant role in the creation of Moscow into a contemporary city, and presented Soviet Communism in Russia with architectural grandeur and magnificence. Abstract Word Count: 271 2. Introduction How did the creation of Stalin’s ‘Seven Sisters’ transform Moscow into a contemporary city while simultaneously presenting Soviet Communism to the world from 1947 to 1957? In order to conceptualize the political, economic and social status of the Soviet Union after World War II, it is essential to evaluate the impact of the war on the USSR in multiple aspects. In 1945, while the Red Army controlled all of Eastern Europe and occupied such cities as Riga, Vilnius, Tallinn, Sofia, Budapest, Prague, Vienna and Warsaw, much of Russia’s European cities lay destroyed from 4 years of war. The Soviet population suffered an estimated 25 million deaths during the course of the war; a statistic that significantly exceeds the number of deaths of any other country in the world during the war. Similar to the decimation of its population, the Soviet Union’s economy was substantially depleted after the war. Approximately one fourth of Russia’s capital resources were destroyed, subsequently causing a dramatic decrease in the Soviet Union’s industrial and agricultural output, contrary to the output goals set forth by the Five Year Plans. On the other hand, the political status of the Soviet government had relatively positive prospects, as the Soviet Union was virtually the only power in Continental Europe to emerge from the war with the same political regime it had at the start of the war. Stalin remained in power throughout the course of the war, and essentially continued his oppressive rule after 1945, sending national minorities and even Soviet prisoners of war suspected of supporting fascism to mass exile. Despite the economic depression of the Soviet Union after World War II, Joseph Stalin thought the USSR needed a strategy to glorify its capital, Moscow, to celebrate the great victory and send a message to its former allies who were rapidly becoming its geopolitical rivals the US and Western European Allies. Stalin’s architectural ideology at this point was not to resolve the crushing housing crisis and rebuild the devastated nation, but to spend a major portion of government funding on the building of what would become Moscow’s Seven Sister buildings, or Vysotki (literally translated as â€Å"high-rise buildings†). The original planning for the Seven Sisters was based on Boris Iofan’s prize-winning plan for the Palace of Soviets building, a grand political edifice that was meant to exceed the Empire State Building in overall height. Essentially, the creation of the Vysotki would allow Stalin to leave his own personal imprint on the city’s skyline, and to rival many other world powers at the time such as Great Britain and the United States, which had their own prized architectural landmarks recognized the world over. While the Palace of Soviets was never built, its construction repeatedly delayed by the onset of the war and diversion of steel to the munitions and weapons factories, the process did leave an indelible imprint on the city, as the monumental Cathedral of Christ the Savior was torn down to make room for the Palace. . Background Information Figure 2 – Ministry of Foreign Affairs Figure 2 – Ministry of Foreign Affairs The erection of the Vysotki started in 1947, two years after the end of World War II. The prospective plans for the creation of the Seven Sisters included three ministries, three hotels and one multi-purpose governmental building. In terms of location, the general pla n for the placement of the buildings was to arrange the Seven Sisters in a circle, surrounding the center of Moscow. This plan was done to aesthetically balance the skyline of Moscow, as most of the buildings in the city at the time were at most six or seven stories in height. Strategically placing these huge, innovative structures evenly throughout the city would give Moscow a new aura to it after the war, and would essentially transform Moscow into a modern European city. The first of the Seven Sisters to be finished was the Ministry of Foreign Affairs building (see Figure 2), which was built from 1947 to 1954. The main architects behind this building were V. G. Gelfreih  and  A. B. Minkus, and the creation of this building ultimately set the benchmark for the next six Vysotki, as it stood out in the city with both magnificence and its grand scale. The Ministry of Foreign Affairs building had certain stylistic features that influenced the plans for the other six Vysotki, such as obelisks in the main entrance, the Soviet hammer and sickle on the sides of the building, and the massive spire on top of the central tower. The specific use of the hammer and sickle symbol on the Ministry of Foreign Affairs building suggests the Soviet Union’s strength, as it projected the power of the Soviet diplomacy world over. The building reached a total of 172 meters, including 27 stories, making it the tallest building in Moscow at the time. The second of the ministries, after the Ministry of Foreign Affairs, is the Red Gates (Krasniye Vorota) administrative building. Designed by Alexei Dushkin, this administrative building is 133 meters tall, containing 24 usable floors. The method in which this Vysotka was built is particularly innovative, as Dushkin proposed erecting the building initially tilted to one side, so that the weak soil of Moscow would not have a negative impact on the structural stability of the building. More than 200 holes were drilled and filled with ice under the foundation of the building, to maintain the soil’s strength while the building was being constructed. As this Vysotka concluded construction, the ice was deliberately melted and the tilted building shifted into an upright state, in which it currently stands. The purpose of this building was to house the Ministry of Railways, with whose officials Alexei Dushkin himself cooperated during the design and construction. Dushkin is known mostly for his work on the Moscow Metro stations; however, the Ministry of Railways holds a well-respected place in his architectural legacy. Although the initial plans for the Seven Sisters included three ministry buildings, only two were built, the Ministry of Foreign Affairs and the Ministry of Railways. The third ministry building was replaced by the Moscow State (Lomonosov) University building, upon Stalin’s demand. Drafted by Boris Iofan and inaugurated in 1953, the Lomonosov University building is 236 meters tall, with 36 floors. The sheer magnitude of this building dominated the Moscow skyline in its early years and is visible from many points of the city to this day. It still holds the title of being the world’s largest educational building. In this respect, Stalin partially achieved one of his objectives: the recognition of Moscow as a contemporary European city on a global scale. 4. Influences of Stalinist Architecture In order to analyze the effect of the Seven Sisters on the transition of Moscow to a contemporary European city, it is essential to establish Stalinist Architecture as a short-lived architectural style that experienced a definite starting point and definite end. This aspect of Stalinist architecture is specifically unique, as other styles of architecture are typically dispersed throughout long periods of history, without defined start and end dates. Therefore, the defined beginning of Stalinist architecture, sometimes referred to as Stalinist Gothic or Socialist Classicism, originated in 1933, with Boris Iofan’s design for the massive Palace of Soviets building. Throughout a defined 20 year time period, Socialist Classicism reigned dominant in the Soviet Union as the preferred style of architecture. However, in 1955, two years after Stalin’s death, Nikita Khrushchev issued a decree â€Å"On Excesses in Architecture† that deemed Stalinist architecture extinct and began the start of a new architectural age in Moscow and the rest of the Soviet Union. Khrushchev’s preferred style of architecture, compared to Stalin’s love for architectural magnificence and grandiose Roman Empire inspired design, was significantly more conservative, as Khrushchev and his administration focused on a pragmatic solution to the lack of housing for the masses in the Soviet Union. The architecture in Moscow after 1955 was therefore relatively simplistic and practical, and was ultimately defined by the khrushchyovka, 5 story, identical, pre-fabricated apartment buildings meant to house a significant amount of families in relatively tight quarters. Named after Khruschev himself, the key element of these buildings was the rapid production of their concrete panels in manufacturing plants and rapid assembly on site. The intent of these buildings was to resolve the housing shortage rapidly, as their life span was projected as 40 years – an architectural and construction strategy whose impact is now being acutely felt in modern Russia, as these building are now crumbling and require replacement. Figure 3 – Boris Iofan’s winning design for the never-built Palace of Soviets – Recreated in 3D Max as a modern rendering of what the building would look like if it were constructed20. Figure 3 – Boris Iofan’s winning design for the never-built Palace of Soviets – Recreated in 3D Max as a modern rendering of what the building would look like if it were constructed20. Shifting to the influences on Socialist Classicism as an architectural style, it is essential to consider the effect of Ancient Greek and Roman style on Soviet Architects from 1933 to 1955. As Boris Iofan’s winning design for the Palace of Soviets building essentially defined the boundaries of Stalinist architecture, Iofan’s individual influences must be taken into consideration (see Figure 3). After visiting New York, Chicago, Rome and Berlin, Iofan remarked in an issue of the Soviet newspaper Pravda that â€Å"wherever I [Iofan] might travel, whatever I might see, I approached everything from a particular point of view: what of all this has to be ‘taken home’ to the Soviet Union†. Therefore, Iofan’s ideology essentially reflects upon Stalinist architecture with influences from American, Italian (subsequently Roman), and German architecture. Although Stalin marveled at the Seven Sisters and Iofan’s Palace of Soviets plan, he ultimately contradicted himself and disregarded Iofan’s work as being too â€Å"cosmopolitan† (Western-influenced) and lacking stylistic features individual to the Soviet Union. 5. Relevance of Stalinist Architecture In order to assess the relevance of Stalinist architecture between 1945-1957, it is important to put the events of the Cold War into context. First of all, tension between the United States and the Soviet Union continuously rose from 1945 to 1957, starting with the disagreements between the USA and the USSR at the Yalta conference in February 1945 and the Potsdam conference in July 1945. For instance, at the Yalta conference, Roosevelt and Churchill did not accept Stalin’s proposal to annex Eastern Poland. Furthermore, at the Potsdam conference, Stalin promised free elections past the Oder-Neisse line. However, free elections were never held and the Soviet government eventually persecuted Polish nationalists. In terms of economic reconstruction, the Soviet Union had joined the World Bank and the International Monetary Fund (IMF) in 1944. However, when the Soviet Union applied for a $6 billion loan from the United States, America immediately imposed conditions on the loan. These conditions included the opening of eastern European markets to American products, which in effect reflected the â€Å"dollar diplomacy† strategy of the United States – using its economic power and intact industry to reach its geopolitical goals on the devastated European continent. Stalin’s reaction to the forced conditions on the six billion dollar loan was undoubtedly negative. However, the Soviet Union was in great need of funding after its economy was significantly depleted after the war. However, Stalin had controversial aims as to what would be done with all government funding regarding the reconstruction of Russia after World War II. With millions of people deceased and hundreds of thousands of homes destroyed, it is argued by many historians that the building of Khrushchyovka, small and simplistic residential buildings built to maximize housing space and housing multiple families in communal apartments, would more rapidly reconstruct Russia after the war. However, Stalin focused more on the creation of the Vysotki rather than Khrushchyovka, thus using a substantially larger portion of the government’s money on expensive, grand buildings, yet not spending enough on building pragmatic housing solutions that would have helped a much larger share of Soviet population. For example, the entire city of Stalingrad took approximately 2 billion Russian rubles to completely reconstruct after the war, however in comparison, the Moscow State Lomonosov University building took about 2. 6 billion Russian rubles alone, approximating 415 million British pounds in contemporary monetary terms. Stalin’s method of spending billions of rubles on the building of the Seven Sisters was immensely controversial. Nonetheless, while he remained in power very few people dared to oppose any of his decisions or his architectural ideology. In other words, up until March 1953, when Joseph Stalin died, Stalin’s cult of personality ultimately undermined any attempt to consider spending less governmental funds on the creation of the Vysotki. Public opinion after Stalin’s death was split, as one side favored the Seven Sisters, claiming that the new high-rise buildings essentially beautified the capital of Soviet Russia. Many others agreed with the new Soviet leader Nikita Khrushchev that Stalin’s spending spree on a few grand buildings did not benefit the Soviet Union and ultimately did more damage than good. One simple reason to criticize the Seven Sister project is that two of the grand buildings were built as hotels – Leningradskaya and Ukraine – catering to foreign tourists. However, the Cold War tensions slowed any tourism from the West to a trickle and the two hotels stood largely vacant, while millions of Russians struggled without adequate housing, their homes destroyed in the war. 6. Incorporation of the Seven Sisters into the City of Moscow In the architectural realm of the Soviet Union, the main project was to rebuild Moscow in an innovative and idealistically planned manner. This massive project to rebuild Moscow was placed in the hands of the Communist Party’s Central Committee, and in June 1931, a resolution was generated that essentially provided the guidelines of how each city was going to be rebuilt. The Union of Soviet Architects subsequently utilized these plans to determine the amounts of funding to be spent on the rebuilding of each Soviet city. Although the plans to reconstruct the city of Leningrad were considered the most prominent, the majority of funding was given to Moscow, as it was the nation’s capital. Therefore, the city of Moscow was to be deemed as the ideal â€Å"socialist city†, a utopia that reflected the ideology of Socialism and conveyed the positive link between architectural grandeur and Soviet achievements in all other realms of life – education, government, science, industry and the arts. However this model of a â€Å"socialist city† contained numerous ironies, due to the General Plan for Moscow’s components. The plan envisioned a relatively non-industrial landscape, as factories and other industrial plants were to be banned in central Moscow and mass housing (Kommunalka) significantly reduced. These plans, in effect, resembled the typical contemporary city of a capitalist society, such as the United States. Considering the incorporation of the Seven Sisters into Moscow in aesthetic terms, the general plans for rebuilding Moscow called for the Vysotki to be the predominant elements of the city’s skyline. Relating back to the initial plans of the prospective Seven Sisters, the design consisted of the seven high-rise buildings to be aligned in a circular formation. Although this was mainly done in order to balance the skyline of Moscow, thus avoiding the clutter of skyscrapers in a condensed area, Stalin proposed that this circular formation would psychologically and visually coronate the capital city of Russia. The Seven Sisters, would therefore â€Å"crown† Moscow, representing architectural jewels, much like the composition of a literal crown. This idea of crowning Moscow suggests multiple things, including Stalin’s vision for Soviet pride in the victory in World War II and nationalistic ideology, as well as the suggestion that Moscow with its Seven Sisters is superior and more grandiose in contrast with other contemporary European cities. Figure 4 – Moscow State University (Lomonosov University) 7. Moscow’s Progression into a Contemporary European City Figure 5 – Moscow Metro, Kievskaya Station Figure 5 – Moscow Metro, Kievskaya Station With consideration to Moscow’s gradual progression into a contemporary European city, the Seven Sisters and numerous other architectural projects all contributed to the innovative re-imaging and rebuilding of Stalin’s showpiece city. Perhaps one of the most glorious aspects of Muscovite architecture in a way that affects the city’s enormous 15 million population to this day is the Moscow city metro system (see Figure 5). Initially opened for use in 1935, the Moscow Metro was the first underground railway system in the Soviet Union. Although not only pragmatic in its use, moving close to 4 million people a day in 2012, the metro system in Moscow is famous for its stations’ architectural and artistic magnificence, complete with bronze chandeliers, marble floors and mosaic and sculptural art works unimaginable in the drab, utilitarian metro systems of New York or London. Furthermore, adding to the practicalities of the new Moscow, the urban planning of the city ultimately helped define Moscow as a modern European city. More specifically, it was the Moscow Master Plan of 1935 that ultimately outlined the way Moscow was to be reconstructed. Stalin instigated a numerable amount of changes to the urban planning of Moscow, which in turn supported his funding of expensive â€Å"ensemble† projects, thus favoring luxury over the needs of millions of middle and lower class workers in the city. For instance, city blocks were to be increased from 2 hectares up to 15 hectares, and the population density was limited to 400 people per 1 hectare. Additionally, all new buildings were required to be at least 6 stories high, while first-rate streets (embankments) had to be 10 or 14 stories high. These new rules effectively banned the production of inexpensive and mass constructed housing units, as well as single-family houses. 8. Conclusion Figure 6 – Triumph Palace Figure 6 – Triumph Palace When evaluating the city of Moscow from an aesthetic point of view, it is the Seven Sisters that generally stand out most prominently among the vast skyline of Moscow. The Vysotki did not only leave a strong visual impact on the city, they also left both an architectural and social legacy that has proven to influence modern architecture throughout the world. There are numerous positive and negative impacts caused by the building of the Seven Sisters, which ultimately define the legacy of the massive Stalinist high-rises. First of all, Stalin’s Vysotki delivered a newfound architectural magnificence into the capital city of Moscow. With influences from Ancient Greek and Roman architecture, the Seven Sisters gave the city a luxuriously grand aura. The stylistic features of the Seven Sister buildings have been repeated several times in modern architecture globally, thus proving to be an influential legacy left by the Vysotki. For instance, the Triumph Palace in Moscow, built in 2004, takes the architectural magnificence of the Vysotki and converts the features into a modern representation of a Seven Sister building (see Figure 6). This massive apartment building purposefully resembles a Seven Sister building, and is sometimes referred to as the â€Å"Eighth† Sister. However, relative to the issues challenging the nation at the time of the construction of Stalin’s Seven Sisters, the Vysotki left unanswered the more pragmatic and humanistic problems, as the housing crisis after World War II was not resolved. As mentioned previously, the total funding of the Lomonosov State University building exceeded the total funding for the reconstruction of the entire city of Stalingrad. Of course Stalingrad did not have nearly as many plans for grand buildings as Moscow, however the lack of housing in Stalingrad was resolved much more effectively than in Moscow, in light of a relatively lower need for funding in comparison with the capital city. In terms of Stalin’s architectural preferences, Moscow was to be reconstructed as the ideal socialist city, with all unattractive mass housing units moved to the outskirts of the city. Although these buildings eventually solved the issue of the lack of housing, the dull nature of the Khrushchyovka was criticized by many, claiming that the buildings constructed under Khrushchev and Leonid Brezhnev were aesthetically unpleasant. The method of constructing these mass housing units was parodied by the Soviet popular film â€Å"Irony of Fate†, which was produced in 1975, approximately 20 years after the initial implementation of these buildings. When determining the relevance of Stalin’s Seven Sister buildings, the question must be asked: How did the creation of Stalin’s ‘Seven Sisters’ transform Moscow into a contemporary city while simultaneously presenting Soviet Communism to the world from 1947-1957? Although the gradual transformation of Moscow into a modern European city is characterized by various different aspects, such as the urban planning and architecture of Moscow, the conclusion can be made that the Seven Sisters played a significant role in Moscow’s progression.

The eNotes Blog Dont Mess With the New Oxford AmericanDictionary

Dont Mess With the New Oxford AmericanDictionary In the cut-throat world of lexicography Wait what? When you think of industries laying traps for potential predatory and purloining practices, its unlikely you would assume the people who compile dictionaries are on the lookout for thieves. But they are. Just like any form of plagiarism, taking an idea that is not your own and presenting it as original is unethical, explains Editor-in-Chief Erin McKean. So the  New American Oxford Dictionary, and others, sometimes set traps for those who do not bother to do their own legwork. Way back in 2001, the NOAD included the made-up word esquivalence, and defined it as the willful avoidance of ones official responsibilities; the shirking of duties.   The editors did everything they could to make the word legit, including using it in a sentence: After three subordinates attested to his esquivalience, Lieutenant Claiborne was dismissed. And tracing its etymology to the late 19th Century, perhaps from French esquiver, dodge, slink away.' The word is especially sweet to Christine Lindberg, the editor who invented the word. She explains: I wanted the word to suggest character weaknesses, and words like   quivering and `vacillating went through my mind and became the glob of brain putty that eventually got fashioned into esquivalience.' NOAD didnt have to leave their fishing line in the water long. The bait of esquivalence was soon gobbled up by Dictionary.com, who credited Websters New Millennium Dictionary of English (electronic edition).   Dictionary.com removed the word, but even ten years later, Google still turns up three separate sources offering definitions. So now the question is, when does a not-word become a real word? Lindberg says she uses it frequently and has an affection for her invention: â€Å"I especially like the critical, judgmental tone I can get out of it.   Sounds literate and nasty all in one breath. I like that.† What happens to those who get caught? Not much. Sometimes fines for copyright infringement, but embarrassment is the primary punishment for those esquivalient little weasels.

Rumi Essay Example | Topics and Well Written Essays - 2000 words

Rumi - Essay Example Rumi’s influence is to be counted on religion in general as Rumi’s mysticism can be applied to the notion of God and human soul in most of the religions of the world. The mystic tradition itself does not adhere to any particular institutional and formal features of a religious system. Though mystic traditions differs from each other based on various features of the notion of God and the relationship of human beings with God, these traditions are stitched together with the thread of spirituality of human being. In the same manner, Rumi also defies the materialistic and the traditional institutional approach of Islam and stresses on the fact that the ascendance to God is only possible through spirituality and devotion to God. In this regard Rumi’s Sufism often resembles to Dante and Whitman. In the mystic tradition of Islam Rumi’s concept of love is the most influential aspect that tends to validate Sufism as an essential part of Islamic theology, in Chittick’s view the Sufi concept of love is to be characterized as ‘gnosis’ in other words, â€Å"wisdom made up of knowledge and sanctity† (Chittick 18). Rumi asserts that man is essentially a theomorphic being, â€Å"a being created in the image of God and therefore as possessing the three basic qualities of intelligence, free-will and speech† (Chittick 7). Here the intelligence of a human being reveals the existence of God before him and free-will enables to take the initiatives to be united with God. Finally Speech provides a man with the means to bridge the illusory gap between man and God. In Rumi’s Sufi doctrine, human speech that serves as the means towards the intimacy of God appears in the form of prayer or invocation. A man can transcend himself to a state -where he feels the presence of God as a real being- though spiritual realization. â€Å"Therefore attainment of metaphysical knowledge† as Chittick says in

Share Trading Assignment Example | Topics and Well Written Essays - 2500 words

Share Trading - Assignment Example As the report stresses diversification of investment spreads the risk over many assets. The concept of Efficient Market Hypothesis (EMH) states that since the stock prices reflect all relevant information in the market, it is not possible for the investor to beat the market by purchasing selling stocks at inflated prices or purchasing undervalued stocks. Thus, in order to beat the market the investor will have to be well informed regarding the true fundamentals of the stocks and carefully follow historical trends. Technical analysis helps and investor to predict future movement of stock prices by analysing past trends whereas fundamental analysis considers a top-down approach that analyses not only the fundamental financial position of firms but also macro-economic and industry trends. From the essay it is clear that the efficient market hypothesis assumes that in financial markets, the current prices reflect all the information available in the market and thus the true value of the stocks can be reflected from their past security prices. The theory assumes that the market participants behave rationally and try to maximize their returns by processing all information available to them. From above it can be said that the securities are correctly priced provided the information available to public. The best strategy to beat the market is to construct and evaluate the portfolio performance using technical analysis and fundamental analysis. ... The theory assumes that the market participants behave rationally and try to maximize their returns by processing all information available to them (Jegadeesh, and Titman, 1993, pp.65-91). From above it can be said that the securities are correctly priced provided the information available to public. Considering the above theory it can be said that EMH states it is â€Å"not† possible to beat the market since efficiency of stock market causes stock prices to reflect all relevant information. Keeping this argument in mind, the investor will have to allocate investible sum of ?50,000 in two portfolios consisting of equity shares of companies listed in FTSE All Share. The lists of companies for two portfolios are depicted in Appendix - A (See Table B.1 – List of Companies in Portfolio I and Table B.2 – List of Companies in Portfolio II). The best strategy to beat the market is to construct and evaluate the portfolio performance using technical analysis and fundament al analysis. The list of companies mentioned in the two portfolio were selected after considering various macro-economic factors such as currency movements and strengthening of Euro with respect to dollar; general investor sentiments after US Fed chairman announced gradual taper of quantitative easing; misfire of Bank of Japan’s loan support programme; and short term view of investors on junk bonds; expectation of an onset of bull market early 2014 especially in emerging markets where markets are experiencing upward trends (Financial Times, 2013). Portfolio Evaluation Fundamental Analysis Fundamental analysis aims to analyse the various macro-economic factors that might affect the performance of

Teaching Upper Intermediate Students To Take Notes English Language Essay

Teaching Upper Intermediate Students To Take Notes English Language Essay 1.1. Introduction The purpose of this assignment is to report on an EAP course design simulation. I have decided to focus on EAP for two reasons. Firstly, I am currently teaching at a university in Turkey where I have the task of preparing students for life in an English-medium learning environment. This assignment provides me with an opportunity to examine this learning context and identify factors that influence learning. Secondly, I conducted a similar project whilst completing an MA in Applied Linguistics. During this project, I designed a pre-sessional EAP course for a group of multi-lingual students entering a university in England. I now work predominantly with mono-lingual groups in a non-English speaking country and am interested in investigating how these factors influence course design. 1.2. Theories and Principles EAP rose to prominence in the 1970s (Jordan 1997) and its importance has since increased with the emergence of English as the lingua franca of the global academic community (Hyland Hamp-Lyons 2002). EAP has been defined as the teaching of English with the goal of enabling learners to use that language to study or conduct research (Flowerdew Peacock 2001) and involves helping students to develop linguistic, academic and cultural competence (Gillett Wray 2006). EAP courses may be taught in English speaking contexts, or in countries in which English is used as a foreign or second language (Jordan 1997). EAP is categorised as a form of English for Specific Purposes (ESP) and a distinction has been made between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) (Blue 1988). EGAP courses, like the one employed in my own context, teach a common core of language and academic skills that all university students require. In contrast, ESAP courses focus on the language and skills needed in one particular academic discipline. However, despite this divide, analyses of EAP courses have revealed that they generally share the following defining features (Robinson 1991: 2): They are goal directed. They are based on the needs of the students. The duration of the course is clearly specified. The students tend to be adults over the age of 18. A high level of English proficiency is not necessarily required. The need to develop academic as well as linguistic competence has received considerable attention in EAP literature (Ballard 1996; Sowden 2003). Ballard (1996) argues that foreign students often require help adjusting to the distinctive academic culture of western universities. For instance, she identifies students struggle to adapt to the critical approach to learning expected of them in western universities. This argument applies to my own teaching context because many of the lecturers are either from or have been educated in western countries and, consequently, have particular expectations about how students should behave. The need to incorporate both linguistic and academic skills into EAP courses has lead many writers to consider the type of syllabi to employ during these courses. Task-based or process syllabi are centred on the cognitive acts students perform at universities. These syllabi emphasise the use of authentic activities and English is viewed merely as the medium through which these activities are performed (Ballard 1996). Similarly, skills-based syllabi, as employed in my own institution, advocate the development of skills that students need to succeed at university. In contrast, content-based syllabi emphasise the material students study at university. These syllabi promote the analysis of language within relevant discourse (Spanos 1987). Likewise, text-based or genre-based syllabi facilitate the examination of language within authentic contexts (Feez 2002). Importantly, Flowerdew (2005) highlights that, depending on student needs, elements of different syllabi can be combined to create an integrated course. 1.3. My Own Experiences My current teaching position is my first classroom exposure to EAP and EAP students. Research conducted into this group of students suggests that they have a number of defining characteristics. For example, Todd (2003) identifies that these students are usually more mature and motivated. Waters and Waters (1992) suggest that successful university students are able to think critically and logically, are self-aware and self-confident, and are willing and able to take responsibility for their own learning. Unfortunately, in my own context, the students have generally just finished high school and have not yet fully developed these characteristics. For instance, many students expect teachers to tell them what to do and are unsure about how to manage their own personal study time. Therefore, teachers must help students develop personal traits as well as linguistic and academic skills. My previous experience of designing an EAP course highlighted the enormity of the task. Whilst analysing the needs of the students, I listed the skills and sub-skills successful university students employ. On completion, I had created an unmanageable list of skills and a pre-sessional course could not explicitly address all of them. Therefore, the course I eventually designed employed a task-based syllabus that allowed students to experience and reflect on the learning activities they would participate in at university. They then built their weaknesses into long-term development plans. 1.4. Implications of the Literature and My Experience Based on the literature and reflection on previous experiences, I believe the following implications are relevant to the design of the EAP course and the needs analysis process. The needs analysis must identify the academic departments the students will be entering. If the students are studying similar subjects, an ESAP approach may be adopted. However, if they are studying different subjects, an EGAP has to be used. The needs analysis must examine the students needs in relation to their linguistic, academic and cultural competency. The needs analysis must be used to identify the students main areas of weakness. It will not be possible to teach all of the various skills and sub-skills that the students need to succeed at university. Instead, the course must prioritise the primary weaknesses. A decision will have to be made regarding the most appropriate syllabus type to meet the needs of the students. 2. Needs Analysis 2.1. Group Profile To promote a learning-centred approach, a questionnaire (see Appendix 1) was used to collect data about learner needs (Hutchinson and Waters 1987). A questionnaire was the most practical method to collect this data. The results (Appendix A) are summarized below: Learner Characteristics 21 students (13 males and 8 females). The average age is 20 (ranging from 18 26). 18 Turkish and 3 Iraqi students. The students are entering various departments at an English-medium university. Sport, films and music are common interests. Learner Preferences Both deductive and inductive approaches. Working on their own, in pairs and in groups. Having input into what and how they learn. Both teacher and self-assessment. Self-Assessment The students perceive reading and speaking as their stronger skills. Listening and writing are skills they need to improve. The students also completed a learning styles questionnaire (Appendix 2). They favour a combination of visual, auditory and kinesthetic activities (Appendix B). 2.2. Identifying Needs Needs analysis (NA) is the process teachers use to determine and prioritize the needs for which a particular group of learners require a language (Richards 2001). These needs may originate from the students or from other stakeholders such as the institution. To assess the needs of this class, I performed a target situation analysis (TSA) to identify the skills students require when they enter the university (Munby 1978). I examined the syllabus used within my institution. This was the most practical method because this syllabus was created following a language audit and, thus, provided a comprehensive breakdown of target needs. The TSA highlighted my institution employs a skills-based approach. As discussed in section 1, successful university students must employ a vast range of sub-skills. Consequently, I performed a present situation analysis (PSA) (Richterich Chancerel 1980) to enable me to identify and prioritize gaps between the students current skill-set and those they require. I used diagnostic tests to collect information about reading, listening and writing because they are the most practical method to obtain accurate quantitative data about students knowledge (Hughes 2003). I used classroom observations to test speaking because this was the most practical way to collect information about a large number of students. Following the findings of the TSA, I employed a skills-based approach and assessed the students listening, reading, writing and speaking skills. 2.3. Diagnostic Testing Diagnostic tests are conducted at the beginning of a period of study to collect data about students current state of language development (Hughes 2003). To ensure the students perceived these tests as being useful; thus satisfying the condition of face validity (Gronlund 1998), I replicated activities the students perform in the institutions examinations. This also satisfied the condition of content validity. Skill Procedure Listening Students took notes while listening to a lecture and then answered comprehension questions using their notes (Appendix 3). Reading Students answered comprehension questions about an academic text requiring them to scan, skim and infer meaning (Appendix 4). Writing The students wrote an academic paragraph (Appendix 5) that was marked for grammar, vocabulary, content and organisation. To increase scorer reliability, a colleague checked the grades (Hughes 2003). Speaking The students were observed in class and marked on grammar, vocabulary, fluency and pronunciation. Once again, a colleague checked the grades. Grammar and Vocabulary These items were assessed indirectly through writing and speaking. 2.4. Results 2.4.1. Present Situation Analysis The diagnostic tests revealed that, on average, the students achieved passing marks (above 60%) in reading and speaking, but failed in listening and writing (Appendix C.1). This matches the students self-assessment. The writing scores highlighted the greatest difficulties concern grammar, vocabulary and organisation (Appendix C.2). The students struggled to use a range of lexis and had problems with grammatical and lexical accuracy (e.g. Appendix 6). However, during feedback, the students self-corrected the majority of their grammar mistakes. This suggests they were performance rather than linguistic errors. The students said they have problems studying vocabulary and usually just translate from L2 to L1. The students also had difficulty using cohesive devices and organising their writing to meet academic conventions and answer questions directly. The note-taking sheets (e.g. Appendix 7) revealed the students struggled to isolate important information and recorded redundant information. The students failed to employ strategies to help them record information quickly. Interestingly, when the students completed the listening test as a while-listening task, they had little difficulty answering the questions. This suggests the students problems concern note-taking rather than listening. The students explained they have had little experience of this task. This supports the notion that these students must develop academic competency. 2.4.2. Target Situation Analysis The syllabus of the institution revealed successful students must be able to use a variety of skills and strategies when taking notes from lectures and writing (Appendix D). To investigate these skills further, the students completed a self-assessment questionnaire (Appendix 8). This questionnaire performed the dual function of collecting data about the students abilities, and increasing their awareness of the skills and strategies needed to succeed at university (Allright 1982). The results showed they are not particularly confident about writing and note-taking sub-skills (Appendix E). 2.5. Priorities for the Planned Course The course will teach EGAP because the students belong to different faculties. The results of the diagnostic tests revealed taking notes from lectures and writing to be common weaknesses. This confirms the students self-assessment of their needs. The course will focus on these skills and provide the students with opportunities to develop and practice strategies they can employ when taking notes. The course will also raise awareness of the organisation of academic writing and promote effective vocabulary use and error correction. Finally, as mentioned in section 1, because the majority of students have just finished high school, the course will aim to increase awareness of university study. 3. Course Proposal 3.1. Course Proposal In accordance with the NA, this EGAP course will focus on taking notes from lectures and, academic writing. It will be taught over 1 week and consists of 20 hours of classroom time with 4.5 hours of additional writing tutorials (3 extra tutorial hours will be available if extra teaching is needed). It will supplement the 8-week course the students are currently taking. The course will enable the students to reflect on, intensively practise, and consolidate the skills and strategies they have already started developing. This will allow the students to address weaknesses and develop confidence in preparation for next course. As such, the supplementary course will be taught at the end of the students current course. 3.2. Goals and Objectives Curriculum designers state the goals and objectives of courses to imbue their creations with purpose and direction (Graves 2000). Goals can be defined as statements concerning the general purposes of a course while objectives are specific statements describing how goals are to be realised (Richards 2001). The goals of this course are to develop the students abilities to write academic essays and paragraphs and, take notes from lectures. The course also aims to increase the students confidence of taking notes and raise their awareness of how to succeed in academic life. To achieve these goals, I have formulated 19 objectives: 4 listening objectives (LO1-LO4), 4 note-taking objectives (NO1-NO4), 8 writing objectives (WO1-WO8), 1 vocabulary objective (VO1), 1 grammar objective (GO1) and 1 affective objective (AO1). For full details of the goals and objectives see Appendix 9. 3.3. Approach As identified in sections 1 and 2, the students need to develop an awareness of what life is like in university departments (Sowden 2003). Consequently, the course will employ an integrated skills approach that simulates the canonical sequence of university study (Appendix F). The lectures the students will listen to and take notes on will provide lexical input about the topics they will write about. The students will supplement this input through further reading and vocabulary study outside class (e.g. Appendix F, Day 1). This self-study responds to the students learning preferences and encourages them to take responsibility for their learning, a characteristic crucial for academic success (Waters and Waters 1992). Based on the analysis of learner needs, a variety of different approaches will be employed in the classroom. First, the listening and note-taking component will include awareness raising and reflection activities. The students have little experience of this task and these activities remedy this. Secondly, both inductive and deductive learning will be employed because the students enjoy both. Thirdly, the course will incorporate individual, pair and group work. For example, the students will brainstorm ideas for writing tasks in pairs before sharing with the group. The students will perform the writing individually. Finally, the course will employ both P-P-P and T-T-T lesson shapes depending on whether the students are encountering concepts for the first time or revisiting them. 3.4. Course Content The listening and note-taking component of the course builds from part to whole (Richards 2001). The diagnostic tests revealed the students have difficulty identifying important information and using note-taking strategies. This course allows the students to increase their awareness of and practise listening and note-taking strategies in isolation before having opportunities to use them, first, in tandem and, then, holistically (e.g. Appendix F, Day 1). Moreover, the students will practise these strategies whilst reading before applying them when listening. This componential approach recycles objectives and, allows students to automatise strategies separately so, when using them holistically, they find it less cognitively challenging (Field 2008). The writing component of the course builds from simple to complex (Richards 2001). The diagnostic tests revealed the students have difficulty answering questions directly and developing ideas logically. Consequently, the students will practise this skill in body paragraphs before progressing to full essays. The writing component will also develop from whole to part (Richards 2001) with students examining the organisation of full texts before analysing and practising writing the individual components (e.g. Appendix F, Day 2). The students identified they enjoy inductive learning and this methodology facilitates this. The students will complete the writing outside class. This removes the pressure of time limits and emphasises the writing process rather than product (Walker and PÃ ©rez RÃ ­u 2008). The grammar and vocabulary teaching will be reactive as the diagnostic tests highlighted the students difficulties mainly concern performance rather than linguistic errors. The students writing will be marked with grammar and vocabulary mistakes highlighted using an error code. The students will then re-write and self-correct their texts in the tutorials. The students enjoy both teacher and self-correction, and both inductive and deductive learning. This methodology responds to these needs. The tutorials will contain fewer students so the students will have greater access to a teacher if they need to ask questions. 3.5. Materials The materials to be used in this course have been designed for the purposes of English teaching (Appendix F). The language is graded and, in the lectures, the rate of speech is slower. This will allow the students to focus on developing the targeted skills and strategies instead of worrying about language. It also responds to the students affective needs. They are extremely anxious about taking notes and, if exposed to authentic lectures, might be overwhelmed (Guariento and Morely 2001). The use of inauthentic material is also offset by the authenticity of the tasks. The students will have to take notes and write essays in their departments so they are likely to be motivated (Long and Crookes 1992). Unfortunately, the use of graded material limits the topics to those in the coursebooks. I have chosen lectures on the topics of health, society and relationships. These topics are accessible to all of the students and the TSA revealed they feature in the coursebooks and exams of the inst itution. 3.6. Institutional Constraints A number of institutional constraints have influenced the design of this course. Firstly, the availability of teachers affected the tutorials. Ideally, the tutorials would contain a maximum of five students. However, this would require in excess of 5 teachers and this was not possible. Consequently, two teachers will conduct the tutorials and the class will be halved. Secondly, the institutions examinations influenced the methodology used on the course. The students will sit a skills-based examination shortly after participating in this supplementary course. Consequently, I decided to use comprehension questions to measure note-taking ability. The students perform similar tasks in their exam so they will probably be more motivated because they can apply the strategies they practise during this course. 4. Assessment 4.1. Assessment Principles Assessment is an umbrella term referring to the collection of data about the abilities or achievements of learners taking a particular course (Brindley 2001). It may occur formatively (during the course) or summatively (at the end of the course). Assessment can be performed using both quantitative and qualitative methodology (Jordan 1997). Qualitative methodology may include classroom observation or interviews while the main quantitative method is testing. Tests may be employed at various stages during a course. Proficiency and diagnostic tests are administered at the beginning of a course to provide information about learners existing abilities (Hughes 2003). In contrast, achievement tests are used formatively or summatively to assess students progress and identify what they have learnt from a particular course (Brindley 2001). In order to be effective, tests must be both valid and reliable (Hughes 2003). Validity concerns the ability of tests to measure what they are supposed to while reliability is the extent to which tests can be repeated achieving consistent results (Brindley 2001). 4.2. Monitoring Learner Progress Progress in the listening and note-taking component will be assessed through comprehension questions and self-assessment (Appendix 10, Days 1, 3 and 5). This assessment is integrated into the course and will be conducted in the final block of note-taking days. The comprehension questions include multiple choice and short open-ended questions. The self-assessment requires the students to reflect on their use of strategies practised and rate themselves (e.g. Appendix 11). The students will also collect their note-taking sheets, comprehension questions and self-assessment sheets in a Learning Portfolio (LP). These will function as records of their learning processes and, be used for summative assessment and reflection purposes (Nunes 2004). Progress in the writing component will be assessed through the completion of three writing tasks: one paragraph and two essays (Appendix 10, Days 2, 4 and 5). The students use of grammar and vocabulary will be assessed indirectly through these tasks. The students will write a first and second draft for each task and both drafts will be marked and graded. The first drafts are to be completed outside class. The second drafts will be started in writing tutorials and finished outside of class. Both drafts of each task will be included in their LPs. 4.3. Assessing Learner Outcomes The students LPs will form the basis of the summative assessment (Appendix 10, Day 6). The students will reflect on their work and self-assess their progress in each of the objectives (Appendix 12). In one to one tutorials, the students will discuss this self-assessment and form long-term development goals to respond to their weaknesses. This assessment will be low stakes because the students will soon be taking a high stakes examination in the institution and do not need further pressure. The decision to use both teacher and self-assessment in the formative and summative assessment responds to the students learning preferences. Self-assessment also encourages students to be more active and take responsibility for their learning (Harris 1997). The use of LPs combines formative and summative assessment, and this helps students to better understand their strengths and weaknesses (Lam Lee 2009). It also allows the students to monitor their development in note-taking; thus, increasing their confidence. 4.4. How Assessment Principles Influenced Assessment Methodology The assessment methods aim to conform to the principle of validity. Adopting a skills-based approach achieves construct validity. The TSA revealed my institution advocates this theory and the assessment methods of this course reflect this. The students will be assessed on their ability to employ skills and strategies when taking notes from lectures and, writing paragraphs and essays. The course also follows theoretical developments in written assessment. The use of LPs rather than timed exams emphasises the writing process rather than the product (Walker and PÃ ©rez RÃ ­u 2008). The use of skills-based assessment also satisfies the conditions of both content and face validity. The assessment tasks mirror those performed on this course and, during regular courses and examinations. Consequently, the students are likely to view the course and assessment techniques as appropriate (Gronlund 1998). The assessment methods also aim to conform to principle of reliability. The listening and note-taking component of the course will be assessed using multiple choice and short open-ended questions and, these will be marked using a standardised answer key. This will increase scorer reliability. The written tasks will be marked using the writing criteria of the institution. These criteria are regularly standardised. Therefore, although subjective, scorer reliability will be enhanced. 4.5. Constraints and Opportunities Whilst planning how to assess this course, I encountered a number of constraints. Firstly, I decided to use comprehension questions to assess listening and note-taking because this is how my institution assesses these skills. The students are familiar with this form of assessment so, had I chosen a different method, I may have experienced negative backwash with students failing to value my choice of methodology (Hughes 2003). Moreover, by using comprehension questions, I can exploit backwash from the examinations positively to motivate the students. Secondly, I faced practicality problems with the written assessment. The students will complete their writing tasks at home and have tutorials about them the next day. Therefore, to allow for marking, tutorials would have start at 10am with regular classes being taught in the afternoon. The students will submit their work via e-mail by 8am. This provides the teachers sufficient time to mark and, also imposes deadlines on the students. Suc h deadlines are part of university study and the students must take responsibility for meeting them. 4.6. Course Evaluation Evaluation is the process of collecting information about a course, both formatively and summatively, with the purpose of determining how effective it is and to guide decisions about teaching and learning (Murphy 2000). The evaluation methods to be used on this course are summarised in Appendix 13. In this course, LPs play a crucial role in evaluation. The data in these portfolios will help me make both formative and summative judgments about whether objectives are being met. The formative judgments will be particularly useful because they will help me to decide whether to use any of the free tutorials to provide additional teaching. In addition, the students will complete a questionnaire to evaluate the course summatively (Appendix 12). This questionnaire will allow the students to rate the usefulness of the activities, materials, teaching and assessment methods, and make open-ended comments about the course. 5. Conclusion 5.1. Conclusion Studying at university is an extremely complex process requiring students to participate in a variety of learning activities and, use a vast array of skills and sub-skills (Munby 1978). The task of EAP practitioners, who help students acquire these skills, is unenviable because, in addition to teaching linguistic competence, they also have to help students develop academic and cultural competence and, personal characteristics. When designing my course, I responded to this challenge, by conducting an analysis of the students needs. This analysis enabled me to identify and prioritise the most pressing weaknesses of the students. Therefore, I was able to maximize the benefit that the students would receive from what is a relatively short course. I believe that, having taken the course, the students will, not only be better equipped to take notes from lectures and, write paragraphs and essays, they will also feel more confident about doing so. The task of designing an EAP course for my students was made even more challenging because most of them have just finished high school and are unfamiliar with university study. Therefore, I believe that my decision to design the course to simulate university study will be particularly valuable to them in the long-term. Although the students will still have a lot more to learn about academic study, I believe that, when they enter their departments, they will be more aware of what is expected of them both inside and outside of class. Moreover, I feel that, through being exposed to the use of LPs as a method of learning and assessment, the students will have taken a huge step towards to becoming more self-aware and responsible for their own learning. These characteristics will play a fundamental role in their lives as successful university students.