The Atomic Bomb Flashed Above Hiroshima Essays -

The Atomic Bomb Flashed Above Hiroshima Hiroshima is the capital of Hiroshima Prefecture, southwestern Honshu, Japan. Hiroshima has warm, humid summers with July temperatures. Hiroshima caught the attention of the world when a U.S. plane dropped the first atomic bomb on the City, destroying it on August 6,1945. The Atomic bomb blast in 1945 obliterated three- fifths of the city within seconds and killed about 75,000 people. At exactly fifteen minutes past eight in the mourning, on August 6, 1945 Japanese time, at the moment when the atomic bomb flashed above Hiroshima. At the time of the blast:Mrs.Huts Nakamura, a tailors widow stood by the window of her kitchen, watching a neighbor tearing down his house because it laid in path of an air-raid defense free lane . Mrs. Huts Nakamura, who lived in the section called Nobori-Cho got her three children, a ten year old boy,Toshio, an eight year old girl yoke, and a five year old girl, Mohawk out of bed and dressed them and walked with them to the Military area known as the East Parade Ground. There she unrolled some mats and the children laid down on them. They slept until about two, when they were awakened by the roar of the planes going over Hiroshima. As soon as the planes had passed, mars.Nakamura started back with her children. They reached home a little after two-thirty and she immediately turned on the radio, which was broadcasting a fresh warning. She put the children in their bedrolls on the floor, laid down herself at three o'clock, and fell asleep at once. The siren jarred her awake at about seven o'clock, she arose and hurried to the house of Mr.Nakamoto, the head of her neighborhood Association and asked him what she should do. He told her to remain at home unless an urgent warning. The Prefectural Government convinced, everyone in Hiroshima that the city would be attacked. Their house was 1,350 yards or three-quarters of a mile, from the center of the explosion. Timbers fell around her as she landed and a shower of tiles also fell on her; everything became dark and she became buried. She heard a child cry "Mother,help me!" and she saw her youngest child, Mohawk the five year old buried up to her chest and unable to move. As Mrs.Nakamura started Frantically to claw her way toward the baby, she couldn't see or hear anything of her other children. Mrs.Nakamura always was a strong person, she never thought of the worst and always hoped for the best. Here is an example of her strength, Mrs.Nakamura, although she was too ill to walk she managed to return to Hiroshima alone, by electric car to the outskirts, by foot from there. Mrs.Nakamura cared for her children and everyone else. Her attitude was always pushing for the good never wanting to give up. Mrs.Nakamura said,(she needed nothing more to make her give up thinking, in spite of the atomic bomb, that Japan still had a chance to win the war). Mrs.Nakamura helped everyone through this time including herself. Weakness occurred after the bomb had dropped. Mrs.Nakamura, who had suffered no cuts or burns at all, though she had been rather nauseated all through the week she and her children had spent as guests of Father Kleinsorge and the other Catholics at the Novitlate. Mrs.Nakamura began fixing her hair and noticed, after one stroke through her hair, that her comb carried with it a whole handful of hair. Three or four days past, she became bald and began living indoors, practically hiding. Mrs.Nakamura daughter, Mohawk woke up feeling week and tired and they both stayed on their bedrolls. Her son and other daughter, who had shared every experience with her during the after bombing, felt fine. They did not realize it, but they were coming down with the strange, capricious disease which became known as radiation sickness. Mrs.Nakamura laid indoors with Mohawk. They both continued to be sick, Mrs.Nakamura realized that their sickness was caused by the bomb. Mrs.Nakamura was too poor to see a doctor and never knew exactly what the matter was. Without any treatment at All they began to feel better. All the children had lost a little hair but were well. Hiroshima is the capital of Hiroshima prefecture, southwestern Honshu, Japan. The Atomic bomb blast in 1945 obliterated three fifths of the city within seconds and killed about 75,000 people. Mrs.Huts Nakamura, with her ten year old boy Toshio, eight year old girl Yoke, and a five year old girl Mohawk were strong through the whole situation. I chose Mrs.Nakamura because she was a

Benefits of Having a Car in College

Benefits of Having a Car in College There are seemingly a lot of benefits to having a car in college. After all, who wouldn’t want to have access to wheels whenever they choose? And while there are some important cons to consider, there are certainly several key pros as well. You Can Leave Campus If and When You Need a Break Whether it’s heading to a concert somewhere in town, going out to dinner with some friends, or even just being able to take someone on a date, having the ability to get away from campus whenever you wish is certainly a luxury. You Can Help Friends Out If your friends are moving, needing to transport something too big to fit on the bus, or just need a ride to the airport, having access to your own car allows you to help them if and when they ask. It can feel good to know you’re helping someone out in a pinch or even helping support a fun event for someone special, like a celebratory birthday night downtown. You Dont Have to Worry About Transportation Around the Holidays Getting home – even if it’s a day or two drive – can be done on your own terms. You won’t have to worry about expensive flights, delayed trains, long bus rides, or other transportation woes. You can more or less leave when you wish. Additionally, as the owner of the car, you can also coordinate something fun, like a road trip toward your hometown that lets you drop off friends in their hometowns along the way. You Can Plan Road Trips Speaking of road trips, you can provide transportation for some seriously memorable road trips over things like Presidents’ Weekend or Spring Break. Having access to and use of a car both ensures you’ll get to go and that you’ll have some say about the itinerary. You Can Get an Internship or Job Off Campus Without a car, of course, you can also work or have an internship off campus, but having your own transportation definitely makes the logistics easier. Having a car can therefore open some additional professional doors, whether it’s a part-time gig at a company you’d like to work for after you graduate or an internship at an interesting museum in town. You Can Save Money by Shopping Around True, having a car on campus might cost a bit extra, but you can also save money in other aspects of your college life. When you’re stuck on campus, you’re quite limited in terms of where you can buy items, like groceries or school-related supplies. With a car, however, you can make the long trip for items at discount clothing stores, cheaper food options (think: Costco or Walmart), and other less-expensive retailers. Sure, buying in the campus bookstore can be smart for several types of purchases, but overall you’re likely to find better deals elsewhere. You Can Be More Flexible With Your Family Needs ​If you often need to help out with a family business, help take care of an ill family member or provide childcare for your family, having a car can cut down on the time it takes for you to get back and forth. This simple time saver can therefore provide you with more time to focus on your studies instead of commuting back and forth. Overall, the choice of having a car with your during your time in school depends heavily on the specific factors relevant to your situation. As with most things during college, however, it’s best to make an informed, educated decision about which choice seems the smart way to go.

Here We Come Group Energizer Theatre Game

Here We Come Group Energizer Theatre Game Sometimes teachers and other group leaders need new ways to get students energized and loosened up for classes or rehearsals.  The activity below has been around awhile. It is called â€Å"Here We Come!† How You Play 1. Divide students into two groups. Groups may be as large as 10 to 12 students. 2. Teach students the following lines of dialogue: Group 1: â€Å"Here we come.†Group 2: â€Å"Where ya from?†Group 1: â€Å"New York.†Group 2: â€Å"What’s your trade?†Group 1: â€Å"Lemonade.† 3. Explain that Group 1 must discuss and agree upon a â€Å"trade†- a profession, job, or activity that they will all mime after they have responded with â€Å"Lemonade.† (Group 2 should not be within earshot of their discussion.) 4. Once Group 1 has chosen its â€Å"trade,† the members of Group 1 line up shoulder-to shoulder on one side of the playing area facing Group 2, also lined up shoulder-to-shoulder on the opposite side of the playing area. 5. Explain that Group 1 will begin the game by delivering the first line in unison (â€Å"Here we come†) and taking one step towards Group 2.  Group 2 delivers the second line (â€Å"Where ya from?†) in unison. 6. Group 1 then delivers the third line in unison (â€Å"New York†) and takes one more step towards Group 2. 7. Group 2 asks, â€Å"What’s your trade?† 8. Group 1 responds with â€Å"Lemonade† and then they begin miming their agreed-upon â€Å"trade.† 9. Group 2 observes and calls out guesses about the group’s â€Å"trade.† Group 1 continues miming until someone guesses correctly. When that happens, Group 1 must run back to their side of the playing area and Group 2 must chase them, trying to tag a member of Group 1. 10. Repeat with Group 2 deciding on a â€Å"trade† to mime and beginning the game with â€Å"Here we come.† 11. You can keep score of how many tags a group makes, but the game works without the element of competition. It’s just fun and it gets students moving and revved. Some Examples of â€Å"Trades† PhotographersFashion ModelsTalk Show HostsPoliticiansManicuristsBallet DancersPre-school TeachersStep DancersCheerleadersWeight LiftersHairdressersWeather Forecasters What Constitutes Success in This Theatre Game? Students must offer and accept ideas quickly. They must work together as an ensemble when they mime their â€Å"trade.† For example, if the group chooses Pre-school teachers, some group members may play the children that the teachers teach. The more precise the mime that the students perform, the more quickly the game will keep moving. Guideline and Tips Remind the members of Group 1 that their goal is to engage in mime – which requires silence. No dialogue, no sound effects, no reactions to the guesses that Group 2 makes until they hear a guess that is correct.Remind the members of Group 2 that when they go to tag a member of Group 1, they need to aim for a shoulder and tag lightly. The tag is not a slap or a slug.If noise level is a concern, you may want to establish a rule of no screaming or shouting during the chase.Requiring the chase to be performed in slow motion is another way to curb noise and lessen the chances of trips, falls, and overly rambunctious activity.

The American model of representation Essay Example | Topics and Well Written Essays - 1250 words

The American model of representation - Essay Example This research will begin with the statement that many nations have focused on implementing democracy. From the definition of democracy, it emerges that decision-making should rely on the will of the people and promote the public interests. However, it is unrealistic for each individual to contribute to active decision making. This is the reason why representative democracy has been adopted. In the United States, representative democracy is implemented by ensuring that the people choose representatives who sit in the two houses of the Congress. The founders of the American constitution acted proactively in support of democracy. The founders ensured that two houses of the Congress existed that would complement each other in the lawmaking process. The founders of the constitution developed a rational understanding of the purpose of both houses, which is still implemented in the modern day. It is commonly referred to as the bicameral legislature. Despite its functionality over the years, it is evident that this model of representation presents certain challenges. A democratic representative serving in either the lower or the upper house has critical responsibilities of representing the people who have elected him into office. The lower house is comprised of representatives chosen from states and districts. Each state or district chooses the number of representatives in accordance with the population of each state or district.

Bloom's Taxonomy of Education and its use in Nursing Education Research Paper

Bloom's Taxonomy of Education and its use in Nursing Education - Research Paper Example Krau has declared Bloom’s taxonomy as the keystone for achieving this target as it provides a framework for classification of objectives. This has increased the nurses understanding of the patient situation and has lead to a decrease in patient complications. Developed in 1956 and last revised in 2001, Bloom’s taxonomy remains one of the most universally applied models (C. Clark). For decades it has been used primarily for classifying learning outcomes. Originally it consisted of only cognitive domain, but subsequent revisions in 1972 and 1973 added the psychomotor and affective domains respectively. Cognitive domain is associated with knowledge and the development of intellectual skills (C. Clark). This domain can be divided into simpler and difficult behavioral objective categories. Each category denotes a degree of difficulty and the whole domain is structured like a ladder, each and every step needs to be bested before moving on. C. Clark indicates six categories of this domain. These are Remembering, Understanding, Applying, Analyzing, Evaluating and Creating. Affective domain centers on a nurse’s ability to handle different situations. According to D. Clark the domain deals with the targets feelings, values, appreciation, enthusiasm and attitudes. C. Clark also classifies this domain into five categories. Receiving phenomena, Responding to phenomena, Valuing, Organizing values and Internalizing values. Finally the Psychomotor domain involves physical movement, coordination and use of motor skills (C. Clark). Practice makes these skills better which can be assessed by precision and execution of the technique. D. Clark mentions seven categories ranging from simple to complex behavior. These are Perception, Readiness to act, Guided response, Mechanism, Complex to over response, Adaptation and Origination. All the skills from any of the above domains can be applied to nursing

Nature Strongly Influences Early Human Development Essay Example for Free

Nature Strongly Influences Early Human Development Essay Since biology was determined as a science there have always been argues about the question of whether nature or nurture influence is more important to early human development. Early human development includes the period between conceiving the fetus and till the first steps of infancy. Each arguing side has many supporting arguments and evidences, which bring a new fuel to this ever-burning flame. Although nurture’s influence on the newborns could not be underestimated, nature’s influence is stronger and more important to the early human development because of genes and some inevitable processes in development. As it is known, at the moment of conception a remarkable amount of personal characteristics are already determined by the genes. They decide sex, the color of eyes and human characteristics. These genetic determinants are expressed in development through the process of maturation. This evidence shows the role of nature is much higher than the role of nurture. Despite this view, many still consider nurture to be more influential to early human development due to conditions in uterine environment. However, such an argument could not deny the fact that early human development innately determined sequences of growth and change that a relatively independent on environmental events. The process of human’s fetus development within the mother’s body is strictly fixed by genetically programmed time schedule, and fetal behavior, such as kicking, also follows an orderly sequences that depends on the stage of growth. The process of maturation is also fixed by this schedule. One of the best examples of inevitability of these processes in development is disappearance of the reflexive head-turning response to the direction of the source of sound. The temporary disappearance of this reflex probably represents a maturational transition from a reflexive response controlled by sub cortical areas of the brain to a voluntary attempt to locate the sound source. (Hiller, Hewitt Morrongiello, 1992; Ashmead et al. , 1991; Field, 1987). By four months, infants will reach the correct direction toward the source of sound in the dark; by six months, they show a marked increase in their responsiveness to sounds that accompanied by interesting sights and are able to pinpoint the location of sound more precisely, an ability that continues to improve into their second year (Hiller, Hewitt Morrongiello, 1992; Ashmead et al., 1991; Field, 1987). Opponents argue that this genetically programmed schedule is depends on environmental influence and nurture. Study carried out by McGraw indicates that practice or extra stimulation can accelerate the appearance of motor behaviors to some extent, especially in a stepping reflex. However, this five-seven weeks difference on start of walking between stimulated and does not stimulated newborns just highlights the inevitability of development processes. In conclusion, it should be evident that the arguments which was given to support that nurture is more strongly influences early human development is not valid. On the contrary, many people involved to studying this issue say that genes contribute to strengthen of natures influence on early human development by inevitability of natural processes. Furthermore, extra stimulation is not so significantly important for development because the children may develop without it. Therefore, Nature strongly influences early human development than nurture.

Landscape Architecture Essay example -- essays papers

Landscape Architecture For my career opportunity project, I have chosen to take a look at the profession of landscape architecture. This field interest me for several reasons. First, I have always liked to draw and design and growing up I always wanted to be an architect or engineer. I felt that engineering put too many limitations on creativity, so architecture was the path of choice. Then, after working with my father’s small business for the past 6 doing some landscaping and lawn care, I decided that since I enjoyed working with plants and landscaping that I might want to look into a profession that would allow me to continue to work in those areas. Landscape architecture seemed to be the next logical choice, allowing me to continue being involved in the landscape industry and also to work much like I would in the field of architecture. When most people think of landscaping, they think of flower beds around a residence. The landscaping that a landscape architect is responsible for designing, however, rarely deals with residential landscapes and when it does so it is only on expensive projects. While landscape architects may do projects ranging form a few thousand dollars on up to as much as the customer would like to spend, the majority of their work is concentrated in the $30,000 to $15 million range (Pethel). You can see where few residential projects would fall into this range. However, this range is broad enough to encompass many different projects in ...

Montessori method of education Essay

Dr. Maria Montessori is the laminitis of the Montessori method of instruction. She started her foremost schoolroom â€Å"Casa dei Bambini† or Children’s House in 1907. Montessori method of instruction stresses the importance of esteeming kids – â€Å"Help me to assist myself† . Montessori instruction celebrates its hundredth twelvemonth in 2007. The ends of a Montessori instruction were to develop centripetal preparation. linguistic communication acquisition. arithmetic. physical instruction. practical life accomplishments and abstract thought through the instruction of the whole kid and the integrating of the household into the early instruction system. Montessori began her educational experiences by working with particular demands kids. At the clip of Montessori. particular needs kids were thought of as a â€Å"lost cause† . They could non larn how to go members of society because intelligence was fixed. She strongly opposed to the perceptual experiences on cognitive abilities of these kids at the clip. and believed that they could larn how to go members of society through particular learning techniques that utilized centripetal instruction and hands-on experience. Her purpose was to learn kids faculty members through practical life experiences and to â€Å"†¦to develop the whole personality of the kid through motor. sensory. and rational activity† ( Hainstock. 1997. 35 ) . Montessori – The Montessori schoolroom is a meticulously prepared environment designed specifically to run into the demands of the kid both physically and emotionally. One facet of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the kid sees routinely performed in the place. They each serve a meaningful intent as the kid Masterss each piece of work such as binding places. pouring H2O. brushing. or run uping and cookery. Through Practical Life activities. a kid will besides develop and polish societal accomplishments. These accomplishments developed through Practical Life construct self-esteem. finding and independency. The pupil learns to take attention of him and the surrounding environment. Maria Montessori explains in. The Discovery of the Child. â€Å"Through practical life exercisings of this kind the kids develop a true ‘social feeling. ’ for they are working in the environment of the community in which they live† ( 5. pg. 97 ) . Additionally. all right motor accomplishments are improved through usage of the Practical Life stuffs. Through repeated undertakings which enable a kid to polish concentration. coordination. independency. and order. a child’s sense of self-worth grows. The Practical Life accomplishments are an indispensable constituent in the Montessori schoolroom. Not merely do they supply a nexus between place and school for the new Montessori pupil. but they provide a foundation for life-long love of While looking rather simple and insistent. Practical Life activities are extremely purposeful. A kid engaged in such activities demonstrates high degrees of concentration. sense of order. and polish of all right motor accomplishments. Besides. they show a sense of independency through caring for oneself and the environment. Furthermore. they show respect for schoolmates and instructors and develop a sense of pride. Not merely are these accomplishments and qualities necessary to come on in the Montessori schoolroom. but they are besides needed as an single develops into maturity. Practical Life activities can be divided into six chief classs. First. are Preliminary Exercises which assist in making modus operandi and order in the environment and are requirements for other activities. How to a axial rotation a mat. transport a chair. or how to open and shut a door are illustrations of Preliminary Exercises. Practical life exercisings besides include Fundamental Skills such as pouring. spooning. or tonging. As with all lessons in the Montessori schoolroom. these activities follow a consecutive order and ideally. each lesson builds upon the last. Another class is Care of Self. Activities such as rinsing custodies. buttoning. or binding shoe laces assist the kid to go physically independent. Care of Environment is another class affecting activities such as brushing. irrigating. cleansing. etc. Control of Movement is an country of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally. societal Grace and Courtesy lessons are introduced to the kid. These may include lessons on how to state please and thank you. disrupting person. or presenting friends and familiarities. Montessori stressed the relationship of these exercisings to the general felicity and good being of the kid. â€Å"A kid who becomes a maestro of his Acts of the Apostless through long and repeated exercisings [ of practical life ] . and who has been encouraged by the pleasant and interesting activities in which he has been engaged. is a kid filled with wellness and joy and remarkable for his composure and discipline† ( The Discovery the Child. 5. pg. 93 ) . Changing types of presentations can be used by the instructor to present Practical Life activities. First is a corporate debut given the kids at one time. This could include proper table manners. how to disrupt person. how to talk with an inside voice. or how to turn the page of a book. Another method is a group presentation given to a little assemblage of kids. The last method of debut is Individual. given merely to one kid at a clip. Montessori believed the prepared environment is straight correlated to the child’s development. The schoolroom is a specifically designed country arranged entirely for the kids. There should be a assortment of motion and activity and all work operates together through the subjects. Montessori besides believed in the importance of aesthetically delighting schoolrooms. Children respond well to beauty. order. and quality in their environment. Through the Practical Life activities in the Montessori schoolroom. a kid non merely learns concentration. coordination. independency and order. but besides how to interact with others and derive an apprehension and grasp of the environment. The kid begins to construct himself from within while larning to handle him and others with regard and self-respect. These apprehensions finally prepare the kid for entry into society and a life-time of self-respect and self-worthiness. Practical Life activities in the Montessori schoolroom finally provide the foundation for success in all countries of life. Movement – Montessori said- â€Å"one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher functions† ( The absorbent head. pg 151 ) – it is non every bit clear as to how scientists and instructors have failed to observe the supreme importance of activity in the edifice up of the adult male to adult male be! It was during the clip of Dr Maria Montessori who felt it was clip to stress more on â€Å"movement† in educational theory – Mental development must be connected with motion. Like man’s nervous system is divided into three parts-BrainSense organs- collect feeling and go through them to the encephalonMuscles – the nervousnesss transmits nervous energy to the musculuss and this energy controls the motions of the musculuss. Motion is the concluding consequence to which the working of all these delicate mechanisms leads up and it is because of motion that personality can show itself ( The absorbent head. pg 148 ) ! The great philosophers must utilize address or composing to convey his thoughts and this involves muscular motion. What would be the value of his ideas if he gave them no look? This he can merely make by doing usage of his musculuss. Psychologists regard the musculuss as a portion of the cardinal nervous system ( works as a whole to set adult male in relation with his milieus ) and this whole setup of Brain. Senses and Muscles is called – the system of relationship- it puts adult male in touch with his universe ( populating or non life and with other people ) and without its aid a adult male could hold no contact with his milieus or his chaps. The vegetive systems merely help their proprietor to turn and be. It is the system of relationship which puts him into contact with the universe! There is nil in the universe which plays no portion in the cosmopolitan economic system. and if we are endowed with religious wealths. with aesthetic feelings and a refined scruples. it is non for ourselves. but so that these gifts shall be used for the benefit of all. and take their topographic point in the cosmopolitan economic system of religious life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good wellness. bosom. lungs and stomache must all work together. We must use the same regulation to the system of relationship. the cardinal nervous system†¦ . . if we have a encephalon. sense variety meats and musculuss. all these must collaborate. The system must exercise itself in all its parts. none of them being neglected for illustration we want to stand out in encephalon p ower but to win in this we must include the other sides excessively. To hone any given activity â€Å"movement† will be needed as the last phase of the rhythm. In other words a higher spiritualty can be reached merely through action and this is the point of position from which motion has to be judged. one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher maps. we think of our musculuss as variety meats to be used merely for wellness intents. We â€Å"take exercise† or make â€Å"gymnastics† to maintain ourselves fit. to do us take a breath or to eat or kip better. It is an mistake which has been taken over by the schools. It is merely as though a great prince were being made the retainer of the shepherd. The prince – the muscular system –is merely being used to assist the vegetive life. Such premises will take to enquiry†¦there comes about a separation between the life of motion and the life of idea. Since the kid has a organic structure and mind both. games must be included in the course of study so as to avoid pretermiting any portion of n ature’s proviso. To maintain believing about the head on one manus and the organic structure on other manus is to interrupt the continuity that should reign between them. This keeps action off from thought. The true intent of motion is to function the terminals of being – that is the development of the head ( The absorbent head. pg 151 ) . All motion has most intricate and delicate machinery. but in adult male none of it is established at birth. It has to be formed and perfected by the child’s activity in the universe. Movement and activity are natural maps of childhood and acquisition comes through them. Activity becomes progressively of import to development. It is the motion that starts the intellect working†¦ Till now all pedagogues have thought of motion and the muscular system as AIDSs to respiration. or to circulation. or as a agency of constructing up physical beef up our new construct the position is taken that motion has great importance in mental development itself. provided that the action which occurs is connected with the mental activity traveling on. Both mental and religious growing are fostered by this. without which neither upper limit advancement nor maximal wellness ( speech production of the head ) can be. A kid is a inventor. He is an formless splendid being in hunt of his ain signifier. For illustration in the development of address. we see a turning power of understanding travel side by side with an drawn-out usage of those musculuss by which he forms sounds and words. Observations made on kids – the universe overconfirms that the kid uses his motions to widen his apprehension. Movement helps in development of head and this finds renewed look in farther motion and activity ( The absorbent head. pg 154 ) . The kid additions experience through exercisings and motion. He coordinates his ain motion and records the emotions he experiences in coming into contact with the external universe. The importance of physical activity or motion in a psychic development should be emphasized. The kid has an internal power to convey about cordinations. which he creates himself. and one time these have begun to be he goes on honing them by pattern. He himself is clearly one of the chief originative factors in their production. The motions the kid acquires are non chosen randomly but are fixed. In the sense that each returns out of a peculiar period of development. When the kid begins to travel. his head being able to absorb. has already taken in his milieus. He Is directed by a cryptic power. great and fantastic that he incarnates small by small. In this manner. he becomes a adult male. He does it with his custodies. by experience. foremost in drama so through work. The custodies are the instruments of man’s intelligence. He constructs his mind measure by measure boulder clay it becomes possessed of memory. the power to understand and the ability to believe. â€Å"The child’s head can get civilization at a much earlier age than is by and large supposed. but his manner of taking in cognition is by certain sorts of activity which involves movement†¦ . † ( Montessori notes ) It is really interesting to analyze the mechanical development of motion. non merely because of its elaborateness but because each of the stages it passes through is clearly seeable. Man’s pes can be studied from three points of position: the psysiological. the biological and the anatomical and all of them are most interesting. The manus is in direct connexion with the man’s psyche. but besides with different ways of life that work forces have adopted on the Earth in different topographic points and at different times. The accomplishments of man’s manus are bound up with the development of his head. and in the visible radiation of history we see it connected with the development of civilisation. The custodies of adult male express his idea and from the clip of his first visual aspect upon the Earth hints of his handicraft besides appear in the records of history. Hence. the development of manual accomplishment keeps gait with mental development. We are told that St. Francis of Assisi – possibly the simplest and purest of human psyches used to state – â€Å"Look at these great hills! They are the walls of our temple and the aspiration of our Black Marias! † ( The absorbent head. pg 163 ) The truth is that when a free spirit exists. it has to happen itself in some signifier of work and for this custodies are needed. ( The absorbent head. pg 163 ) The manus are connected with mental life. allows the head to uncover itself and enables the whole being to come in into particular relationship with its environment. His custodies under the counsel of his intellect transform this environment and therefore enable him to carry through his mission in the universe. The instruction of the motions is really complex. as it must match to all coordinated motions which the kid has to set up in his physiological being. The kid if left without counsel is disorderly in his motions and these disorderly motions are the particular features of the small kid. The kid is seeking the exercisings in these motions which will form and organize the motions that are utile to a adult male. The kid follows direction/instructions and if his motions are made a small definite so the kid grows quiet and contended and becomes an active worker. a being composure and full of joy. This instruction of motions is one of the chief factors in bring forthing that outward v isual aspect of â€Å"discipline† to be found in the â€Å"children’s house† . ( Montessori notes ) Importance of motion: –Movement leads to:Muscle development. both all right and gross – demand freedom for motion to take topographic point Stimulates the headStimulates the sensesDevelops concentrationDevelops independencyDevelops assurance ( through agility/balance and co-ordination ) Develops subject and willDevelops linguistic communicationLeads to standardizationConsequences in a healthy organic structure and headEmotional and rational development through motion: – Emotions are the impacting mental phases. organized by external thoughts of state of affairss and ever move while accompanied by bodily and mental exhilaration. However. when we talk about emotional development in kids. we find that kids show a broad scope of emotional reactions. Sometimes they are excited and ebullient and at other times they are down and sullen and some other clip they are merely angry. throwing fits. We find assorted sunglassess of emotions in them even at an early age. The word emotion originates from the Latin word â€Å" Emovere† which means to be excited. So. an emotion implies that province of head which excites a individual when adult male is influenced by emotion he gets aroused and his natural province of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a kid of school age. it is indispensable to take into consideration his emotional development during the early old ages. Sometimes. freshly born babies behave as though they are violently aroused. If such vigorous behaviour means the strength of his feelings. so we must reason that emotional experiences can be as intense during this early period as at any ulterior phase of growing. Again we see that a new born kid is comparatively unresponsive to many stimulations which are likely to elicit him in later phases. Children are capable of rich and varied emotional experiences in the class of their development till they are grownups. Children from birth to 2 old ages go through a assortment of emotions and goes through many emotional experiences that may act upon his attitude towards life. Studies show that at birth there are general exhilarations largely refering his hungriness and amenitiess. after 2-3 months the kid shows definite marks of hurt along with delectation. By 6 months with his exposure of different sorts of stimulations the kid starts demoing other sunglassess of emotions like hurt or uncomfortablenesss develops into fright. disgust and choler. With the satisfaction of his demands he feels delighted and by the clip kid completes one twelvemonth this delectation differentiates itself from fondness. the kid recognizes emotions in others and responds to it clearly. But his emotions are non so strong as respect to joy and felicity when he turns one as they are at the age of 2. Therefore we conclude that by the terminal of 2nd twelvemonth the kid has already developed assorted emotions and feelings. Factors impacting emotional development – There are many factors that affect the emotional development among kids. the major 1s are – Fatigue – tired and exhausted kidIll wellnessOrder of birthIntelligenceEnvironmentParental attitudes The child’s emotions are still pure of contrasts. He loves because he takes in. because nature orders him to make so. And what he takes and absorbs to do it a portion of his ain life. so as to make his ain being ( The secret of childhood. pg 80 ) . The kid follows the adults and the words of a adult are supernatural stimulations. The kid is enchanted and fascinated by his actions and words. What the grown up Tells him remains engraved in his head like words incised by a chisel on a rock. The grownup should number and mensurate all his words before the kid. for the kid is hungry to take from him. he is an collector of love. The developing kid non merely acquires the modules of adult male: strength. intelligence. linguistic communication. but at the same clip. he adapts the being he is building to the conditions of the universe about him. The kid has a different relation to his environment from ours. The things he sees are non merely remembered ; they form portion of his psyche. He incarnates in himself all in the universe about him that his eyes see and his ears hear. In us the same things produce no alteration but a kid is transformed by them. This critical sort of memory which absorbs is called â€Å" Mneme† . In this procedure of soaking up. acquisition. geting. accommodating the kid is building non merely physically but emotionally or psychic as good. The minute the kid understands his environment he learns to work and accommodate to it and so further wants to get the hang in it which leads to alterations consequently. In this complete procedure the undermentioned emotions are built ; Self esteemAssuranceFeeling of capablenessSense of accomplishmentTherefore. kids enjoy procedure non purpose!The distinguishable difference between adult male and carnal – Montessori tends to follow a different point of view from many modern psychologists. Most of the psychologists place great accent upon the â€Å"inherited inclinations to behavior† which adult male has in common with animate beings. They maintain that everything we do is based on the natural impulses of human act. Therefore ; the love of cognition is but the sublimed inherent aptitude of wonder. For Montessori. she believes that adult male differs from carnal creative activity non merely in grade but besides in sort. She states that the most important thing about the kid development is non natural inclinations that are in common with animate beings. but the capacity to ground which distinguishes us from them. Here. she is non seeking to deny or minimize the significances of their findings. but she is stating that these simple psychic forces are merely a portion of the inquiry and a lesser portion. her strong belief is – â€Å"Animals have simply to rouse their inherent aptitudes towards their specified behaviour and their psychic life is limited to this. But in adult male there is other fact –the creative activity of human intelligence ( Montessori. notes ) . Unlike adult male. one can foretell the behaviour of animate beings. whereas for adult male. what he will make in the hereafter. no 1 can state. â€Å"For adult male there is no limit† ( Montessori notes ) . Man is a rational animate being to be most â€Å"like to God† whose image we are made. Man entirely possesses â€Å"that capable and god-like ground which enables us to make what no animate being has of all time achieved –i. e. to lift to a consciousness of our being i. e. ego consciousness. to the cognition that â€Å"I am I† . It is with this gift of ground or mind as foundation that we are able to construct our single characters. How shortly does a kid Begin to ground? Harmonizing to Montessori. it begins every bit early as a babe where the kid starts from nil. Its ground revolves round his internal working like a small bud. developing and presuming concrete signifier from the images it absorbs from the environment. Harmonizing to Montessori at her talk in 1944. it was stated that the first twelvemonth of a child’s life is the period where greatest psychic activity can develop by the human being. This is apparent because we know that the encephalon is one thing that is active during the first twelvemonth. That the ground why the caput of a one twelvemonth old has doubled in size since its Born. At the 3rd twelvemonth. its encephalon is already half that of the adult- at four old ages eight –tenths of its ultimate size. Montessori farther elaborated that it is during the first period that the human being grows chiefly in intelligence: the remainder of its growing during this period. being low-level to this developing psychic life. The three features we can detect about a kid during this period are – The kid creates his ain head –Since intelligence is what distinguishes adult male from all other animate beings. the first feature is the creative activity of intelligence. As said before he foremost constructs himself by absorbing everything from the environment by his unconscious head. With these countless feelings. the kid continues to construct his witting intelligence. Montessori said ; to construct up this witting intelligence. the work of the manus plays an of im port and indispensable portion. The intelligence builds its ain instrument –Second fact is while building his ain intelligence he besides begins to build his ain bodily instruments of look. The child’s power of motion will develop in subordination to this superior purpose i. e. of psychic development. Its activity will non be confined within the narrow bounds of natural behaviour. but will work as an instrument of a free moral agent. His ageless fate is placed within his ain custodies. Fantastic adaptative powers of the kid –The 3rd feature of this period. are the fantastic adaptative power possessed by the kid. Montessori illustrated this point by comparing adult male to animate beings. Example – if a cat is born in France. England or India. it would mew merely the same manner wherever it grows up. However for a kid he will talk Gallic in France. English in England and Hindi or any other idiom in India. This is because of its â€Å"inner construction† . Motion and mental assimilation leads to integrating of personality – The kid constructs himself through motion. The value of motion goes deeper that merely assisting in acquisition of cognition. It involves the development of child’s personality -in 1st twelvemonth babe establishes his physical his physical development through motion. He learns to utilize his limbs and whole organic structure to transport out motions such as creeping. standing and walking and sometimes running. In the following few old ages he refines his gross motor accomplishments through motion. He continues to develop his all right motor accomplishments through activities that involve motions. As the kid interacts with his environment. he absorbs the environment into his psychic life. Through repeated usage of stuffs in the environment he learns to compare. discriminate. differentiate and justice the qualities of the stuffs. As the kid additions experience through exercisings and motions. he co-ordinates his ain motion and records the emotions he experienced in coming into contact with the external universe. He learns self aid accomplishments. taking and sharing. This is the societal and emotional development of the kid. It is besides non sufficient to let kids to larn without giving him the chance to work or research with the stuffs. When kids work with the stuffs. it involves originative motion. When learning kids. it is non sufficient for them to hear the things which we wish him to larn. â€Å"We must give no more to oculus & A ; ear than we give to the hand† ( Montessori notes ) For illustration. in learning kids. the thought of dimension. it is no good to demo them a diagram of objects of assorted sizes. alternatively we need to supply kids with concrete stuffs such as the gnarled cylinder. tap tower. brown stepss. long rods and knobbles cylinders. They must be given the chance to research and experiment with the stuffs. This is so with all Montessori stuffs whether it is the four operations in arithmetic. parts of address or acquisition of lands and H2O. It ever involves motion. The kid as an single nowadayss two facets –the centre and the fringe. The centre is seen as the innermost bastion of the personality from which action returns. At this centre the kid increases his mental powers by seeking out esthesis and motion which takes topographic point at the 2nd portion of his personality i. vitamin E at the fringe. The fringe is that portion of the child’s personality which comes in contact with the external universe. It involves the senses. motions and the outward manifestations of his pick. Through uninterrupted interaction of the centre and the fringe. the head of the kid develops and expands. The directress should be concerned with the fringe as it is that portion of the kid that is accessible to her. The other methods of learning purposes at acquiring to the centre straight. The teacher’s concern is to feed the fringe. The instructor prepares the environment that meets the child’s inner demands and in his geographic expedition of the stuffs. he abstracts thoughts from them. As both centre and fringe interacts. the kid builds his head. The objects in the environment can non be chosen at random. Each stuff possesses an thought or concept to be realized. non to be announced by the instructor. At the kid explore with the stuffs. this concept/idea become presented. In pattern. we frequently find that even if the directress has prepared the environment and presented the stuffs to the kids. at that place do non look to be a chink of the centre and the fringe. The kid does non look to be interested and his act seems to be in a disorderly mode. Harmonizing to Montessori. the reply to this losing nexus is the â€Å"Point of Contact† . To explicate this. Montessori used the illustration of learning the grasp of music. If the instructor tries to play music forenoon boulder clay dark and kids are allowed to travel approximately to travel about anyhow and anyplace in a disorderly mode. there is a deficiency of contact. To decide this job. the musculuss. which move. should travel in response to the musical beat therefore set uping a psychic span between the psyche of the kid and the external world of music. The minute the kid understands that there exists the connexion ( i. vitamin E between the music and his motion ) . so the point of contact is established. So if the music changes its beat. so the kid becomes cognizant of it and changes his motion consequently. and he is on the route to hone himself. This world may be either material or religious ; but motion must ever attach to the kid at any rate. Let’s expression at an illustration to understand how the point of contact aid development. In their presenting of the sensory stuffs. kids were given new sounds. new forms etc. The chief intent of it is non merely convey new sounds. new forms but to convey order into this new feeling. The trouble or the mistake that the kid is to detect and understand must be isolated in a individual piece of stuff. For illustration the long rods will show to the kid merely a fluctuation in length and non in coloring material and design. Such isolation will assist child concentrate on the job more readily. It is through this method. that it leads the kid to be interested in dimension. and develop him to detect them in the universe about. Montessori calls her material â€Å"keys to the Universe† –it is of import to constantly retrieve that it is through this point of contact limited and precisely but existent work. helps the kid to cite the head to inquire at big in phantasy to something existent which opens up a new tract. With younger kids. nevertheless. it was observed that the exercisings in practical life will play an of import portion. but ever the point of contact will be established through motion. An illustration was to acquire up from a chair and carry it from one topographic point to another without any sound. The kids would be presented this construct of self flawlessness and would seek to make the same as it corresponds to his psyche. Again. we see the truth of Montessori’s axiom that â€Å"education begins through movement† .

Double Indemnity: Love of Manipulation or Manipulation of Love? Essay

â€Å"The basic tool for the manipulation of reality is the manipulation of words. If you can control the meaning of words, you can control the people who must use the words† (Phillip K. Dick). Manipulation in this book can be summed up in one phrase: It takes two to tango. This dance takes total control of the manipulator and the person being manipulated. Beauty and lust are two common methods of manipulating others. This novel successfully portrays the manipulation of two very clever women through their full and utter control of Walter Huff. In the book Double Indemnity, the author James Cain describes women as manipulators and clearly shows their power to negatively affect men. He illustrates this through the characters Phyllis and Lola. In extensively flirting with Mr. Huff, Phyllis was able to manipulate him into killing Mr. Nirdlinger, leaving her free of any punishment linking her to the murder. James Cain proficiently uses Phyllis’ character to emphasize the power of cruel manipulation used effectively by this woman. This is a reoccurring theme throughout the three literary time periods: Classic, Cozy, and Hard Boiled. The women in this story are powerful users of manipulation due to their beauty, which feeds Huff’s most fundamental emotions. These emotions are: being loved, cared for, a sense of belonging, and inflating their sense of self. With Phyllis’ relationship with Huff, â€Å"She is wholly coquettish as she woos Walter into her scheme to kill her husband. She even says she loves her husband, but shortly afterwards the repulsive side of her character reveals itself in her comment that they would be doing her husband a favor by killing him† (Beetz). Mr. Huff is an intelligent man who can plan and scheme a course of action. He hardly shows weakness of emotion and effortlessly completes the murder of Mr. Nirdlinger. Mr. Huff followed his script with ease and serenity. Walter’s downfall was Phyllis’ ability to manipulate him to her ends. Phyllis makes herself look dim and useless in Walter’s eyes in order to get him to take initiative, plan, and execute the murder. Phyllis skillfully has Huff commit the murder and then deceitfully shifts the blame onto him. While she was using him for her final solution, â€Å"Phyllis ferrets out the weakness in Walter’s character–his need to feel superior to others–and proves herself capable of sophisticated manipulation. For example, she fabricates preposterous ideas of how she might do away with Mr. Nirdlinger, like drowning him in the swimming pool and making it look like a diving accident, so that Walter can strut his knowledge and develop an idea that will pass muster with the insurance investigators but will also yield the greatest payout† (Beetz). Phyllis controls Walter shrewdly throughout the book, whether by devious manipulation or self-portrayed, feigned stupidity. Although Walter seemed as if he were the smarter of the two, Phyllis had full control of him for the duration of the entire novel. Women may use their beauty as an ill-hearted power to get what they want with this game of love. Many professional females may secure positions of power by utilizing their flirtatious skills and their sexual attraction as an influence on men’s emotions. Although James Cain portrays Phyllis and Lola as polar opposites, Lola is still able to use her naà ¯vetà ©, youth, and beauty as leverage and exploits the two men in her life: Nino Sachetti, her boyfriend, and Walter Huff, her paramour. Lola uses her innocent beauty as a coercive force to secure her intended goal with Huff. Huff is attracted to her and influenced by her persona of caring, comfort, and beauty. Many believe that, â€Å"The symbolism is in the [checkers] game that Phyllis and Lola play nearby. Lola says she’s going out to meet her girlfriend, denies any intent of meeting her boyfriend, the penniless Nino Sachetti. Yet when Huff leaves the house, he finds the sexy young Lola waiting for him in his coupe†¦ and once again he finds himself being manipulated by a woman. But who is manipulating who? As it develops, Huff’s ambiguous relationship with Lola fits perfectly with Phyllis’ second agenda† (Russell). Walter is a victim of manipulation, for his lust for these two women promotes and decides his actions more than his common sense. One should nott kill for love, as it is uncharacteristic and hypocritical. He’s killing to secure his sense of love, which was not found with Phyllis. Walter tries to abide his conscience when he settles for Lola as a consolation prize. Lola notices his weakness and exploits his emotions with her promiscuous behavior toward him. Lola’s entrapment of her innocent beauty gave her the upper hand in her relationship with Walter, eventually leading to her complete control of him: â€Å"She had made a fool of me. She had used me for a cat’s paw so she could have another man, and she had enough on me to hang me higher than a kite† (Cain, 80). His willing submissiveness verifies the overpowering influence that the emotional and physical attributes of these women use to their own ends. Walter believes that he is meeting his needs with this devil’s bargain. Mr. Huff allowed himself to be easily manipulated by women because he made himself believe that the women had something to give that he so truly desired. Walter killed Nirdlinger not out of hate—Huff did not have anything against him, he killed Nirdlinger out of pure lust for his mistress. Walter Huff kills for love, but he will die without being loved. Phyllis and Lola use the three poisons for love: manipulation, intimidation, and domination. These poisons make the foundation for securing their financial and emotional stability.

Win a Book Bundle by Reviewing Season 2 of Reedsys Podcast

Win a Book Bundle by Reviewing Season 2 of Reedsys Podcast Win a Book Bundle by Reviewing Season 2 of Reedsy's Podcast Update: This contest is now closed. Check out Bestseller Season 2 right here, and discover tons more amazing writing podcasts in our post of  30+ writing podcasts you need to be listening to!This week marks the start of Season 2 of  Bestseller, the self-publishing podcast from Reedsy. Continuing the work he did in Season 1, host Casimir Stone will be following the origin story of an indie author,  demystifying the process of writing and self-publishing a book.This season's protagonist is Bella Falls. Prior to publishing her Southern Charms Cozy Mysteries, she spent almost a decade brushing  shoulders with the biggest names in self-publishing. In that time, she familiarized herself with writing to market and its various sub-genres and experienced the writing world as an editor, designer, personal assistant, and community member. It's true to say that her overnight success was a long time in the making.Listen, review, and win a book bundle!To promote this new season, we're givi ng away the first three paperbacks in the Southern Charms series to three listeners.Loading... The competition closed at  11.59pm EST on May 10th, 2019.Thanks in advance for your help, and good luck!

Direct Democracy Pros and Cons

Direct Democracy Pros and Cons Direct democracy, sometimes called pure democracy, is a form of democracy in which all laws and policies imposed by governments are determined by the people themselves, rather than by representatives who are elected by the people. In a true direct democracy, all laws, bills and even court decisions are voted on by all citizens. Direct vs. Representative Democracy Direct democracy is the opposite of the more common representative democracy, under which the people elect representatives who are empowered to create laws and policies for them. Ideally, the laws and policies enacted by the elected representatives should closely reflect the will of the majority of the people. While the United States, with the protections of its federal system of â€Å"checks and balances,† practices representative democracy, as embodied in the U.S. Congress and the state legislatures, two forms of limited direct democracy are practiced at the state and local level: ballot initiatives and binding referendums, and recall of elected officials. Ballot initiatives and referendums allow citizens to place – by petition – laws or spending measures typically considered by state and local legislative bodies on statewide or local ballots. Through successful ballot initiatives and referendums, citizens can create, amend or repeal laws, as well as amend state constitutions and local charters. Examples of Direct Democracy: Athens and Switzerland Perhaps the best example of direct democracy existed in ancient Athens, Greece.  While it excluded women, slaves, and immigrants from voting, Athenian direct democracy required all citizens to vote on all major issues of government. Even the verdict of every court case was determined by a vote of all the people. In the most prominent example in modern society, Switzerland practices a modified form of direct democracy under which any law enacted by the nation’s elected legislative branch can be vetoed by a vote of the general public. In addition, citizens can vote to require the national legislature to consider amendments to the Swiss constitution. Pros and Cons of Direct Democracy While the idea of having the ultimate say-so over the affairs of government might sound tempting, there are some good – and bad – aspects of direct democracy that need to be considered: 3 Pros of Direct Democracy Full Government Transparency: Without a doubt, no other form of democracy ensures a greater degree of openness and transparency between the people and their government. Discussions and debates on major issues are held in public. In addition, all successes or failures of the society can be credited to – or blamed on – the people, rather than the government.  More Government Accountability: By offering the people a direct and unmistakable voice through their votes, direct democracy demands a great level of accountability on the part of the government. The government cannot claim it was unaware of or unclear on the will of the people. Interference in the legislative process from partisan political parties and special interest groups are largely eliminated.Greater Citizen Cooperation: In theory at least, people are more likely to happily comply with laws they create themselves. Moreover, people who know that their opinions will make a difference, they more eager to take p art in the processes of government. 3 Cons of Direct Democracy We Might Never Decide: If every American citizen were expected to vote on every issue considered at every level of government, we might never decide on anything. Between all of the issues considered by local, state and federal governments, citizens could literally spend all day, every single day voting.Public Involvement Would Drop: Direct democracy best serves the interest of the people when most people take part in it. As the time required for debating and voting increases, public interest, and participation in the process would quickly decrease, leading to decisions which did not truly reflect the will of the majority. In the end, small groups of people often with dangerous axes to grind, could control the government.One Tense Situation After Another: In any society as large and diverse as that in the United States, what is the chance of that everyone will ever happily agree with or at least peacefully accept decisions on major issues? As recent history has shown, not much.

Thomas Hope's influence on interiors and furnishings in the early Term Paper

Thomas Hope's influence on interiors and furnishings in the early 19th-century - Term Paper Example The freedom and capability to discover and pursue one’s interest is of great factor to any aspiring artists, like Thomas Hope, a young man who was blessed with a family banking fortune at his disposal that aided in his travels around the early civilisations of the world. At a tender age of 18, Hope, through a letter in 1804 addressed to Frances Annesly, already expressed his interest on the arts. â€Å"Egyptian architecture I went to investigate on the banks of the Nile, Grecian on the shores of Ionia, Sicily and the Peloponnesus. Four different times I visited Italy to render familiar to me all the shades of the infinitely varied styles of building peculiar to that interesting country†¦Ã¢â‚¬  (Nolan, 2011, P 2) Thomas wrote, which showed his immense interest on the field of his personal choice. Discussion Despite the fortune brought about by the banking industry on the Hope family that originated from Scotland and settlers of Holland, Thomas did not show interest in his inherited trade but instead focused on his â€Å"favourite hobby† (Nolan, 2011, P 2) travelling as a student of cultures. Prior to establishing himself in Portland Place, London, Hope stayed in Istanbul to explore the Istanbul/Constantinople lifestyle embodied on their arts and cultures, and produced about 350 drawings of observations of the rich and powerful in that area (Nolan, 2011). In the purchase of the Adam House in Portland, he established himself in London as a scholarly art collector, interior designer, and patron of artists and craftsmen, of which he had been called â€Å"the Furniture† man although some of those who used the term meant to ridicule him. Despite the criticism, he continued to sketch designs for furniture with accompanied texts to advance historically-based knowledge of design as embodied in his several books: Household Furniture and Interior Decoration (1807); Costumes of the Ancients (1809); Designs of Modern Costumes (1812); and the posthumous An Historical Essay on Architecture (1835) (Nolan, 2011). He also wrote a fictitious romance Anastacius. His travels were also coupled with careful scrutiny of the images in those localities he set foot on, as well as studying of the arts and culture of his host place. Prior to Napoleon’s expedition in 1798, Hope already went as far as Near and Middle East, and Europe. His knowledge o f the collections in the Vatican and the Capitoline Museums also contributed to his vivid designs. He also studied architecture and design whilst collecting antiquities that were housed in Duchess. He also sketched many detailed artefacts seen in his travels including landscapes, mosques, palaces, interiors, friezes, reliefs, and other details that stole his fancy (Kelly, nd). His interest in Egyptian art and architecture cannot be undermined. Egyptian forms and decoration was seen as contributed in part by the neo-classicism of his period as well as early European interest in the region (Kelly, nd). It has been suggested that in Hope’s interest of the arts, he came across the work of Dominique Vivant Denon, book Voyag dans la Basee et la Haute Egypte (1802) that detailed his experiences in Egypt as an aide of Napoleon Bonaparte. This book has been seen of great influence to Thomas Hope’s design of furniture (Honour, ___ ) of which it was suggested that â€Å"Hope sei zed on Denon’s Voyage, which very conveniently appeared during the Peace of Amiens, and scanned its plates for illustrations of Egyptian furniture. He sought to reproduce the chairs, couches and beds to be descried in the hieroglyphic paintings and carvings,† (Honour, 1817, p 19). It was observed, however, by Kelly (n.d.) that Hope actually acknowledged Denon as one of his four inspirations in the decorative motifs in his furniture