Homework Harm and Struggles Let Us Ban It

Homework Harm and Struggles Let Us Ban It Homework Ban: Failure in Class or a Recharge Before Next Day’s School? Disputes about homework and its amount will probably exist as long as education itself. Students oppose it, teachers and some parents enforce it, and some parents begin to doubt the practice and ask questions about how exactly this additional workload is going to help their children to be curious thinkers if all kids want to do every day is to get a bit more sleep. This gloomy picture made us come up with two issues up front: first, we will scrutinize real pros and cons of heavy homework load, and second, we will offer you a solution to your ordeal. If today’s tasks are just impossible (as if other daily tasks are much easier!) just let us know, and we will help you out of any written task you can think of. We have been dealing with stressed students and abundant assignments long enough to know how to accomplish them efficiently and not to compromise your grades. Now back to the question of homework. What Science Has to Say About Homework Role in Students’ Academic Success Scholars including biologists and children psychologists have long studied how kids’ bodies and minds function and arrived at a conclusion that home task does not essentially improve learning outcomes of students. Only certain limited amounts of work at home do boost learning and make students more confident in applying their theoretical gains to real-life challenges. But the tradition of abundant homework with heavy stress on memorization dates back to times ages ago when kids’ needs were not taken into account and adults treated kids in ways they believed were right, not in ways that were actually right. Since then the education system was thoroughly overhauled, both for the benefit of students and the country, but the concept of homework did not change much. Moreover, in various countries approach to homework is different, in some teachers assign loads of it, and in some kids have plenty of time to rest and enjoy themselves after school, and their academic level does not trail behind the US students level. Recently, the debate has moved to the public sphere, with thoughtful arguments in media both for and against homework. HuffPost claims that only 30 minutes of work is allowed. The Atlantic takes the more measured stand and calculates what load suits what age. Teachers, parents, and experts all voice their sincere beliefs and facts to support their positions. But can these debates be boiled down to some concise lists? Actually, yes. We will begin with a more inspiring part: 10 Solid Reasons Homework Should Be Eliminated (or at least heavily limited in amount). Unfortunately, the existence of these facts will not make colleges and schools skip home tasks overnight, but at least you will be equipped to support your position about homework when asking a teacher to give fewer tasks for home studies. And these arguments will be related neither to laziness nor to boredom (these two are too easy to dismiss). Stealing home time that can be spent resting, communicating with parents, siblings or friends – or just engaging in enriching things that you really like. Students spend in school long hours that can be compared to a full workday – and they are required to do more work at home. In adults’ world it is called overtime and is paid for at double rates, and here it is considered a benefit for students just for the sake of its own. Unnecessary work that does not actually impact knowledge or academic success. For homework to be useful and impact study outcomes positively, many factors are to be taken into consideration while tasks are assigned. Namely, the age of students, the total load of homework for the day, the complexity of the material, its familiarity to students, and many more. But usually, tasks are just dumped on a student’s plate, both discussed and undiscussed in class. What a teacher did not manage to cover in class is supposed to be mastered by students on their own. This is not what homework should be like, experts say. Making students fail at next day tests. Long hours of afterschool work exhaust students even more, and the next day they feel fatigued and distressed, and they hardly remember things they need to pass tests (especially if large home tasks were in a different subject). So they fail, and instead of benefiting from homework they have low scores in tests as well. Pressure on mental health and a negative impact on mood. It is obvious that additional challenging work is no good for developing self-perception and attitudes to the world. The unnecessary challenge to students who have other tasks like job, sports or looking after siblings. Instead of pursuing healthy pastime or hobbies that can develop into careers, students spend time doing useless tasks. And then they are expected to know for sure what they want to do in the future! No assistance in doing tasks. One of the biggest problems with homework. Students have no one to ask if they have troubles with homework, and so they just repeat their mistakes over and over. Standardization of ways students has to learn things. People are wired for different channels of learning, and while some can learn by reading, others just physically need to listen or to watch a video to understand something. Writing is not everybody’s talent. Yes, writing in itself is challenging. Not everyone can come up with a decent essay in, say, history or sociology. Just skip it. The content of tasks does not coincide with the content covered in class. One more improper way to give home task. The lack of time in class and overly packed curricula are not the problems of students, they are problems of boards and educators who design curricula without knowing what goes on in real classrooms. But since teachers are required to meet milestones, they dump the load on students to study at home. This is a total no-no from a scientific viewpoint, but it happens often. Artificial reason for bitter arguments between parents and kids. Yes, teenage is hard, and fights over homework only aggravate already tense and complex relations between parents and kids. 8 Facts That Show That Homework Can Be Useful (Under Certain Conditions) Helps to reduce time spent on gadgets in time of digital intoxication. Yes, maybe, it does not require browsing the web for a couple of hours and typing a paper for three more hours. Helps to learn time management (if given in reasonable amounts). Yes, if a load is manageable then time distribution planning is important. But today homework just consumes all waking time of students. No management needed. Helps master critical thinking and train memory. Yes, if a material was already covered in class and discussed. Then going over it can help students see the connection they did not notice or ask questions that go beyond the surface of events. If they see the material for the first time, they have more questions than answers – and no one is here to answer them. Gives a sense of responsibility and accomplishment. Yes, if work is manageable then completing it before doing something for fun makes kids feel responsible and proud. Boosts research skills. Yes, if students have a framework of knowledge already and are required to elaborate it through research. A doubtful benefit, as researches show today. But anyhow, creating a written project does require research planning, drafting and creating a final version. This is a good training session in switching between tasks. Topics for discussions with parents. Cool, if parents can participate and help children grasp the topics better. Refreshing study materials in memory before tests. Yes, but home task should include only the subject related to the next day’s test. Then it will not divert time and attention and will help to understand and memorize stuff better. So, What Is the Conclusion About Homework? As any medicine, it has its proper dosage and plans of administering. If everything is observed carefully, a home task is a valuable tool to boost learning and develop students’ thinking. But if the load is too big or too complex, it poisons minds, exhausts bodies and in general makes school a gruesome place. So it is up to teachers (and education boards and committees) to manage homework amounts more carefully and so inspire kids’ curiosity and openness to learning. If nothing else helps, we are the last bastion that will take a punch and save your grades by delivering fast and high-quality homework assistance. Remember that.

Gustave Courbet, Young Women from the Village and John Singer Sargent, Term Paper

Gustave Courbet, Young Women from the Village and John Singer Sargent, The Wyndham Sisters - Term Paper Example The paper "Gustave Courbet, Young Women from the Village and John Singer Sargent, The Wyndham Sisters" compares, in detail, two significant works of art. The first work is Gustave Courbet's Young Women from the Village and the second work is John Singer Sargent's The Wyndham Sisters. The first piece of work is entitled Young Women From the Village. The nature of this piece is extremely organic and elemental. At first glance, one can’t help but notice the greenery in the backdrop which meets a skyline that almost appears to be approaching darkness or the color of a storm. The women in the painting do not seem to notice anything about their surroundings except for the young girl who appears to be a peasant as she is not dressed as formally as the women which surround her. The painting also features several cows along with a spaniel breed of dog. There is a certain serenity in the piece somewhat akin to a still life or what is often found in landscapes. The piece is indicative of the time period as the women are dressed in floor length, casual dresses with hats and parasols. It is as though the women are caught in a perpetual moment of leisure on the outskirts of a pasture which seems to go on until the skyline begins. This piece may be compared to the piece entitled The Wyndham Sisters by John Singer Sargent primarily on the basis of it’s feminine quality. Both of these works feature several woman, all dressed indicative of the time period. The latter of the two works however, depicts three women.

Assimilation Essay Example | Topics and Well Written Essays - 500 words

Assimilation - Essay Example In this manner I will be able to better adapt, and in return will be better accepted by local people. Further on, adopting a foreign language and learning about a foreign culture can be viewed as broadening my views and enriching my personality. Assimilation, of course, has its negative implications. First, it is associated with losing touch with those characteristics that are tokens of my own culture. It is one thing to understand and acknowledge differences, and quite another to accept the established country's cultural norms as my own. This will break the relationship I have with my Native American culture and will make me less secure in the new social environment. The American culture has many tokens that are if not unique, then at least emblematic - like individualism, equality, democracy and patriotism (Wikipedia, 2006). These represent bits of influences that have shaped my value system, attitudes and viewpoints. Both consciously, and subconsciously it will be very difficult for me to give up those values, because they have been part of my cultural world all my life. It is difficult to identify that one element that is of greatest importance to me, probably it's the idea of social equality and equal opportunities. Many cultural systems are built on different social statuses, like the Indian castes for example.

Do Athlethes and Actors Get Paid to Much Assignment

Do Athlethes and Actors Get Paid to Much - Assignment Example , it is a belief that in a typical society where traditionally the amount of money payable in salaries and related earnings is determined against the value of one’s work to the society, the pay packages of athletes and actors go against the grain. It is a common economic practice in the modern society that in determining the pay commensurate to someone’s work, it is to be determined by the economic significance of their work, and value added to the society by that particular job. For instance, the teaching profession is among one of the most economically significant profession since the future of any economy is dependent on the education acquired by its young generation. In spite of this fact, teachers are paid peanuts when compared to established athletes such as Usain Bolt (Quirk, Rodney and Pay108). In addition, there is the opinion that athletes and actors do not encounter hardships and life-endangering situations in their work. However, this cannot be said of occupations such as those of policemen, medical practitioners and fire brigades who save lives of other people even risking their lives in the process. What of the gallant police officers and military personnel who even abandon their loved families for the service of protecting and defending their nations with some paying the ultimate price in the process? They all earn just a little fraction of these athletes and actors. In fact even the number one patriot in America, President Obama’s pay cannot stand what these A-class athletes and actors take home in spite of the fact that he handles and makes critical policy decisions that directly affect the entire world each day he is in office (Hanold 89). The group that hold this view reiterate that if athletes and actors are to be paid these huge pay packages, then they should at least give back some of it to the society. They can do this through charity organizations as a show of goodwill since the same people make their payday. In addition, they should

Problem Solving Creative Thinking And Decision Making

Problem Solving Creative Thinking And Decision Making Problem solving is a skill. Managers and leaders spend much of their time solving problems and making decisions. The nature of the problems can be small, large, complex or simple and its the role of the manager to establish an approach to resolving the problem. Being faced with problems often results in people becoming uncomfortable and afraid, trying to find a solution immediately without analyzing the problem and looking for someone to blame. Problems occur every day and cannot be escaped. It should be viewed as opportunities to improve systems and relationships within organizations. The tendency to try and find a solution immediately is one of the fundamental mistakes in problem solving as the solution should be founded at the end of the process rather than at the beginning. Using an approach that worked previously can leave you solving the same problem over and over again. We are born problem solvers and build our confidence when we solve problems. Having a good process and approach to problems can solve them quickly and effectively. 2. Problem Solving and Decision Making Framework Organisations struggle with inherently the same problems year after year. The lack of a comprehensive and structured process is the reason for this failure. An organized approach using simple principles and a clear defined approach can facilitate permanent solutions. The 7 step problem solving process is an effective problem solving process that consists of a sequence of sections that fit together. Within each section, there are various tools that can be used to work through the problem and find out what is really going on. It is useful to have such a structure to ensure that nothing is overlooked. Figure : 7 Step Problem Solving Process 2.1 Define/Identify the Problem At this point, people react to what they think the problem is. Instead, we should seek to understand more about why we think there is a problem. It is imperative to deal with the real problem and not the symptoms. With input from yourself and others, a serious of questions on the problem should be addressed. Use the 5 Ws and an H to collect statistics on the problem: a) What can you see that causes the problem b) Where does it occur c) When is it happening d) Why is it happening e) With whom is it happening f) How is it happening At this stage, a problem statement should be developed and written down. This will ensure that you are tackling the actual problem and not a side issue or part of the problem. A problem clearly stated is a problem half solved. (Dorothea Brande). Writing the statement will ensure that everyone can quickly understand what the problem is. The problem can be re-phrased as a goal objective. This provides a focus and direction for the problem-solvers that is measurable. The problem statement should also attempt to have a target date identified and scoped so that it can be realistically tackled. 2.2 Analyse the Problem In this stage of the problem solving, critical input from people who have noticed the problem and who are effected by the problem should be gathered and sifted. The problem needs to viewed from a variety of viewpoints. Several questions should be asked to gather the required information : What is the history of the problem? How long has it existed? How serious is the problem? What are the causes of the problem? What are the effects of the problem? What are the symptoms of the problem? What methods does the team already have for dealing with the problem? What are the limitations of those methods? How much freedom does the team have in gathering information and attempting to solve the problem? What obstacles keep the team from achieving the goal? Can the problem be divided into sub problems for definition and analysis? Understanding where the problem is arising from, its fit in the current development and what the current environments are, is critical when working out if a solution will work or not. The problem definitions validity can be checked here by stepping back and assessing the current situation and what needs to be changed. The cause of the problem should be written down in terms of what is happening, where, when, how, with whom and why. 2.3 Generate Possible Solutions At this stage, the team and yourself should generate a number of possible solutions. No evaluation of the solutions should occur but rather the effort should be concentrated on generating as many solutions as possible. Various techniques can be used to solve problems. 2.3.1 Brainstorming This is a technique designed to help a group generate several creative solutions to a problem. It is focussed on developing imaginative and innovative solutions. It is a simple means of generating a large number of ideas from a group of people in a short space of time. Steps: A groups members are presented with a problem and all its details. Members are encouraged to come up with as many solutions as possible, putting aside all personal judgments and evaluations. Piggy-backing off another persons idea is useful. All ideas are recorded so the whole group can see them. Ideas are evaluated at another session. 2.3.2 Reverse Brainstorming Reverse brainstorming uses a combination of the reversal technique and brainstorming. This technique involves starting with two reverse questions: a) How could I possibly cause the problem rather than How do I solve or prevent this problem? b) How could I possibly achieve the opposite effect rather than How do I achieve these results? Brainstorm the reverse problem to generate reverse solution ideas. The ideas should be allowed to flow. No idea should be rejected. The ideas from the reverse problem should now be reversed for the original problem. 2.4 Analyse the Solutions This stage is where you investigate the various factors about each of the potential solutions. The good, the bad points and other relevant items to each solution is noted. There are several ways to evaluate the chosen solutions, and writing them all down will help the group to choose the best solution to the problem. a) Making a T-Chart to Weigh the Pros and Cons of Each Idea The T-chart can be used where team members write down the advantages and disadvantages for each solution. This method will illustrate the strengths and weaknesses of each solution. b) Develop and Assign Weights to Criteria All the criteria people are thinking about should be listed and weighted. This way, all group members are clear as to what criteria others are using. c) Prioritize the Criteria The next step is for the group to agree on how important these criteria are in relation to each other. For example, is cost the most important criterion, or low resistance by others, etc. The criteria should then be rated in terms of importance. Assign a number to each criterion so that all criteria together total 100. d) Rate Proposed Solutions Using Criteria Using the four to six possible solutions, score (on a scale of 1 to 10) each solution against each criteria. Repeat this for each criterion. Multiply this score to the weighting, then add the weighted scores for each solution. This exercise will help compare alternatives objectively. 2.5 Select the best Solution The various influencing factors for each possible solution is reviewed and solutions are kept or eliminated. The group should be concerned with whether or not the solution chosen solves the problem or just minimizes it. The solution must be workable in relation to the problem. During this step, decisions need to be made. Weighting of the previous step can be used to select the best solutions. The T-chart can be reviewed for advantages and disadvantages. The facts and information gathered must be consistent with the proposed solution. Solutions can be voted for and then those can be shortlisted. Shortlisted items can be analysed and further refined and voted on. There is a possibility that no solutions may work. The problem may need to be re-evaluated or generation of solutions may need to be re-visited. This maybe the result of a problem definition that is not well defined. 2.6 Develop an Action Plan An action plan involves writing down what is going to next now that a potential solution is available.. This plan will realise that the solution happens. The plan can consist of sequential tasks identifying who is doing what, when and the timeline for completion. The following questions should be answered for the action plan : What is the overall objective and ideal situation? What is needed in order to get there from here? What actions need to be done? Who will be responsible for each action? How long will each step take and when should it be done? What is the best sequence of actions? What training is required to ensure that each person knows how to execute each step in the plan? What standards do we want to set? What resources are needed and how will we get them? How will we measure results? How will we follow up each step and who will do it? What checkpoints and milestones should be established? What are the make/break vital steps and how can we ensure they succeed? What could go wrong and how will we get around it? Who will this plan affect and how will it affect them? How can the plan be adjusted without jeopardizing its results to ensure the best response and impact? How will we communicate the plan to ensure support? What responses to change and other human factors are anticipated and how will they be overcome? 2.7. Implement the Solution The solution can be implemented as a project using the action plan as the baseline. Tasks should be monitored and reported on. The Gantt chart could be used to monitor this progress. Regular meetings should be held with relevant stakeholders to communicate progress on the solution and advise if any slippages or blockers exist on the project. Contingency plans can be devised and implemented to recover from slippages. 2.8. Verify the Solution Once the solution is implemented, it can be tested be reviewing the normal operation of the organisation. Adjustments may be required to improve the effectiveness of the solution. A lessons learnt document/memo should be created highlighting what changes should be made to avoid this type of problem in the future, considering changes in policies and procedures, and training. 3. Creative Thinking Effective problem solving requires creativity. Creativity in problem solving process sparks new solutions and concepts in changing environments. There are various tools that can be used: 3.1 Six Thinking Hats This is a tool for group discussion and individual thinking. The technique allows you to look at decisions from a number of important perspectives. In meetings it has the benefit of blocking the confrontations that happen when people with different thinking styles discuss the same problem. Each Thinking Hat is a different style of thinking. These are explained below: à ¢Ã¢â€š ¬Ã‚ ¢White Hat: This hat requires you to focus on the facts and data available. Review the information you have, and determine what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them. This is where you analyse past trends, and try to extrapolate from historical data. à ¢Ã¢â€š ¬Ã‚ ¢Red Hat: Team members state problems using intuition, gut reaction, and emotion. This is a method of harvesting ideas. Also try to think how other people will react emotionally. This method can use post-it notes to allow a quick system of voting, and creates a clear visual cue that creates rapid if incomplete agreement around an issue. à ¢Ã¢â€š ¬Ã‚ ¢Black Hat: Using black hat thinking, looks at all the bad points of the decision. Team members identify risks and hazards. Decision are looked at to see why it might not work. This is important because it highlights the weak points in a plan. It allows you to eliminate them, alter them, or prepare contingency plans to counter them. Plans can become tougher and more resilient. It can also help you to spot fatal flaws and risks before you embark on a course of action. à ¢Ã¢â€š ¬Ã‚ ¢Yellow Hat: The yellow hat helps you to think positively and identify with an idea or decision. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it. à ¢Ã¢â€š ¬Ã‚ ¢Green Hat: The Green Hat allows you to develop creative and new ideas solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas. à ¢Ã¢â€š ¬Ã‚ ¢Blue Hat: The Blue Hat stands for process control and discusses the thinking process. This is the hat worn by people chairing meetings. Having a facilitator maintain this role throughout helps ensure that the group remains focused on task and improves their chances of achieving their objectives. 3.2 Mind Mapping This is a technique that encourages creative thinking as it holds information that the mind finds easy to identify with and review. Mind mapping allows you to quickly find and understand the structure of complex problems. Mind maps are often used during brainstorming. The technique requires that a model such as a tree with branches be used. The main parts of the problem are draw on the bigger branches and smaller issues on the secondary branches. Creativity is applied to each part of the issue rather than the whole. 3.3 Unfreezing This technique is used where you cannot think of any more ideas. Helps you when your thinking process is blocked or shut down and you cannot find any solutions. 3.4 The 5 Whys This is useful for dealing with problems that have hidden agendas. The technique drills into situations to find the real problem and clarify issues and forming creative solutions. 4. Problem Solving of Functional problem Altech UEC specialises in the design, development, supply and support of integrated hardware and software solutions for the world-wide digital Multimedia industry. In the project management field that I function within, the key focus is to deliver product on time, within budget and at the acceptable quality standards. The one area in 60% of all projects that fails to deliver successfully is the mechanical design of the enclosure. I will use the framework developed in 2 to realise the solution to this problem. 4.1 Define/Identify the problem a) The mechanical design for each product is only a concept rendering that is unique to each product offering. b) It occurs in the engineering and product management departments. c) During project development of a new product. d) Each offering to the customer is unique with no-reuse of existing mechanical enclosures. e) With mechanical engineer, product manager, customer f) An expected 12 weeks delivery of mechanical enclosure is taking 24 wks to complete Problem definition Why does the mechanical enclosure take 24 weeks to complete instead of the planned 12 weeks As a goal objective : What must be done to reduce the mechanical enclosure development to 12 weeks. 4.2 Analyse the Problem This problem has existed approximately 5 years, since the customer was allowed to decide on the aesthetic look of the set-to-box. This is a critical issue to the delivery cycle of product to the customer. The average delivery cycle of a complete unit in production and to the customer should be 6 months. Causes of the problem maybe Unknown technologies being used, Concept rendered drawings rather than mechanical design models, and Customer requiring changes after design was approved. The effect is that there is longer design cycles and longer to market delivery cycles. The mechanical team have tried to model various options but due to unknown electronic affects such as thermal testing and electrical grounding may affect the design. 4.3 Generate Possible Solutions Brainstorming was used to work out possible solutions. Ideas generated were as follows: 1) Altech UEC generates a set number of enclosures to match the various offerings available. The only change will be on the fascia view of the product. 2) The mechanical engineering team designs the model and develops the mechanical model before the product is released to the customer for approval. No acceptance to be done or released to customer on unrealised designs. 3) Tooling manufacturers external to UEC are contracted to be involved in the modelling stages to reduce occurrences of designs that will not work 4) Review existing procedures and signoff against international standards and make necessary changes where applicable 5) Outsource the mechanical design to a 3rd party and performs this as its core business 4.4 Analyse the Solutions The solution were rated against practicality and cost. The highest rated idea was (1), (5), (2), (4) and (3). It was also thought that a combination of (2), (3) and (4) could be considered as a combination idea. 4.5 Select the best Solution The best solution selected by voting was (1). The vote was decided by key stakeholders in the organisation such as the product development team, mechanical team and manufacturing team. 4.6 Develop an action plan The action plan answered the questions as follows: a) The mechanical enclosure is available at the start of the project. There is no major development to the design of the STB. Only changes will be to the fascia aesthetics. b) A listing of the full product road map is required to determine the categories of enclosures to be supported. All mechanical design such as clipping of parts together and thermal cooling to be completed in each category. c) The Engineering Manager will be responsible for driving this through the organisations as a Product Design unit initiative. The Product managers will be the custodians of the product categories. d) This is a 6 month initiative with the first step being the product categories. The next step will be the actual design of enclosures to these categories bedding down the mechanical design and product. e) Regular meetings are being held to discuss progress and determine if the plan is in action f) The realisation will be the use of the first mechanical design on zapper low cost products. g) The Engineering manager will be the sponsor of this project to ensure all stakeholders keep their eyes on the prize 4.7 Implement the solution A Gantt was created to allocate tasks and monitor progress. 4.8 Verify the solution The product line is being developed according to specific category mechanical model implementations. Effectiveness of the solution will be seen on new products that will go from design into mass production. The cycle time of mechanics can then be measured. 5. Conclusion In times were there is a constant change in technology and product development, it is essential to have effective problem solving frameworks. The lack of such framework will lead to problems recurring when they should have been solved. Organisations cannot afford such costly mistakes if they are to be globally competitive. A successful problem solving organization will be a successful organization.

Frank Lincoln Wright :: essays research papers

Frank Lincoln Wright ".......having a good start not only do I fully intend to be the greatest architect who has yet lived, but fully intend to be the greatest architect who will ever live. Yes, I intend to be the greatest architect of all time." - Frank Lloyd Wright 1867-1959 CHILDHOOD Born in Richland Center, in southwestern Wisconsin, on June 8, 1867 (Sometimes reported as 1869) Frank Lincoln Wright (Changed by himself to Frank Lloyd Wright) was raised in the influence of a welsh heritage. The Lloyd-Jones family, his mother's side of the family, had great influence on Mr. Wright throughout his life. The family was Unitary in faith and lived close to each other. Major aspects within the Lloyd-Jones family included education, religion, and nature. Wright's family spent many evenings listening to William Lincoln Wright read the works of Emerson, Thoreau, and Blake outloud. Also his aunts Nell and Jane opened a school of their own pressing the philosophies of German educator, Froebel. Wright was brought up in a comfortable, but certainly not warm household. His father, William Carey Wright who worked as a preacher and a musician, moved from job to job, dragging his family across the United States. His parents divorced when Wright was still young. His mother Anna (Lloyd-Jones) Wright, relied heavily on upon her many brothers sisters and uncles, and was intellectually guided by his aunts and his mother. Before her son was born, Anna Wright had decided that her son was gong to be a great architect. Using Froebel's geometric blocks to entertain and educate her son, Mrs. Wright must have struck genius her son possessed. Use of the imagination was encouraged and Wright was given free run of the playroom filled with paste, paper, and cardboard. On the door were the words, SANCTUM SANCTORUM (Latin for: place of inviolable privacy). Mr. Wright was seen as a dreamy and sensitive child, and cases of him running away while working on the farmlands with some uncles is noted. This pattern of running away continued throughout his lifetime. WRIGHT'S FIRST BREAK In 1887, at the age of twenty, Frank Lloyd Wright moved to Chicago. During the late nineteenth century, Chicago was a booming, crazy place. With an education of Engineering from the University of Wisconsin, Wright found a job as a draftsman in a Chicago architectural firm. During this short time with the firm of J. Lyman Silsbee, Wright started on his first project, the â€Å"Hillside Home† for his aunts, Nell and Jane. Impatiently moving forward, Wright got a job at one of the best known firms in Chicago at the time, Adler and Sullivan.

Nature of Morality Essay

A Russian born American science-fiction writer and biochemist once quoted, â€Å"Never let your sense of morals get in the way of doing what’s right. † This statement generates a series of controversial questions. What is right? How do morals affect people and society in which we live? Does everyone have specific morals by which they try to live their life? How does someone realize what their morals are? What are morals? These questions cannot be truthfully answered because everyone has their own definition of what is right and what is wrong and how one should live their life. My definition of morality is the concern with the distinction between good and evil or right and wrong, which can be seen through someone’s actions based on their ethical principles. That is, if someone lives their life based on their morals. Morality plays an important role in your life and the lives of others whether or not you live with it or not. Philosophers John Stuart Mill and Immanuel Kant have two very different views when it comes to the nature of morality. Kantianism and Utilitarianism are two theories that attempt to answer the moral nature of human beings. Immanuel Kant’s moral system is based on a belief that reason is the final authority for morality. John Stuart Mill’s moral system is based on the theory known as utilitarianism, which is based upon utility, or doing what produces the greatest happiness. Perhaps most importantly, they are looking for morality in completely different places. For Kant, an action is good or not based on intentions. If you shoot at someone with a gun and try to kill them, but miss and instead the bullet grazes off a piece of skin that was about to host a malignant and lethal tumor, you are still a villain and not a hero. Though this sounds like a ridiculous example, the point is that no person can completely control all the variables that are around him; Kant thought that nobody should be blamed for randomness. Mill, on the other hand, was of a much more experimental bent. None of us can ever know what another person’s intentions are, so he thought that the only practical place to look for morality is in results. To him, a well-intentioned bumbler who ruined anything he came in contact with was no better than a malicious individual who caused the exact same chaos. It’s the results that matter. Another emphasis of utilitarian philosophy is another major difference between them. To a utilitarian like Mills, the natural objective that people should shoot for was their own happiness. Happiness, he argued, was something every person understands†¦ a goal that he can see and work toward, unlike the many other things that some philosophies pursue. Kant’s categorical imperative hardly seems to be concerned with happiness at all. To him, ethics was a universal thing – each act is good or it is not; who does it is as irrelevant and whether it is enjoyable. Instead of pleasure, the metrics for Kant are the greater good and universality. One statement of his categorical imperative might be, â€Å"is the world a better place (greater good) if everybody did this all the time (universality)†. You can see that from these two differences alone we can very easily end up in completely different places. With Mill, we have to think around our actions†¦ since the outcome is what’s important, it is often better not to try if we might fail. With Kant, we have to think about everyone else†¦ since universality is important, no exceptions to the moral code are generally permitted in any circumstance. Let’s look at an example testing both arguments. The deontologist position is somewhat a little more complicated than the consequentionalist position. Kant believes in a theory of categorical imperatives. A categorical imperative would denote an absolute, unconditional requirement that exerts its authority in all circumstances, and is both required and justified as an end in itself. Kant bases his decision making on a universal maxim, something that does not qualify as an end in itself. The act itself must have moral content if it is carried out solely with regard to a sense of moral duty. Imagine Nazi Germany for a moment. Imagine the Gustapo searching German quarters for violations against the protecting Jews, in a time when they were banished to concentration camps. Imagine the Gustapo coming to a house where Jews were living and questioned the Jews if they were in fact Jews or German citizens. Kant would argue that it is wrong to rob yourself of the moral duty of the universal maxim and pretend that you are in fact German. Basically, the result of the decision, by Kantian logic would be that these people are to be whisked away to concentration camps. But it is of no dilemma for Kant. You have maintained a sense of moral obligation to adhere to the categorical imperative of truth and reason. Kant concluded that the expected consequences of an act are themselves morally neutral, and therefore irrelevant to moral deliberation. The only objective basis for moral value would be the rationality of the Good Will, expressed in recognition of moral duty. The consequentionalist position is in fact very simple. Its maxim, under the doctrine of utilitarianism, is to achieve the greatest amount of good for the greatest amount of people. To Mill, no matter how cruel of the actual act that is involved, no matter what extent of grotesque and dirty nature of the act, that as long as the end result is better for more people than the act is inherently justified. To Mill, the universal maxim was happiness. He believed the intrinsic moral value of life was for everyone to attain happiness and pleasure. In the same exact situation described above, Mill would have no problem lying to the Gustapo for a greater amount of happiness for humankind (i. e the Jews). It doesn’t matter that they abandoned a sense of â€Å"moral duty†, the bottom line to Mill is that they achieved what human nature should always be in search of: the greatest amount of good for the greatest number of people. By using this example, many people see that they would never adhere to Kantian logic; it seems ridiculous and in fact morally obtrusive itself. However let’s take another example where one may completely agree with Kant, based on the same principles. Imagine the entire city of Chicago has received word that the water system is completely diluted with bacteria and soon a plague develops amongst the entire city†¦as it spreads through airborne. Now imagine if you will, for sake of the hypothetical point, that the government was able to contain Chicago in a large dome so to stop the spread of the immediate effects of the epidemic to other parts of the world. Yet, many people are talking about revolting against the government dome and roaming outside, because they are in fact not â€Å"infected† yet. Let’s also pretend that the only way to stop the spread of the disease is to eliminate all citizens in Chicago by means of smart missiles. The question then becomes†¦ Is it morally right to kill every citizen in Chicago for the benefit of the world? In Mill’s eyes, yes, more happiness for the entire world is better than more suffering for the entire world. Hence, he would bomb Chicago so the world is â€Å"saved. † Yet in Kant’s eyes, the act itself is so repulsive that it goes against the moral duty and maxim of society to actually destroy massive amounts of human life to save more people. The ends to Kant are of no regard. It is the act in which is against his categorical imperatives. Comparing these two philosophers, it is hard to choose who I agree with more. When it comes down to it, it becomes a question of the ends or the means. A Utilitarian aspect could be more appropriate for one situation; while a Kantian perspective might be better for another. In the system of Utilitarianism, the ends justify the means, and actions are judged on the results, not on the intentions or motives. For Kant, the end results were not important in determining whether an action was just or not. Motive was everything to him, and he had very strict views on how to judge the morality of an action. In society these days, Utilitarianism is the name of the game. The basic philosophy of Utilitarianism, the idea of the greatest good for the greatest amount, is one of the basic building blocks of the democratic system. If a person lives on the principles of Utilitarianism, they disregard the motives involved in an action. Utilitarian’s try to separate the action from the actor, and look at the bigger picture over the individual. Followers of Kant (among others) disagree with this approach, and claim that in this system, minorities and individuals are often overlooked and brushed aside. Kant argues that any action cannot be moral unless the motives are moral. For each of these philosophies, the question of living the â€Å"good life† is an intricate part of the belief system. For the Utilitarian’s, living a life that benefited as many people as possible, in essence, a life that caused the greatest widespread good results would be considered a life of virtue. For Kant, the only moral action is one that is done entirely because of obligation. After researching both of these views, I would have to say I agree more with the Mill’s utilitarianism theory. I am a people pleaser, I like to see the happiness in people. I like doing things that will result in the greatest happiness. Here are a couple reasons why I agree. First, it links happiness with morality, instead of possibly pitting happiness against morality (such as Kant’s view). We think it makes sense with common beliefs about morality. For instance, in general, it backs up murder’s being wrong, lying, rights. So Utilitarianism gives us a system to our intuitions. Second, everyone agrees that pain is bad and pleasure is good. Everything being equal, though people have many different and conflicting moral beliefs, people agree that pain is bad, and pleasure is good. Third, Utilitarianism requires us to balance our interests with those of others. Fourth, Utilitarianism doesn’t rely on vague intuitions or abstract principles. It allows psychologists and sociologists to determine what makes people happy and which policies promote the social good. And lastly, utilitarianism does not rigidly label actions as absolutely right or wrong and it allows flexibility and sensitivity to the circumstances surrounding an action. This makes it practical. Act Utilitarianism is sensitive to the situation, but Rule Utilitarianism can be as well, as long as one can provide a rule that maximizes happiness in general, which also applies to this situation.