Wednesday, October 30, 2019
Education Assessment in Practice Research Paper
Education Assessment in Practice - Research Paper Example In my application of the ongoing assessments in my role as an educator I have decided to ensure that I meet all the five dimensions of a good and quality classroom assessment. In my role as an educator, I plan to explore different technologies available for assessment in assessing my students. This technology and instruments will be helping me to design an assessment that can attempt to reveal what my students are thinking. Various technologies that I am planning to adapt to help me with the assessments are in place. Some of these technologies are use of a response device designed to work with multiple-choice and true-false questions, use of group scribbles, and the use of a network-graphing calculator. I am also planning to be evaluating my applications of this assessment tools to ensure a continued improvement in the way I will be assessing my students. I will be using the simple response device designed to work in multiple-choice and true-false questions with information about my students. If this kind of device is carefully designed and used in a meaningful way, it is believed that answers obtained to these types of questions can give information that can be used to assess students and suggest on the measure that need to be taken to improve their learning (USDE, 2012). I will be posing multiple-choice questions to my class, ask my students to use response devices to answer the questions and then have them discuss those questions with their peers who have different answers. My main objective to using this kind of assessment will be trying to raise the levels of engagement of my students in the learning process. Another type of technology that I am planning to be applying in my assessment as an educator is the use of Group Scribbles. According to USED (2012), this is a more sophisticated system that supports peer instruction by capturing complex responses from students. This could allow my student to contribute in classroom discussions using the enhanced chan ces that the technology offers. If I plan to explain how an idea can be applied, I will be asking groups of my students to explain different ways in which this idea can be applied and share their explanations by placing them on a white board. This will ensure that my students learn by explaining their work to other students and through the feedbacks they receive or provide. I also plan to be using rubrics to express what is expected of them in any kind of assessment I decide to give them. This rubrics will be helping my student to understand how quality is judged in the different undertakings they are assigned to undertake in different fields they are working in. I could also use the rubrics to give assessment scores and ratings that will always be demonstrating the measure they are intended to measure and which will always ensure consistency no matter who is selected to mark the assessments. This will ensure that my students obtain the fairest assessment available thus motivating t hem to enhance their learning. Discuss which element of formative assessment is the most difficult to get right away According to Iron (2007), the four elements of a formative assessment are goals which are clear to students; the feedback which measures the student’s current learning state; formative feedback which can be used as a means for closing the gap between the student’
Monday, October 28, 2019
Toyota and Hilton Hotels Essay Example for Free
Toyota and Hilton Hotels Essay Preliminary Links Toyota and Hilton Hotels are the two companies chosen to answer the questions given for this assignment. The product service divide is more of a continuum in these two companies, with Toyota using large doses of intangibles to enhance its products, and all Hilton hotels offering strong product elements in their superlative service. The Internet sites of the 2 companies, including their web pages for investors have been used for this assignment, with a standard text on Services Marketing, which also covers product elements of the Marketing Mix. The web site of the New York Stock Exchange, where both companies are listed, has also been used. Marketing Comparisons            Both companies have brands for multiple segments (Payne, 2002). Toyota has automobiles for various purposes, while Hilton has different kinds of hotels for each category of guests. However, individual product brands are subordinate to corporate brands in both cases (About Toyota, 2006 and About Hilton Hotels, 2006). Hilton remains within the premium segment space in its service category, and does not operate any budget hotels, while Toyota offers economy models and commercial vehicles apart from its luxury range. Toyota therefore has a broader product range than Hilton. Distribution channels for automobiles and hotels are distinct. Recruitment and training of front-line staff matter more for Hilton, while Toyota relies on agency and franchise personnel for most of its marketing: the People element of the Marketing Mix is therefore critical for Hilton, but incidental for Toyota.  The Process element of the Marketing Mix (Payne, 2002) also matters for a hotel business, while there is less variability in customer interaction for Toyota. Process is more important for internal efficiencies in Toyota, whereas they impact directly on service levels in the business of Hilton. Promotion is more developed in Hilton with international guest room reservations available in real time on the web site, whereas Toyota prefers to make isolated compartments of its marketing activities in various countries. This difference may be related to greater global uniformity in the decision process for reserving hotel rooms than that for investing in automobile purchases. Overall, each company has to focus on different elements on the Marketing Mix, as relevant for their respective strategies.            Toyota faces a more intense competition than Hilton, as the latter has locations as advantages for many of its properties, and has significant capacity utilization guaranteed by airlines, travel agents, and similar industry associates. The numbers of brands that can challenge Hilton are fewer than the equally reputed manufacturers with which Toyota must contend. However, Hilton must contend with more brand switching opportunities, while Toyota customers are tied in for much longer periods. Toyota’s financing business ties in customers, which is a resource that Hilton lacks (Listed Company Directory, 2007). Word-of-mouth promotion matter equally for both companies, but Toyota has to make a greater effort for after-sales service. Toyota must provide customer finance amenities through arrangements with financial institutions, something which does not concern Hilton. However, the latter must provide lines of credit for major clients, whereas Toyota enjoys an immediate realization of sale proceeds convention (considering the automobile business in isolation and as distinct from the financing arm).            Physical Evidence and Preferential Customer elements (Payne, 2002) are vital ingredients of the Hilton Marketing Mix, whereas Toyota can rely more on its distribution chain to provide these values to customers. Maintenance of public areas and exteriors, even during lean season, is an additional cost burden to be borne by Hilton, but this would be significant in the pricing structure of Toyota’s products: Toyota manufacturing plants are not generally in customer views!            Both companies are free to price their products without regulation, but Hilton must contend with the deep discount norm for its industry, while Toyota is not as dependant on promotions and deals, except for occasionally unsuccessful models.            Both companies have composite and effective marketing functions as evidenced by the strengths of their brands, though they have to deploy different strategies to suit their respective business lines. Comparison of Operations            Both companies believe in strong centralization and group control. Both Toyota and Hilton have sound and extensive headquarter organizations (About Toyota, 2006 and About Hilton Hotels, 2006), and exercise invasive degrees of standardization on their operations in various countries. However, Toyota has to contend with more ethnicity, and is more present in the third world, whereas Hilton basically caters to rather uniform business and vacation classes, with a strong focus on the developed world.            Though Toyota does have manufacturing plants around the world, construction of new properties and maintenance of existing ones presents larger engineering and project management challenges for Hilton. Storage and transport of finished goods, on the other hand, must concern Toyota, whereas they would not figure in agendas at Hilton. Purchasing is more complex for Toyota, with more sophistication involved in sourcing semi-precious metals, steel, and other strategic materials. Toyota has also to implement more transparency in its operations, since it is registered under the ISOI 14001 series (About Toyota, 2006).            Toyota also has to maintain more tracks of its customers and product locations because of the possibility of recalls, whereas Hilton does not have to contend with such possibilities. Toyota also has more regulations with which to contend, while Hilton has more freedom to set its quality standards.            Toyota is strongly influenced by technology, with new models, standards, and materials causing regular discontinuities in routine operations, whereas Hilton enjoys a more stable environment in this respect. There have been some improvements in telecommunications and entertainment, which have occasioned guest room upgrades at Hilton, but these are simple and minimal compared to emission standards, engine performance, and design changes with which Toyota must deal all the time.            It would appear that Hilton is in a less complex type of enterprise, while Toyota has to deal with more inter-relationships and different business atmospheres. Comparison of Human Resources Management            The relative natures of business make people more important for Hilton than for Toyota: this is reflected in the competencies promoted in the respective web sites (About Toyota, 2006 and About Hilton Hotels, 2006). Technology and systems weigh so heavily in Toyota’s success that it can rely on smaller numbers of subject-matter specialists, whereas even one customer upset at the behavior of low-level staff, can dilute the Hilton brand. The Human Resources challenge for Hilton is to inculcate the core brand values in every employee at all its properties. The People and Preferential Customer elements of the Marketing Mix matter more for Hilton than for Toyota.            Recruitment is highly centralized in Japan for Toyota, while Hilton must retain local expertise for this purpose in all major countries and regions. Searching for quality talent is a more exhaustive task for human resources professionals in Hilton, since the process has to reach in to lower levels of the organization. Production-line jobs at Toyota are easier to specify and for induction training purposes, and the numbers and importance are on the wane in any case, because of the spread of robotics. Artificial intelligence cannot replace the human element at Hilton. Both companies are equally vulnerable to industrial relations in certain countries, which tolerate militant postures by Unions-the U.K. would be a prime example of this common concern. Toyota and Hilton are in similar situations when it comes to negotiating with external leaders for their blue-collar workers.            Career planning, appraisal, and remuneration matters are probably more international at Hilton, and relatively ethnic in a Japanese sense at Toyota. Senior Executives at Hilton are more eclectic than at Toyota, so their mobility options are also greater. Diversity issue matter more at Hilton, because Toyota conforms to a more conservative and closed pattern as a clearly Japanese entity.            Human Resources Management at Toyota has an additional function compared to their peers in Hilton, with respect to training of franchisee and distribution chain employees. Hilton follows the business model of strongly branding all the properties which it operates, apart from the ones which it owns, while Toyota is clear-cut in leaving customer service to associates in its distribution chain. However, disgruntled customers at show-rooms will hurt the Toyota brand, so the company has to be able to influence people who are not their own employees. Comparisons of Accounting and Finance            Both companies are publicly listed on U.S Exchanges (About Toyota, 2006 and About Hilton Hotels, 2006). However, Toyota offers only Advance Depository Receipts, retaining equity ownership exclusively in Japan. We may therefore expect that both companies have to follow similar treasury standards. The accounting, disclosure, and governance standards of the United States, which are amongst the best in the world, would apply to both companies. Both companies have adequate investor information on the web sites, and must follow accounting practices of comparable if not the very same standards.            There are however, major differences in corporate finance strategies. Toyota invests capital in entities which it does not own fully, whereas Hilton develops revenue lines from properties which it does own. Both companies are in capital intensive lines of business, and both are vulnerable to seasonal fluctuations in cash inflows.            Neither company is backward integrated in to ownership of key suppliers. Public statements about future business prospects indicate that both companies have exhaustive planning and budgetary control systems in place, though information on their internal processes is not available.            Both companies have ambitious capital expenditure plans, and exhibit high credit-worthiness and potential for leverage. The lines of business and investor environments are too different for relevant comparison, but Toyota has greater return and value appreciation potentials.            Toyota has a finance business apart from its core activity of automobiles (Listed Company Directory, 2007). This tangent is to help customers and sellers pay for the company’s products. Hilton does not require any such service for its clients and associates. One may conclude that the Toyota needs more complex accounting procedures because of the need to keep track of dues from customers. Both companies have adequate representation of the finance function in their top management groupings, and neither is known to have been cited for financial irregularities, or for audit and disclosure lapses. It is possible to conclude that the accounting and finance companies of both companies meet the best international standards. Toyota has been recognized by the New York Stock Exchange for excellence in investor relations, which is an additional and significant feather in the cap of its finance function: Hilton cannot claim any such public recognition of excellence in its finance function as yet. Comparison of Information Management            The online reservation amenity and the reward program for loyal customers show, from the respective websites, that Information Management is more fully used by Hilton. The Toyota website lacks multi-media Information Technology use, which could have enhanced browser experiences. It may be that the company uses Information Technology more fully for secret internal processes, but such technology application is lacking in the public space for the company. Hilton also has concrete evidence of using Information Technology to enhance customer value through its express check-out facility, whereas Toyota makes no mention of such conveniences at its show rooms, or for after-sales-service alerts. Toyota has not used opportunities of newsletters and clubs for its customers, which Information Technology offers. The customer response facility on the web site is better and easier to use in the case of Hilton (About Toyota, 2006 and About Hilton Hotels, 2006). Hilton does not allow customers to feel any difference in properties which it operates without owning, whereas Toyota has no perceptible use of Information Technology to standardize customer experiences at all the show rooms and outlets where its products are retailed. Hilton does a better job of enhancing its brand through useful information on related matters, such as places of interest near its properties, whereas Toyota seems to be pre-occupied with hard product features of its models alone. However, both companies use Information Technology to build images of being attractive employers, and devote spaces on their websites for corporate and recruiting issues.            Overall, Toyota needs a superior accounting and finance function, and encounters more complex operations, while marketing is of equal importance to both companies, and while Hilton excels in Human Resources Management, and Information Technology. Comparison of and Recommendations for Productivity            The productivity comparisons for these two companies and my recommendations in this regard, relate primarily to business definition, and to levels of integration and disengagement. Hilton suffers chronic underutilization of its competencies. Enhanced airport services, airline operation, and conducted tours, are the sorts of horizontal integration it should consider to generate more revenue from its base of fixed costs. It may be justified in staying away from actual travel work such as airline operation because it would call for large influxes of fresh commitments, but by improving retail services at airports, and by conducting packaged events for premium customers groups, it can certainly capture significant new values and high margins, without adding to the present infrastructure.            Hilton should also move faster out of North America in to emerging markets and popular adventure and eco-tourism destinations, because this would leverage its expertise in constructing and operating hotels, more fully. The company must have accumulated know-how which is used only marginally in the mature markets in which it is focused now.            Finally, Hilton should copy other chains and build its culinary expertise and resources in to processed food brands, brands of alcoholic beverages, especially wines, and specialty outlets for fine dining.            Overall, Hilton’s productivity is hampered by a narrow business definition. It has acquired assets and built capabilities to support the corporate brand that have large and profitable applications outside the field of hotels.            Toyota has gone to the opposite extreme of Hilton, and spreads its resources too thinly for optimal returns. The fixed costs of design, dealer support, and after-sales-service imply that it should exit from economy-priced product and customer segments. The expansion of premium-priced segments in major markets justifies exclusive focus on them, in productivity terms. It is significant that Toyota has experienced losses through recalls of one of its cheaper models in the recent past (Listed Company Directory, 2007). Developing pressures on the environmental conservation front demand that it concentrate more on new technologies for its engines, at the cost of resources presently tied up in low value segments, even if they contribute high volumes. The company is still in the process of creating new manufacturing capacities (Listed Company Directory, 2007), so this is an opportune time for it to consider restricting its involvement in segments with relatively low returns.            Rising customer expectations and the spread of some of its hitherto proprietary technologies to competitors, also point to the need to try and serve fewer customer groups, albeit to do this with greater effectiveness for the segments in which it decides to remain. Such an approach may require that it move away from shared dealerships to owned-showrooms in star markets, while withdrawing support activities for other markets that do not yield top returns. Business contraction will improve productivity for Toyota: the company is better off than Hilton in this parameter, but needs to review some of its operations in order to sustain the edge. Comparison of and Recommendations for Quality            Toyota is a step ahead of Hilton in terms of quality, primarily because of its ISO 14001 registrations (About Toyota, 2006). It is one of the first companies in the automotive sector to seek ISO registration. The company has reduced the amount of land it needs for manufacturing, and the quantity of paint it consumes, because of ISO procedures. The registrations have also resulted in important productivity gains in areas such as recycling and waste management. The ISO system leads to continuing improvement, so by maintaining its ISO status, Toyota can look forward to continuing quality gains. Though the company continues to suffer from occasions for model recalls (Listed Company Directory, 2007), the probabilities of such events are low.            The decentralization of Toyota’s operations is also responsible for its strong ratings in terms of quality. The company brands similar models very differently in each country, and is sensitive to ethnic needs and perceptions. The company is able to meet top quality standards by considering the views and needs of local customer groups with care. Though the ownership and top management of Toyota is centralized in Japan, the company is sensitive to the peculiarities of all customers and geographical groups which it tries to serve. It is a mark of Toyota’s excellence in quality that it has been able to garner market shares from established manufacturers of luxury automobiles, and has brands with top ranks in premium segments.            Though Hilton is a quality brand in general terms, it does not follow the ISO system, and suffers set-backs as a consequence. One of its hotels has recently been forced to suspend operations because of a virus outbreak (Listed Company Directory, 2007). The company also faces litigation from the family of a person killed inside a room-sized air-conditioning unit in one of its properties (Listed Company Directory, 2007). These are recent examples, and the company is vulnerable to more incidents of this nature at any time.            Overall, company is not a matter to be left to chance, or something which can be limited to certain compartments of the business alone. Hilton will need to adopt a system which makes quality more assured in all aspects of its operations. The recent incidents reported indicate that while the company may be well versed in such quality aspects as house-keeping of its rooms, it lacks appropriate standards in other technical areas related to security and public hygiene. Every enterprise will have limits and gaps in its areas of expertise, and only a system such as ISO can raise quality standards uniformly. However, the recent incidents are exceptions and Hilton is generally associated with high quality standards. The popularity of its reward system for regular guests, and the premium rates it charges are indicators in this respect. Overall, Toyota has a more reliable quality system in place, compared to Hilton, and the latter can catch up through a systematic and concerted effort. References About Toyota, 2006, Company Website accessed January 2007 from:            http://www.toyota.com/about/shareholder/ About Hilton Hotels, 2006, Company Website accessed January 2007 from http://www.hilton.com/en/hi/brand/about.jhtml Listed Company Directory, 2007, New York Stock Exchange Web Site, accessed January 2007 from http://www.nyse.com/about/listed/listed.html  Payne, A. 2002 The Essence of Services Marketing, Prentice-Hall
Saturday, October 26, 2019
Developing Solutions :: essays research papers
Developing and Selecting Solutions Graham Parker’s Structured Problem Solving Guide describes the problem solving process in four phases, one of which is Developing and Selecting Solutions (Phase 4). The other phases are not summarized here, however, it is noteworthy to mention that Phase 4 is the entering into solution development, whereas during the first three Phases of the process, specific problems of study have already been defined, a selection process is undertaken to decide which problems to address, and finally the problem to be studied is characterized by the collection and analysis of the data to be studied. We then pick up the process of developing solutions for addressing the problems identified in the previous phases, as we enter Phase 4. This particular stage of the Creative Problem Solving process is regarded as the primary decision-making stage. The function of implementing solutions hinges on two basic ideas: (1) consideration of the possible solutions by studying the results of the previous stages and the ideas they generated; and (2) development of evaluation criteria. A simplified approach to solution development is the "in-house" search for solutions on the presumption that there are no new problems, only unsolved ones. This simply suggests the research team ask, "has anyone else had this problem?" Consideration would be given to a problem of similar circumstances, how they solved the problem previously, if the solution was successful, and if any disadvantages resulted from the solutions implemented. This method simply uses history to our advantage so that don’t find ourselves re-creating a solution that perhaps has already been developed that would serve current needs. A second consideration would be to find out if anyone else is looking at the same, or a similar, problem. We could determine what, if anything, they have learned to date, determine if we can be of help to each other, and perhaps pool resources to broaden the prospects of ideas and solutions. In-house efforts can quickly bring solutions to common problems, that are frequently dealt with which minimizes effort in coming to a successful solution. Parker explains that sometimes solutions can be found simply by restating the problem, so by examining other problems/solutions with a view toward solving current problems, a solution from previous events, can potentially be redesigned to fit an existing event. When causes of particular problems have been identified, the problem solving process can be directed in several directions, but we concern ourselves with elimination of causes.
Thursday, October 24, 2019
Walmart Essay -- GCSE Business Marketing Coursework Essays
Walmart Case Definition of Main Problem: There can be no argument that Wal*Mart has revolutionized the discount retailing industry. Furthermore, CEO Glass and COO Soderquist have stepped in at the helm of this company and continued to take it in the right direction by quadrupling sales and profits from 1987 to 1993. The main problem they now face is how to sustain their phenomenal performance, and becoming number one has magnified this issue. No longer can they just sneak into small towns where the only competition is the local merchant’s shop. No longer can they copy larger companies like Sears and J.C. Penny’s because of their size and scope. The fact is, Wal*Mart is bigger than these companies and their direct competitors Kmart and Target are doing everything in their power to close that gap. They are lurking not so quietly in the shadows, benefiting from Wal*Mart’s past choices, successes, and failures. They are there to blow the whistle if Wal*Mart steps outside the lines. Wal*Mart may be growing, but at a rate under 10% for the first time in years. Shareholders are concerned, the press is relentless, and many obstacles lie in their path if they hope to continue the trends Sam Walton set so ambitiously in 1962. Analysis: With one of their main issues being sustained profitability, Wal*Mart is at a critical time in their life. They are no longer the hero, a place commonly reserved for competitors striving to be number one, because Wal*Mart is number one. No one can debate how effective they have been in getting here. Through their focus on superior technology and low cost leadership, Wal*Mart reigned supreme. They are redefining Porter’s five forces model in the discount retailing industry, and are in the enviable position of having first mover’s advantage. Yet this blessing is also a curse. By virtue of their efficient, effective system and its proven success, companies like Kmart and Target are watching closely and both emulating and improving upon this system. An analysis of the five forces model will show Wal*Mart’s main competitive advantages in supplier power and barriers to entry. A look into their distribution centers and how they have been instrumental in reducing supplier power will be followed by an analysis of how effective first mover advantage has been and where they must take it next. Early in the history of... ...rn to introduction and growth as opposed to decline). Thirdly, there are areas both domestic and abroad relatively untouched by Wal*Mart: large cities. Though it may seem like untapped potential in these markets, it is not recommended to expand in these highly populated areas. The axiom, â€Å"If it ain’t broke, don’t fix it,†applies: If Wal*Mart were to do an about-face and start expanding in this form, it would send mixed signals about not only changes in the corporate strategy, but also about the future of this conglomeration of stores. This is especially poignant at this volatile time in the price of their stocks. They should also be extremely cautious in the acquisition of existing discount retailing companies. As the industry becomes more concentrated, Wal*Mart’s selectivity in large acquisitions extends beyond just profits. Many times, Wal*Mart could better spend their resources by improving existing stores or building new ones because they can build them around their ideologies at a much lower cost than through purchasing other companies. Again, this is not to say they should not expand in this manner, just that they need to be extremely selective when doing so.
Wednesday, October 23, 2019
Examine the portrayal of cultural poverty in “Saved” and “The Wasp Factory”
Cultural poverty can be defined as lacking society's principles in many ways. â€Å"The Wasp Factory†and â€Å"Saved†deal with dysfunctional families living in a community that is deprived of hope and aspiration. Their way of life is violent and gothic due to the deficiency of society's ethics and morals. This is reflected in the characters attitudes and minds which to them is all they have ever known. Their isolation from education and society's support structure limits their knowledge of how to live in a community. Lack of education is probably the most defining factor determining how a society advances and improves. Frank's world is completely his creation, with his own morals, principles and rules. He doesn't know how to socialise as he has never experienced life through the point of view of another human being. His total upbringing by his father was completely orchestrated mentally and physically. Frank epitomises the extremes of society's norms at the time that â€Å"The Wasp Factory†was written when Margaret Thatcher was in power. Thatcher's belief when she was in power was that it's â€Å"Every man for himself†which created social isolation between different families, as can be seen in the families of both â€Å"The Wasp Factory†and â€Å"Saved†. Frank's family sounds highly dysfunctional when we discover how he talks of how Eric's mother haemorrhaged and bled to death when Eric was born. His opinion of how Eric was the first murderer of the family is very sinister and thought provoking, â€Å"Old Eric beat me to it, killing his mum before he had even drawn breath†. Frank doesn't even exist in society which is one of the reasons why he has no education because he could never go to school. The same can be said of the characters in â€Å"Saved†who are illiterate and uneducated which can be shown through their vocabulary. No signs of education can be seen in any of the characters due to their personalities and lifestyles. Also the accent that comes through the vocabulary makes the characters seem different, as in our society we are not use to hearing their accents and generally their lifestyles seem isolated from society. We never hear of how they survive, where their income comes from nor even simple daily routines such as house hold duties. Even though the characters speech in â€Å"Saved†is altered, it brings the reader closer to the characters and they seem more human, which is why we understand the characters more personally and understand their different lifestyles. Social isolation is another aspect that affects the characters in â€Å"The Wasp Factory†and â€Å"Saved†. In â€Å"The Wasp Factory†, Frank understands how his island is just a miniscule part of the planet and knows that he limits his own knowledge of first hand experiences of other places, but the reason why his life is surrounded and clouded by the fact that he will never leave the island is deeper. He believes he has been treated cruelly by society and believes that it is influential and contaminating. This is largely due to the fact that when Eric left the island, he was exposed to the social pressures. He says, â€Å"Eric chose a path and followed it – that path led to the destruction of most of what he was†. Frank believes that Eric developing a mental illness as we learn in â€Å"What Happened to Eric†and his personality change is a result of his leaving the island and returning with a changed heart, indicating the world is a cruel and life-changing place. Frank sees his island as a haven, his protection from the cruelty and dangers of the outside world. He even says, â€Å"I don't bother people, and they best not bother me†, which shows he created isolation purposely, and that he isn't a shy or unsociable person. In â€Å"Saved†the setting reflects the characters isolation from society. â€Å"Saved†is set on a completely bare stage, which helps to create its detachment. At the time that â€Å"Saved†was written, the economy in Britain was in decline and unemployment rose, and this is reflected in the play. The society that the play is set was very capitalistic. Capitalism is a social system based on the principle of individual right, and is reflected in the play as the social class the characters are in is segregated. Bond is also trying to address a political issue with this play, Violence will only stop when we live in a just society in which all people are equal in all significant respects. Capitalism can't do this because its political ethos is competitiveness. The stoning of the baby is a consequence of this, but the eruption of violence has nothing to do with the preceding action or with the object of violence, the baby. It's just the result of the general situation (being bored, having no aims in life) and some of their cries while they murder the baby are ruling-class slogans. Aggression is not directed against the source of alienation, but against human nature, in this case the baby as the epitome of neediness and hope for the future. The young people express that they are not interested in children. Both books have similarities and differences in the way women are portrayed. The Wasp Factory†, Frank is brought up entirely by his father, and the effect this has on Franks view of women is very negative – he says, â€Å"My greatest enemies are women and the sea – women because they are weak and live in the shadow of men†(Pg 43). Frank also has a view that women like to see men helpless as he says â€Å"I expected she would just let me crack my skull on the pavement because women like to see men helpless†(Pg 79). Frank's mother also left the family when he was very young, which may be another reason why he resents the existence of women. In â€Å"Saved†the women are portrayed as weak and insecure. Pam is a very fragile character, and is easily hurt or made happy. Her emotions swing from one extreme to the other, in scene ten, she talks to Len about him seeing other women, â€Å"Yer ain' a bad sort†, and the next minute she is screaming at him, â€Å"Yer're a stubborn sod! †(Pg 95). Pam's relationship with Fred is definitely one way, at the beginning of scene 6 we see Pam practically begging Fred to come home that night, â€Å"I don't care if yer bin with yer girls, come ‘ome after†(Pg 59), and Fred basically doesn't really care and just says, â€Å"There's plenty a blokes knockin' about, why don't yer pick on someone else? (Pg 58). Even after the murder of her baby, Pam puts her relationship with Fred above the fact that he contributed towards the baby's murder, which is a reflection on how much she really cared for her child. Relationships are important in society as they help build foundations on how to communicate and acknowledge the fact that everyone is different. In â€Å"Saved†there is not one strong relationship based on trust. The only relationship which can be examined is between Harry and Mary, but even this has its flaws. Harry says that he only lives with Mary as she does the â€Å"washin' an cookin†(Pg 116), and he has no trust towards her as he thinks that if he left, Mary would easily find a replacement, â€Å"she would soon ‘ave someone in my bed†(Pg 119) One thing that is common in the main characters of both books is the lack of hope and aspiration. It is hard to visualise how the characters would develop as time goes by as they all seem to be in a daily routine which limits their awareness beyond their own surroundings and excludes them from their community. In â€Å"Saved†the only character who is idealistic and positive is Len. The author writes, â€Å"Len does not know what he will do next, but then he has never done†. Len's optimism is apparent because he has seen people at their very worst and most hopeless, yet he chooses to remain and not leave. We might believe that for Len to go further in life and to make something of himself he would have to break free of his current situation but he continues to believe that things will eventually work out for himself and for Pam. Bond says that the play is â€Å"irresponsibly optimistic†. This is true as the ending might be a new beginning for both Len and Pam (Possibly because Pam now has her Radio Times back). In â€Å"The Wasp Factory†Frank is optimistic about many things. Firstly he has a sense of optimism that has been enforced by his father. Frank understands that he was never going to be educated in public schools, but he believes that he is just as well educated as others, â€Å"I probably know more about the conventional school subjects than most people of my age†. Frank is also optimistic about Eric coming home as he has a very strong link with him, even though he is certified insane. The ending of the book is also positive; Frank says â€Å"I thought one door had shut behind me years ago, now the door closes, and my journey begins†(Pg 184). Even with the discovery of his new identity, Frank is confident that his â€Å"Journey†will still continue, and that although he realises he is a girl, he is still the same person, â€Å"But I am still me, I am the same person†(Pg 182). It could be said that human beings adapt to their surroundings, which is scientifically true in the case of animals such as rabbits where their fur turns white in winter. Humans are all born into society, and it is true that your surroundings can have an effect on a persons mind and personality. In â€Å"The Wasp Factory†and â€Å"Saved†, the characters are limited in their awareness and they have no perspective in life. They are living in their own isolated areas with no interaction with other people in their community and this limits their knowledge.
Tuesday, October 22, 2019
Six Ways to Improve Your Nonverbal Communications Essay Example
Six Ways to Improve Your Nonverbal Communications Essay Example Six Ways to Improve Your Nonverbal Communications Essay Six Ways to Improve Your Nonverbal Communications Essay SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS By Vicki Ritts, St. Louis Community College at Florissant Valley and James R. Stein, Southern Illinois University, Edwardsville. It is not only what you say in the classroom that is important, but its how you say it that can make the difference to students. Nonverbal messages are an essential component of communication in the teaching process. Teachers should be aware of nonverbal behavior in the classroom for three major reasons: An awareness of nonverbal behavior will allow you to become better receivers of students messages. You will become a better sender of signals that reinforce learning. This mode of communication increases the degree of the perceived psychological closeness between teacher and student. Some major areas of nonverbal behaviors to explore are: Eye contact Facial expressions Gestures Posture and body orientation Proximity Paralinguistics Humor Eye contact: Eye contact, an important channel of interpersonal communi cation, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speakers credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility. Facial expressions: Smiling is a powerful cue that transmits: Happiness Friendliness Warmth Liking Affiliation Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more. Gestures: If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening. Posture and body orientation: You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class. Proximity: Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students space. Some of these are: Rocking Leg swinging Tapping Gaze aversion Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak. Paralinguistics: This facet of nonverbal communication includes such vocal elements as: Tone Pitch Rhythm Timbre Loudness Inflection For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices. Humor: Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room. ) Obviously, adequate knowledge of the subject matter is crucial to your success; however, its not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements THE TRUE TEACHER ACCEPTS ALL STUDENTS By Ernest O. Melby from The Teacher and Learning A teacher says: I can accept my good students, those who behave and do good work, but I cant accept those who do not work, who have the wrong attitude and who cause me trouble. They forget that its the acceptance of all that gives power to the teacher. In fact, it is in relation to students who are difficult that the teachers true qualities are demonstrated. We all find it easy to accept those who lend themselves to our designs. It is in their relationship to those who cause them trouble, who are dirty and poorly dressed, and who fail to achieve that teachers prove their beliefs. It is the essence of the point of view here presented that only a complete gift of oneself makes the teacher an artist. Teaching is a jealous profession; it is not a sideline. This is not only because of the problem of time, nor because of the impact of lesser efforts on pupils: it is because of the effect on the teacher himself. It is only as we give fully of ourselves that we can become our best selves. Thus halfway measures and attitudes of whatever kind reduce our effectiveness. When we ask the teacher to give himself fully to his students, to his colleagues, to his community, and to humanity, we are thus only asking him to be maximally effective. Moreover, it is only as he gives himself that he can experience completely the joys and satisfactions of being a teacher. In this situation he is in the same position as any artist. Frustrated artists are often those who for one reason or another are unable or unwilling to make a complete gift of themselves to their art. Similarly, the unhappiest teachers are those who bemoan the weaknesses of their pupils and the conditions under which they work and who fail to sense that it is their own half-hearted efforts that defraud them. One measure of the teachers willingness to give of himself is his accessibility to his students, his willingness to spend time with them. One difficulty here is the narrow conception that often prevails about what it means to teach. To teach means more than to lecture or explain before a group of students. The best teachers influence their students more in their personal, individual contacts with them than in strict classroom situations. If teaching and learning are complementary processes, if the teacher is to teach by learning and if his teaching is to be directed toward an individual, he must know that individual. And how is he to know that individual if he spends little or no time with him alone? Another illusion defeats us. It is that there is some magic in lecturing and in the hearing of recitations. We want as much time for this as possible. We begrudge taking time to work with individual pupils. Yet we know very little about the actual effectiveness of what we do. Is it not at least possible that our classroom work would be greatly increased in effectiveness if only we spent more time with our pupils as individuals? We seem to be obsessed with teaching. We know that no one can educate another person, that all of us must educate ourselves. The teachers role is that of a helper in this process. The question is: How can we best help? GENERAL PRINCIPLES OF MOTIVATION Basic principles of motivation exist that are applicable to learning in any situation. 1. The environment can be used to focus the students attention on what needs to be learned. Teachers who create warm and accepting yet business-like (appropriate) atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity. 2. Incentives motivate learning. Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things. . Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards. Some individuals particularly children of certain ages and some adults have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs m ore effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation. 4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. Sometimes the students readiness to learn comes with time, and the instructors role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again. . Motivation is enhanced by the way in which the instructional material is organized. In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to com pare and contrast ideas. None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a students readiness or a students progress toward goals. 1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety. This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individuals perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them. 2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals. Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the students activities toward the goal and offers an opportunity to experience success. 3. Both affiliation and approval are strong motivators. People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative. 4. Many behaviors result from a combination of motives. It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to rganize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously. Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motiv ation for an individual or group, with the realization that errors will be common. MOTIVATING STUDENTS By Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: Effective learning in the classroom depends on the teachers ability to maintain the interest that brought students to the course in the first place (Ericksen, 1978, p. 3). Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Unfortunately, there is no single magical formula for motivating students. Many factors affect a given students motivation to work and to learn (Bligh, 1971; Sass, 1989): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges. Researchers have begun to identify those aspects of the teaching situation that enhance students self-motivation (Lowman, 1984; Lucas, 1990; Weinert and Kluwe, 1987; Bligh, 1971). To encourage students to become self-motivated independent learners, instructors can do the following: Give frequent, early, positive feedback that supports students beliefs that they can do well. Ensure opportunities for students success by assigning (appropriate) tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978). Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students motivation. General Strategies Capitalize on students existing needs. Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in itself, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. Source: McMillan and Forsyth, 1991) Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students motivation and curiosity. Pose questions. Dont tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See Leading a Discussion, Supp lements and Alternatives to Lecturing, and Collaborative Learning for methods that stress active participation. (Source: Lucas, 1990) Ask students to analyze what makes their classes more or less motivating. Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation: Instructors enthusiasm Relevance of the material Organization of the course Appropriate difficulty level of the material Active involvement of students Variety Rapport between teacher and students Use of appropriate, concrete, and understandable examples. Incorporating Instructional Be haviors That Motivate Students Hold high but realistic expectations for your students. Research has shown that a teachers expectations have a powerful effect on a students performance. If you act as though you expect your students to be motivated, hardworking, and interested in the course, they are more likely to be so. Set realistic expectations for students when you make assignments, give presentations, conduct discussions, and grade examinations. Realistic in this context means that your standards are high enough to motivate students to do their best work but not so high that students will inevitably be frustrated in trying to meet those expectations. To develop the drive to achieve, students need to believe that achievement is possible -which means that you need to provide early opportunities for success. (Sources: American Psychological Association, 1992; Bligh, 1971; Forsyth and McMillan, 1991 -1 Lowman, 1984) Help students set achievable goals for themselves. Failure to attai n unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991) Tell students what they need to do to succeed in your course. Dont let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra help. Or instead of saying, Youre way behind, tell the student, Here is one way you could go about learning the material. How can I help you? (Sources: Cashin, 1979; Tiberius, 1990) Strengthen students self-motivation. Avoid messages that reinforce your power as an instructor or that emphasize extrinsic rewards. Instead of saying, I require, you must, or you should, stress I think you will find. . . or I will be interested in your reaction. (Source: Lowman, 1990) Avoid creating intense competition among students. Competition produces anxiety, which can interfere with learning. Reduce students tendencies to compare themselves to one another. Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favorable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students performance and from comments or activities that pit students against each other. (Sources: Eble, 1988; Forsyth and McMillan, 1991). Be enthusiastic about your subject. An instructors enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructors enthusiasm comes from confidence, excitement about the content, and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you. Structuring the Course to Motivate Students Work from students strengths and interests. Find out why students are enrolled in your course, how they feel about the subject matter, and what their expectations are. Then try to devise examples, case studies, or assignments that relate the course content to students interests and experiences. For instance, a chemistry professor might devote some lecture time to examining the contributions of chemistry to resolving environmental problems. Explain how the content and objectives of your course will help students achieve their educational, professional, or personal goals. (Sources: Brock, 1976; Cashin, 1979; Lucas, 1990) When possible, let students have some say in choosing what will be studied. Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course. Sources: Ames and Ames, 1990; Cashin, 1979; Forsyth and McMillan, 1991; Lowman, 1984). Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge. (Source: Cashin, 1 979) Vary your teaching methods. Variety reawakens students involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work. (Source: Forsyth and McMillan, 1991) De-emphasizing Grades Emphasize mastery and learning rather than grades. Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a students final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of the final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating complex systems of credit points; they also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes) (Forsyth and McMillan, 1991; Lowman 1990). Instead, assign ungraded written work, stress the personal satisfaction of doing assignments, and help students measure their progress. Design tests that encourage the kind of learning you want students to achieve. Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study. (Source: McKeachie, 1986) Avoid using grades as threats. As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students may resort to academic dishonesty, excuses for late work, and other counterproductive behavior. Motivating Students by Responding to Their Work Give students feedback as quickly as possible. Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a students response was good, with an indication of why it was good, or mentioning the names of contributors: Cherrys point about pollution really synthesized the ideas we had been discussing. (Source: Cashin, 1979) Reward success. Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a students performance is weak, let the student know that you believe he or she can improve and succeed over time. (Sources: Cashin, 1979; Lucas, 1990) Introduce students to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individual students with the class as a whole: Pass out a list of research topics chosen by students so they will know whether others are writing papers of interest to them. Make available copies of the best papers and essay exams. Provide class time for students to read papers or assignments submitted by classmates. Have students write a brief critique of a classmates paper. Schedule a brief talk by a student who has experience or who is doing a research paper on a topic relevant to your lecture. Be specific when giving negative feedback. Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a students weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Try to cushion negative comments with a compliment about aspects of the task in which the student succeeded. (Source: Cashin, 1979) Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.
Monday, October 21, 2019
Humanist Moral Philosophy in Architecture essays
Humanist Moral Philosophy in Architecture essays Combining the basic concepts inherent in the architecture of ancient Rome with a humanist moral philosophy, Andrea Palladio could be considered the most influential architect in the western world. His style of architecture became known as Palladianism and gained prominence towards the end of the Renaissance. His treatise on architecture, I Quattro Libri dellArchitettura, is described as a manual of classicizing design and would set the standard for many architects to follow for centuries (Sturgis, 118). Palladios text revolutionized western architecture, founded several schools of study, and remains a major influence to all students of architecture (Sturgis, 118). One such architect, Thomas Jefferson, called his English translation of Palladios text the Bible (Clark, 92). Taken in this context, the influence of Palladio on modern architecture can best be seen by comparing the similarities between Palladios masterpiece, the Villa Rotunda, and Jeffersons own masterwork, Monticello. It is very easy to discern the similarities of both structures when viewing them together for the first time. Both structures rest on hilltops, have facades that use Greco-Roman facades, and have a centrally located dome. Each adopts a central plan that combines the formal models of cube and sphere. Both derive their distinctive style from ancient Rome but are enriched with classical authority, dignity, and comfort. At first, it may seem that Jefferson was attempting to produce a copy of Villa Rotunda, but the buildings do have some differences. Palladio deeply believed in the importance of a buildings harmony with itself (Lotz, 291). As such, Villa Rotunda is a study in symmetry. The heart of the building is the centrally located dome, but it does not overpower the building. From this dome, four groups of rooms radiate outward in perfect proportion to the dome. The rooms are proportional to the...
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