IT in Architectural Competition Article Example | Topics and Well Written Essays - 2750 words

IT in Architectural Competition - Article Example IT can be used only as a tool and nothing more in the context of architectural competitions. One is not suggesting that sophisticated computers and software programmes can replace the invaluable experience, intuition, and feel of experienced professionals. Professional experience when combined with the amazing computing power and versatile graphic imagery that IT enables, can bring the process of evaluation to a higher level. Qualitative aspects of the architectural parameters pose tough challenges and to the best of my knowledge, there are no programmes that can fully replace human judgment. Competition works are evaluated from aesthetic and functional angles, such as spatial composition, cityscape values, and sensation. Judges are using words like spatial cognition, texture vividness, light, shadow, sensation, habitability, and pleasantness. The element of personal feelings as an aspect of the quality of a work is evident from these descriptions. IT enables enhancement of a judge’s feel for a work and hence it is reasonable to propose that IT be used as a tool for the judicial process and as a return medium for a competition. Objectivity aspects of presentations are important and discussed separately. On the other hand, quantitative aspects, by definition, are quantifiable and IT can be a good tool here too. Buildings can be evaluated in terms of codes, energy performance, sustainability etc. Once mandatory codes have been met, evaluating for sustainability essentially looks at a building holistically in terms of energy and resource use. These aspects are quantifiable easily and objectivity of judgment is retained while evaluating them. A judgment is supposed to be based on the information made available. However, it has been the experience for a very long time that the information provided to facilitate judgment lacks objectivity and this has resulted in restrictions being imposed on some kind of information.

Bruner and Wittgenstein: Language Learning :: Psychology Children Communication Papers

Bruner and Wittgenstein: Language Learning A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal (Bruner 1983). Ludwig Wittgenstein's own remarks on the topic also furnish an interesting story independent of Bruner's selective use of his corpus, especially insofar as his approach results in an irreducible riddle and a hypothesis by his own account (Wittgenstein 1953 and 1958). The two views are explored, contrasted and critiqued. In the end, neither will do to resolve problems in our methodological understanding of language acquisition, for which the most important reasons are given. Most children learn language with remarkable ease, but how are we to account for this extraordinary fact? The problem plaguing our understanding of language and language acquisition can be described as. How can one learn anything genuinely new and become linguistically creative and how this learning is possible at all, unless one already has some path into language, for example, a suitable framework in which language learning takes place? It is this framework that interests us here. One possible picture is provided by St. Augustine, who likens the child's learning of language to a stranger coming into a foreign land, unable to understand what is said, yet already in possession of some language, only not the one spoken 'here.' To Wittgenstein, the picture painted in St. Augustine's Confessions is not representative of the scenery encountered by the first-time language learner, for this stranger who slowly decodes the puzzle of the strange surrounding sounds already has a framework. St. Augustine alters the character of the learner so that the issue of a suitable framework does not arise. Philosophers like Chomsky or Fodor, although historically distant from Augustine, try to provide a new answer to the same question. Their solution differs only in the sense that it shifts the problem onto a 'universal grammar' or a 'language acquisition device', which thus provides the entry point into language. In his effort to dissolve philosophical issues, Wittgenstein makes a great many methodological suggestions in his later work, criss-crossing language, meaning, thought, and so forth. We also find

Leadership Style of Kiran Mazumdar Shaw

Born on March 23, 1953 in Bangalore. Schooling at Bishop Cotton Girls School & Mount Carmel College at Bangalore. B. Sc. in Zoology from Bangalore University. Qualified as a master brewer from Ballarat University Australia. CMD,Biocon Ltd, India's biggest biotechnology company. In 2004, she became India's richest woman Feathers in the Cap Termed India's Biotech Queen by The Economist and Fortune India's mother of invention by New York Times Ernst & Young Entrepreneur of the Year Award in Healthcare & Life Sciences Category (2002) The Economic Times Business Woman of the Year Award (2004)Leadership: The KMS way The Success MANTRA Listen to the little drummer in you who keeps saying break free, become large, build something memorable. †¢ Strategy Leadership is about approaching opportunity through strategy. †¢ Motivation – Motivating Oneself – Motivating others Mission or Vision All leaders need not be visionaries and all visionaries need not be leaders. There c an be a leader without vision but there can’t be a leader without mission. A Leader’s Mission : †¢ †¢ To inspire people To help them share aspirations and ideas SITUATIONAL LEADERA Devastating situation – Personal Vs Professional Life †¢ Biocon was busy negotiating with Danish firm Novozymes for the sale of its enzymes business. †¢ Her husband John Shaw was diagnosed with a cancerous lump in his kidney. †¢ Kiran not just tended to her husband in hospital, but also made all the strategic decisions needed for the deal. Ultimately, the deal was a great SUCCESS for BIOCON Personality Traits – Openness to experience – Extraversion – Agreeableness – Emotional Intelligence – Conscientiousness Very High High High High Very High Charismatic LeadershipThe Most Influential in Bio-business person outside Europe and USA – Nature †¢Articulates the vision †¢Sets the high performance expectations †¢Conveys a new set of values Motivational Leader †¢ A great motivational leader in terms of both motivating herself as well as her employees †¢ Inspired by India's software success story. This motivated her to set up Syngene. Transcendental Leader †¢ Doing the IMPOSSIBLE †¢ Surface courage from FEARS †¢ Touching the UNTOUCHABLES †¢ Understanding the inarticulate needs Strong commitment to goals : She transcended the boundaries of self and her business. Relationship building within the organization as well as outside the organization †¢ Customer relationship that helped Biocon’s growth. †¢ Kiran tried to add value to the business and customer. – She commented in an article that as the company grew, the equation with the customers changed. – Earlier client meetings were under a cloud of patronization but now they were meeting of equal minds Who is a LEADER? †¢ A people’s person †¢ One who inspires confidenc e †¢ One who have respect for others †¢ Have honesty of purpose †¢ One who has passion, energy, conviction, ambition, mission & faith THE DIFFERENCE LIES IN DNA

Define the Term Sensitive Periods, and Explain How the...

Define the term sensitive periods, and explain how the teachers knowledge and understanding of these periods determines his/her preparation and custodianship of the prepared environment A sensitive period refers to a special sensibility which a creature acquires in its infantile state (Montessori, 1966, p.38). Such sensitive periods were first discovered in animals by the Dutch scientist Hugo de Vries, but according to Montessori, are also found in children and are very important to consider in teaching. Each sensitive period is a transient disposition and is limited to the acquisition of a particular trait (Montessori, 1966, p.38). Once such a trait or characteristic has been achieved, the sensibility disappears due to†¦show more content†¦A fifth sensitive period is a sensitivity to small objects. At this stage the child may become engrossed in extremely tiny objects, for instance tiny insects barely visible to the human eye (Lillard, 1972). It is often common for children who are now mobile to be fixated with small objects such as ants, pebbles and grass, and they will often stop to examine such small objects when out walking. The sixth and final sensiti ve period is a sensitivity to the social aspects of life. Now that the child has become relatively stable in their physical and emotional environment they begin to attend to the social environment. They become aware that they are part of a community (for instance their nursery or playgroup) and he or she attempts to learn manners and serve others as well as himself (Lillard, 1972, p.36). Such social interest is shown initially as observation, but later develops into a need for more active contact with peers. According to Montessori, it is vitally important to support and facilitate these periods during the childs first stage of development. If the child is prevented from following the innate desire of any give sensitive period, a disturbing effect could result on both psychic development and maturity. According to Lillard, 1972, p. 33, therefore, the opportunity for development in his sensitive periods must not be left to chance. The child must be assisted through the sensitive peri ods. The adult