Baroque Art Essays - Architectural Styles, Decorative Arts

Baroque Art During the Baroque period, new ideas and views of society and of religion spurred up. To express these new ideas many artists used the ideas of past artists to further expand their own motives. " If I have seen further (than you and Descartes), it is by standing upon the shoulders of Giants." Sir Isaac Newton, 1676 The artists of the baroque period were using past ideals as a ladder to the prevalent and the gallant. Four pieces of art that exceplified the usage of the great minds of the past were; The Rape of the Sabine Women by Nicholas Poussin, The east fa?ade of the Louvre Palace, The View of Delft by Jan Vermeer and The Palace of Versailles. The magnificent artwork of Nicholas Poussin shows the mixture of Roman architecture and ideas. He copied the body sculptures and the basilicas of ancient Rome and added them to his medium of oil. Poussin traveled to Roman museums for inspiration and models. In The Rape of the Sabine Women, he shows how he balanced his art by carefully arranging opposites. Since he used statues for models, the people in his painting look to be chiseled and very statuesque. Poussin also uses a background of a Roman city to further enhance his love for the classical world. He sought for permanent in the momentary and the universal in the individual. Many artists of the time turned to classical Greece and Rome for their ideas. Another prime example is the East Fa?ade of the Louvre Palace in Paris, France. KING LOUIS XIV originally commissioned this piece of work to Gianlorenzo Bernini in 1665. The king's finance minister felt " it left the king housed no better than before." so his plan was rejected and a French architect named Claude Perrault was appointed to finish the job. This palace had to grand enough for the "sun-king", so Perrault used classical influences to achieve the proper grandness fit for a king. He used a long Corinthian colonnade, friezes, and pilasters. This acted as a restraining influence to the baroque ideas of the time. Greek and Roman art influenced many Europeans, especially the monarchs of the time. No monarch showed that better than King Louis XIV of France. His rule of France's nobles required a large palace to be built to accommodate and preoccupy the people that could have threatened his absolute power. During his rule he added the Hall of Mirrors, four large wings, stables, and a chapel to the Versailles Palace. The palace contains hundreds of Corinthian columns and pilasters. The columns are ornately decorated with gold leaf and colorful paints. This palace is an incorporation of grandiose baroque ideas and elegant classical ideas. The building is symmetrical, logical and is an application of absolute space composition. As many architects went to classical ideals, many painters revived Renaissance ideals. In the View of Delft, Jan Vermeer shows the ideas of landscape and perspective that were discovered during the Renaissance. This painting is unique because it has no single vanishing point and its pictorial space is in a horizontal sweep. The light in this painting is coming from a cloudy sky that is dispersing it unevenly throughout the town landscape. Using this light method, the city's buildings are colored by different shades of the sunlight. Vermeer added his own inventive subjects as well as past ideas to his paintings. The Baroque period illustrated the respect and the love for classical art forms as well as other past forms. It was a melting pot of classical and baroque ideas that further expanded the arts and ideas of the world. Using past ideas along with current original ideas can make a new art form. The Baroque period was the epitome of this ideal and showed it very well with its excellent architecture, paintings, and sculptures.

Why Technological Advances Led to Government Acts

Why Technological Advances Led to Government Acts Outline There have been many changes in the advancement of information technology over the past two decades. Legal acts were created to better classify the rapid changes of technology and to protect the public. Many people find technology confusing, and there are people who take advantage of that weakness.Advertising We will write a custom research paper sample on Why Technological Advances Led to Government Acts specifically for you for only $16.05 $11/page Learn More Legal acts were created to protect people from the unknown or the confusing. Two of these necessary acts were the Children’s Online Privacy Protection Act (COPPA), created in 1998, and the Controlling the Assault of Non-solicited Pornography and Marketing (CAN-SPAM) Act, created in 2003. At the peak of the technology age, the majority of people, especially children, wanted to be a part of the technology trend. They wanted to join chat groups and message boards. They wanted to be able to contact their friends, and make new friends. The problem was that children often revealed personal information to the wrong people. Children tend to trust what people say. As an example, the child may not realize or even consider that the 12 year old girl they are chatting with could actually be a 40 year old man. They can quickly and easily compromise their personal safety. The Children’s Online Privacy Protection Act (COPPA) protects minor children that are under the age of thirteen. At the time of creation, websites were collecting and using personal information about children, information that could essentially be accessed by anyone. This caused an unsafe potential for public profile viewing. As an example, before the COPPA Act, a child could post on message boards or participate in chat groups alongside adults. This endangered the privacy of the child and put them at risk from harm by online predators. The COPPA act was created to help hide the personal identity of a ch ild. Typically, children cannot be held accountable for sharing their personal information; they do not understand the implications. This act protects the unknowing child from the predator. The Assault of Non-solicited Pornography and Marketing Act (CAN-SPAM) was created to stop the email of unsolicited pornographic material and commercial solicitation. Pornographic emails were seen as predatory and abusive. Spam email was consuming the inbox; approximately half of all emails consisted of unsolicited spam messages.Advertising Looking for research paper on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More One goal of the CAN-SPAM Act was to eliminate fraud and deception. Another goal was to free the inbox so that people were able to receive email correspondence that they actually wanted. With the mass spamming seen before the act was implemented, there was a risk of losing important messages amidst the junk mail. For some people there was the need for additional email storage, costing them more money. There was also the need for excess time to remove spam from their inbox. Unsolicited email was costly and time consuming; regulation was needed to help people cope with the problem. When technology began to advance quickly, there were problems that arose just as quickly. The government needed to find a way to protect the people before they made a costly mistake. The Children’s Online Privacy Protection Act and the Controlling the Assault of Non-solicited Pornography and Marketing Act were just two acts created to ensure the security of the individual within the nation. People continue to look for the newest and most efficient way to share information; these acts and many others allow them to pursue the advances of technology with less fear. References Childrens Online Privacy Protection Act of 1998. (1998). Retrieved from COPPA Childrens Online Privacy Protection Act: coppa.org/coppa.h tm Controlling the Assault of Non-Solicited Pornography and Marketing. (2011). Web.

Social Work Practice Essay Example | Topics and Well Written Essays - 1250 words

Social Work Practice - Essay Example Ethical practices on the other hand are values that offer a community organization directives for action gotten from the desired outcomes (Dolgoff, et al, 2008). Ethical practices most often are activities that pertain to clinical work with individuals. It is however important to regards ethical practices as helpful to a community organization in it struggle for social justice. Looked at carefully, there is no doubt that there exist an ethical dilemma regarding the silence among the workers on the best intervention to solve the escalating problem of homeless in the community. In this regard, I am referring to the community indifference on the problem of homeless, a situation that should not persist in the first place because there is already a community organization operating in the area. It is particularly disgusting that community members have decided to look the other way to a community problem instead of confronting it head-on as is supposed to be the case. In looking at this ethical dilemma, I have decided to first identify the ethical principle defining the dilemma I am faced with using the Loewenberg and Dolgoff’s ethical principle screen. In doing so, I have identified two ethical principles in the Loewenberg and Dolgoff’s ethical principle screen namely; ethical principles of the protection of life, equality and inequality, and a dec ent quality of life. From the case there is no doubt that a problem of exclusivity exists in this organization. This exclusivity has taken the shape of racism that in all intent and purposes in dangerous to the organization, especially bearing in mind that this organization serves people of different races. There is no doubt that I am new in the organization and not even fully and permanently employed and therefore my ideas and suggestion might be b e taken with a degree of contempt. It is also not in doubt that the workforce as is currently constituted is unlikely to appreciate and accommodate some

Staff Satisfaction in Market Competition Essay Example | Topics and Well Written Essays - 1500 words

Staff Satisfaction in Market Competition - Essay Example As the paper declares employee satisfaction has been proven to be directly related to overall productivity within an organization, whether the employees are in direct contact with the end consumer or not. This relationship can perhaps best be seen in the service-profit chain described by a report given by members of the Harvard Business School faculty. This discussion stresses that the Purdue University study supported this service-profit chain in reverse by focusing on the employees within corporations who had little to no actual contact with the end consumer. This study also demonstrated that the happy employee deep within the company is more likely to work hard to help other employees within the company with whom they have contact. These other employees, feeling their voices are heard and satisfied that their needs are met, are then more likely to take personal interest in pleasing the customers. These satisfied customers increase exponentially into a loyal market base and much greater profitability for the company. More than a cooperative team working together to meet the customers’ needs, companies with happy, productive employees increase their productivity simply by reducing the need to train new employees as a result of high turnover thanks to an increased employee loyalty. This employee loyalty developed as a result of customer service within the organization further translates to a more competitive market edge. Loyal employees have an active interest in helping their company be successful.

Organizational Culture in Multinational Corporations Research Paper

Organizational Culture in Multinational Corporations - Research Paper Example The culture in general and broad-spectrum comprises of assumptions, beliefs, values, norms, customs, artifacts, and several other components, likewise organization also have its norms, values, principles, and policies that makeup characteristics of the organization. In the view of many experts and theorists, culture can come under illustration and distinguish itself on three levels (Schneider, 1988). Behavior and artifacts are considered the most obvious and manifest level as it encompasses the behavioral structure of the populace of a particular culture. Values or the principles are the subsequent levels that motivate, inspire, and figure out the actions of the people. Assumptions, hypothesis, values, and attitude are the distant and rooted level and considered the most vital and imperative level to apprehend (Schneider, 1988). In order to understand the effective functioning of the organization, it is pivotal to identify with the culture first as it is a complete experience of the happenings and circumstances that encircles the entire population of the world (Alvesson, 2002).  Ã‚   Although organizational culture has come under analysis and study from a wide variety of aspects, yet it does not have a solitary and distinct definition as it is complicated and tricky to articulate in a noticeable or apparent manner. Some schools of thought even refer the organizational culture as a system where the key in elements are the response and opinion from various characteristics such as the general population, laws, and ethical, moral and competition principals. The beliefs, hypothesis, ethics, and customs based on factors such as time, money, people etc. amalgamate as a process that produces the output in the form of the consequences including the organizational behaviors, strategies, policies, products, brand image and many more (Brenton &  Driskill, 2010). For the last few decades, organizational culture has gained substantial recognition, and outstretched and broad acknowledgment amongst the employees of the organization as it has been a pivotal source for identifyi ng and becoming aware with the behaviors and attitudes of the human systems. Organizational culture is the combined recipe of principles and attitudes that make up the inimitable and distinctive shared surroundings and atmosphere for the enterprise (Brenton &  Driskill, 2010). In other words, organizational culture is the merger of values, beliefs, experiences, assumptions, documented and unrecorded rules and regulations, policies and viewpoints of the organizational members that contributes in the company’s brand image, internal working environment, communions and dealing with the external sources, and upcoming prospects and opportunities since the time the enterprise initiated until the current date (Alvesson, 2002).  

Instructional Design | Definitions and Principles

Instructional Design | Definitions and Principles Section 1 – My Definition of Instructional Design According to the Internet Wikipedia, â€Å"Instructional Design, also called Instructional Systems Design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences.† The course of action to be undertaken is made up in a broad sense of deciding the state in which the learner is in as we see it, stating the end purpose of the teaching, and cause the existence of some light at the end of the tunnel so as to make the transition smooth. Andragogical and pedagogical theories of learning inform the instructional design process which may transpire in three settings; teacher-led, community-based and student-only. Instructional design may be measured scientifically, observable directly or hidden completely and assumed. As much as there may be so many models of Instruction design, most of them are based on the ADDIE model in which the different phases are analyzed; design phase, development phase, implementation phase and evaluation phase. Training is everything. The peach was once a biter almond; cauliflower is nothing but cabbage with a college education (Mayer et al, 1996). In addition, Nadler (1984) postulates that training is defined as learning that is provided in order to improve performance on the present job. â€Å"Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning† (Alessi Trollip, 1991). Most authors have looked at Instructional Design as a Discipline, a Science, and a Process and also as a Reality. â€Å"Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities† (Gentry, 1994). Instruction Design can also be explained as a Discipline. â€Å"Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies† (Anglin, 1991). It can also be explained as reality. â€Å"Instructional Design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and her or him checks to see that all parts of the â€Å"science† have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion† (Venezky, R. Osin, L., 1991). Instructional design is the systematic development of instruction by using learning and instructional research and theories, as well as established best practices, to ensure the quality of classroom/course materials (Learner, 1986). The entire process of analysis of what a group of learners needs, objective identification and development of learning objects constitutes instructional design. Instructional design cannot come to a standstill at some point then pick up again. It is an ongoing process. When instruction comes to a completion, there is evaluation and after this the instruction design starts all over again. From the many authors, I can say instruction design is a process in which instruction is followed up to its completion and also the means and ways the same could be achieved. In education, instruction is part and parcel of the system. It is therefore important that means to follow instructions by students is looked into. Research and observations has it that most students do not fail because there is anything wrong with them but they fail because everything is right with them but cannot follow instructions! Section2 – The principles of Instructional Design Before looking at the key principles of Instructional design, we need to list the most important of the principles and elements of the instruction design. They include; objectives, evaluation, the learner and methods. We are going to look at the most important elements of the four principles of instruction design and see how they fit in the instruction design models that exist. Under the elements of the instruction, for one to develop a good instruction design then we need to identify the people the instruction is being developed for. This gives us a starting point. It becomes clear immediately when we have the target audience. In this way, we can profile the targeted audience and out of the profiling, we may get a rough idea of how to design the instruction. It is also important to come up with a list of things that the people for whom the instruction is being developed for should be able to accomplish after going through the instruction. This also adds some meat to the skeleton of the design of the instruction we have from the profiling we did above after identifying the people the instruction is being designed for. This is like starting from the end in order to design the instruction. Once we have an idea of what a learner should have achieved by the end of the instruction then we can come up with the best ways in which to achieve the same for the learner. Some of the things we need to think about are the teaching methods or learning methods that could be employed so as to have the objectives achieved in the best way possible (Mayer, 2001). Activities to be included in the design and resources to be used are also very important factors that we should also look into. The way to look at them is to have an established plan of how to use the resources and the activities in order to achieve the objectives of the instruction design. Another element that needs to be looked at is a way of knowing whether the learner has been able to do the things the learner should be able to do once the instruction is complete. This is some kind of the examination of the design of the instruction. One wise man once said that an unexamined life is a wasted life. Examination in whatever we do is very crucial and so it is also very important in the design of an instruction (Newby et al., 1996). It is the examination that reveals whether something is working or not. It is also good for us to put measures in place so as to determine whether the design of the instruction has made the learner learn something. Evaluation of the learning characteristics, objectives of the instruction and the methods of instruction needs to happen before taking on the actual instruction design. Learner characteristics are one of the factors to put into consideration before designing an instruction. It is very important to run a background check on the level of exposure the learner has on the topic, the grades of the learner and also how the learner has been performing academically in the past not necessary in the instruction topic but in general. The social characteristics o rather personal characteristics have to be looked at. The learners work experience, age, the relation of the content of the instruction to the leaners life and the attitude as well. It is also good to put non-conventional learners into consideration. These may include the learners who have disabilities, learners from different cultures and also primary language learners. The style of the learner is also put into consideration. This means looking at the conditions the learner has to be in when learning. Lastly, we all know that when one is motivated, the motivation quickly serves as an ingredient for success (Sweller, 1988). The motivation of a leaner is also a point to look at. Some of the pointers are the students grade, a persons credit, the self improvement of a person, the salary one earns and also the advancement of ones status. Section 3- Models of Instructional Design ADDIE model The ADDIE model is the most common of all models. The acronym ADDIE stands for five words which make up the five phases of the ADDIE model. The â€Å"A† stands for analyze. The analysis is of things like the characteristics of the learner, the tasks that the learner should learn. The â€Å"D† stands for design where the learning objectives are developed and also an approach that is instructional in nature is chosen in this phase. The second â€Å"D† stands for develop where the training or the instructional materials are brought to existence. The â€Å"I† stands for a big word and the word is the â€Å"I† stands for is implement. Implementation in a nutshell involves the distribution of the materials containing the instructions. Lastly, the â€Å"E† stands for evaluate. In the evaluation phase, checking of how the materials distributed in the implementation phase affected the learner takes place (Saettler, 1990). It is in this phase that we a re able to know whether the goals for designing the instruction were achieved. Most models of instruction design have been modified from the ADDIE model. Rapid Prototyping Rapid prototyping is a model that was adopted from the ADDIE model. It is considered a simpler version of the ADDIE model b y many instruction designers. The heart of Instruction design is the analysis phase. This phase comes first. It is the doorway to the other four phases of instruction design (Seels Glasgow, 1990). It is after the analysis stage that we are in a position to choose the instruction design model that is most suited for the design of the instruction. This is because it is only after understanding exactly what we are dealing with is one able to pick the right bus to take him or her to the right destination. Analysis should be done thoroughly. Most instruction designers do not do a thorough job when it comes to analysis. The result of this is pretty much obvious. This is synonymous to expecting a very strong house to be sustained by a very weak foundation (Smith Ragan, 1993). The analysis is the foundation of the house called instructional design. It is therefore encouraged that at the analysis stage, a lot of time and keenness should be put into the analysis so as to gather as much information as possible. The Dick and Carey Systems Approach Model In the book entitled The Systematic Design of Instruction, which was published in 1978, Walter Dick and Lou Carey came up with The Dick and Carey Systems Approach Model. In this model, the instruction is not viewed as a breakdown of parts isolated but as a system. Its main focus is on the interrelationship between content, instruction, context and learning. â€Å"Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about desired student learning outcomes† (Clark et al, 2006). The components to this model include instructional goal identification, instructional analysis conduction, learners and contexts analyzing, writing of performance objectives, developing of assessment instruments, developing of instructional strategy, developing and selecting of instructional materials, designing and conducting formative evaluation of instruction, revi sion of instruction and lastly, designing and conducting of summative evaluation. In the Dick and Carey Systems Approach Model, the execution of components is done in an iterative, parallel manner and not in a linear manner as in the Rapid prototyping. Apart from the above mentioned models, there exists the Instructional Development Learning System (IDLS), the Smith/Ragan Model and the Morrison/Ross/Kemp Model. Section 4- Relationships Between the Principles and the Models In this section we are going to look at the way the models have applied the key principles of instruction design. As we had seen in section two, the key principles of instruction design include; objective, evaluation, the learner and methods. Our goal in this section is to see how the models of instruction design have taken the principles of instruction design and blended than in the models of instruction design. We had also seen that the ADDIE model was broken down into five phases and these were analysis, design, development, implementation and evaluation phase. At the analysis, all the blind spots to the problem are removed and this is where the goals and objectives are established. It is at this stage that the identification of the skills the learner needs is identified and the learning environment determined. The analysis stage in the ADDIE model goes hand in hand with the principle of objectivity. This shows that the ADDIE instruction model has used one of the principles of objectivity as per the analysis above. At the design level, the objectives determines in the analysis level are learnt. At the design phase, the instruments to be used to asses are determined, the content of the exercises to be done are also determined. Planning of the lessons as well as the selection of media is done here. This is consistent with the principle of methods. Under the methods principle, all the items looked at are more or less similar to the ones put into consideration under the design phase in the ADDIE model. Under the evaluation phase in the ADDIE model, there exist two sides to the coin; summative and formative. Formative has been there in each and every phase in the ADDIE model. However, Summative evaluation is specific to an identified area of problem from the learners. Under the lists of principles used in the design of an instruction, there is the principle of evaluation. This goes to show that the ADDIE is consistent with the key principles of Instructional design. If we were to look at Rapid prototyping, we can say that it is also consistent with the principles of instructional design. We can say this because it is a simpler version of the ADDIE model meaning it is very similar to the ADDIE model and since the ADDIE is compliant with the principles of Instructional design, Rapid prototyping also is consistent with the key principles of instructional design. So far, we have looked at ADDIE model and also Rapid prototyping in relation to the key principles of instruction design. The Dick and Carey Systems Approach Model is seen to have quite a number of components of which we are going to look at each and every component to see of it is consistent with the key principles of instruction design or not (Paas et al., 2004). This is the model that looks at instruction as a system and not a sum of isolated parts. The identification of a goal is consistent with the objectives principle. The conducting of the analysis of the instruction is rather on its own there. There seems to be no principle in tandem with the analysis of the instruction. The principle of objectivity is in line with the analysis of learners and contexts. Writing of performance objectives can be put under the objective principle. The developing of the instruments to be used in the assessment can fit quite well under the methods principle (Clark Mayer, 2002 Cooper Sweller, 1987). The development of the instructional strategy to be used when distributing the instructions can be out under methods. The evaluation of the instruction, revision of the instruction and the summative evaluation will all fall under the evaluation principle. We can safely say therefore that all the components of the Dick and Carey Systems Approach model all follow the principles of the key principles of the design of instruction. Most models adhere to the simple key principles of instruction design. Section 5-My Lesson Plan Subject Matter and Grade Level The subject matter I choose for my lesson plan is geometry for the 6th graders. The reason behind this choice is firstly because when I was in the 6th grade, geometry was not a smooth ride but when I moved to higher grades, I felt so stupid for not being able to understand the simple geometry the teacher always taught. I would tail the class in geometry and this was not a good feeling as it interfered with my ability to grasp other subjects confidently. I can easily identify with kids whom their teachers would clearly, loudly and publically say that they have given up on them. This is because they never get above a certain grade in some subjects. This is what my teacher used to say and I would feel so inadequate. I have narrowed down to geometry because most kids at this stage feel that geometry or anything mathematical such as college algebra is hard and is beyond their capabilities (Chandler Sweller, 1991). The truth is with the principles and models of instructional design, there is nothing that cannot be learnt! The lesson I want to design is the simple formula on how to get the circumference of a circle. This was also an area I used to be confused at. Firstly, the confusion came when choosing the figure to put as diameter and the figure to put as radius. There may be students who have no problem with this but my target is the students who have time and time again gotten this geometric question wrong. The Model The model I choose to work it is the Dick and Carey Systems Approach Model. I chose this model because I want to have a system approach to the instruction and not as a sum of little instruction bits and pieces. The goal of the instruction is to prompt the learner to give the circumference of a circle whether operating from the radius or the diameter. The instruction can either be wordy or delivered using the mathematical language. The Lesson The sixth graders analyzed cannot tell the difference between the radius and the diameter and this may be the reason as to why the question is failed so many times. The performance objectives are to see a bigger percentage of the sixth graders getting questions related to the circumference of a circle correct. In school, every single mark is important just the same way as in life, every small thing done to enhance your life counts. The assessment instrument to be used is a geometry test. The strategy in getting the objectives met is to make the learning process as interesting as possible. For example, instead of drawing boring shapes using chalk on the board, we use colorful shapes and abstract shapes so as to make learning less formal for the students to relate with the interesting shapes (Kemp et al., 1996). These will be the interesting instructing materials. The formative way of checking if the instruction did work is by looking at the marks to the geometry test. If the grades ar e higher than what they were then the instruction design process was a success. Relationships The model is consistent with my theory of learning because of the components. B following the components of the Dick and Carey Systems Approach Model, I already could feel how easy the learning process has been broken down. This is exactly what I believe learning is all about. It is about taking the â€Å"complex† stuff and simplifying it further into step by step basic components which can easily be digested by the learners whom you have already profiled. The model also allows for evaluation (Mayer, 1997). Whenever there is learning, the learnt information has to be examined for the instructor to know whether their way of instruction design helps or not. References Alessi, S., Trollip, S. (1991). Computer-based instruction. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Anglin, G. (Ed.). (1991). Instructional technology: Past, present and future. Englewood, Colorado: Libraries Unlimited. Chandler, P. Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction.† Cognition and Instruction 8 (4): 293–332. Cooper, G., Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer.† Journal of Educational Psychology 79 (4): 347–362. Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. Clark, R. C., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. Gentry, C. (1994). Introduction to instructional development. Belmont, California: Wadsworth Publishing Co. Kemp, J., Morrison, G., Ross, S. (1996). Designing effective instruction. Upper Saddle River, New Jersey: Prentice-Hall, Inc. Learner, R. (1986). Concepts and Theories of Human Development (2nd ed.). New York: Random House). Mayer, R.E. (1997). Multimedia Learning: Are We Asking the Right Questions?† EducationalPsychologist 32 (41): 1–19. Mayer, R.E. (2001). Multimedia Learning. Cambridge: Cambridge University Press. Mayer, R.E., Bovet, W. Bryman, A. Mars, R. Tapangco, L. (1996).When Less Is More:Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons. Journal of Educational Psychology. 88 (1): 64–73. Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text.† Educational Technology Research and Development. 43 (1): 31–41. Nadler, Leonard (1984). The Handbook of Human Resource Development. New York: John Wiley Sons. Newby, T., Stepich, D., Lehman, J., Russell, J. (1996). Instructional technology for teaching and learning. Englewood Cliffs, New Jersey: Prentice-Hall Inc.. Paas, F., Renkl, A. Sweller, J. (2004). Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture. Instructional Science 32: 1–8. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12 (1): 257–285. Sweller, J., Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1): 59–89. Saettler, P. (1990). The evolution of American educational technology. Stolovitch, H.D, Keeps, E. (1999). Handbook of human performance technology. Seels, B. Glasgow, Z. (1990). Exercises in instructional design. Columbus, Ohio: Merrill Publishing Company. Seels, B. Glasgow, Z. (1998). Making instructional design decisions. Columbus, Ohio: Merrill Publishing Company. Smith, P. Ragan, T. (1993). Instructional design. Upper Saddle River, New Jersey: Prentice- Hall, Inc. Venezky, R. Osin, L. (1991). The intelligent design of computer-assisted instruction. New York: Longman. Furagin: Forced Degradation Studies Furagin: Forced Degradation Studies

Serial Killers Essay -- Papers Psychology Murder Crime Essays

Serial Killers Introduction to Psychology Introduction In the past two decades, the creature known as the serial killer has captured the attention of the American culture. With the dozens of books and movies centered around serial killers the term has become a trendy catch phrase, replacing earlier terms such as "homicidal maniac". Fiction and screenwriters use the term "serial killers" with such casual abandon that is seems the meaning of the term escapes them. Acknowledgements I would like to thank my family and friends for encouraging me back to school so I can one day parlay my BIZARRE interest into a bonafide career. Justification of Problem Are serial killers born or made? What stops us from killing a disloyal friend or total stranger with nice shoes? Or ? to rephrase the question ? what fails to stop some people from committing such murders? This question has baffled psychologist, sociologists and criminologists for many years, and is the very essence of trying to establish the nature of this crime. The born or made argument, known as the "Nature versus Nurture" debate, asks whether criminality is due to genetic factors, and therefore unavoidable, or whether it is the product of social situations, environmental surroundings or other external factors. While the debate is a noble one, we must first answer the question ? What is a serial killer? Literature Review On February 9, 1978, 12 year-old Kimberly Leach disappeared; she was found in the first week of April, her body discovered near Suwanee State Park. In 1609, 25 handpicked daughters of Polish nobles left home to attend instruction in social graces at the Csejthe Castle; none left alive. The body of Rose Ambramovitz was found sprawled a... ...nd just as the heroin addict?s need for a fix may drive him to steal, the serial killer?s obligation to the fantasy drives him to murder. In short, the cycle of the serial killer is no different from the cycle of any other addict, the end result being functionally the same as the heroin addict?s theft. Bibliography: References Abrahamsen, David. (1973). The Murdering Mind. New York: Harper & Row. Alexander, Bruce. (1988). "The Disease and Adaptive Models of Addiction." In Stanton Peele (ed.), Visions of Addiction. Lexington: DC Heath & Company. Rule, Ann. (1996). "The I-45 Killer". New York: New American Library. Schechter, Harold & Everitt, David. (1996). "A to Z: Encyclopedia of Serial Killers". New York: Pocket Books. U.S. Senate Judiciary Committee. (1984). "Serial Murders". Washington, D.C.: U.S. Government Printing Office